İngilizce Öğretmenliği Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933

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Institution Author: search.filters.institutionAuthor.Çiftçi, HatimePublication Index: search.filters.publicationIndex.Scopus

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  • Book Part
    Discourse of Reflections on Instant Joint Engagement in Online Elt Graduate Courses (chapter 17)
    (Multilingual Matters, 2022-12-31) Çiftçi, Hatime; Dikilitaş, Kenan
    In this chapter, we investigate the discourse of post-course reflections by in-service teachers on instant joint engagement in online ELT graduate courses. Our findings demonstrate that engagement for teacher reflection might be promoted in synchronous interactions during online teacher education courses. We argue that in-service teachers’ cognitive, socio-constructive, affective and interactive engagement can foster their critically reflective voice.
  • Article
    Citation - WoS: 2
    Citation - Scopus: 2
    Stancetaking in Spoken Elf Discourse in Academic Settings: Interpersonal Functions of I Don’t Know as a Face-Maintaining Strategy
    (Hacettepe University, 2021-04-08) Çiftçi, Hatime; Akbaş, Erdem
    Our study examines interpersonal functions enacted through a stance marker in spoken ELF academic discourse. We specifically focus on investigating the functions of I don’t know in an academic speech event by embracing an interpersonal pragmatics and sociolinguistics perspective to figure out how it contributes to the act of stancetaking as an intersubjective activity. We have examined 14 interactions of doctoral defense discussions from the ELFA corpus. Our detailed discourse analysis of these doctoral defense discussions has revealed five distinctive interpersonal functions of the stance marker I don’t know allowing speakers to construct their stance and adopt a face-maintaining strategy in the ongoing spoken discourse: prefacing a suggestion, seeking acceptance, hedging/mitigating, checking agreement, and expressing uncertainty. Considering the highly-context dependent and context-regenerated functions of I don’t know, our study attempts to delve into the relational and interpersonal aspect of communication, and thus contributes to research in this strand by disclosing the interpersonal functions of stancetaking as an intersubjective activity with a particular focus on ELF academic discourse.
  • Article
    Citation - WoS: 8
    Citation - Scopus: 5
    Second Language Motivational Self System of Sixth Graders in Turkey: a Correlational Study
    (Wiley, 2021-02-24) Çiftçi, Hatime; Arslan, Tugba
    Investigating the foreign and second language (L2) motivational self system (L2MSS) of Turkish sixth graders, this study reports relationships among three components (ideal L2 self, ought-to L2 self, and L2 learning experience) of the L2MSS and the variables of school type (public and private), gender, and intended effort. Data were collected from 170 students in two public and two private secondary schools in northwestern Turkey through a questionnaire. The results of correlation analysis indicate a strong positive correlation between ideal L2 self and L2 learning experience, and the variables of school type and gender did not make a difference. Intended effort was found to have a strong positive correlation with these L2MSS components. The results of multiple regression analysis provide further evidence for especially intended effort as a significant predictor of L2MSS, whereas the school type and gender did not contribute to the system. The major implications of the study and future research possibilities are discussed.
  • Article
    Citation - WoS: 6
    Citation - Scopus: 7
    Co-Constructed Oppositional Stance and Facework in an Office Hour Interaction
    (De Gruyter, 2020-07-26) Çiftçi, Hatime; Vásquez, Camilla
    Stance plays a salient role in communicating interpersonal meaning through language use. Understanding stance as co-constructed within dialogic interaction uncovers subtleties of how interlocutors use language to express their subjectivities and thus, negotiate their interpersonal relationship. The notion of face and facework, or relational work (Locher 2004), is therefore relevant to the understanding of stance in interaction. Drawing on Du Bois’ (2007) stance triangle, our study analyzes oppositional stance in a single, extended interaction and shows how two interlocutors in an academic setting jointly construct oppositional stance, each by drawing on their own interpretations. Our analysis indicates that this co-constructed oppositional stance is enacted throughout three broader stages, which we call initiation, negotiation, and resolution. We also demonstrate that expressing oppositional stance is a complex process where interlocutors employ various discourse strategies to express pessimistic evaluation, shifting positionings, and (dis)alignment. Meanwhile, instances of oppositional stance become face-maintaining and face-challenging at different stages in which directness and indirectness are variably employed.