İngilizce Öğretmenliği Koleksiyonu

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

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Now showing 1 - 5 of 5
  • 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.
  • Book Part
    Pragmatics in Discourse
    (Pegem Akademi, 2021) Çiftçi, Hatime
    In this chapter, we have briefly discussed how pragmatics and discourse inform each other as two closely intersecting concepts. This is also the underlying assumption for our chapter on pragmatics in discourse as they entail several common aspects regarding the analysis of language use in social interaction. We discussed the role of context and social factors and presented the distinction between pragmalinguistics and sociopragmatics. Additionally, we have provided a broad overview of five different approaches to pragmatics in discourse as these have been predominantly embraced by recent research studies. These are namely conversation analysis, interactional sociolinguistics, genre analysis, multimodal discourse analysis, and critical discourse analysis. Finally, from a sociolinguistic perspective, we have utilized the concept of domain in speech communities and exemplified it with two discourse domains and these are classroom discourse and institutional discourse.
  • Book Part
    Discourse Analysis as a Research Methodology for L2 Context
    (Wiley Blackwell, 2022) Çiftçi, Hatime
    Discourse analysis as a qualitative research methodology promotes our understanding ofhow language is used by interlocutors in ongoing talk. Along with the increased use oftechnology and digital media in our lives, the scope of discourse analysis can be expandedfrom face-to face interactions to any instance of online communication. Thus, it is highlylikely to utilize discourse analysis as a research methodology in a wide spectrum ofsecond/foreign language (L2) teaching and learning contexts. In discourse studies, it is acommon practice to inform our analysis by using a specific methodological framework, suchas conversation analysis, interactional sociolinguistics, multimodal analysis, corpuslinguistics, critical discourse analysis, and so on. This chapter presents how I used discourseanalysis utilizing interactional sociolinguistics to examine linguistic politeness in office hourinteractions at two foundational universities in the northwest of Turkey where English is themedium of instruction. Drawing on a reflective and narrative report of my researchexperience, this chapter provides insights into how discourse analysis can be implemented inL2 teaching and learning contexts, what researchers should consider before and during theresearch process, the potential challenges of conducting discourse analysis for similar L2contexts, and suggestions for future endeavors in this line of research.
  • Book Part
    The Central Concepts: Culture, Language, Intercultural Competence and Interculturality
    (Eğiten Kitap, 2021) Çiftçi, Hatime
    This chapter presents the basic concepts, such as culture, language and culture, intercultural competence and interculturality with a brief discussion of earlier and recent perspectives and frameworks. The chapter starts with various definitions of culture and draws on linguistic anthropology followed by dimensional and analytic frameworks of culture. Then, the relationship between culture and language is presented through linguistic, pragmatic, and sociolinguistic viewpoints. Such a interwoven link between language and culture brings up the discussion of the role of intercultural communication and interculturality accompanied by a set of both earlier and recent frameworks. Then, the concept of interculturality is briefly reviewed tapping on some critical issues, such as diversity and power dynamics in intercultural communication. This is followed by implications of interculturality for language teaching and relevant practices.
  • Article
    The Effect of Clil Training on Turkish Efl Pre-Service Teachers’ Self-Efficacy Beliefs and Attitudes Towards Clil
    (E.L.E. Publishing, 2020) Kassymov, Guzyal; Çiftçi, Hatime
    This study aims to investigate the effect of content and language integrated learning (CLIL) training on Turkish EFL pre-service teachers’ self-efficacy beliefs and their attitudes towards CLIL. For this purpose, a group of 28 Turkish pre-service language teachers was trained on CLIL, its theoretical background, aims, principles, strategies for planning and teaching lessons. The data collection tools included a teacher selfefficacy scale, a questionnaire of attitudes and experiences in CLIL, and semistructured interviews. The participants completed pre-tests and post-tests of teacher self-efficacy scale in order to measure the effect of training on their self-efficacy beliefs. Moreover, the participants’ attitudes towards CLIL were explored through the attitudes questionnaire and semi-structured face-to-face interviews. The findings revealed that the introductory CLIL teacher training had a statistically significant effect on selfefficacy beliefs of Turkish EFL pre-service teachers. The participants’ attitudes towards CLIL turned out to be positive as well.