92 research outputs found
Cutting-edge topics and approaches in education and applied linguistics/ edited by Cihat Atar.
No full textIncludes bibliographical references and index.1 online resource (vi, 180 pages)
A Sociolinguistic Analysis Of English Textbooks In Sweden
No full textThe goal of this study is to analyze two English textbooks used in Sweden from a sociolinguistic perspective. This is a qualitative study, and the Sociolinguistic Textbook Evaluation Rubric (Atar & Erdem, 2020) consisting of six items was used to analyze the textbooks. The items of the rubric were applied to the textbooks, and the results were discussed in relation to English language teaching. The results showed that the two textbooks in focus were in line with most of the sociolinguistic issues raised in the rubric. However, there were some issues with the linguistic ecology and the case of English as a linguistic capital for the elites. Accordingly, this study contributed to the literature by evaluating two textbooks systematically with regard to sociolinguistic issues, and it offered some suggestions for pedagogy.</p
The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy
Get PDFTeacher self-efficacy plays significant role in determining the effectiveness of high-order thinking (HOT) pedagogy, including for the teaching of science and mathematic subjects. Although teachers have been found to adopt HOT-based exercises, and were ready to implement HOT-based teaching, little is known on whether both would enhance their self-efficacy. The purpose of this paper is to present findings of a research which studies the relationship between Self-efficacy to teach Higher Order Thinking Skills and the availability of Professional support to teach HOTS with the student teachers’ readiness towards HOTS Pedagogy. HOT-based exercises usage, HOT-Implementation readiness, and self-efficacy among science and mathematic student teachers in Malaysia. A group of 121 student teachers have been randomly selected to participate in the study. They responded to three scales which measure their usage of HOT-based exercises, readiness in HOT-Implementation, and self-efficacy. It has been found that the student teachers have high levels of Self-efficacy, readiness and professional support towards HOTS. It has also been found that there were significant relationships between self-efficacy and Readiness towards HOTS Pedagogy.; and between Professional support towards HOTS and Readiness towards HOTS Pedagogy.
Significance: The findings provide an account of student-teachers’ readiness in using HOT-based exercises, and their self-efficacy to engage HOT-based exercises. The finding is expected to inform policy makers on the ways to strengthen the training of HOT-based education method among student teachers in the country
Higher education in Turkey: responding to sustainable development agenda
No full textThe study aims to review the literature that analyses the history and
current situation of Higher Education (HE), henceforth known as HE, in Turkey
and to review HE agenda of the Government of Turkey in order to identify the
extent to which it has responded to the sustainable development agenda. This
paper recommends ways to improve and develop HE in Turkey so as to make
it a significant sector which prepares its stakeholders to achieve sustainable
development goals (SDGs). Multiple sources of information: documents on
the agenda of Turkey with regard to the objectives of HEthe findings of
previous studies undertaken on different aspects of Turkish HE systemstrengthen HE Education Curriculum, internationalise the Turkish HE are
in line with the directions that support the attainment of SDGs. The findings
provide an account of the HE system in Turkey, both strengths and weaknesses.
It enhances understanding on the current situation of HE in Turkey vis a vis the
Sustainable Development Goals. The study does not only describe the Turkish
HE system, but it provides a case which can be used by HE researchers to study
HE in different contexts
Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?
Get PDFThe aim of this study is to discuss whether explicit teaching of English pronunciation in second language (L2) and English as a foreign language (EFL) classrooms is helpful for learners or not. This study aims to review the studies on pronunciation teaching to synthesize the literature. In this way, connections between research and practice will be formed and the implications for language teaching will be mentioned. In this study, a literature review (of around 40 articles, books and book chapters) has been done first and then, in accordance with the findings, the emerging themes (e.g. intelligibility, Lingua Franca Core and students’ background) from the review were further reviewed and a synthesis is provided taking the findings regarding different perspectives into consideration. The results suggest that recently pronunciation teaching has shown great improvements and the aims of it have changed from attaining a native-like proficiency to being intelligible. The review suggests that the aim of pronunciation teaching should be to teach for functional and meaningful contexts and it should be a part of communicative approaches to provide students with a fluent speech. The findings also suggest that the focus in explicit pronunciation teaching should be on not only perception, but also production and only the relevant and useful parts of phonology should be taught to learners
Uzatılmış bekleme süresi odağında öğretmen adaylarının sınıf etkileşimi yönetimi için bir farkındalık arttırma uygulaması
No full text
Wait-time in Material and Classroom Context Modes
Get PDFThis study aims to investigate wait-time, more specifically student reaction wait-time, in high school English as a foreign language classrooms with specific regard to two classroom micro-context modes (the classroom context mode and material mode). The data was collected via audio-recordings of classroom interaction in its natural context. The audio-recordings were analyzed using the principles of Conversation Analysis. The analysis of the data demonstrated that the effectiveness of student reaction wait-time is highly related to the current pedagogical goal; if the purpose is to increase learners’ involvement in classroom discourse or if it requires analytical thinking, an extended wait-time of three to five seconds is likely to enhance the learning opportunity. However, as a social process, opportunities for learning are likely to be missed if the purpose is to monitor understanding or display answers which are explicitly given in the material that is being used. In this sense, this study has implications for studies on wait-time, foreign language classroom interaction, teachers’ interactional competence, and foreign language learning contexts in general
Potential perspectives Corpus Linguistics offers for Applied Linguistics studies: The use of BNC to increase validity
No full text
- …
