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Learning from reflection: A case of a post-sojourn debriefing workshop with EFL university students
No full textUsing the Autobiography of Intercultural Encounters as a Framework to Write Narratives of Intercultural Experiences
Get PDFThis paper presents the findings of a case study that is based on the Autobiography of Intercultural Encounters AIE Byram et al., 2009 published by the Council of Europe. The council published this document as a complementary tool that can help students reflect critically on specific intercultural encounters they had. The paper argues that the document can be used not only in its original question-answer format to critically analyze intercultural experiences, but also as a framework that would help students write narratives of their intercultural encounters. Therefore, intercultural experiences of students, such as study-abroad, can be written as reflective narratives by using this document. In this study, a Turkish student who returned from an Erasmus exchange program was asked to write a narrative of one of her intercultural encounters. Then, the student wrote her answers to the questions in AIE about the same experience. By using AIE as a framework, she reviewed her first narrative and wrote its final version by adding more details that she thought would be appropriate. Content analysis of the two narratives and the student’s AIE revealed that the final version of the narrative that was written based on AIE was more critical in its perspective and detailed than the first narrative. The interview that was conducted to find out the student’s opinions of this writing experience also showed that the student found writing a narrative based on AIE beneficial both for herself and the readers. The study suggests that using AIE as a framework to write narratives of intercultural encounters would be especially useful for English language learners who use English as a lingua franca in intercultural communication situations. By reading such collected narratives, students can increase their awareness about intercultural conflict situations and develop their intercultural communicative competenc
Ingilizce öğretmen adaylarinin kültürlerarasi yetilerinin geliştirilmesine yönelik bir programin etkililiği üzerine bir çalişma
No full textBu çalışma İngilizce öğretmen adaylarının, kültürlerarası yetinin davranışsal beceriler boyutunda gelişmelerinde, kültürlerarası eğitim içeren bir Sözlü İletişim Becerileri dersinin ne derece etkili olduğunu araştırmaktadır. Çalışmada ön-test son-test kontrol gruplu deneysel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu Gazi Üniversitesi, İngiliz Dili Eğitimi Anabilim Dalı'nda okuyan birinci sınıf öğrencilerinden oluşan iki grup oluşturmuştur. Çalışma 2009-2010 bahar döneminde gerçekleştirilmiş ve deney süreci yedi hafta sürmüştür. Çalışmanın nicel verileri katılımcıların YDS puanları, davranışsal gözlem puanları ve kendini değerlendirme puanlarından; nitel verileri ise kültürlerarası deneyim anketi ve çalışmanın sonunda yapılan bir görüşmenin sonuçlarından elde edilmiştir. Çalışmanın ön-test ve son-test sonuçlarının analizi, öğretmen adaylarının kültürlerarası yetinin davranışsal beceriler boyutunda dikkate değer bir gelişme gösterdiklerini ortaya çıkarmıştır. Ayrıca, öğretmen adayları deneyin gerçekleştirildiği derse karşı olumlu görüşler belirtmişlerdir. Dolayısıyla, kültürlerarası eğitim içeren bir Sözlü İletişim Becerileri dersinin, İngilizce öğretmen adaylarının kültürlerarası yetinin davranışsal beceriler boyutunda gelişmelerinde etkili olduğu sonucuna varılmıştır. Çalışmanın sonuçları doğrultusunda, ileride yapılabilecek bilimsel çalışmalar için önerilerde bulunulmuştur.This study investigates the effectiveness of an intercultural training integrated Oral Communication Skills course on the development of pre-service English language teachers' behavioral skills of intercultural competence. Among the experimental research designs, the randomized pre-test post-test control group design was employed in the study. The study group of the research included two groups of first-year pre-service teachers studying at Gazi University, English Language Teaching Program. The study was carried out in the 2009-2010 spring semester and the treatment took seven weeks to complete. The quantitative data were gathered from the YDS scores, behavioral observation scores and self-assessment scores of the participants, while the qualitative data were gathered from the results of a demographic survey of intercultural experience and an interview conducted at the end of the study. The analysis of the pre-post test results of the study revealed that the pre-service teachers considerably improved in their behavioral skills of intercultural competence. They also expressed positive opinions towards the course carried out during the treatment. Therefore, it was concluded that an intercultural training integrated Oral Communication Skills course is effective for developing the pre-service English language teachers' behavioral skills of intercultural competence. In the light of the findings of the study, suggestions are made for further studies
Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy
Get PDFIt has become undeniable that language learners should be aware of global problems. One of the most serious problems of our globe today is the environmental degradation and education practices should have a contribution to ecological conservation. Environmental education, which is a developing field of study, aims to equip learners with the skills to identify and take action against ecological problems. In order to be able to take part in this solution process, English language learners should especially have critical thinking and critical reading skills. This paper suggests using Bloom’s Revised Taxonomy in an environmental education framework for fostering English language learners’ skills required for critical reading of authentic texts related to ecology and increasing their environmental awareness. In this respect, first, an application of the taxonomy in Monroe & Andrews et al.’s (2007) Environmental Education Strategies Framework is presented. Then, in order to exemplify the use of the taxonomy with an environmental education perspective, a set of reading questions which can be used for the critical reading of an authentic text is suggested. Our Iceberg is Melting: Changing and Succeding Under Any Conditions (2005), written by John Kotter and Holger Rathgeber as a fable, has been chosen as the sample authentic text. It is concluded that environmental education practices can be incorporated in English language teaching by fostering critical reading skills with the suggested approach and authentic texts on ecological issues can be used as classroom material for this purpose
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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