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Öğe Language teacher identity (Re)construction of EFL early-career teachers – A longitudinal case study(2021) Toköz Göktepe, FatmaRelying on sociocultural and post-structural views on identity formation (Wenger, 1998; Norton, 2010), this study, based on my doctoral research (Tokoz Goktepe, 2020), reports on findings from a longitudinal case study exploring the language teacher identity (LTI) construction of five early-career English as a foreign language (EFL) teachers in Turkey, who fulfilled their pre-service teacher education and commenced teaching in public schools. This study draws data from reflective teaching narratives, semi-structured interviews and teaching diaries to illustrate how several factors related to the dynamic relations in the community of practice and personal commitment may influence LTI (re)construction of beginning EFL teachers. The study also indicates that EFL teachers might envision a teacher identity in line with their prior learning experiences and aspirations. However, this imagined identity begins to give way to practised identity when they begin in the profession, concerned about gaining acceptance from others within their community of practice or adapting themselves to the community’s challenges (Xu, 2013; Tokoz Goktepe & Kunt, 2021a). In this study, the factors that cause this (re)construction are also investigated, from pre-service teacher education to the first year of in-service teaching. The implications from this study can contribute to the growing body of research on LTI, specifically in EFL contexts in which long-term studies on LTI construction are still lacking (Tokoz Goktepe & Kunt, 2021b; Yazan, 2018).Öğe An investigatıon of foreign language anxiety and its relation to self-efficacy in oral performance(2015) Zaimoğlu, SenemMuch research stresses the significance of individual differences in foreign language learning (Brown, 2000; Dörnyei, 2005; Ehrman, Leaver & Oxford, 2003; Skehan, 1991). These studies not only try to reveal the effects of individual differences in the attainment of foreign language achievement but more importantly inform about the cognitive and affective factors which form the basis of individual differences in a language-learning environment (Tallon, 2009). While cognitive factors involve language learners’ “beliefs or perceptions about the objects or situations” (Gan, 2011, p. 68), affective factors include the emotional sides of language learners such as values, appreciation, attitudes, enthusiasms, feelings, motivations, personality, anxiety and self-efficacy (Bandura, 1997; Brown, 2000; Huitt, 2011; Skehan, 1989). Although many researchers generally focus on the cognitive sides of language learners, it is important to tap the importance of affective sides of language learners with regard to the outcomes of the learning process. Tallon (2009, p. 113) points out that “what the learner brings to the learning situation and how the learner feels can have an impact on what is learned.” In other words, a language learner’s positive or negative feelings have a great influence on their language learning.Öğe A case study of multimodal presentation of selected stage play literature in A multimedia environment(ELSEVIER SCIENCE BV, 2014) Altaş, Betül; Laborda, JC.; Ozdamli, F.; Maasoglu, Y.The intention of this study is to document the response of a selected group of students to the audio-visual presentation of a literary work in a multimedia environment. The study attempts to identify the key elements of students' learning experience such as acquisition of knowledge gained through the study of stage play literature by audio-visual text and observation. The main results of the study substantiated the view that students are able to transfer knowledge reinforced through multiple context learning in audio and visual media.Öğe The differences in the receptive and productive vocabulary size of a bilingual boy speaking English and Turkish(ELSEVIER SCIENCE BV, 2012) Şakirgil, Can; Bekirogullari, ZA lot of children in the world today acquire one language as their mother tongue and afterwards learn another language. However there are also quite a number of children who are acquiring two or more languages at the same time during their early childhood because of being raised in a bilingual family or society. Since bilingualism brings advantages to the child's future development, understanding how a bilingual child acquires the lexicon becomes a question of interest. As De Houwer (1990) suggests, children who receive primary input in each language from different interlocutors (such as a mother, father or siblings) may acquire different lexical repertoires in each language because different people talk about different things. Thus this study aimed to examine, assess and describe the sources of the differences in the receptive and productive vocabulary size of a bilingual boy in English and Turkish. The Peabody Picture Vocabulary Test III (PPVT) by Dunn & Dunn (1997) was used as a tool in measuring a bilingual boy's (3; 10) productive and receptive vocabulary. The results suggested that the child performed better in English than Turkish. He produced 96 % correct vocabulary in English whereas the number declined to 67% in Turkish. However the child's receptive vocabulary was almost equal in both languages. The study revealed that the frequency of exposure and differences in context cause differences in vocabulary size of a bilingual child. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive - Counselling, Research & Conference Services C-crcs.Öğe EFL teachers' preferences for teacher learning activities in a professional development course(ELSEVIER SCIENCE BV, 2015) Yumru, Hulya; Mirici, IH; Erten, IH; Öz, HThe Turkish Ministry of National Education (MEB) renewed English language teaching programs for the primary and the secondary state schools in Turkey (MEB, 2013). This renewal requires teachers to employ new approaches to teaching English. Several in-service teacher-training (INSETT) programs are organized by MEB to help EFL teachers to cope with the requirements of the recently prepared language teaching reform. This study was designed to express secondary state school EFL teachers' expectations from the INSETT programs by identifying their perceptions of the most influential teacher learning activities that contribute to their learning and their suggestions related to the improvement of INSETT policies. The findings indicated that the teachers value practical and experiential activities that help them to learn how to observe and assess their teaching practices and themselves as teachers. The findings also covered the teachers' suggestions regarding INSETT guidelines to be set in areas such as the identification of teacher needs; the organizational features; matching the content focus of the programs to the strategies used by the trainers; establishing a culture of empowerment at schools; and building local teacher networks.Öğe The influence of higher education experiences on ELT students' learning outcomes(2010) Şahinkarakas,Sehnaz; İnozu, Julide; Yumru, HülyaThis study identifies and discusses whether and to what extent the learning outcomes are achieved in ELT Departments of two Turkish Universities based on the following two frameworks: The European Profile for Language Teacher Education and Framework of Turkish Higher Education Competencies. Findings regarding the contributions of in or out of class experiences to these expected outcomes are also discussed. The analyses demonstrate that not all these outcomes have been achieved and that what happens outside the classroom needs to be focused more to give the trainee teachers access to essential learning opportunities during their education.
