Research Article
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Year 2020, Volume: 16 Issue: 1, 405 - 417, 29.03.2020
https://doi.org/10.17263/jlls.712860

Abstract

References

  • Afshar, H. S., & Bagherieh, M. (2014). An Evaluation of Grammar and Vocabulary Consciousness-Raising Activities in Current ELT Materials. Procedia-Social and Behavioral Sciences, 136, 109-113. Arkoudis, S. (2006). Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism, 9, 415-433. August, D., & Hakuta, K. (Eds.). (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academic Press. Bailey, K. (2001). Action research, teacher research, and classroom research in language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rded., pp.489-499). New York: Heinle & Heinle. Bell, D. (2003). Method and postmethod: Are they really so incompatible? TESOL Quarterly, 37,325-336. Broughton, G, Brumfit, C. Flavell, R. Hill, P., and Pincas, A.(2003). Teaching English as a foreign language. USA: Taylor and Faranchise e-library. Brown, H. D. (2007). Teaching by Principles An Interactive Approach to Language Pedagogy.NewYork: Pearson. Cleary, B. A., & Duncan, S. J. (1997). Tools and techniques to inspire classroom learning. ASQC Quality Press. Cleary, B. A., & Duncan, S. J. (2008). Thinking tools for kids: An activity book for classroom learning.ASQ Quality Press. Connell, D. (2005). Brain-based strategies to reach every learner: Surveys, questionnaires, and checklists that help you identify students' strengths-plus engaging brain-based lessons and activities teaching strategies Washington.DC: Teaching Strategies. Creese, A. (2002). The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. TESOL Quarterly, 36, 597-616. Davidson, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing right? International Journal of Bilingual Education and Bilingualism, 9, 454-475. Dennis, P. (2007). Getting the right things done: a leader's guide to planning and execution. Lean Enterprise Institute. DuFour, R., & Eaker, R. (2005). Professional learning communities at work tm: best practices for enhancing students’ achievement. Solution Tree Press. Eaker, R., & DuFour, R. (2015). Getting started: Reculturing schools to become professional learning communities. Solution Tree Press. Ewy, R (2009). Stakeholder-driven strategic planning in education: A practical guide for developing and deploying successful long-range plans. ASQ Quality Press. Fitzgerald, R. (2006). Smart teaching:Using brain research and data to continuously improve learning (Vol. 1). Asq Press. George, M. L., & George, M. (2003). Lean six sigma for service (p. 273). New York, NY: McGraw-Hill. Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT journal, 55(4), 347-353. Harper, C., & de Jong, E. (2004). Misconceptions about teaching English language learners. Journal of Adolescent and Adult Literacy, 48, 152-162. Hedgcock, J. S. (2002). Toward a socioliterate approach to second language teacher education. The Modern Language Journal, 86(3), 299-317. Hyland, F. (2004). Learning autonomously: Contextualising out-of-class English language learning. Language Awareness, 13(3), 180-202. Inal, S., Büyükyavuz, O., & Tekin, M. (2015). A study on preferred learning styles of Turkish EFL teacher trainees. Australian Journal of Teacher Education, 40(3), 4. Ioannou Georgiou, S. (2012). Reviewing the puzzle of CLIL. ELT journal, 66(4), 495-504. Jenkins, L. (2003). Improving student learning: Applying Deming's quality principles in classrooms. ASQ Quality Press. Jenkins, L. (2013). Permission to forget: and nine other root causes of America's frustration with education. ASQ Quality Press. Jenkins, L., Roettger, L. O., & Roettger, C. (2007). Boot camp for leaders in K-12 education:Continuous improvement. ASQ Quality Press. Johnson, K. (1999). Understanding language teaching: reasoning in action. New York: Heinle & Heinle. Kumaravadivelu,,B. (2006). Understanding language teaching: From method to post-method.Mahwah, NJ: Lawrence Erlbaum Associates. Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching 3rd edition. Oxford university press. McKay, S. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates. Menken, K, & Antunez, B. (2001). An overview of the preparation and certification of teachers working with limited English proficiency (LEP) students. Washington, DC: Office of Bilingual Education and Minority Languages Affairs. (ERIC Document Reproduction Service No. ED455231) Murphy,J. & Byrd, P. (2001). Understanding the courses we teach: Local perspectives on English language teaching. Ann Arbor: University of Michigan Press. Nunan, D. (1997). Research Methods in Language Learning. USA: Cambridge University Press. Otte, J. L. (2006). Real language for real people: A descriptive and exploratory case study of the outcomes of aural authentic texts on the listening comprehension of adult English-as-a-second language students enrolled in an advanced ESL listening course. Paltridge, B. (2001). Genre and the language learning classroom. University of Michigan Press. Patton, M. Q. (1990). Qualitative evaluation and research methods. California: Sage Publications. Peercy, M. M. (2011). Preparing English language learners for the mainstream: Academic language and literacy practices in two junior high school ESL classrooms. Reading & Writing Quarterly, 27(4), 324-362. Pickard, N. (1995). Out-of-class language learning strategies: Three case studies. Language Learning Journal, 12(1), 35-37. Razali, N. N. F. M. (2016). The Importance and Efforts in Using Technology to Improve Language Teaching and Learning and the Teacher’s Readiness for Integrating ICT in the Classroom in Malaysian Education. Journal of Education and Social Sciences, 5(2), 227-230. Shrum, J. L., &Glisan, E. W. (2015). Teacher's handbook, contextualized language instruction.Cengage Learning. Sugita McEown, M., & Takeuchi, O. (2014). Motivational strategies in EFL classrooms: how do teachers impact students' motivation? Innovation in Language Learning and Teaching, 8(1), 20-38. Thanajaro, M. (2000). Using authentic materials to develop listening comprehension in the English as a second language classroom (Doctoral dissertation, Virginia Tech). Vural, H. (2013). Use of literature to enhance motivation in ELT classes. Mevlana International Journal of Education, 3(4), 15-23. Ziskovsky, B., & Ziskovsky, J. (2010). Optimizing Student Learning: A Lean Systems Approach to Improving K-12 Education. ASQ Quality Press.

An analysis of innovative Lean Method in foreign language learning

Year 2020, Volume: 16 Issue: 1, 405 - 417, 29.03.2020
https://doi.org/10.17263/jlls.712860

Abstract

The question of how to teach and learn English has been the preoccupation of many scholars of English Language Teaching for more than a century. Since the emergence of grammar translation method, researchers, teachers, and academicians have been trying to find the best method for their learners. In other words, this process can be defined as a century of questioning. In fact, some of the methods have been successful to some extend in the mastery of language, but most of them unfortunately cannot even reach the promised lands of the fruitful learning, and none of them were completely suitable for all types of the learners. There are several reasons behind this problem, and one of them could be the students’ contribution in the creation of these methods. It has been rarely questioned that how students feel about these methods employed in English classes, despite the fact that these methods, namely innovations, have been created for the purpose of students’ mastery of foreign language learning. This study is mainly focused on using quantitative design conducted with 975 students and participants were randomly selected from 3 universities, 5 high schools, 2 middle schools and 1 primary school in Turkey and Iraq in order to analyze the suitability of English instruction from the perspective of learners towards innovative lean method. Within the context of the study, the students’ attitudes and opinions towards innovative Lean Educational method were revealed and some recommendations were developed for especially language teachers and researchers.

References

  • Afshar, H. S., & Bagherieh, M. (2014). An Evaluation of Grammar and Vocabulary Consciousness-Raising Activities in Current ELT Materials. Procedia-Social and Behavioral Sciences, 136, 109-113. Arkoudis, S. (2006). Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism, 9, 415-433. August, D., & Hakuta, K. (Eds.). (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academic Press. Bailey, K. (2001). Action research, teacher research, and classroom research in language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rded., pp.489-499). New York: Heinle & Heinle. Bell, D. (2003). Method and postmethod: Are they really so incompatible? TESOL Quarterly, 37,325-336. Broughton, G, Brumfit, C. Flavell, R. Hill, P., and Pincas, A.(2003). Teaching English as a foreign language. USA: Taylor and Faranchise e-library. Brown, H. D. (2007). Teaching by Principles An Interactive Approach to Language Pedagogy.NewYork: Pearson. Cleary, B. A., & Duncan, S. J. (1997). Tools and techniques to inspire classroom learning. ASQC Quality Press. Cleary, B. A., & Duncan, S. J. (2008). Thinking tools for kids: An activity book for classroom learning.ASQ Quality Press. Connell, D. (2005). Brain-based strategies to reach every learner: Surveys, questionnaires, and checklists that help you identify students' strengths-plus engaging brain-based lessons and activities teaching strategies Washington.DC: Teaching Strategies. Creese, A. (2002). The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. TESOL Quarterly, 36, 597-616. Davidson, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing right? International Journal of Bilingual Education and Bilingualism, 9, 454-475. Dennis, P. (2007). Getting the right things done: a leader's guide to planning and execution. Lean Enterprise Institute. DuFour, R., & Eaker, R. (2005). Professional learning communities at work tm: best practices for enhancing students’ achievement. Solution Tree Press. Eaker, R., & DuFour, R. (2015). Getting started: Reculturing schools to become professional learning communities. Solution Tree Press. Ewy, R (2009). Stakeholder-driven strategic planning in education: A practical guide for developing and deploying successful long-range plans. ASQ Quality Press. Fitzgerald, R. (2006). Smart teaching:Using brain research and data to continuously improve learning (Vol. 1). Asq Press. George, M. L., & George, M. (2003). Lean six sigma for service (p. 273). New York, NY: McGraw-Hill. Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT journal, 55(4), 347-353. Harper, C., & de Jong, E. (2004). Misconceptions about teaching English language learners. Journal of Adolescent and Adult Literacy, 48, 152-162. Hedgcock, J. S. (2002). Toward a socioliterate approach to second language teacher education. The Modern Language Journal, 86(3), 299-317. Hyland, F. (2004). Learning autonomously: Contextualising out-of-class English language learning. Language Awareness, 13(3), 180-202. Inal, S., Büyükyavuz, O., & Tekin, M. (2015). A study on preferred learning styles of Turkish EFL teacher trainees. Australian Journal of Teacher Education, 40(3), 4. Ioannou Georgiou, S. (2012). Reviewing the puzzle of CLIL. ELT journal, 66(4), 495-504. Jenkins, L. (2003). Improving student learning: Applying Deming's quality principles in classrooms. ASQ Quality Press. Jenkins, L. (2013). Permission to forget: and nine other root causes of America's frustration with education. ASQ Quality Press. Jenkins, L., Roettger, L. O., & Roettger, C. (2007). Boot camp for leaders in K-12 education:Continuous improvement. ASQ Quality Press. Johnson, K. (1999). Understanding language teaching: reasoning in action. New York: Heinle & Heinle. Kumaravadivelu,,B. (2006). Understanding language teaching: From method to post-method.Mahwah, NJ: Lawrence Erlbaum Associates. Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching 3rd edition. Oxford university press. McKay, S. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates. Menken, K, & Antunez, B. (2001). An overview of the preparation and certification of teachers working with limited English proficiency (LEP) students. Washington, DC: Office of Bilingual Education and Minority Languages Affairs. (ERIC Document Reproduction Service No. ED455231) Murphy,J. & Byrd, P. (2001). Understanding the courses we teach: Local perspectives on English language teaching. Ann Arbor: University of Michigan Press. Nunan, D. (1997). Research Methods in Language Learning. USA: Cambridge University Press. Otte, J. L. (2006). Real language for real people: A descriptive and exploratory case study of the outcomes of aural authentic texts on the listening comprehension of adult English-as-a-second language students enrolled in an advanced ESL listening course. Paltridge, B. (2001). Genre and the language learning classroom. University of Michigan Press. Patton, M. Q. (1990). Qualitative evaluation and research methods. California: Sage Publications. Peercy, M. M. (2011). Preparing English language learners for the mainstream: Academic language and literacy practices in two junior high school ESL classrooms. Reading & Writing Quarterly, 27(4), 324-362. Pickard, N. (1995). Out-of-class language learning strategies: Three case studies. Language Learning Journal, 12(1), 35-37. Razali, N. N. F. M. (2016). The Importance and Efforts in Using Technology to Improve Language Teaching and Learning and the Teacher’s Readiness for Integrating ICT in the Classroom in Malaysian Education. Journal of Education and Social Sciences, 5(2), 227-230. Shrum, J. L., &Glisan, E. W. (2015). Teacher's handbook, contextualized language instruction.Cengage Learning. Sugita McEown, M., & Takeuchi, O. (2014). Motivational strategies in EFL classrooms: how do teachers impact students' motivation? Innovation in Language Learning and Teaching, 8(1), 20-38. Thanajaro, M. (2000). Using authentic materials to develop listening comprehension in the English as a second language classroom (Doctoral dissertation, Virginia Tech). Vural, H. (2013). Use of literature to enhance motivation in ELT classes. Mevlana International Journal of Education, 3(4), 15-23. Ziskovsky, B., & Ziskovsky, J. (2010). Optimizing Student Learning: A Lean Systems Approach to Improving K-12 Education. ASQ Quality Press.
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Details

Primary Language English
Journal Section Research Article
Authors

Filiz Yalçın Tılfalıoğlu This is me

Publication Date March 29, 2020
Published in Issue Year 2020 Volume: 16 Issue: 1

Cite

APA Yalçın Tılfalıoğlu, F. (2020). An analysis of innovative Lean Method in foreign language learning. Journal of Language and Linguistic Studies, 16(1), 405-417. https://doi.org/10.17263/jlls.712860
AMA Yalçın Tılfalıoğlu F. An analysis of innovative Lean Method in foreign language learning. Journal of Language and Linguistic Studies. March 2020;16(1):405-417. doi:10.17263/jlls.712860
Chicago Yalçın Tılfalıoğlu, Filiz. “An Analysis of Innovative Lean Method in Foreign Language Learning”. Journal of Language and Linguistic Studies 16, no. 1 (March 2020): 405-17. https://doi.org/10.17263/jlls.712860.
EndNote Yalçın Tılfalıoğlu F (March 1, 2020) An analysis of innovative Lean Method in foreign language learning. Journal of Language and Linguistic Studies 16 1 405–417.
IEEE F. Yalçın Tılfalıoğlu, “An analysis of innovative Lean Method in foreign language learning”, Journal of Language and Linguistic Studies, vol. 16, no. 1, pp. 405–417, 2020, doi: 10.17263/jlls.712860.
ISNAD Yalçın Tılfalıoğlu, Filiz. “An Analysis of Innovative Lean Method in Foreign Language Learning”. Journal of Language and Linguistic Studies 16/1 (March 2020), 405-417. https://doi.org/10.17263/jlls.712860.
JAMA Yalçın Tılfalıoğlu F. An analysis of innovative Lean Method in foreign language learning. Journal of Language and Linguistic Studies. 2020;16:405–417.
MLA Yalçın Tılfalıoğlu, Filiz. “An Analysis of Innovative Lean Method in Foreign Language Learning”. Journal of Language and Linguistic Studies, vol. 16, no. 1, 2020, pp. 405-17, doi:10.17263/jlls.712860.
Vancouver Yalçın Tılfalıoğlu F. An analysis of innovative Lean Method in foreign language learning. Journal of Language and Linguistic Studies. 2020;16(1):405-17.