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PRE-SERVICE TEACHERS’ BELIEFS ON EFFICIENCY OF DIALOGUES IN THE 8TH GRADE ELT COURSEBOOK: SOCIOPRAGMATIC PROBLEMS

Year 2007, Volume: 15 Issue: 1, 401 - 410, 01.03.2007

H. Sezgi Saraç-süzer

Abstract

In this study, pre-service teachers’ beliefs on the efficiency of dialogues in the 8th grade ELT coursebook have been investigated. The sociopragmatic problems observed in these dialogues are the main subject of discussion in this study. 100 prospective teachers studying at Hacettepe University, division of ELT participated in the study. The means of data collection was a questionnaire composed of two parts: pre-service teachers’ beliefs on dialogues efficiency and suggestions to adapt those dialogues. According to the results, the majority of participants did not find the dialogues efficient in relation to sociopragmatics, and they proposed ways to improve the material.

Keywords

Teacher belief sociopragmatics material adaptation

References

  • Demircan, Ö. (1990). Yabancı-Dil Öğretim Yöntemleri: Yardımcı alanlar, öğrenme ve öğretme yolları, yabancı-dil öğretiminde uygulanan yaklaşım ve yöntemler. İstanbul: Ekin Eğitim Yayıncılık.
  • Koç, S. (1979), “BAYDÖ’de Öğrencilerin Dil Gereksinimlerinin Saptanması: İşlevseliletişimsel yaklaşım,” İzlem 3. 41-49.
  • Demirel, Ö. (1990). Yabancı dil öğretimi: İlkeler, yöntemler, teknikler. Ankara: Usem Yayınları.
  • Cunningsworth, A. (1995). Choosing your coursebook. Cambridge: Cambridge University Press.
  • Allwright, R.L. (1981). What do we want teaching materials for? ELT Journal, 36 (1), 5-18.
  • Brown, G. ve Yule, G. (1983). Discourse analysis. Cambridge University Press.
  • Leech, G. (1983). Principles of pragmatics. London: Longman.
  • Canale, M. (1983). From communicative competence to communicative language pedagogy. Language and Communication. Richards, J. C. ve Schmidt, R.W. (ed.). Longman. 2-27.
  • Harlow, L. (1990). Do they mean what they say?: Sociopragmatic competence and second language learners. The Modern Language Journal, 74, 328-51.
  • Austin, J. L. (1962). How to do things with words. Oxford: Oxford University Press.
  • Searle, J. R. (1969). Speech acts: An essay in the philosophy of language. Cambridge: Cambridge University Press.
  • Fromkin, V. ve Rodman, R. (1993). An introduction to language. New York: Barcourt Brace College Press.
  • Olstain, E. (1989). Apologies across language. S. Blum-Kulka, J. House ve G. Kasper (eds.), Cross-cultural pragmatics (s.155-173) Norwood, NJ: Ablex.
  • Rokeach, M. (1968). Beliefs, attitudes, and values. San Francisco: Jossey-Bass Publishers.
  • Bandura A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. J. Sikula, Buttery, T.J. ve Guyton, E. (ed.), Handbook of research on teacher education (s. 102-119). NY: Simon & Schuster Macmillan.
  • Kagan, D. M. ve Smith, K. E. (1988). Beliefs and behaviors of kindergarten teachers. Educational Researcher, 30(1), 26-35.
  • Lonberger, R. B. (1992). The belief systems and instrutional choices of preservice teachers. Padak, N.D., Rasinksi, T. V. Ve Logan, J. (eds), Literacy research and practice, foundations for the year 2000. (s. 71-78). Pitsburg: College Reading Association.
  • Stuart, C. ve Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs, and classroom practice. Journal of Teacher Education, 51(2), 113-124.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Reseacrh, 62(3), 307-332.
  • Yalçınkaya, L. ve diğerleri. (2006). Let’s speak English 8: Student’s book. İstanbul: Feza Gazetecilik A.Ş.
  • Nunan, D. (1988). Second language teaching and learning. Boston: Heinle and Heinle.
  • Brown, H. D. (1987). Principles of language learning and teaching. New Jersey: Prentice-Hall.
  • Kasper, G. (1997). Can pragmatic competence be taught? Second language teaching & curriculum center. University of Hawaii. Alıntı: 17.03.2005. www.hawaii.edu/Net Works/
  • Robinson-Stuart, G. ve Nocon, H. (1996). Second culture acquisition: Ethnography in the foreign language classroom. Modern Language Journal, 80, 431-449.
  • Kitao, K. ve Kitao, K. S. (1997). Selecting and developing teaching/learning materials. Internet TESL Journal, IV/4. http://itesj.org/Articles/Kitao-Materials.html
  • Yılmaz, M. ve diğerleri (2004). Öğretmen öz-yeterlik inancı. Bilim ve Aklın Aydınlığında Eğitim Dergisi. 5/58.

ÖĞRETMEN ADAYLARININ 8. SINIF İNGİLİZCE DERS KİTABINDAKİ DİYALOGLARIN ETKİNLİĞİ KONUSUNDA İNANÇLARI: TOPLUMEDİM SORUNLARI

Year 2007, Volume: 15 Issue: 1, 401 - 410, 01.03.2007

H. Sezgi Saraç-süzer

Abstract

Bu çalışmada, öğretmen adaylarının 8. sınıf İngilizce ders kitaplarındaki diyalogların etkinliği üzerine inançları araştırılmıştır. Çalışmanın kapsamı diyaloglardaki toplumedim sorunları olarak belirlenmiştir. Hacettepe Üniversitesi, İngilizce Öğretmenliği Anabilim Dalında okuyan 100 öğretmen adayı çalışmaya katılmıştır. Veri toplama aracı iki kısımdan oluşan bir ankettir. İlk kısımda, diyalogların etkinliği üzerine öğretmen inancı, ikinci kısımda da materyal uyarlama ile ilgili öneriler sorgulanmaktadır. Sonuçlara göre, katılımcıların büyük çoğunluğu diyalogları toplumedim açısından etkili bulmamakta ve materyali geliştirmek için önerilerde bulunmaktadır.

Keywords

Öğretmen inancı toplumedim materyal uyarlama

References

  • Demircan, Ö. (1990). Yabancı-Dil Öğretim Yöntemleri: Yardımcı alanlar, öğrenme ve öğretme yolları, yabancı-dil öğretiminde uygulanan yaklaşım ve yöntemler. İstanbul: Ekin Eğitim Yayıncılık.
  • Koç, S. (1979), “BAYDÖ’de Öğrencilerin Dil Gereksinimlerinin Saptanması: İşlevseliletişimsel yaklaşım,” İzlem 3. 41-49.
  • Demirel, Ö. (1990). Yabancı dil öğretimi: İlkeler, yöntemler, teknikler. Ankara: Usem Yayınları.
  • Cunningsworth, A. (1995). Choosing your coursebook. Cambridge: Cambridge University Press.
  • Allwright, R.L. (1981). What do we want teaching materials for? ELT Journal, 36 (1), 5-18.
  • Brown, G. ve Yule, G. (1983). Discourse analysis. Cambridge University Press.
  • Leech, G. (1983). Principles of pragmatics. London: Longman.
  • Canale, M. (1983). From communicative competence to communicative language pedagogy. Language and Communication. Richards, J. C. ve Schmidt, R.W. (ed.). Longman. 2-27.
  • Harlow, L. (1990). Do they mean what they say?: Sociopragmatic competence and second language learners. The Modern Language Journal, 74, 328-51.
  • Austin, J. L. (1962). How to do things with words. Oxford: Oxford University Press.
  • Searle, J. R. (1969). Speech acts: An essay in the philosophy of language. Cambridge: Cambridge University Press.
  • Fromkin, V. ve Rodman, R. (1993). An introduction to language. New York: Barcourt Brace College Press.
  • Olstain, E. (1989). Apologies across language. S. Blum-Kulka, J. House ve G. Kasper (eds.), Cross-cultural pragmatics (s.155-173) Norwood, NJ: Ablex.
  • Rokeach, M. (1968). Beliefs, attitudes, and values. San Francisco: Jossey-Bass Publishers.
  • Bandura A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. J. Sikula, Buttery, T.J. ve Guyton, E. (ed.), Handbook of research on teacher education (s. 102-119). NY: Simon & Schuster Macmillan.
  • Kagan, D. M. ve Smith, K. E. (1988). Beliefs and behaviors of kindergarten teachers. Educational Researcher, 30(1), 26-35.
  • Lonberger, R. B. (1992). The belief systems and instrutional choices of preservice teachers. Padak, N.D., Rasinksi, T. V. Ve Logan, J. (eds), Literacy research and practice, foundations for the year 2000. (s. 71-78). Pitsburg: College Reading Association.
  • Stuart, C. ve Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs, and classroom practice. Journal of Teacher Education, 51(2), 113-124.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Reseacrh, 62(3), 307-332.
  • Yalçınkaya, L. ve diğerleri. (2006). Let’s speak English 8: Student’s book. İstanbul: Feza Gazetecilik A.Ş.
  • Nunan, D. (1988). Second language teaching and learning. Boston: Heinle and Heinle.
  • Brown, H. D. (1987). Principles of language learning and teaching. New Jersey: Prentice-Hall.
  • Kasper, G. (1997). Can pragmatic competence be taught? Second language teaching & curriculum center. University of Hawaii. Alıntı: 17.03.2005. www.hawaii.edu/Net Works/
  • Robinson-Stuart, G. ve Nocon, H. (1996). Second culture acquisition: Ethnography in the foreign language classroom. Modern Language Journal, 80, 431-449.
  • Kitao, K. ve Kitao, K. S. (1997). Selecting and developing teaching/learning materials. Internet TESL Journal, IV/4. http://itesj.org/Articles/Kitao-Materials.html
  • Yılmaz, M. ve diğerleri (2004). Öğretmen öz-yeterlik inancı. Bilim ve Aklın Aydınlığında Eğitim Dergisi. 5/58.
There are 27 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

H. Sezgi Saraç-süzer This is me

Publication Date March 1, 2007
Published in Issue Year 2007 Volume: 15 Issue: 1

Cite

APA Saraç-süzer, H. S. (2007). ÖĞRETMEN ADAYLARININ 8. SINIF İNGİLİZCE DERS KİTABINDAKİ DİYALOGLARIN ETKİNLİĞİ KONUSUNDA İNANÇLARI: TOPLUMEDİM SORUNLARI. Kastamonu Education Journal, 15(1), 401-410.

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