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Türkiye’deki İngilizce Öğretmeni Adaylarının İngilizce Öğretiminde Çeşitli Edebiyat Türlerinin Kullanımına Yönelik Görüşleri

Year 2018, Volume: 1 Issue: 1, 25 - 41, 01.06.2018

Gülin Zeybek

Abstract

Bu nitel çalışmanın amacı İngilizce öğretmen adaylarının İngilizce öğretiminde kısa hikaye, şiir, oyun ve roman kullanımı üzerine görüşlerini belirlemektir. Bu amaç doğrultusunda, araştırmacı, 3. sınıf öğrencilerinden derste uygulama yaptıkları sunumlarından sonra yazılı görüş almış ve bu görüşler içerik analizi sonucunda ortaya çıkan kodların temalar ve alt-temalar halinde gruplandırılması sonucu incelenmiştir. Sonuçların kodlama süreci inandırıcılık açısından alanında uzman iki araştırmacı tarafından yapılmıştır. Analiz sonucunda bulgular dört ana tema altında toplanmıştır: öğretmenin duyguları, edebiyat kullanımındaki problemler, edebiyat kullanımının avantajları, İngilizce öğretiminde edebiyatın kullanımına ilişkin öneriler. Katılımcılar çalışmaya dahil edilen dört edebiyat türü arasında en fazla problem ve öneriyi İngilizce öğretiminde roman kullanımı için belirtmişlerdir. Yine aynı şekilde katılımcılar romanın İngilizce öğretiminde kullanımını açısından daha az avantajlı olduğu görüşündedirler. Ayrıca çalışma dahilindeki tüm edebiyat türü gruplarındaki öğrenciler öğretmenlik deneyimi yaşadıkları sunumlarında edebi eserleri kullanırken çok eğlendiklerini belirtmişlerdir. Bu eserleri kullanırken öğrencilerin seviye ve ilgi alanları açısından uygun metinlerin kullanılmasını, metinlerin kullanımından önce metinle ilgili önbilgi verilmesini ve sınıf içi etkinliklerde İngilizce dil yapılarının edebiyat ile bütünleştirilerek verilmesini önermişlerdir.

Keywords

edebiyat tür duygular problemler avantajlar

References

  • Kim, M. (2004). Literature discussions in adult L2 learning. Language and Education. 18.2, 145–166.
  • Carter, R. (2007). Literature and language teaching 1986 – 2006: A review. International Journal of Applied Linguistics. 17.1, 3–13.
  • Kramsch, C. & O. Kramsch (2000). The avatars of literature in language study. The Modern Language Journal. 84.1, 553–573.
  • Lazar, G. (1993). Literature and language teaching. Cambridge: Cambridge University Press.
  • Arıkan, A. (2005). An Evaluation of Literature Curriculum in HU English Language Teaching Department. Hacettepe University Journal of Education, 29, 27-33. Ankara: Bizim Buro Publications
  • Lao, C. Y. & Krashen, S. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28.2, 261–270.
  • Liaw, M-L. (2001). Exploring literary responses in an EFL classroom. Foreign Language Annals. 34.1, 35–45.
  • Maley, A. (2001). Literature in the language classroom. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 180–185). New York, NY: Cambridge University Press.
  • Marshall, J. (1999). Closely reading ourselves: teaching English in the education of teachers. In P. Franklin, D. Laurence, & E. Welles (Eds.), Preparing a nation’s teachers: Model programs for English and foreign languages (pp. 380-389). New York: MLA.McCann, M., Johannessen, R., & Ricca, P. (2005). Supporting beginning English teachers: Research and implications for teacher induction. Urbana, IL: NCTE.
  • Mengü, H.I. (2002). “A Suggested Syllabus for the Drama Teaching Course in ELT Departments”. Unpublished M.A Thesis. Ankara: Hacettepe University.
  • Fernandez, A. (2011). Light up your classes with a little bit of lit. APAC Magazine, 73. Retrieved from http://www.apac.es/publications/documents/Light%20up.doc
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Minkoff, P. (2006). Talking it over in class. In Paran (ed.), 45–57.
  • Clark, U. & S. Zyngier (2003). Towards a pedagogical stylistics. Language and Literature 12.4, 339–351.
  • Ono, L., Day, R. & Harsh, K. (2004). Tips for Reading Extensively. English Teaching Forum Online. 42 (4), 12-19.
  • Paran, A. (1998). Helping learners to create and own literary meaning in the ELT Clasroom. Ideas: The APIGA Magazene, (1), 6-9.
  • Paran, A. (2006b). The stories of literature in language learning. In Paran (ed.), 1–10.
  • Arıoğul, S. 2001. “The Teaching of Reading Through Short Stories in Advanced Classes” Unpublished M.A Thesis. Ankara: Hacettepe University.
  • Pulverness, A. (2007). The Ghost at the Banquet. English Teaching Professional, (50), 4-6.
  • Ronfeldt, M., & Grossman, P. (2008). Becoming a professional: Experimenting with possible selves in professional preparation. Teacher Education Quarterly. 35, 1-60.
  • Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the gaps. TESOL Quarterly. 19, 703-725.
  • Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Routledge.
  • Strong, G. (1996). Using literature for language teaching in ESOL. Thought Currents in English Literature, 69, 291- 305.
  • Tuncer, H. & Kızıldağ, A. (2014). Pre-service EFL teachers’ attitude towards the use of literature in practice teaching. International Journal of Language Academy. 2(3), 170-185.
  • Vandrick, S. (2003). Literature in the teaching of second language composition. In B. Kroll (ed.), Exploring the dynamics of second language writing. Cambridge: Cambridge University Press, 263–283.
  • Çıraklı, M. Z., & Kılıçkaya, F. (2011). Literature courses in EFL curriculum: Pre-service language teachers’ perceptions. Pegem Eğitim ve Öğretim Dergisi, 1(3), 11-15.
  • Wang, J. H., and Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 2, 162-186.
  • Weist, V. D. (2004). Literature in lower-level courses: making progress in both language and reading skills. Foreign Language Annals 37.2, 209–221.
  • Widdowson, H. G. (1984). The deviant language of poetry. In C. J. Brumfit (Ed.), Teaching literature overseas: Language - based approaches (pp. 7-16). Oxford: Pergamon.
  • Yang, A. (2001). Reading and the non-academic learner: a mystery solved. System 85 29(4), 450–460.
  • Arslan, H. (2001). The use of referential and representational texts in literature classes in ELT departments. Unpublished master thesis. The University of Cukurova: Adana, Turkey.
  • Yang, A. (2002). Science fiction in the EFL class. Language, Culture and Curriculum. 5(1), 50–60.
  • Fonder-Solano, L. & J. Burnett (2004). Teaching literature/reading: A dialogue on professional growth. Foreign Language Annals 37.3, 459–467.
  • Yeh, A. (2005). Poetry from the heart. English Today 21(1), 45–51.
  • Yildirim, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zyngier, S., O. Fialho & P. A. do Prado Rios (2007). Revisiting literary awareness. In Watson & Zyngier (eds.), 194–209.
  • Bredella, L. (2000a). Literary texts. In Byram (ed.) (2000), 375–382.
  • Collie, J., & Slater, S. (2004). Literature in the language classroom: A resource book of ideas and activities. Ernst Klett Sprachen.
  • Brewster, J., Ellis, G., & Girard, D. (2002). The primary English teacher's guide. England: Pearson Education Limited.
  • Britzman, D. (2003). Practice makes practice: A Critical study of learning to teach. Albany, NY: SUNY.
  • Boyd, M. & V. M. Maloof (2000). How teachers can build on student-proposed intertextual links to facilitate student talk in the ESL classroom. In J. K. Hall & L. S. Verplaetse (eds.), Second and foreign language learning through classroom interaction. Mahwah, NJ: Erlbaum, 163–182.
  • Byrnes, H. & S. Kord (2002). Developing literacy and literary competence: Challenges for foreign language departments. In Scott & Tucker (eds.), 35–73.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative. Pearson Education.
  • Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT journal, 56(2), 172-179.
  • Dawson, N. (2005). Penguin Readers Teacher’s Guide to Using Graded Readers. Essex., UK: Pearson.
  • Diaz-Santos, G. (2000). Techno thrillers and English for science and technology. English for Specific Purposes. 19.3, 221–236.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Edmondson, W. (1997). The role of literature in foreign language learning and teaching: Some valid assumptions and invalid arguments. In A Mauranen. & K. Sajavaara (eds.), Applied linguistics across disciplines. AILA Review No. 12 –1995/6. 42–55.
  • Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1).
  • Holden, W. (2003). Student attitudes toward graded reading: A preliminary investigation. Bulletin of Hokuriku University, 27, 145-158.
  • Khatib, M., Rezaei, S., & Derakhshan, A. (2011). Literature in EFL/ESL classroom. English Language Teaching, 4(1), 201.
  • Kayaoğlu, M. K., Çıraklı, M. Z., Aykıt, M. & Taş, Ç. (2012). Language Teachers’ Attitudes towards the Integratıon of Literature into EFL Instruction: Black Sea Region Case. Karadeniz İncelemeleri Dergisi, 12(12).
  • Kellem, H. (2009). The Formeaning Response Approach: Poetry in the EFL Classroom. English Teaching Forum. 47(4)12-17.

Turkish EFL Pre-Service Teachers’ Views on Integrating Various Literary Genres in Teaching English

Year 2018, Volume: 1 Issue: 1, 25 - 41, 01.06.2018

Gülin Zeybek

Abstract

The aim of this qualitative study was to have a deeper understanding of Turkish pre-service EFL teachers’ views on integrating short stories, poems, plays and novels in English language teaching. In this light, the researcher tried to find answers to the research question through students’ reflections written after their practice teaching presentations in one of their 3rd year courses. The results were analyzed through content analysis and emerging codes were categorized under themes and sub-themes. This coding process was done by two experienced researchers in the field of English Language Teaching in order to enhance the credibility and trustworthiness of the results. The findings revealed four main categories: teacher feelings, problems in using literature, advantages of using literature and suggestions for using literature in ELT. Among all four genres, the pre-service teachers stated more negative feelings, problems and suggestions, and fewer advantages for using novel in teaching English. Furthermore, students in all genre groups indicated they enjoyed using literary texts in their presentations, and suggested choosing appropriate texts for language learners, giving background information about those texts and combining teaching language structures with literature in classroom activities.

Keywords

literature genre feelings problems advantages

References

  • Kim, M. (2004). Literature discussions in adult L2 learning. Language and Education. 18.2, 145–166.
  • Carter, R. (2007). Literature and language teaching 1986 – 2006: A review. International Journal of Applied Linguistics. 17.1, 3–13.
  • Kramsch, C. & O. Kramsch (2000). The avatars of literature in language study. The Modern Language Journal. 84.1, 553–573.
  • Lazar, G. (1993). Literature and language teaching. Cambridge: Cambridge University Press.
  • Arıkan, A. (2005). An Evaluation of Literature Curriculum in HU English Language Teaching Department. Hacettepe University Journal of Education, 29, 27-33. Ankara: Bizim Buro Publications
  • Lao, C. Y. & Krashen, S. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28.2, 261–270.
  • Liaw, M-L. (2001). Exploring literary responses in an EFL classroom. Foreign Language Annals. 34.1, 35–45.
  • Maley, A. (2001). Literature in the language classroom. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 180–185). New York, NY: Cambridge University Press.
  • Marshall, J. (1999). Closely reading ourselves: teaching English in the education of teachers. In P. Franklin, D. Laurence, & E. Welles (Eds.), Preparing a nation’s teachers: Model programs for English and foreign languages (pp. 380-389). New York: MLA.McCann, M., Johannessen, R., & Ricca, P. (2005). Supporting beginning English teachers: Research and implications for teacher induction. Urbana, IL: NCTE.
  • Mengü, H.I. (2002). “A Suggested Syllabus for the Drama Teaching Course in ELT Departments”. Unpublished M.A Thesis. Ankara: Hacettepe University.
  • Fernandez, A. (2011). Light up your classes with a little bit of lit. APAC Magazine, 73. Retrieved from http://www.apac.es/publications/documents/Light%20up.doc
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Minkoff, P. (2006). Talking it over in class. In Paran (ed.), 45–57.
  • Clark, U. & S. Zyngier (2003). Towards a pedagogical stylistics. Language and Literature 12.4, 339–351.
  • Ono, L., Day, R. & Harsh, K. (2004). Tips for Reading Extensively. English Teaching Forum Online. 42 (4), 12-19.
  • Paran, A. (1998). Helping learners to create and own literary meaning in the ELT Clasroom. Ideas: The APIGA Magazene, (1), 6-9.
  • Paran, A. (2006b). The stories of literature in language learning. In Paran (ed.), 1–10.
  • Arıoğul, S. 2001. “The Teaching of Reading Through Short Stories in Advanced Classes” Unpublished M.A Thesis. Ankara: Hacettepe University.
  • Pulverness, A. (2007). The Ghost at the Banquet. English Teaching Professional, (50), 4-6.
  • Ronfeldt, M., & Grossman, P. (2008). Becoming a professional: Experimenting with possible selves in professional preparation. Teacher Education Quarterly. 35, 1-60.
  • Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the gaps. TESOL Quarterly. 19, 703-725.
  • Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Routledge.
  • Strong, G. (1996). Using literature for language teaching in ESOL. Thought Currents in English Literature, 69, 291- 305.
  • Tuncer, H. & Kızıldağ, A. (2014). Pre-service EFL teachers’ attitude towards the use of literature in practice teaching. International Journal of Language Academy. 2(3), 170-185.
  • Vandrick, S. (2003). Literature in the teaching of second language composition. In B. Kroll (ed.), Exploring the dynamics of second language writing. Cambridge: Cambridge University Press, 263–283.
  • Çıraklı, M. Z., & Kılıçkaya, F. (2011). Literature courses in EFL curriculum: Pre-service language teachers’ perceptions. Pegem Eğitim ve Öğretim Dergisi, 1(3), 11-15.
  • Wang, J. H., and Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 2, 162-186.
  • Weist, V. D. (2004). Literature in lower-level courses: making progress in both language and reading skills. Foreign Language Annals 37.2, 209–221.
  • Widdowson, H. G. (1984). The deviant language of poetry. In C. J. Brumfit (Ed.), Teaching literature overseas: Language - based approaches (pp. 7-16). Oxford: Pergamon.
  • Yang, A. (2001). Reading and the non-academic learner: a mystery solved. System 85 29(4), 450–460.
  • Arslan, H. (2001). The use of referential and representational texts in literature classes in ELT departments. Unpublished master thesis. The University of Cukurova: Adana, Turkey.
  • Yang, A. (2002). Science fiction in the EFL class. Language, Culture and Curriculum. 5(1), 50–60.
  • Fonder-Solano, L. & J. Burnett (2004). Teaching literature/reading: A dialogue on professional growth. Foreign Language Annals 37.3, 459–467.
  • Yeh, A. (2005). Poetry from the heart. English Today 21(1), 45–51.
  • Yildirim, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zyngier, S., O. Fialho & P. A. do Prado Rios (2007). Revisiting literary awareness. In Watson & Zyngier (eds.), 194–209.
  • Bredella, L. (2000a). Literary texts. In Byram (ed.) (2000), 375–382.
  • Collie, J., & Slater, S. (2004). Literature in the language classroom: A resource book of ideas and activities. Ernst Klett Sprachen.
  • Brewster, J., Ellis, G., & Girard, D. (2002). The primary English teacher's guide. England: Pearson Education Limited.
  • Britzman, D. (2003). Practice makes practice: A Critical study of learning to teach. Albany, NY: SUNY.
  • Boyd, M. & V. M. Maloof (2000). How teachers can build on student-proposed intertextual links to facilitate student talk in the ESL classroom. In J. K. Hall & L. S. Verplaetse (eds.), Second and foreign language learning through classroom interaction. Mahwah, NJ: Erlbaum, 163–182.
  • Byrnes, H. & S. Kord (2002). Developing literacy and literary competence: Challenges for foreign language departments. In Scott & Tucker (eds.), 35–73.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative. Pearson Education.
  • Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT journal, 56(2), 172-179.
  • Dawson, N. (2005). Penguin Readers Teacher’s Guide to Using Graded Readers. Essex., UK: Pearson.
  • Diaz-Santos, G. (2000). Techno thrillers and English for science and technology. English for Specific Purposes. 19.3, 221–236.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Edmondson, W. (1997). The role of literature in foreign language learning and teaching: Some valid assumptions and invalid arguments. In A Mauranen. & K. Sajavaara (eds.), Applied linguistics across disciplines. AILA Review No. 12 –1995/6. 42–55.
  • Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1).
  • Holden, W. (2003). Student attitudes toward graded reading: A preliminary investigation. Bulletin of Hokuriku University, 27, 145-158.
  • Khatib, M., Rezaei, S., & Derakhshan, A. (2011). Literature in EFL/ESL classroom. English Language Teaching, 4(1), 201.
  • Kayaoğlu, M. K., Çıraklı, M. Z., Aykıt, M. & Taş, Ç. (2012). Language Teachers’ Attitudes towards the Integratıon of Literature into EFL Instruction: Black Sea Region Case. Karadeniz İncelemeleri Dergisi, 12(12).
  • Kellem, H. (2009). The Formeaning Response Approach: Poetry in the EFL Classroom. English Teaching Forum. 47(4)12-17.
There are 53 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Gülin Zeybek

Publication Date June 1, 2018
Acceptance Date April 19, 2018
Published in Issue Year 2018 Volume: 1 Issue: 1

Cite

APA Zeybek, G. (2018). Turkish EFL Pre-Service Teachers’ Views on Integrating Various Literary Genres in Teaching English. Language Teaching and Educational Research, 1(1), 25-41.

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