Year 2019, Volume 2 , Issue 1, Pages 20 - 40 2019-06-25

İkinci Dilde Yazma Zor mudur? Türkiye’deki Hizmet Öncesi İngilizce Öğretmenlerinin Nedensel Yüklemeleri ve Yazma Puanı ile İlişkisi
Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores

Seray TANYER [1] , Zafer SUSOY [2]


Türkiye'de, birinci sınıf hizmet öncesi İngilizce öğretmenleri, lisans programları boyunca en az iki zorunlu derste ikinci dilde yazmayı öğrenmektedirler. Bu ortamda yapılan mevcut çalışma, İngilizce öğretmen adaylarının lisans programları sırasında ikinci dilde yazma zorluğu hakkındaki algılarını ve bu zorluklarla ilgili nedensel yüklemelerini incelemeyi amaçlamaktadır. Ayrıca ikinci dilde yazmada algılanan zorluk derecesi / çeşitliliği ve yazma puanlarında arasındaki ilişkiyi incelemeyi amaçlamaktadır. Bu amaçlar doğrultusunda vaka çalışması yaklaşımı benimsenmiştir. Üç araştırma sorusunu yanıtlamak için, bir Türk devlet üniversitesinin İngilizce Öğretmenliği bölümünde öğrenim gören 26 birinci sınıf öğretmen adayıyla derinlemesine görüşmeler yapılmış ve ilk ara sınav notları toplanmıştır. Bulgulara göre, öncelikle tüm görüşülen kişiler programdaki öğrencilerin ikici dilde yazarken zorluk yaşadıklarını kabul etmektedir. İkincisi, korelasyonel analizler algılanan ikinci dilde yazma güçlüğü sıklığı / çeşitliliği ile yazma puanları arasında negatif bir ilişki olduğunu ortaya koymuştur. Son olarak, algılanan üç ana yazma zorluğu kaynağı belirlenmiştir: 1) öğrenci temelli kaynaklar, 2) eğitim uygulamaları ve eğilimleri ve 3) öğretim görevlisi temelli kaynaklar. Sonuç olarak, ikinci dilde yazmanın öğrenilmesi ve öğretilmesi ile ilgili çıkarımlar, tartışmalar ve öneriler mevcut bulgulara dayanılarak ele alınmıştır.

In Turkey, first-year preservice English teachers learn L2 writing in at least two compulsory courses throughout their undergraduate ELT programs. This study, conducted in this context, intends to investigate preservice English teachers’ perceptions about L2 undergraduate writing difficulty and their causal attributions for these difficulties. It also aims to examine the relationship between density/variety of perceived difficulty in L2 writing and writing scores. For these purposes, the case study approach was adopted. In order to answer three research questions, in-depth interviews were conducted with 26 first-year preservice teachers studying in the ELT department of a Turkish state university, and their first-midterm writing scores were collected. According to the findings, firstly all the interviewees agreed that students in the program had difficulty while writing in L2. Secondly, the correlational analyses revealed a negative relationship between density/variety of perceived L2 writing difficulty and writing scores. Lastly, three main sources of perceived writing difficulty were identified: 1) student-based sources, 2) educational practices and tendencies and 3) lecturer-based sources. After all, the related inferences, discussions and suggestions about learning and teaching of L2 writing have been addressed based on the current findings.

  • Al Mubarak, A. A. (2017). An investigation of academic writing problems level faced by undergraduate students at Al Imam Al Mahdi University - Sudan. English Review: Journal of English Education, 5(2), 175-188.
  • Bitchener, J. and Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5, 4-18.
  • Calderhead, J. (Ed.). (1987). Exploring teachers’ thinking. London: Cassell.
  • Cohen, L. and Manion, L. (1989). Research Methods in Education, 3rd ed. London: Routledge.
  • Çakır, İ. (2010). Yazma becerisinin kazanılması yabancı dil öğretiminde neden zordur?. Sosyal Bilimler Enstitüsü Dergisi, 28(1), 165-176.
  • Dalsky, D. and Tajino, A. (2007). Students’ perceptions of difficulties with academic writing: A report from Kyoto University academic writing courses. Kyoto University Researches in Higher Education, 13, 45–50.
  • Evans, S. and Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6(1), 3–17.
  • Lee, N. S. and Tajino, A. (2008). Understanding students’ perceptions of difficulty with academic writing for teacher development: A case study of the university of Tokyo writing program. 京都大学高等教育研究, 14, 1-11.
  • Lincoln, Y. S. and Guba, E. G. (1985) Naturalistic Inquiry. Newbury Park, CA: Sage.
  • Marshall, S. (1991). A genre-based approach to the teaching of report-writing. English for Specific Purposes, 10(1), 3–13.
  • Oppenheim, A. (1992). Questionnaire design, interviewing and attitude measurement. London: Pinter Publishers.
  • Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.
  • Tajino, A. (1997). Learner difficulty: what is it, and how well do we understand it? The Teacher Trainer, 11(2), 12–14.
  • Tajino, A. (1999). Gaikokugo ni okeru ‘muzukashisa’ saiko: kyoikuteki kanten kara. [The notion of ‘difficulty’ revisited: a pedagogical perspective.] In Yamada, Y. (Ed.). New Perspectives on English Language Teaching: Presentations at Summer Seminars for Teachers of English, 1993–1997. (pp. 48–63). Hiroshima: Hiroshima Shudo University.
  • Tajino, A. (2003). The notion of difficulty in task design. Folio, 8(1/2), 15–19.
  • Tajino, A and Woodall, B. (1995). Teachers’ understanding of learner difficulties in L2 English language learning. Paper presented at the Third International Conference on Teacher Education in Second Language Teaching. Hong Kong: City University of Hong Kong.
  • VERBI Software. (2017). MAXQDA 2018 [computer software]. Berlin, Germany: VERBI Software. Available from https://www.maxqda.com.
  • Wanja, M. S. (2016). Challenges faced by undergraduate students in academic writing: A case of Kenyan students. African Multidiciplinary Journal of Research, 1(2), 1-25.
Primary Language en
Subjects Education, Scientific Disciplines
Published Date June
Journal Section Research Articles
Authors

Orcid: 0000-0001-6190-8651
Author: Seray TANYER (Primary Author)
Institution: ANADOLU UNIVERSITY
Country: Turkey


Orcid: 0000-0002-6890-6007
Author: Zafer SUSOY
Institution: ANADOLU UNIVERSITY
Country: Turkey


Dates

Publication Date : June 25, 2019

Bibtex @research article { later499153, journal = {Language Teaching and Educational Research}, issn = {2636-8102}, address = {laterjournal@gmail.com}, publisher = {Yusuf Demir}, year = {2019}, volume = {2}, pages = {20 - 40}, doi = {10.35207/later.499153}, title = {Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores}, key = {cite}, author = {TANYER, Seray and SUSOY, Zafer} }
APA TANYER, S , SUSOY, Z . (2019). Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores. Language Teaching and Educational Research , 2 (1) , 20-40 . DOI: 10.35207/later.499153
MLA TANYER, S , SUSOY, Z . "Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores". Language Teaching and Educational Research 2 (2019 ): 20-40 <https://dergipark.org.tr/en/pub/later/issue/46332/499153>
Chicago TANYER, S , SUSOY, Z . "Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores". Language Teaching and Educational Research 2 (2019 ): 20-40
RIS TY - JOUR T1 - Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores AU - Seray TANYER , Zafer SUSOY Y1 - 2019 PY - 2019 N1 - doi: 10.35207/later.499153 DO - 10.35207/later.499153 T2 - Language Teaching and Educational Research JF - Journal JO - JOR SP - 20 EP - 40 VL - 2 IS - 1 SN - 2636-8102- M3 - doi: 10.35207/later.499153 UR - https://doi.org/10.35207/later.499153 Y2 - 2019 ER -
EndNote %0 Language Teaching and Educational Research Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores %A Seray TANYER , Zafer SUSOY %T Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores %D 2019 %J Language Teaching and Educational Research %P 2636-8102- %V 2 %N 1 %R doi: 10.35207/later.499153 %U 10.35207/later.499153
ISNAD TANYER, Seray , SUSOY, Zafer . "Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores". Language Teaching and Educational Research 2 / 1 (June 2019): 20-40 . https://doi.org/10.35207/later.499153
AMA TANYER S , SUSOY Z . Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores. LATER. 2019; 2(1): 20-40.
Vancouver TANYER S , SUSOY Z . Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores. Language Teaching and Educational Research. 2019; 2(1): 40-20.