EXPLICIT TEACHING FOR CONJUNCTIVE ADVERBIAL RECOGNITION PROBLEMS OF PROSPECTIVE ELT TEACHERS

Year 2020, Issue: 53, 632 - 645, 31.01.2020

Erkan Yüce

Abstract

This study focused on conjunctive adverbial
recognition problems of prospective English Language Teaching (ELT) teachers,
and provided them a remedial teaching. The study adopted a quasi-experimental
design, and pretest, posttest, and delayed posttest were implemented to the
participants. The participants were 25 students studying at an ELT department.
After the pretest, a remedial teaching comprising two class hours was conducted
through explicit teaching. The posttest was implemented after two weeks from the
pretest, and the delayed posttest was implemented nearly three and a half years
after the posttest. The data collected from the participants were evaluated
through IBM SPSS Statistic 22 software. The findings were presented in tables
and diagrams. The study indicated that remedial teaching helped considerably
the prospective ELT teachers to overcome their problems regarding conjunctive
adverbials. The study also showed that remedial teaching has a consistent
effect on the participants’ performances even after several years. The results highlighted
importance of remedial teaching of this kind in foreign language teacher
education programs. Based on the results, limitations and suggestions derived
from the study were discussed, and several pedagogical implications for foreign
language teacher education were provided at the end. 

Keywords

explicit teaching, conjunctive adverbials, ELT, prospective foreign language teachers

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