Yükseköğrenim İngilizce hazırlık derslerinde akademik okuma öğretimi: Deneyimli bir İngilizce öğretim görevlisinin niteliksel vaka incelemesi

Year 2020, Issue: 20, 597 - 615, 21.09.2020

Elif Kemaloglu-er

https://doi.org/10.29000/rumelide.792243

Cited By: 3

Abstract

Akademik okuryazarlık akademik metinleri okumak, kavramak ve onların üzerinde derin düşünmek için çok önemli bir araçtır. Yükseköğrenim İngilizce hazırlık sınıflarında, akademik okuryazarlığa yönelik sağlam temeller oluşturmak için iyi yapılandırılmış bir çerçeve kurmak gerekir. Bunu yapmanın bir yolu deneyimli öğretmenlerin pedagojik görüşlerini ve uygulamalarını araştırmaktır. Bu niteliksel vaka incelemesinde yerleşik başarı kayıtları olan, çok deneyimli bir İngilizce öğretim görevlisine odaklanılmış ve katılımcının akademik okuma öğretimine ilişkin görüşleri, akademik okuma öğretimi uygulamaları ve görüş ve uygulamaları arasındaki tutarlılık araştırılmıştır. Öğretim görevlisinin kırk bir yıllık öğretmenlik deneyimi vardır, kendisine kurumu tarafından Öğretimde Mükemmellik Ödülü verilmiştir ve iki eğitim bloğu olan aktif bir dijital göçmendir. Araştırma, öğretim görevlisinin akademik okuma öğretiminde ortaya koyduğu çoklu öznel niteliklerin ve öğrenime yaptığı yatırıma ait detayların derinlemesine bir analizini ortaya koymaktadır. Veriler yarı yapılandırılmış mülakatlar, öğretmenin blog yayınları ve günlüğü ve sınıf gözlemleri aracılığı ile toplanmış ve tematik analiz yoluyla incelenmiştir. Sonuçlar, öğretim görevlisinin, başarılı bir okuma için öğrencilerin arkaplan bilgisinin oluşturulması ve harekete geçirilmesinin ve öğretmen ve öğrenci motivasyonunun önemine inandığını ortaya koymaktadır. Katılımcı okuma öncesi, okuma süreci ve okuma sonrasına ait pek çok stratejiyi öğrettiğini ve uyguladığını beyan etmiştir. Öğretim görevlisinin okuma öğretim uygulamaları, bu konudaki görüşleri ile tam bir uyum göstermiştir. Araştırmanın İngilizcenin akademik amaçlarla öğretildiği bağlamlara yönelik önemli çıkarımları vardır ve çalışmanın sonucunda deneyimli ikinci dil öğretmenlerinin etkin uygulamalar gerçekleştirebilecekleri ve meslektaşlarına örnek olabilecekleri belirtilmiştir.

Keywords

Akademik amaçlı İngilizce, akademik okuma, akademik okuma öğretimi, öğretmenlik deneyimi, deneyimli öğretmenler

Academic reading instruction in tertiary English preparatory classes: A qualitative case study of an experienced instructor

Abstract

Academic literacy is a crucial means to read, comprehend, and reflect on academic texts. In tertiary English preparatory classes, to lay strong foundations for academic literacy, it is necessary to build a well-structured framework for academic reading instruction. One means of doing this is exploring the pedagogical views and practices of experienced teachers. This qualitative case study focuses on a highly experienced English instructor with established records of success and investigates the participant’s views about academic reading instruction, her academic reading instruction practices, and the extent of consistency between her views and practices. The instructor has forty-one years of teaching experience, was given the Excellence in Teaching Award by her institution and is an active digital immigrant with two educational blogs. The research reveals an in-depth analysis of the instructor’s multiple subjectivities in academic reading instruction and the details about her investment in learning. The data were collected by semi-structured interviews, teacher’s blog posts and journal, and classroom observations and analyzed via thematic analysis. The findings displayed that the instructor believes in the significance of construction and activation of students’ background knowledge as well as teacher and student motivation for successful reading. She reported teaching and practicing a number of pre-, while- and post-reading strategies. The reading instruction practices of the instructor displayed full compatibility with her concerning views. The study has significant implications for contexts teaching English for academic purposes (EAP) and concludes that experienced L2 teachers may apply effective teaching practices and serve as examples for their colleagues.

Keywords

English for academic purposes (EAP), academic reading, academic reading instruction, teaching experience, experienced teachers

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