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İngilizceyi Yüksek Öğretim Düzeyinde Yabancı Dil Olarak Öğreten Öğretim Elemanlarının Edim Bilgisi Farkındalıklarının Araştırılması

Yıl 2023, Cilt: 13 Sayı: 1, 34 - 55, 09.01.2023
https://doi.org/10.18039/ajesi.1086084

Öz

Bu çalışmanın amacı, Türkiye'deki çeşitli üniversitelerin Yabancı Diller Yüksekokullarında görev yapan İngilizce öğretim görevlilerinin edim bilgisi ve edim bilgisi farkındalıkları ve yeterliklerine ilişkin algılarını araştırmaktır. Tanımlayıcı nitelikteki bu çalışmada sıralı karma yöntem deseni kullanılmıştır. Gerekli verileri toplamak için araştırmacı, akabinde bir dizi görüşme sorularıyla birlikte 12 maddelik bir anket uyguladı. Veri analizi ile ilgili olarak, anketin nicel kısmından elde edilen veriler betimsel istatistikler kullanılarak analiz edilmiştir. Araştırmanın nitel kısmında ise İngilizce öğretim görevlilerinin edim bilgisi farkındalıklarına ve yeterliliklerine ilişkin algılarını analiz etmek için tümevarımsal içerik analizi uygulanmıştır. Sonuçlar İngilizceyi yüksek öğretim düzeyinde yabancı dil olarak öğreten öğretim görevlilerinin edim bilgisi ve edim bilgisi öğretimi konusunda orta düzeyde bir farkındalığa sahip olduklarını ortaya koydu. Ayrıca katılımcılar arasında eğitim durumu, öğretmenlik deneyimi, yurt dışında bulunma, daha önce edim bilgisi dersi alma ve çalıştıkları kurum değişkenleri açısından istatistiksel olarak anlamlı bir farklılık bulunmamıştır. Bu çalışmadan çıkan bir sonuç ta, İngilizce öğretim görevlilerinin halihazırda sahip oldukları edim bilgilerini uygulamaya koymanın yollarını aramaları gerektiğidir.

Kaynakça

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Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Yıl 2023, Cilt: 13 Sayı: 1, 34 - 55, 09.01.2023
https://doi.org/10.18039/ajesi.1086084

Öz

The aim of this study is to investigate the perceptions of EFL instructors employed in the Schools of Foreign Languages of various universities in Turkey concerning their awareness of pragmatics and pragmatic competence. The sequential mixed method design was used in this descriptive study. The researchers administered a 12-item questionnaire with 61 participants to collect the quantitative data. In addition, to delve into the results obtained from the quantitative data, a two-session focus group interview was conducted with 10 participants to obtain the qualitative data. With regards to data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the perceptions of EFL instructors to be able to ascertain their pragmatic awareness and competence. The results revealed that EFL instructors at the tertiary level had a moderate level of awareness of pragmatics and teaching pragmatics. Most university instructors underscored that they recognize the value of instructing students about pragmatics and cross-cultural issues. Accordingly, they attempt to adopt teaching strategies and practices that consider the needs of the linguistically and culturally diverse students. The outcomes of this study will be of use to foreign language instructors, curriculum designers and policymakers to act and recognize the importance of teaching of pragmatics in foreign language education.

Kaynakça

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  • Meier, A. J. (2003). Posting the banns: A marriage of pragmatics and culture in foreign and second language pedagogy and beyond (pp. 185-210). In Martinez-Flor, A., Juan, E. U. & Guerra, A. F. (Eds.) (2003). Pragmatic Competence and Foreign Language Teaching. Universitat Jaume I Castellon. ISBN 84-8021-416-3
  • Mestre, E., & Pastor, M. L. C. (2013). A pragmatic perspective to leverage English for Specific Purposes. Revista Española de Lingüística Aplicada, (1), 107-120. Retrieved October 13, 2021, from https://riunet.upv.es/handle/10251/44819
  • Michail, E. (2014). Raising Pragmatic Awareness through Teacher Illocutionary Acts. In Lavidas, N. Alexiou, T.& Sougari, A. M. (Eds.) Major Trends in Theoretical and Applied Linguistics 3: Selected Papers from the 20th ISTAL, 251-266. DOI:10.2478/9788376560915
  • Mohammed, M. M. (2012). Teach ability of Pragmatic Competence: The Impact of Explicit Instruction on the Development of Iraqi Freshmen EFL Learners’ Pragmatic Competence. The Arab Gulf, 40(1-2). Retrieved October 13, 2021, from https://www.iasj.net/iasj/download/3e66f901f85bf035
  • Nachar, N. (2008). The Mann-Whitney U: A test for assessing whether two independent samples come from the same distribution. Tutorials in Quantitative Methods for Psychology, 4(1), 13-20. DOI: 10.20982/tqmp.04.1.p013
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  • Nu, T., Anh, T., & Murray, J. (2020). Pragmatic Content in EFL Textbooks: An Investigation into Vietnamese National Teaching Materials. TESL-EJ, 24(3). Retrieved November 23, 2021, from, http://www.tesl-ej.org/wordpress/issues/volume24/ej95/ej95a8/
  • O’Keeffe, A., Clancy, B., & Adolphs, S. (2019). Introducing pragmatics in use. Routledge. https://doi.org/10.4324/9780429342950
  • Oliver, P. (2003). The student’s guide to research ethics. McGraw-Hill/Open University Press.
  • Omaggio, A.C. (2001). Teaching languages in context: Proficiency-oriented instruction, 3rd ed. Boston, MA: Heinle & Heinle Publishers. ISBN-0-8384-4067-3
  • Özdemir, E. (2011). L2 Pragmatic-awareness-raising activities: Teaching request strategies in a focus on form class. Buca Faculty of Education Journal, 86-113. Retrieved 24, 2021, from, https://dergipark.org.tr/en/download/article-file/231634 Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). London: Sage Publications. ISBN: 978-0761919711
  • Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International journal of nursing studies, 47(11), 1451-1458. Retrieved 24, 2021, from, https://doi.org/10.1016/j.ijnurstu.2010.06.004
  • Rajabia, S., Azizifara, A., & Gowhary, H. (2015). The effect of explicit instruction on pragmatic competence development; teaching requests to EFL learners of English. Procedia-Social and Behavioral Sciences, 199, 231-239. Retrieved 24, 2021, from, https://doi.org/10.1016/j.sbspro.2015.07.511
  • Rose, K. R., & Kasper, G. (Eds.) (2001). Pragmatics in language teaching. New York, NY: Cambridge University Press.
  • Rueda, Y. (2006). Developing pragmatic competence in a foreign language. Colombian Applied Linguistics Journal, (8), 169-182. Retrieved 21, 2021, from, https://www.redalyc.org/articulo.oa?id=305726654001
  • Savić, M. (2014). Politeness through the prism of requests, apologies and refusals: A case of advanced Serbian EFL learners. Cambridge Scholars Publishing.
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  • Shokouhi, S., & Rezaei, A. (2015). The importance of teaching pragmatics in the classrooms (focus on complimenting). Journal for the Study of English Linguistics, 3(1), 101-107. Retrieved 25, 2021, from, DOI: 10.5296/jsel.v3i1.7890
  • Sun, W. (2013). How to Cultivate Intercultural Communication Competence of Non-English Major Students. Theory & Practice in Language Studies, 3(12). doi:10.4304/tpls.3.12.2245-2249
  • Taguchi, N. (Ed.). (2009). Pragmatic competence. Berlin, Germany: Mouton de Gruyter.
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  • Taguchi, N. (2018). Pragmatic competence in foreign language education: Cultivating learner autonomy and strategic learning of pragmatics. In New Perspectives on the Development of Communicative and Related Competence in Foreign Language Education (pp. 53-70). De Gruyter Mouton.
  • Taguchi, N., & Roever, C. (2017). Second language pragmatics (pp. 241-276). Oxford: Oxford University Press.
  • Tajeddin, Z. (2015). Interlanguage Pragmatics and Language Teaching. Tehran: Jungle Publication.
  • Tajeddin, Z., Alemi, M., & Pashmforoosh, R. (2018). Idealized native-speaker linguistic and pragmatic norms in English as an international language: Exploring the perceptions of nonnative English teachers. Language and Intercultural Communication, 18(3), 300-314. Retrieved November 21, 2021, from, https://doi.org/10.1080/14708477.2017.1413105
  • Tajeddin, Z., & Alemi, M. (2020). Pragmatics pedagogy in EIL: A historical perspective. In Pragmatics pedagogy in English as an international language (pp. 1-18). Routledge.
  • Tajeddin, Z., & Bagherkazemi, M. (2021). Implicit and Explicit Pragmatic Learning Strategies: Their Factorial Structure and Relationship with Speech Act Knowledge. TESL-EJ, 25(3). Retrieved October 26, 2021, from, https://tesl-ej.org/pdf/ej99/a5.pdf
  • Takimoto, M. (2006). The effects of explicit feedback and form–meaning meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System, 34(4), 601-614. DOI: 10.1016/j.system.2006.09.003
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  • Vasquez, C., & Sharpless, D. (2009). The role of pragmatics in the master's TESOL curriculum: Findings from a nationwide survey. TESOL Quarterly, 43(1), 5-28. Retrieved November, 21, 2021, from, https://doi.org/10.1002/j.1545-7249.2009.tb00225.x
  • Vu, N. M. (2017). Teaching pragmatics in English as a foreign language at a Vietnamese university: Teachers’ perceptions, curricular content, and classroom practices (Unpublished PhD Thesis). The University of Sydney. Retrieved October 22, 2021, from, https://ses.library.usyd.edu.au/handle/2123/16157
  • Wain, J., Timpe‐Laughlin, V., & Oh, S. (2019). Pedagogic Principles in Digital Pragmatics Learning Materials: Learner Experiences and Perceptions. ETS Research Report Series, 2019 (1), 1-21. Retrieved October 23, 2021, from, https://doi.org/10.1002/ets2.12270
  • Wannaruk, A. (2008). Pragmatic transfer in Thai EFL refusals. RELC Journal, 39(3), 318-337. Retrieved November 22, 2021, from, https://doi.org/10.1177/0033688208096844
  • Warga, M., & Schölmberger, U. (2007). The acquisition of French apologetic behavior in a study abroad context. Intercultural Pragmatics, 4(2), 221-251. November 22, 2021, from, https://doi.org/10.1515/IP.2007.012
  • WEFT QDA. (2007). Retrieved October 24, 2021 from http://www.pressure.to/qda/
  • Wyner, L., & Cohen, A. D. (2015). Second language pragmatic ability: Individual differences according to environment. Studies in Second Language Learning and Teaching, 5(4), 519-556. Retrieved 25, 2021, from, https://www.ceeol.com/search/article-detail?id=330112
  • Yu, M. C. (2006). On the teaching and learning of L2 sociolinguistic competence in classroom settings. Asian EFL Journal, 8(2), 111-131. Retrieved November 16, 2021, from, https://asian-efl-journal.com/June_2006_EBook_editions.pdf#page=111
  • Yuan, Y. (2012). Pragmatics, perceptions and strategies in Chinese college English learning (Doctoral dissertation, Queensland University of Technology). Retrieved July 1, 2021, from, https://eprints.qut.edu.au/52860/
Toplam 96 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Sedat Korkmaz 0000-0003-0941-2856

Çiğdem Karatepe 0000-0002-2902-6656

Yayımlanma Tarihi 9 Ocak 2023
Gönderilme Tarihi 11 Mart 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 1

Kaynak Göster

APA Korkmaz, S., & Karatepe, Ç. (2023). Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level. Anadolu Journal of Educational Sciences International, 13(1), 34-55. https://doi.org/10.18039/ajesi.1086084
AMA Korkmaz S, Karatepe Ç. Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level. AJESI. Ocak 2023;13(1):34-55. doi:10.18039/ajesi.1086084
Chicago Korkmaz, Sedat, ve Çiğdem Karatepe. “Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level”. Anadolu Journal of Educational Sciences International 13, sy. 1 (Ocak 2023): 34-55. https://doi.org/10.18039/ajesi.1086084.
EndNote Korkmaz S, Karatepe Ç (01 Ocak 2023) Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level. Anadolu Journal of Educational Sciences International 13 1 34–55.
IEEE S. Korkmaz ve Ç. Karatepe, “Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level”, AJESI, c. 13, sy. 1, ss. 34–55, 2023, doi: 10.18039/ajesi.1086084.
ISNAD Korkmaz, Sedat - Karatepe, Çiğdem. “Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level”. Anadolu Journal of Educational Sciences International 13/1 (Ocak 2023), 34-55. https://doi.org/10.18039/ajesi.1086084.
JAMA Korkmaz S, Karatepe Ç. Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level. AJESI. 2023;13:34–55.
MLA Korkmaz, Sedat ve Çiğdem Karatepe. “Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level”. Anadolu Journal of Educational Sciences International, c. 13, sy. 1, 2023, ss. 34-55, doi:10.18039/ajesi.1086084.
Vancouver Korkmaz S, Karatepe Ç. Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level. AJESI. 2023;13(1):34-55.