İngiliz Dili Öğretimi Ders Kitaplarındaki Dinleme Materyallerini Odi-Farkındalıklı Bakış Açısıyla Uyarlamak: Yunanca Ve İtalyanca Sınıflarından Yansımalar

Yıl 2022, , 279 - 302, 31.12.2022

Lucilla Lopriore Natasha Tsantila

https://doi.org/10.52597/buje.1227226

Cited By: 1

Öz

Ortak dil olarak İngilizce (ODİ) farkındalığı perspektifinden (Sifakis, 2019) elde edilen bu katkı, güncel ODİ ve dünya İngilizceleri (Dİ) alan yazını ve araştırması bağlamında İngilizce öğretimi materyallerinin uyarlanması gerektiğine işaret etmektedir. Bu çalışma, dinlemeye odaklanarak, İtalya ve Yunanistan'da kullanılan İngilizce ders kitaplarındaki mevcut materyallerin uyarlamalarını göstermekte ve öğrenci ders değerlendirmeleri ve öğretmen görüşmeleri yoluyla toplanan verileri sunmaktadır. Uyarlamalar şunları içermektedir: a) önceden hazırlanmış dinleme girdilerinin sınıf ortamı dışında karşılaşılan gerçek sözlü söylemle değiştirilmesi, b) öğrencilerin gerçek etkileşimlere katılımını teşvik eden takip etkinliklerinin tasarımı ve c) öğretmenlerin ve öğrencilerin dil kullanımı, öğrenme ve öğretim uygulamaları ile ilgili farkındalığını tetikleyebilecek düşündürücü soruların dahil edilmesi. Yapılan değişikliklerin başarılı olduğunu gösteren bulgular, İngilizce öğretiminde ODİ-farkındalık entegrasyonu anlayışını desteklemektedir.

Anahtar Kelimeler

uyarlamalar, dinleme, Ortak Dil Olarak İngilizce (ODİ) Farkındalığı, yansıtıcı uygulamalar

Adapting ELT coursebooks listening materials within an ELF-aware perspective: Voices from Greek and Italian classrooms

Öz

This contribution, drawing on the ELF-awareness perspective (Sifakis, 2019), emphasises the need for ELT materials adaptation within the latest ELF and WEs literature and research. Focusing on listening, it showcases adaptations of existing materials in EFL coursebooks used in Italy and Greece and presents data collected through student lesson-evaluations and teacher interviews. The adaptations comprise: a) replacement of prefabricated listening inputs with authentic spoken discourse encountered outside the classroom situation, b) design of follow-up tasks stimulating students’ involvement in authentic interactions, and c) inclusion of reflective questions that can trigger teachers’ and learners’ awareness regarding language use, learning and instructional practices. Findings, indicating that the attempted modifications were successful, provide insights in enhancing our understanding of ELF-awareness integration in ELT.

Anahtar Kelimeler

Adaptations, listening, ELF-awareness, reflective practices.

Kaynakça

• Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64. https://doi.org/10.1093/elt/56.1.57
• Anastasiadou, A. (2015). EFL curriculum design: The case of the Greek state school reality in the last two decades (1997-2014). International Journal of Applied Linguistics & English Literature, 4(2), 112- 119. http://dx.doi.org/10.7575/aiac.ijalel.v.4n.2p.112
• Bayyurt, Y. (2018). Issues of intelligibility in World Englishes and EIL contexts. World Englishes, 37(3), 407-415. https://doi.org/10.1111/weng.12327
• Cogo, A. & Dewey, M. (2012). Analysing English as a lingua franca. Continuum.
• Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.
• Dendrinos, B., Zouganeli, K., & Karavas, E. (2013). Foreign language learning in Greek schools: European survey on language competences. National and Kapodistrian University of Athens (RCeL) & Ministry of Education and Religious Affairs.
• Garton, S. & Graves, K. (2014). Identifying a research agenda for language teaching materials. The Modern Language Journal, 98(2), 654–657.
• Eberhard, D. M., Simons, G. F., & Fennig, C. D. (Eds.) (2020). Ethnologue: Languages of the world (23rd ed.), online version. Dallas, TX: SIL International. http://www.ethnologue.com [accessed Jul 15, 2021].
• European Commission (2019). Education and training: Multilingual classrooms. https://ec.europa.eu/education/policies/multilingualism/multilingual-classrooms_en
• Firth, A. (1996). The discursive accomplishment of normality. On “lingua franca” English and conversation analysis. Journal of Pragmatics, 26, 237–59.
• Galloway, N. (2018). ELF and ELT teaching materials. In J. Jenkins, J, W. Baker, W. &M. Dewey (Eds.), The routledge handbook of English as a Lingua Franca (pp. 486-480). Routledge.
• Galloway, N. & Rose, H. (2014). Using listening journals to raise awareness of globalEnglishes in ELT. ELT Journal, 68(4), 386–396. http://doi:10.1093/elt/ccu021
• Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118. https://doi.org/10.1017/S0261444807004144
• Holliday, A.R. & Cooke, T.M. (1982). An ecological approach to ESP. In A. Waters (Ed.), Issues in English for specific purposes (Lancaster practical papers in English language education, Vol.5, pp.123-143). Pergamon Press. Jenkins, J. (2000). The phonology of English as an International Language. Oxford University Press.
• Jenkins, J. (2015). Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, 2(3), 49–85. https://doi.org/10.1515/eip-2015-0003
• Karagianni, E., Koui, V., & Nikolakaki, K. (2008a). Think teen: 1st grade junior high school: Beginner’s student’s book. National Book Center of Greece.
• Karagianni, E., Koui, V., & Nikolakaki, K. (2008b). Think Teen: 1st Grade Junior High School: Advanced Student’s Book. National Book Center of Greece.
• Kemmis, S. & McTaggart, R. (Eds.). (1988). The action research planner (3rd ed.). Deakin University Press.
• Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching English in the world: Global rules, global roles. Cambridge University Press.
• Leung, C. (2017, Feb. 9-10). The Profession as a change agent. [Conference session] Summit TESOL conference on the future of TESOL profession, Athens, Greece. https://www.tesol.org/docs/default-source/advocacy/constant-leung.pdf?sfvrsn=9f9be6dc_0.
• Leung, C., & Lewkowicz, J. (2018). English language teaching: Pedagogic reconnection with the social dimension. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 61-73). Routledge.
• Lopriore, L. (2021). More than meets the eye: Research and practice in Italian foreign language policies and education. European Journal of Applied Linguistics, 9(1), 69-88. https://doi.org/10.1515/eujal-2020-0025
• Lopriore, L. (2017). Revisiting language teaching materials in a time of change. Revista: A Cor das Letras, 18(4), 182-199. https://doi.org/10.13102/cl.v18iEspecial.266
• Lopriore, L. & Vettorel, P. (2019). Perspectives in WE- and ELF-informed ELT materials in teacher education. In N. Sifakis &N. Tsantila (Eds.), English as a lingua franca for EFL contexts (pp. 97-116). Multilingual Matters.
• McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A Teacher’s guide (3rd ed.). Wiley-Blackwell.
• McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. Bloomsbury.
• McKay, S. L. (2006). Researching second language classrooms. Routledge.
• McKay, S. (2012). Teaching materials for English as an international language. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 70-83). Multilingual Matters. https://doi.org/10.21832/9781847697042-007
• Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5-12. https://doi.org/10.1002/ace.7401
• Ministero dell’istruzione, dell’università e della ricerca – MIUR (2005). Lingua inglese, Lingua comunitaria 2, Terza lingua straniera. Orari di insegnamento e livelli di apprendimento in uscita dalla scuola primaria, dalla scuola secondaria di primo grado, dal primo biennio, dal secondo biennio e dal quinto anno dei licei (English, second & third language: Exit & learning levels at primary, lower high school, first& second level high school). Roma, MIUR.
• Ministry of Education, Research and Religious Affairs (2016a). Integrated Foreign Languages Curriculum for Primary and Secondary sectors. Government Gazette, 2/2871. Retrieved from: https://edu.klimaka.gr/arxeio/nomothesia-fek/fek-2871-2016-programma-xenes-glwsses-dimotiko-gymnaisio.pdf
• Ministry of Education, Research and Religious Affairs (2016b). Restructuring and rationalization of the curriculum for foreign languages in primary and secondary sectors. Institute of Educational Policy. Retrieved from: http://www.minedu.gov.gr/publications/docs2016/3enesglwsses.pdf
• Mishan, F. (2005). Designing authenticity into language learning materials. Intellect.
• Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
• Pickering, L. (2006). Current research on intelligibility in English as a lingua franca. Annual Review of Applied Linguistics, 26, 219-233. https://doi.org/10.1017/S0267190506000110
• Richards J.C. (2014). The ELT textbook. In S. Garton & K. Graves (Eds.), International perspectives on materials in ELT. (pp. 19-36). Palgrave Macmillan. 10.1057/9781137023315
• Rost, M. (2016). Teaching and researching listening (3rd ed.). Routledge.
• Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W.M. Chan, S. Chi, K.N. Cin, J. Istanto, M. Nagami, J.W. Sew, T. Suthiwan, & I. Walker (Eds.), Proceedings of CLaSIC 2010 (pp. 721–737). National University of Singapore, Centre for Language Studies.
• Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.
• Sifakis, N. C. (2019) ELF-awareness in English language teaching: Principles and processes, Applied Linguistics, 40(2), 288–306. https://doi.org/10.1093/applin/amx034
• Sifakis, N. C. & Bayyurt, Y. (2018). ELF-aware teaching, learning and teacher development. In J. Jenkins, W. Baker & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 456−467). Routledge.
• Siqueira, D. S. P. (2015). English as a lingua franca and ELT materials: Is the “Plastic World” really melting?In Y. Bayyurt & S Ackan, (Eds.), Current perspectives on pedagogy for English as a lingua franca (pp. 239-257). De Gruyter Mouton.
• Sougari A.M. & Faltzi R. (2015). Drawing upon Greek pre-service teachers’ beliefs about ELF-related issues. In Y. Bayyurt. & S. Akcan (Eds.), Current perspectives on pedagogy for English as a lingua franca (pp. 153-169). De Gruyter Mouton.
• Tan, M. (2005). Authentic language or language errors? Lessons from a learner corpus. ELT Journal, 5(2). 126-134. https://doi.org/10.1093/eltj/cci026
• Thorn, S. (2013). The implications of ELF for the design of authentic listening materials. Modern English teacher, 22(3), 56-61.
• Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 81-108). Cambridge University Press.
• Tomlinson, B. & Masuhara, H. (2013). Adult coursebooks. ELT Journal, 67(2), 233-249. https://doi.org/10.1093/elt/cct007
• Tsantila, N. & Georgountzou, A. (2017). ELT course books and global English: The case of Greek lower secondary state schools. Revista: A Cor das Letras, 18 (4), 122-144. https://doi.org/10.13102/cl.v18iEspecial.2607
• Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3-25. https://doi.org/10.1017/S0267190504000017
• van Lier, L. (2004, March 26-28). The ecology of language learning. [Conference presentation] UC Language Consortium Conference on theoretical and pedagogical perspectives. Retrieved from: https://steve.psy.gla.ac.uk/courses/ceredocs/vanLier04%20typesOfComm.pdf
• Vettorel, P. & Lopriore, L. (2013). Is there ELF in ELT coursebooks? Studies in second language learning and teaching, 3(4), 483-504. https://doi.org/10.14746/ssllt.2013.3.4.3
• Waters, A. (2012). Trends and issues in ELT methods and methodology. ELT Journal, 66(4), 440–449. https://doi.org/10.1093/elt/ccs038
• Widdowson, H.G. (1996). Comment: Authenticity and autonomy in ELT. ELT Journal, 50(1), 67–68. https://doi.org/10.1093/elt/50.1.67