Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Sayı: 26, 315 - 339, 30.04.2021

Öz

Kaynakça

  • Akcan, S. (2016). Novice non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. Profile, 18(1), 55-70
  • Akdogan, S. (2010). Teachers’ and instructors’ views about the problems experienced in foreign language teaching in Turkey and foreign language schools as a proposal for solution. MA thesis. Fırat University, The Institute of Social Sciences.
  • Bailey, K. M. (2004). Practical English language teaching: Speaking. New York: McGraw-Hill
  • Bailey, K. M., Bergthold, B., Braunstein, B., Fleischman, N. J., Holbrook, M. P., Tuman, J., Waissbluth, X., & Zambo, L. J. (1996). The language learner’s autobiography: Examining the “apprenticeship of observation”. In Freeman, D. & Richards, J. C. (eds.), Teacher learning in language teaching (pp. 11-29). Cambridge: Cambridge University Press
  • Baleghizadeh, S., & Shahri, M. N. N. (2014). EFL teachers’ conceptions of speaking competence in English. Teachers and Teaching: Theory and Practice, 20(6), 738-754
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40, 282-295
  • Bayram, I. (2011). TOBB Ekonomi ve Teknoloji Universitesi Yabancı Diller Bolumu İngilizce hazirlik programinin ogretmen ve ogrenci goruslerine gore degerlendirilmesi. MA thesis. Ankara University, Graduate School of Educational Sciences.
  • Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259–275
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109
  • Borg, S. (2009). Introducing language teacher cognition. Retrieved November 1, 2014 from http://www.education.leeds.ac.uk/research/files/145.pdf
  • Borg, S., & Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29(3), 456-482.
  • Carless, D. (2008). Student use of the mother tongue in the task-based classroom. ELT Journal, 62(4), 331-338
  • Clunies‐Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28(6), 693-710
  • Cohen, A. D., & Fass, L. (2001). Oral language instruction: Teacher and learner beliefs and the reality in EFL classes at a Colombian university. Íkala (Journal of Language and Culture, Universidad de Antioquia), 6, 43-62
  • Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Prentice Hall
  • Demir, Y. (2015). All or nothing: English as foreign language (EFL) student teachers’ and teacher trainers’ reflections on a pre-service English teacher education program in Turkey. Anthropologist, 19 (1), 157-165
  • Dincer, A., & Yesilyurt, S. (2013). Pre-service English teachers’ beliefs on speaking skill based on motivational orientations. English Language Teaching, 6(7), 88-95
  • Esin, T. (2012). Speaking as a skill in second language teaching. MA thesis. Yeditepe University, Institute of Social Sciences.
  • Farrell, T. S. C., & Yang, D. (2019). Exploring an EAP teacher’s beliefs and practices in teaching L2 speaking: A case study. RELC Journal, 50(1), 104-117
  • Friedman, I. A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. JCLP/In Session: Psychotherapy in Practice, 56(5), 595-606
  • Gabrielatos, C. (2004). Session plan: The coursebook as a flexible tool. IATEFL Teacher Trainers and Educators SIG Newsletter, 1, 28-31
  • Genc, Z. S. (2010). Teacher autonomy through reflective journals among teachers of English as a foreign language in Turkey. Teacher Development, 14(3), 397–409
  • Gomleksiz, M. N. & Ozkaya, O. M. (2012). Yabanci diller yuksekokulu ogrencilerinin İngilizce konusma dersinin etkililigine iliskin gorusleri. Turkish Studies, 7(2), 495-513
  • Guney, I. (2010). An investigation into the causes of speaking problems experienced by learners of English at tertiary level. MA thesis. Canakkale Onsekiz Mart University, Institute of Social Sciences.
  • Gungor, O. (2013). Pre-service EFL teachers’ beliefs on their readiness level to teach speaking skills: A quantitative study. MA thesis. Baskent University, Institute of Educational Sciences.
  • Harmer, J. (2001). The practice of English language teaching. Harlow, Essex: Pearson Education
  • Hird, J. (2013). Webinar: Warmers, fillers and other quick activities. Oxford University Press English Language Teaching Global Blog. Retrieved November 2, 2017 from https://oupeltglobalblog.com/tag/lead-in-activities/
  • Hughes, R. (2002). Teaching and researching speaking. Great Britain: Pearson Education
  • Johnson, K.E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257
  • Karagedik, E. (2013). İngilizce okutmanları icin hazırlanan “Konusma Becerisi Ogretimi” egitim programına iliskin eylem arastırması. MA thesis. Hacettepe University, Graduate School of Social Sciences.
  • Kayrak, Z.E. (2010). İstanbul Universitesi ogrencilerinin yabanci dil ogretimine bakislari: Sorunlar ve beklentiler. MA thesis. Istanbul University, Institute of Social Sciences.
  • Kunt, N., & Ozdemir, C. (2010). Impact of methodology courses on pre-service EFL teachers’ beliefs. Procedia-Social and Behavioral Sciences, 2(2), 3938-3944
  • Lamb, T. E. (2000). Finding a voice: Learner autonomy and teacher education in an urban context. In Sinclair, B., McGrath, I. & Lamb, T. (eds.), Learner autonomy, teacher autonomy: Future directions (pp. 118-138). Harlow: Pearson Education.
  • Lee, I. (2009). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13-22
  • Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181
  • Lombard, M., Snyder-Duch, J., & Bracken, C. C. (2004). Intercoder reliability. Retrieved June 2, 2017 from http://matthewlombard.com/reliability/
  • Long, M. H. & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-228
  • Macdonald, S. (2002). Pronunciation – views and practices of reluctant teachers. Prospect, 17(3), 3-18.
  • Maier, S. F., & Seligman, M. E. (1976). Learned helplessness: Theory and evidence. Journal of Experimental Psychology: General, 105(1), 3-46
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Nas Ozen, E., Bilgic Alpaslan, İ., Caglı, A., Ozdogan, İ., Sancak, M., Dizman, A. O., & Sokmen, A. (2014). Turkiye’deki devlet okullarında İngilizce dilinin ogretimine iliskin ulusal ihtiyac analizi. Ankara: British Council-TEPAV.
  • Neuendorf, K. A. (2002). The content analysis guidebook. Sage.
  • Ng, W., Nicholas, H., & Williams, A. (2010). School experience influences on pre-service teachers' evolving beliefs about effective teaching. Teaching and Teacher Education, 26 (2), 278-289
  • Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In Benson, P. & Voller, P. (eds.), Autonomy and independence in language learning (pp. 192-203). Harlow Essex: Longman.
  • Ocaklı, S. V. (2008). İletisimsel yaklasim ile konusma becerisinin ogretimi. MA thesis. Ankara University, Graduate School of Social Sciences.
  • Oxford, R. L. (2003). Language learning styles and strategies: An overview. Learning Styles & Strategies/Oxford, GALA 2003, 1-25. Retrieved May 29, 2017 from http://web.ntpu.edu.tw/~language/workshop/read2.pdf
  • Ozkanal, U. (2009). Eskisehir Osmangazi Universitesi Yabancı Diller Bolumu ingilizce hazırlık programının degerlendirilmesi ve bir model onerisi. Unpublished PhD dissertation. Anadolu University, Institute of Educational Sciences.
  • Paker, T. (2012). Turkiye’de neden yabancı dil (İngilizce) ogretemiyoruz ve neden ogrencilerimiz iletisim kurabilecek duzeyde İngilizce ogrenemiyor? Pamukkale University Journal of Education, 32(2), 89-94.
  • Richards, J. C. (2003). 30 years of TEFL/TESL: A personal reflection. TEFLIN Journal, 14(1), 14-57.
  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177
  • Richards, J. C. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3), 19-43
  • Ryan, S. M. (1997). Preparing learners for independence: resources beyond the classroom. In Benson, P. & Voller, P. (eds.), Autonomy and independence in language learning (pp. 215-224). Harlow Essex: Longman
  • Samar, R. G., & Moradkhani, S. (2014). Codeswitching in the language classroom: A study of four EFL teachers’ cognition. RELC Journal, 45(2), 151-164
  • Sifakis, N. C. & Sougari, A. M. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs. TESOL Quarterly, 39(3), 467-488
  • Sahin, C. A. (2013). Critical evaluation of foreign language education policy with specific reference to English language teaching in Turkey. Doctoral dissertation. Canakkale Onsekiz Mart University, Graduate School of Educational Sciences.
  • Thornbury, S. (2005). How to teach speaking. Malaysia: Pearson Education
  • Uysal, H. H., & Bardakcı, M. (2014). Teacher beliefs and practices of grammar teaching: Focusing on meaning, form, or forms? South African Journal of Education, 34(1), 1- 16
  • Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher–student relationships in class. International Journal of Educational Research, 43(1), 6-24
  • Xiang, M., & Borg, S. (2014). College English teachers’ beliefs about effective language teaching. Asian Journal of English Language Teaching, 24, 97–120
  • Zeytin, O. (2006). The effective techniques in teaching speaking. MA thesis. Dokuz Eylul University, Institute of Educational Sciences.

English Language Teachers’ Cognition in Handling Learners’ Speaking Problems

Yıl 2021, Sayı: 26, 315 - 339, 30.04.2021

Öz

This research was conducted at the Foreign Languages Department of Eskisehir Osmangazi University to explore English language teachers’ cognition and actions in handling learners’ speaking problems considering the background factors of schooling, professional coursework, context, and classroom practice. In line with this aim, a multiple case study was carried out. Data collection was implemented through open-ended questionnaires, observations, reflection reports, and interviews. Once overall perceptions of 28 teachers were gathered, in-depth data obtained from 5 teachers in the same group provided further insight. According to the questionnaire's findings, most teachers perceived speaking as an important skill and made suggestions on improving this skill. In-depth data revealed that one of the teachers, contrary to her suggestions, applied a teacher-centred approach indicating contextual constraints as a reason. In contrast, another one preferred a learner-centred approach and did not complain about the contextual factors.

Kaynakça

  • Akcan, S. (2016). Novice non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. Profile, 18(1), 55-70
  • Akdogan, S. (2010). Teachers’ and instructors’ views about the problems experienced in foreign language teaching in Turkey and foreign language schools as a proposal for solution. MA thesis. Fırat University, The Institute of Social Sciences.
  • Bailey, K. M. (2004). Practical English language teaching: Speaking. New York: McGraw-Hill
  • Bailey, K. M., Bergthold, B., Braunstein, B., Fleischman, N. J., Holbrook, M. P., Tuman, J., Waissbluth, X., & Zambo, L. J. (1996). The language learner’s autobiography: Examining the “apprenticeship of observation”. In Freeman, D. & Richards, J. C. (eds.), Teacher learning in language teaching (pp. 11-29). Cambridge: Cambridge University Press
  • Baleghizadeh, S., & Shahri, M. N. N. (2014). EFL teachers’ conceptions of speaking competence in English. Teachers and Teaching: Theory and Practice, 20(6), 738-754
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40, 282-295
  • Bayram, I. (2011). TOBB Ekonomi ve Teknoloji Universitesi Yabancı Diller Bolumu İngilizce hazirlik programinin ogretmen ve ogrenci goruslerine gore degerlendirilmesi. MA thesis. Ankara University, Graduate School of Educational Sciences.
  • Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259–275
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109
  • Borg, S. (2009). Introducing language teacher cognition. Retrieved November 1, 2014 from http://www.education.leeds.ac.uk/research/files/145.pdf
  • Borg, S., & Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29(3), 456-482.
  • Carless, D. (2008). Student use of the mother tongue in the task-based classroom. ELT Journal, 62(4), 331-338
  • Clunies‐Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28(6), 693-710
  • Cohen, A. D., & Fass, L. (2001). Oral language instruction: Teacher and learner beliefs and the reality in EFL classes at a Colombian university. Íkala (Journal of Language and Culture, Universidad de Antioquia), 6, 43-62
  • Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Prentice Hall
  • Demir, Y. (2015). All or nothing: English as foreign language (EFL) student teachers’ and teacher trainers’ reflections on a pre-service English teacher education program in Turkey. Anthropologist, 19 (1), 157-165
  • Dincer, A., & Yesilyurt, S. (2013). Pre-service English teachers’ beliefs on speaking skill based on motivational orientations. English Language Teaching, 6(7), 88-95
  • Esin, T. (2012). Speaking as a skill in second language teaching. MA thesis. Yeditepe University, Institute of Social Sciences.
  • Farrell, T. S. C., & Yang, D. (2019). Exploring an EAP teacher’s beliefs and practices in teaching L2 speaking: A case study. RELC Journal, 50(1), 104-117
  • Friedman, I. A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. JCLP/In Session: Psychotherapy in Practice, 56(5), 595-606
  • Gabrielatos, C. (2004). Session plan: The coursebook as a flexible tool. IATEFL Teacher Trainers and Educators SIG Newsletter, 1, 28-31
  • Genc, Z. S. (2010). Teacher autonomy through reflective journals among teachers of English as a foreign language in Turkey. Teacher Development, 14(3), 397–409
  • Gomleksiz, M. N. & Ozkaya, O. M. (2012). Yabanci diller yuksekokulu ogrencilerinin İngilizce konusma dersinin etkililigine iliskin gorusleri. Turkish Studies, 7(2), 495-513
  • Guney, I. (2010). An investigation into the causes of speaking problems experienced by learners of English at tertiary level. MA thesis. Canakkale Onsekiz Mart University, Institute of Social Sciences.
  • Gungor, O. (2013). Pre-service EFL teachers’ beliefs on their readiness level to teach speaking skills: A quantitative study. MA thesis. Baskent University, Institute of Educational Sciences.
  • Harmer, J. (2001). The practice of English language teaching. Harlow, Essex: Pearson Education
  • Hird, J. (2013). Webinar: Warmers, fillers and other quick activities. Oxford University Press English Language Teaching Global Blog. Retrieved November 2, 2017 from https://oupeltglobalblog.com/tag/lead-in-activities/
  • Hughes, R. (2002). Teaching and researching speaking. Great Britain: Pearson Education
  • Johnson, K.E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257
  • Karagedik, E. (2013). İngilizce okutmanları icin hazırlanan “Konusma Becerisi Ogretimi” egitim programına iliskin eylem arastırması. MA thesis. Hacettepe University, Graduate School of Social Sciences.
  • Kayrak, Z.E. (2010). İstanbul Universitesi ogrencilerinin yabanci dil ogretimine bakislari: Sorunlar ve beklentiler. MA thesis. Istanbul University, Institute of Social Sciences.
  • Kunt, N., & Ozdemir, C. (2010). Impact of methodology courses on pre-service EFL teachers’ beliefs. Procedia-Social and Behavioral Sciences, 2(2), 3938-3944
  • Lamb, T. E. (2000). Finding a voice: Learner autonomy and teacher education in an urban context. In Sinclair, B., McGrath, I. & Lamb, T. (eds.), Learner autonomy, teacher autonomy: Future directions (pp. 118-138). Harlow: Pearson Education.
  • Lee, I. (2009). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13-22
  • Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181
  • Lombard, M., Snyder-Duch, J., & Bracken, C. C. (2004). Intercoder reliability. Retrieved June 2, 2017 from http://matthewlombard.com/reliability/
  • Long, M. H. & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-228
  • Macdonald, S. (2002). Pronunciation – views and practices of reluctant teachers. Prospect, 17(3), 3-18.
  • Maier, S. F., & Seligman, M. E. (1976). Learned helplessness: Theory and evidence. Journal of Experimental Psychology: General, 105(1), 3-46
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Nas Ozen, E., Bilgic Alpaslan, İ., Caglı, A., Ozdogan, İ., Sancak, M., Dizman, A. O., & Sokmen, A. (2014). Turkiye’deki devlet okullarında İngilizce dilinin ogretimine iliskin ulusal ihtiyac analizi. Ankara: British Council-TEPAV.
  • Neuendorf, K. A. (2002). The content analysis guidebook. Sage.
  • Ng, W., Nicholas, H., & Williams, A. (2010). School experience influences on pre-service teachers' evolving beliefs about effective teaching. Teaching and Teacher Education, 26 (2), 278-289
  • Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In Benson, P. & Voller, P. (eds.), Autonomy and independence in language learning (pp. 192-203). Harlow Essex: Longman.
  • Ocaklı, S. V. (2008). İletisimsel yaklasim ile konusma becerisinin ogretimi. MA thesis. Ankara University, Graduate School of Social Sciences.
  • Oxford, R. L. (2003). Language learning styles and strategies: An overview. Learning Styles & Strategies/Oxford, GALA 2003, 1-25. Retrieved May 29, 2017 from http://web.ntpu.edu.tw/~language/workshop/read2.pdf
  • Ozkanal, U. (2009). Eskisehir Osmangazi Universitesi Yabancı Diller Bolumu ingilizce hazırlık programının degerlendirilmesi ve bir model onerisi. Unpublished PhD dissertation. Anadolu University, Institute of Educational Sciences.
  • Paker, T. (2012). Turkiye’de neden yabancı dil (İngilizce) ogretemiyoruz ve neden ogrencilerimiz iletisim kurabilecek duzeyde İngilizce ogrenemiyor? Pamukkale University Journal of Education, 32(2), 89-94.
  • Richards, J. C. (2003). 30 years of TEFL/TESL: A personal reflection. TEFLIN Journal, 14(1), 14-57.
  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177
  • Richards, J. C. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3), 19-43
  • Ryan, S. M. (1997). Preparing learners for independence: resources beyond the classroom. In Benson, P. & Voller, P. (eds.), Autonomy and independence in language learning (pp. 215-224). Harlow Essex: Longman
  • Samar, R. G., & Moradkhani, S. (2014). Codeswitching in the language classroom: A study of four EFL teachers’ cognition. RELC Journal, 45(2), 151-164
  • Sifakis, N. C. & Sougari, A. M. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs. TESOL Quarterly, 39(3), 467-488
  • Sahin, C. A. (2013). Critical evaluation of foreign language education policy with specific reference to English language teaching in Turkey. Doctoral dissertation. Canakkale Onsekiz Mart University, Graduate School of Educational Sciences.
  • Thornbury, S. (2005). How to teach speaking. Malaysia: Pearson Education
  • Uysal, H. H., & Bardakcı, M. (2014). Teacher beliefs and practices of grammar teaching: Focusing on meaning, form, or forms? South African Journal of Education, 34(1), 1- 16
  • Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher–student relationships in class. International Journal of Educational Research, 43(1), 6-24
  • Xiang, M., & Borg, S. (2014). College English teachers’ beliefs about effective language teaching. Asian Journal of English Language Teaching, 24, 97–120
  • Zeytin, O. (2006). The effective techniques in teaching speaking. MA thesis. Dokuz Eylul University, Institute of Educational Sciences.
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Sevgi Gökçe

İlknur Keçik Bu kişi benim

Yayımlanma Tarihi 30 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 26

Kaynak Göster

APA Gökçe, S., & Keçik, İ. (2021). English Language Teachers’ Cognition in Handling Learners’ Speaking Problems. Eğitimde Nitel Araştırmalar Dergisi(26), 315-339.
AMA Gökçe S, Keçik İ. English Language Teachers’ Cognition in Handling Learners’ Speaking Problems. Derginin Amacı ve Kapsamı. Nisan 2021;(26):315-339.
Chicago Gökçe, Sevgi, ve İlknur Keçik. “English Language Teachers’ Cognition in Handling Learners’ Speaking Problems”. Eğitimde Nitel Araştırmalar Dergisi, sy. 26 (Nisan 2021): 315-39.
EndNote Gökçe S, Keçik İ (01 Nisan 2021) English Language Teachers’ Cognition in Handling Learners’ Speaking Problems. Eğitimde Nitel Araştırmalar Dergisi 26 315–339.
IEEE S. Gökçe ve İ. Keçik, “English Language Teachers’ Cognition in Handling Learners’ Speaking Problems”, Derginin Amacı ve Kapsamı, sy. 26, ss. 315–339, Nisan 2021.
ISNAD Gökçe, Sevgi - Keçik, İlknur. “English Language Teachers’ Cognition in Handling Learners’ Speaking Problems”. Eğitimde Nitel Araştırmalar Dergisi 26 (Nisan 2021), 315-339.
JAMA Gökçe S, Keçik İ. English Language Teachers’ Cognition in Handling Learners’ Speaking Problems. Derginin Amacı ve Kapsamı. 2021;:315–339.
MLA Gökçe, Sevgi ve İlknur Keçik. “English Language Teachers’ Cognition in Handling Learners’ Speaking Problems”. Eğitimde Nitel Araştırmalar Dergisi, sy. 26, 2021, ss. 315-39.
Vancouver Gökçe S, Keçik İ. English Language Teachers’ Cognition in Handling Learners’ Speaking Problems. Derginin Amacı ve Kapsamı. 2021(26):315-39.