Araştırma Makalesi
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A Look into Turkish EFL Teachers' Perceptions towards ELF and its Pedagogical Implications

Yıl 2021, Cilt: 23 Sayı: 3, 874 - 887, 31.12.2021
https://doi.org/10.17556/erziefd.878831

Öz

The purpose of this study was to assess EFL teachers' perceptions toward English as a lingua franca (ELF) and its pedagogical implications. The research was designed using a quantitative model. The study examined 52 EFL teachers who worked in a foundation university's English preparatory program. As a research method, convenience sampling was used. Teachers were asked to complete a questionnaire divided into three sections. They began by providing demographic information. They were questioned about their perceptions toward the concept of ELF in the second section, and about their perceptions toward the pedagogical implications of ELF in the third section. The SPSS 25 statistical package was used to analyze the data. The findings indicated that EFL teachers favored the ELF concept. When it came to the pedagogical implications of ELF, however, teachers opted for neutrality, despite their occasional support.

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
  • Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., Cavalheiro, L., & Pereira, R. (2019). English language teachers’ awareness of English as a lingua franca in multilingual and multicultural contexts. Eurasian Journal of Applied Linguistics, 5(2), 185-202. https://doi.org/10.32601/ejal.599230
  • Bayyurt, Y. (2018). Issues of intelligibility in world Englishes and EIL contexts. World Englishes, 37(3), 407–415. http://dx.doi.org/10.1111/weng.12327
  • Bayyurt, Y. (2008). A lingua franca or an international language: The status of English in Turkey. ELF Forum, Helsinki, Finland.
  • Biricik Deniz, E., Kemaloğlu Er, E., & Özkan, Y. (2020) ELF-aware pre-service teacher education: Practices and perspectives. ELT Journal 74(4), 453-462. https://doi.org/10.1093/elt/ccaa040
  • Biricik Deniz, E. (2017). A case study on ELF-aware pre-service language teacher education model: Theory into practice [Unpublished doctoral dissertation]. Çukurova University.
  • Biricik Deniz, E., Özkan, Y., & Bayyurt, Y. (2016). English as a lingua franca: Reflections on ELF-related issues by pre-service English language teachers in Turkey. The Reading Matrix, 16(2), 144-161.
  • Berns, M. (2019). Expanding on the expanding Englishes of the expanding circle. World Englishes, 38(1), 8-17. https://doi.org/10.1111/weng.12361
  • Coşkun, A. (2011). Future English teachers’ attitudes towards EIL pronunciation. Journal of English as an International Language, 6(2). 46-68.
  • Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.
  • Cogo, A., & Dewey, M. (2012). Analyzing English as a lingua franca: A corpus-driven investigation. London: Bloomsbury Publishing.
  • Dawson, B., & Trapp R. G. (2001). Basic & clinical biostatistics. (3rd ed.). New York: Lange Medical Books-McGraw-Hill.
  • Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141-170. https://doi.org/10.1515/jelf-2012-0007
  • George, D., & Mallery, P. (2003). Using SPSS for Windows step by step: A simple guide and reference (4th ed.). London: Pearson Education.
  • Graddol, D. (1997). The future of English? London: The British Council.
  • Geçkinli, F. (2020). English as a lingua franca: Turkish EFL teachers’ and students’ perceptions [Unpublished doctoral dissertation]. Çanakkale Onsekiz Mart University. Hemmati, F., & Mojarrad, H. (2016). E-learning and distance education: A study of Iranian teaching English as a foreign language master’s students. Malaysian Journal of Distance Education, 18(1), 53–70. https://doi.org/10.21315/mjde2016.18.1.4
  • Hamid, M., Zhu, L., & Baldauf, R. B. (2014). Norms and varieties of English and TESOL teacher agency. Australian Journal of Teacher Education, 39(10), 77-95. https://doi.org/10.14221/ajte.2014v39n10.6
  • İnceçay, G., & Akyel, A. S. (2014). Turkish EFL teachers’ perceptions of English as a lingua franca. Turkish Online Journal of Qualitative Inquiry, 5(1), 1-12. https://doi.org/10.17569/tojqi.84118
  • Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535-543. https://doi.org/10.2307/3588493
  • Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
  • Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207. https://doi.org/10.1111/j.1467-971X.2009.01582.x
  • Jenkins, J. (2015). Global Englishes. London: Routledge & CRC Press
  • Kemaloğlu Er, E. & Bayyurt, Y. (2019). ELF-awareness in teaching and teacher education: Explicit and implicit ways of integrating ELF into the English language classroom. In N. Sifakis & N. Tsantila (Eds.), English as a Lingua Franca for EFL Contexts (pp. 159-174). Clevedon, UK: Multilingual Matters.
  • Kemaloğlu Er, E. & Biricik Deniz, E. (2020). Defining ELF as a sociolinguistic concept and a pedagogical perspective. In Y. Bektas Cetinkaya (Ed.), Intercultural competence in ELT–Raising awareness in classrooms (pp. 21-37). Bern, Switzerland. Peter Lang D. https://doi.org/10.3726/b17543
  • Martin, W., & Bridgmon, K. (2012). Quantitative and statistical research methods: From hypothesis to results. San Francisco, CA: Jossey-Bass.
  • Mauranen, A. (2012). Exploring ELF: Academic English shaped by non-native speakers. Cambridge: Cambridge University Press.
  • Mortensen, J. (2013). Notes on English used as a lingua franca as an object of study. Journal of English as a Lingua Franca, 2(1), 25-46. https://doi.org/10.1515/jelf-2013-0002
  • Öztürk, H., Çeçen, S., & Altınmakas, D. (2009). How do non-native pre-service English language teachers perceive ELF? A qualitative study. English as an International Language Journal, 5, 137-146.
  • Sarandi, H. (2020). ELF in the context of Iran: Examining Iranian in-service teachers' attitudes. Novitas-ROYAL (Research on Youth and Language), 14(1), 69-86.
  • Sifakis, N. C. (2014). ELF awareness as an opportunity for change: A transformative perspective for ESOL teacher education. Journal of English as a Lingua Franca, 3(2), 317335. https://doi.org/10.1515/jelf-2014-0019
  • 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(4), 467-488. https://doi.org/10.2307/3588490
  • Sougari, A-M., & Sifakis, N. (2007). Mono-cultural or multi-cultural EFL: What do teachers think? In B. Frank, D. Jeroen, & R. Temmerman (Eds.), Multilingualism and applied comparative linguistics: Comparative considerations in second and foreign language instruction, Vol. 1 (pp. 193-211). Newcastle, UK: Cambridge Scholar Press.
  • 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. 153-170). Berlin: De Gruyter. https://doi.org/10.1515/9783110335965.153
  • Soruç, A. (2015). Non-native teachers’ attitudes towards English as a lingua franca. Hacettepe University Journal of Education, 30(1), 239-251.
  • Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press. Ton, N. N. H., & Pham, H. H. (2010). Vietnamese teachers’ and students’ perceptions of Global English. Language Education in Asia, 1(1), 48-61. https://doi.org/10.5746/LEiA/10/V1/A05/Ton_Pham
  • Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.
  • Zabitgil Gülseren, Ö., & Sarıca, T. (2020). Native language inclination of students and teachers at a public secondary school: Native language (Turkish) usage in English language lessons. In. V. Krystev, M. S. Dinu, R. Efe, & E. Atasoy (Eds). Advances in social science research (pp.181-203). Sofia: St. Kliment Ohridski University Press. http://doi.org/10.5281/zenodo.4603614

Türk İngilizce Öğretmenlerinin İngilizcenin Uluslararası Ortak İletişim Dili Olmasına ve Bunun Pedagojik Etkilerine Dair Algılarına Bir Bakış

Yıl 2021, Cilt: 23 Sayı: 3, 874 - 887, 31.12.2021
https://doi.org/10.17556/erziefd.878831

Öz

Bu çalışma, İngilizce öğretmenlerinin İngilizcenin uluslararası ortak iletişim dili (ELF) olmasına yönelik algılarını ve bu algının pedagojik etkilerini incelemeyi amaçladı. Araştırmanın tasarlandığı model niceldir. Bir vakıf üniversitesinin İngilizce hazırlık programında görev yapan 52 İngilizce öğretmeni bu araştırmanın evrenini oluşturmuştur. Uygun örnekleme, bir araştırma yöntemi olarak benimsenmiştir. Öğretmenlerden üç bölümden oluşan bir anketi yanıtlamaları istendi. İlk bölümde kendilerinden istenen demografik bilgileri sundular. İkinci bölümde ELF kavramına yönelik algılarına dair sorulara cevap verdiler. Üçüncü bölümde ise ELF’ in pedagojik etkilerine yönelik algılarına dair sorulara cevap verdiler. Veriler SPSS 25 kullanılarak analiz edildi. Sonuçlar, İngilizce öğretmenlerinin ELF kavramına olumlu yaklaştıklarını ancak bu kavramın sınıf içi uygulamaları konusunda, zaman zaman verdikleri desteğe rağmen, kararsız olduklarını ortaya koydu.

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
  • Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., Cavalheiro, L., & Pereira, R. (2019). English language teachers’ awareness of English as a lingua franca in multilingual and multicultural contexts. Eurasian Journal of Applied Linguistics, 5(2), 185-202. https://doi.org/10.32601/ejal.599230
  • Bayyurt, Y. (2018). Issues of intelligibility in world Englishes and EIL contexts. World Englishes, 37(3), 407–415. http://dx.doi.org/10.1111/weng.12327
  • Bayyurt, Y. (2008). A lingua franca or an international language: The status of English in Turkey. ELF Forum, Helsinki, Finland.
  • Biricik Deniz, E., Kemaloğlu Er, E., & Özkan, Y. (2020) ELF-aware pre-service teacher education: Practices and perspectives. ELT Journal 74(4), 453-462. https://doi.org/10.1093/elt/ccaa040
  • Biricik Deniz, E. (2017). A case study on ELF-aware pre-service language teacher education model: Theory into practice [Unpublished doctoral dissertation]. Çukurova University.
  • Biricik Deniz, E., Özkan, Y., & Bayyurt, Y. (2016). English as a lingua franca: Reflections on ELF-related issues by pre-service English language teachers in Turkey. The Reading Matrix, 16(2), 144-161.
  • Berns, M. (2019). Expanding on the expanding Englishes of the expanding circle. World Englishes, 38(1), 8-17. https://doi.org/10.1111/weng.12361
  • Coşkun, A. (2011). Future English teachers’ attitudes towards EIL pronunciation. Journal of English as an International Language, 6(2). 46-68.
  • Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.
  • Cogo, A., & Dewey, M. (2012). Analyzing English as a lingua franca: A corpus-driven investigation. London: Bloomsbury Publishing.
  • Dawson, B., & Trapp R. G. (2001). Basic & clinical biostatistics. (3rd ed.). New York: Lange Medical Books-McGraw-Hill.
  • Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141-170. https://doi.org/10.1515/jelf-2012-0007
  • George, D., & Mallery, P. (2003). Using SPSS for Windows step by step: A simple guide and reference (4th ed.). London: Pearson Education.
  • Graddol, D. (1997). The future of English? London: The British Council.
  • Geçkinli, F. (2020). English as a lingua franca: Turkish EFL teachers’ and students’ perceptions [Unpublished doctoral dissertation]. Çanakkale Onsekiz Mart University. Hemmati, F., & Mojarrad, H. (2016). E-learning and distance education: A study of Iranian teaching English as a foreign language master’s students. Malaysian Journal of Distance Education, 18(1), 53–70. https://doi.org/10.21315/mjde2016.18.1.4
  • Hamid, M., Zhu, L., & Baldauf, R. B. (2014). Norms and varieties of English and TESOL teacher agency. Australian Journal of Teacher Education, 39(10), 77-95. https://doi.org/10.14221/ajte.2014v39n10.6
  • İnceçay, G., & Akyel, A. S. (2014). Turkish EFL teachers’ perceptions of English as a lingua franca. Turkish Online Journal of Qualitative Inquiry, 5(1), 1-12. https://doi.org/10.17569/tojqi.84118
  • Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535-543. https://doi.org/10.2307/3588493
  • Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
  • Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207. https://doi.org/10.1111/j.1467-971X.2009.01582.x
  • Jenkins, J. (2015). Global Englishes. London: Routledge & CRC Press
  • Kemaloğlu Er, E. & Bayyurt, Y. (2019). ELF-awareness in teaching and teacher education: Explicit and implicit ways of integrating ELF into the English language classroom. In N. Sifakis & N. Tsantila (Eds.), English as a Lingua Franca for EFL Contexts (pp. 159-174). Clevedon, UK: Multilingual Matters.
  • Kemaloğlu Er, E. & Biricik Deniz, E. (2020). Defining ELF as a sociolinguistic concept and a pedagogical perspective. In Y. Bektas Cetinkaya (Ed.), Intercultural competence in ELT–Raising awareness in classrooms (pp. 21-37). Bern, Switzerland. Peter Lang D. https://doi.org/10.3726/b17543
  • Martin, W., & Bridgmon, K. (2012). Quantitative and statistical research methods: From hypothesis to results. San Francisco, CA: Jossey-Bass.
  • Mauranen, A. (2012). Exploring ELF: Academic English shaped by non-native speakers. Cambridge: Cambridge University Press.
  • Mortensen, J. (2013). Notes on English used as a lingua franca as an object of study. Journal of English as a Lingua Franca, 2(1), 25-46. https://doi.org/10.1515/jelf-2013-0002
  • Öztürk, H., Çeçen, S., & Altınmakas, D. (2009). How do non-native pre-service English language teachers perceive ELF? A qualitative study. English as an International Language Journal, 5, 137-146.
  • Sarandi, H. (2020). ELF in the context of Iran: Examining Iranian in-service teachers' attitudes. Novitas-ROYAL (Research on Youth and Language), 14(1), 69-86.
  • Sifakis, N. C. (2014). ELF awareness as an opportunity for change: A transformative perspective for ESOL teacher education. Journal of English as a Lingua Franca, 3(2), 317335. https://doi.org/10.1515/jelf-2014-0019
  • 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(4), 467-488. https://doi.org/10.2307/3588490
  • Sougari, A-M., & Sifakis, N. (2007). Mono-cultural or multi-cultural EFL: What do teachers think? In B. Frank, D. Jeroen, & R. Temmerman (Eds.), Multilingualism and applied comparative linguistics: Comparative considerations in second and foreign language instruction, Vol. 1 (pp. 193-211). Newcastle, UK: Cambridge Scholar Press.
  • 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. 153-170). Berlin: De Gruyter. https://doi.org/10.1515/9783110335965.153
  • Soruç, A. (2015). Non-native teachers’ attitudes towards English as a lingua franca. Hacettepe University Journal of Education, 30(1), 239-251.
  • Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press. Ton, N. N. H., & Pham, H. H. (2010). Vietnamese teachers’ and students’ perceptions of Global English. Language Education in Asia, 1(1), 48-61. https://doi.org/10.5746/LEiA/10/V1/A05/Ton_Pham
  • Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.
  • Zabitgil Gülseren, Ö., & Sarıca, T. (2020). Native language inclination of students and teachers at a public secondary school: Native language (Turkish) usage in English language lessons. In. V. Krystev, M. S. Dinu, R. Efe, & E. Atasoy (Eds). Advances in social science research (pp.181-203). Sofia: St. Kliment Ohridski University Press. http://doi.org/10.5281/zenodo.4603614
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Fikri Geckinli 0000-0002-3572-5939

Cevdet Yılmaz 0000-0003-4713-6565

Yayımlanma Tarihi 31 Aralık 2021
Kabul Tarihi 17 Ağustos 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 23 Sayı: 3

Kaynak Göster

APA Geckinli, F., & Yılmaz, C. (2021). A Look into Turkish EFL Teachers’ Perceptions towards ELF and its Pedagogical Implications. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 23(3), 874-887. https://doi.org/10.17556/erziefd.878831