BibTex RIS Kaynak Göster

Language Proficiency Level of English Language Teacher Trainees in Turkey

Yıl 2010, Cilt: 1 Sayı: 4, 26 - 54, 01.12.2010

Öz

Kaynakça

  • Al-Mekhlafi, A. (2007). The Development of Prospective EFL Teachers' Specialist Language Competencies in UAE Universities. University of Sharjah Journal for Shari’a Sciences & Humanities, 4 (1), 1-27.
  • Alptekin, C. (2002). Toward intercultural communicative competence in ELT. ELT Journal, 56 (1), 57-64.
  • Altan, M. Z. (2006). Preparation of Foreign language teachers in Turkey: A challenge for the 21st century. Dil Dergisi, 134, 49-54.
  • American Council on the Teaching of Foreign Languages. (2002). ACTFL/NCATE program standards for the preparation of foreign language teachers. Yonkers, NY: ACTFL.
  • Aydogan, İ. & Çilsal Z. (2007). Yabancı dil öğretmenlerinin yetiştirilme süreci (Türkiye ve diğer ülkeler), Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22, 179-197.
  • Bailey, K., Curtis, A., & Nunan, D. (2001). Pursuing Professional Development. London: Heinle and Heinle.
  • Banegas, D. (2009). Content Knowledge in Teacher Education: Where Professionalisation Lies. ELTED Journal, 12, 44-51.
  • Barnes, A. (2002). Maintaining language skills in pre-service training for foreign language teachers. In H. Trappes-Lomax & G. Ferguson (eds.), Language in Language Teacher Education (pp. 199-217). Amsterdam/Philadelphia: John Benjamins.
  • Barkhuizen, G. (1997). Predicted problems of elementary school ESL teachers: Implications for teacher education. TESL Reporter, 30, 17-26.
  • Berry, R. (1990). The role of language improvement in in-service teacher training: Killing two birds with one stone. System, 18 (1), 97-105.
  • Butler, Y. G. (2004). What level of proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korean, Taiwan, and Japan. TESOL Quarterly, 38 (2), 245-278.
  • Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course (2nd ed.). Boston, MA: Heinle & Heinle.
  • Cooper, T., Hall, J., Hawkins, A., LaFleur, R., Rossbacher, B., Tesser, C., Walz, J., & Young, M. (2004). How foreign language teachers in Georgia evaluate their professional preparation: A call for action. Foreign Language Annals, 37 (1), 37- 48.
  • Coskun, A. & Daloglu, A. (2010). Evaluating an English Language Teacher Education Program Through Peacock’s Model. Australian Journal of Teacher Education, 35 (6), 24-42.
  • Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. ELT Journal, 48 (2), 162-172 .
  • Day, R.R. & Conklin, G. (1992). The knowledge base in ESL/EFL teacher education. Paper presented at the 1992 TESOL Conference, Vancouver, Canada.
  • Day, R. R. (1993). Models and The Knowledge Base of Second Language Teacher Education. Second Language Studies, 11, (2), 1-13.
  • DeFelice, W. (1998). Comment: Reinvesting in language. ELT Journal, 52 (1), 65-66.
  • Doff, A. (1987). Training materials as an instrument of methodological change. In R. Bowers (ed.), Language teacher education: An integrated programme for ELT teacher training. ELT Documents, 125, (pp. 67-71). Basingstoke, UK: Macmillan for Modern English Publications.
  • Fahmy, J. & Bilton, L. (1992). Planning a TEFL education program: Policies, perspectives and promise. (ERIC Document Reproduction Service No. ED 369 281), 192.
  • Fillmore, L. W. & Snow, C. E. (2000). What teachers need to know about language? (ERIC Clearinghouse on Languages and Linguistics, Special Report). Retrieved from http://www.cal.org/resources/digest/0006fillmore.html
  • Golombek, P. (1994). Putting teachers’ back into teachers’ knowledge. TESOL Quarterly, 28 (2), 401-407.
  • Grossman, P.; Wilson, S. and Shulman, L. (2006). Profesores de sustancia: el conocimiento de la materia para la enseñanza. Profesorado. Revista de Currículum y Formación del Profesorado, 9 (2), 1-25. Available on: <http://www.ugr.es/local/recfpro/ Rev92ART2.pdf>[Consult>. Retrieved on: Jul. 4, 2006.
  • Gupta, K. (1999). A practical guide for need assessment. San Francisco: John Wiley & Sons. Inc.
  • Hadjioannou, X. & Hutchinson, M. C. (2010). Putting the G back in English: Preparing pre-service teachers to teach grammar. English Teaching: Practice and Critique, 9 (3), 90-105.
  • Haley, M. H., & Fox, R. (2001). Examining language proficiency of teacher candidates: A critical issue in teacher preparedness. Academic Exchange Quarterly, 5 (3), 130- 135.
  • Katāne I., Aizsila A., & Beitere Z. (2006). Teachers’ competence and further education as priorities for sustainable development of rural schools in Latvia. Journal of Teacher Education and Training, 6, 41-59.
  • Kömür, Ş. (2010). Teaching knowledge and teacher competencies: a case study of Turkish preservice English teachers. Teaching Education, 21 (3), 279-296.
  • Köse, S. (2010). A Study on the Correlation between Reading Comprehension and Translation Skills of ELT Students. Ankara University, Journal of Faculty of Educational Sciences, 43 (1), 219-241.
  • Lange, D. E. (1990). A blueprint for teacher development. In Jack C. Richards & David Nunan (eds.), Second language teacher education (pp.245-268). New York: Cambridge University Press.
  • Lima, D. G. (2001). English-as-a-foreign-language teacher-training programs: An overview. Linguagem & Ensino, 4 (2), 143-153.
  • Llurda, E. (2006). Non-Native Language Teachers. Perceptions, Challenges and Contributions to the Profession. New York: Springer.
  • Luchini, P. (2004). Integrating a methodology component into a Language Improvement Course at Universidad Nacional de Mar del Plata. Publication on line http://www.asiane-efl.com/june_04_pl.html
  • McGee, A. & G. Phelan, (2004). Needs analysis of pre-service EFL teachers in the United Arab Emirates. Proceedings of the 9th TESOL Arabia Conference, 400- 415.
  • McKay, S. L. (2006). Researching Second Language Classrooms. Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Murdoch, G. (1994). Language development provision in teacher training curricula. ELT Journal, 48, 253-265.
  • National Standards in Foreign Language Education Project, (1999). Standards for foreign language learning in the 21st century. Yonkers, NY: Author.
  • Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research, 13 (3), 259-78.
  • Peyton, J. K. (2006). Professional Development of Foreign Language Teachers, ERİC No:ED414768, (05.02.2006).
  • Roberts, J. (1998). Language Teacher Education. London/New York: Arnold.
  • Selvi, K. (2010). Teachers' Competencies. Cultura: International Journal of Philosophy of Culture and Axiology, VII (1), 167-175.
  • Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57 (1), 1-22.
  • Tedick, D. J. & Walker, C. L. (1995). From theory to practice: How do we prepare teachers for second language classrooms? Foreign Language Annals, 28 (4), 499– 517.
  • Tedick, D. J. & Tischer, C. A. (1996). Combining immersion experiences and pedagogy for language teachers: Lessons learned and changes implemented. Foreign Language Annals, 29 (3), 415-427.
  • Topkaya, E. and Yavuz, A. (2005). A Study on Student Teachers’ Perceptions of Their Acquired Competencies. Fourth International ELT Research Conference: Reflecting on Insights from ELT Research (26-28 Mayıs). Çanakkale: Çanakkale Onsekiz Mart Üniversitesi.
  • Valencia, J. A. A. (2009). An exploration of Colombian EFL teachers’ knowledge base through teachers’ reflection. Linguagem & Ensino, Pelotas, 12 (1), 73-108.
  • Wallace, M. (1991). Training foreign language teachers. Cambridge: Cambridge University Press.
  • Van Lier, L. (1995). Introducing language awareness. Penguin English Group.
  • Xuesong, G. (2010). The 'falling' language standards and teachers' professional vulnerability in Hong Kong. Research Papers in Education.
  • Yılmaz, D. (2005). İngilizce Öğretmenliği Öğrencilerinin Yabancı Dili İletişim Aracı Olarak Kullanabilme Yeterlilikleri. Erzincan Eğitim Fakültesi Dergisi., 7 (1), 15- 23.
Yıl 2010, Cilt: 1 Sayı: 4, 26 - 54, 01.12.2010

Öz

Kaynakça

  • Al-Mekhlafi, A. (2007). The Development of Prospective EFL Teachers' Specialist Language Competencies in UAE Universities. University of Sharjah Journal for Shari’a Sciences & Humanities, 4 (1), 1-27.
  • Alptekin, C. (2002). Toward intercultural communicative competence in ELT. ELT Journal, 56 (1), 57-64.
  • Altan, M. Z. (2006). Preparation of Foreign language teachers in Turkey: A challenge for the 21st century. Dil Dergisi, 134, 49-54.
  • American Council on the Teaching of Foreign Languages. (2002). ACTFL/NCATE program standards for the preparation of foreign language teachers. Yonkers, NY: ACTFL.
  • Aydogan, İ. & Çilsal Z. (2007). Yabancı dil öğretmenlerinin yetiştirilme süreci (Türkiye ve diğer ülkeler), Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22, 179-197.
  • Bailey, K., Curtis, A., & Nunan, D. (2001). Pursuing Professional Development. London: Heinle and Heinle.
  • Banegas, D. (2009). Content Knowledge in Teacher Education: Where Professionalisation Lies. ELTED Journal, 12, 44-51.
  • Barnes, A. (2002). Maintaining language skills in pre-service training for foreign language teachers. In H. Trappes-Lomax & G. Ferguson (eds.), Language in Language Teacher Education (pp. 199-217). Amsterdam/Philadelphia: John Benjamins.
  • Barkhuizen, G. (1997). Predicted problems of elementary school ESL teachers: Implications for teacher education. TESL Reporter, 30, 17-26.
  • Berry, R. (1990). The role of language improvement in in-service teacher training: Killing two birds with one stone. System, 18 (1), 97-105.
  • Butler, Y. G. (2004). What level of proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korean, Taiwan, and Japan. TESOL Quarterly, 38 (2), 245-278.
  • Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course (2nd ed.). Boston, MA: Heinle & Heinle.
  • Cooper, T., Hall, J., Hawkins, A., LaFleur, R., Rossbacher, B., Tesser, C., Walz, J., & Young, M. (2004). How foreign language teachers in Georgia evaluate their professional preparation: A call for action. Foreign Language Annals, 37 (1), 37- 48.
  • Coskun, A. & Daloglu, A. (2010). Evaluating an English Language Teacher Education Program Through Peacock’s Model. Australian Journal of Teacher Education, 35 (6), 24-42.
  • Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. ELT Journal, 48 (2), 162-172 .
  • Day, R.R. & Conklin, G. (1992). The knowledge base in ESL/EFL teacher education. Paper presented at the 1992 TESOL Conference, Vancouver, Canada.
  • Day, R. R. (1993). Models and The Knowledge Base of Second Language Teacher Education. Second Language Studies, 11, (2), 1-13.
  • DeFelice, W. (1998). Comment: Reinvesting in language. ELT Journal, 52 (1), 65-66.
  • Doff, A. (1987). Training materials as an instrument of methodological change. In R. Bowers (ed.), Language teacher education: An integrated programme for ELT teacher training. ELT Documents, 125, (pp. 67-71). Basingstoke, UK: Macmillan for Modern English Publications.
  • Fahmy, J. & Bilton, L. (1992). Planning a TEFL education program: Policies, perspectives and promise. (ERIC Document Reproduction Service No. ED 369 281), 192.
  • Fillmore, L. W. & Snow, C. E. (2000). What teachers need to know about language? (ERIC Clearinghouse on Languages and Linguistics, Special Report). Retrieved from http://www.cal.org/resources/digest/0006fillmore.html
  • Golombek, P. (1994). Putting teachers’ back into teachers’ knowledge. TESOL Quarterly, 28 (2), 401-407.
  • Grossman, P.; Wilson, S. and Shulman, L. (2006). Profesores de sustancia: el conocimiento de la materia para la enseñanza. Profesorado. Revista de Currículum y Formación del Profesorado, 9 (2), 1-25. Available on: <http://www.ugr.es/local/recfpro/ Rev92ART2.pdf>[Consult>. Retrieved on: Jul. 4, 2006.
  • Gupta, K. (1999). A practical guide for need assessment. San Francisco: John Wiley & Sons. Inc.
  • Hadjioannou, X. & Hutchinson, M. C. (2010). Putting the G back in English: Preparing pre-service teachers to teach grammar. English Teaching: Practice and Critique, 9 (3), 90-105.
  • Haley, M. H., & Fox, R. (2001). Examining language proficiency of teacher candidates: A critical issue in teacher preparedness. Academic Exchange Quarterly, 5 (3), 130- 135.
  • Katāne I., Aizsila A., & Beitere Z. (2006). Teachers’ competence and further education as priorities for sustainable development of rural schools in Latvia. Journal of Teacher Education and Training, 6, 41-59.
  • Kömür, Ş. (2010). Teaching knowledge and teacher competencies: a case study of Turkish preservice English teachers. Teaching Education, 21 (3), 279-296.
  • Köse, S. (2010). A Study on the Correlation between Reading Comprehension and Translation Skills of ELT Students. Ankara University, Journal of Faculty of Educational Sciences, 43 (1), 219-241.
  • Lange, D. E. (1990). A blueprint for teacher development. In Jack C. Richards & David Nunan (eds.), Second language teacher education (pp.245-268). New York: Cambridge University Press.
  • Lima, D. G. (2001). English-as-a-foreign-language teacher-training programs: An overview. Linguagem & Ensino, 4 (2), 143-153.
  • Llurda, E. (2006). Non-Native Language Teachers. Perceptions, Challenges and Contributions to the Profession. New York: Springer.
  • Luchini, P. (2004). Integrating a methodology component into a Language Improvement Course at Universidad Nacional de Mar del Plata. Publication on line http://www.asiane-efl.com/june_04_pl.html
  • McGee, A. & G. Phelan, (2004). Needs analysis of pre-service EFL teachers in the United Arab Emirates. Proceedings of the 9th TESOL Arabia Conference, 400- 415.
  • McKay, S. L. (2006). Researching Second Language Classrooms. Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Murdoch, G. (1994). Language development provision in teacher training curricula. ELT Journal, 48, 253-265.
  • National Standards in Foreign Language Education Project, (1999). Standards for foreign language learning in the 21st century. Yonkers, NY: Author.
  • Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research, 13 (3), 259-78.
  • Peyton, J. K. (2006). Professional Development of Foreign Language Teachers, ERİC No:ED414768, (05.02.2006).
  • Roberts, J. (1998). Language Teacher Education. London/New York: Arnold.
  • Selvi, K. (2010). Teachers' Competencies. Cultura: International Journal of Philosophy of Culture and Axiology, VII (1), 167-175.
  • Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57 (1), 1-22.
  • Tedick, D. J. & Walker, C. L. (1995). From theory to practice: How do we prepare teachers for second language classrooms? Foreign Language Annals, 28 (4), 499– 517.
  • Tedick, D. J. & Tischer, C. A. (1996). Combining immersion experiences and pedagogy for language teachers: Lessons learned and changes implemented. Foreign Language Annals, 29 (3), 415-427.
  • Topkaya, E. and Yavuz, A. (2005). A Study on Student Teachers’ Perceptions of Their Acquired Competencies. Fourth International ELT Research Conference: Reflecting on Insights from ELT Research (26-28 Mayıs). Çanakkale: Çanakkale Onsekiz Mart Üniversitesi.
  • Valencia, J. A. A. (2009). An exploration of Colombian EFL teachers’ knowledge base through teachers’ reflection. Linguagem & Ensino, Pelotas, 12 (1), 73-108.
  • Wallace, M. (1991). Training foreign language teachers. Cambridge: Cambridge University Press.
  • Van Lier, L. (1995). Introducing language awareness. Penguin English Group.
  • Xuesong, G. (2010). The 'falling' language standards and teachers' professional vulnerability in Hong Kong. Research Papers in Education.
  • Yılmaz, D. (2005). İngilizce Öğretmenliği Öğrencilerinin Yabancı Dili İletişim Aracı Olarak Kullanabilme Yeterlilikleri. Erzincan Eğitim Fakültesi Dergisi., 7 (1), 15- 23.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Uğur Recep Çetinavcı Bu kişi benim

Aysun Yavuz Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 1 Sayı: 4

Kaynak Göster

APA Çetinavcı, U. R., & Yavuz, A. (2010). Language Proficiency Level of English Language Teacher Trainees in Turkey. The International Journal of Research in Teacher Education, 1(4), 26-54.
AMA Çetinavcı UR, Yavuz A. Language Proficiency Level of English Language Teacher Trainees in Turkey. The International Journal of Research in Teacher Education. Aralık 2010;1(4):26-54.
Chicago Çetinavcı, Uğur Recep, ve Aysun Yavuz. “Language Proficiency Level of English Language Teacher Trainees in Turkey”. The International Journal of Research in Teacher Education 1, sy. 4 (Aralık 2010): 26-54.
EndNote Çetinavcı UR, Yavuz A (01 Aralık 2010) Language Proficiency Level of English Language Teacher Trainees in Turkey. The International Journal of Research in Teacher Education 1 4 26–54.
IEEE U. R. Çetinavcı ve A. Yavuz, “Language Proficiency Level of English Language Teacher Trainees in Turkey”, The International Journal of Research in Teacher Education, c. 1, sy. 4, ss. 26–54, 2010.
ISNAD Çetinavcı, Uğur Recep - Yavuz, Aysun. “Language Proficiency Level of English Language Teacher Trainees in Turkey”. The International Journal of Research in Teacher Education 1/4 (Aralık 2010), 26-54.
JAMA Çetinavcı UR, Yavuz A. Language Proficiency Level of English Language Teacher Trainees in Turkey. The International Journal of Research in Teacher Education. 2010;1:26–54.
MLA Çetinavcı, Uğur Recep ve Aysun Yavuz. “Language Proficiency Level of English Language Teacher Trainees in Turkey”. The International Journal of Research in Teacher Education, c. 1, sy. 4, 2010, ss. 26-54.
Vancouver Çetinavcı UR, Yavuz A. Language Proficiency Level of English Language Teacher Trainees in Turkey. The International Journal of Research in Teacher Education. 2010;1(4):26-54.