Araştırma Makalesi
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Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications

Yıl 2019, , 484 - 495, 01.07.2019
https://doi.org/10.17263/jlls.586144

Öz


























































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Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications 





Information about Author(s)*



Author 1



Author
(Last name, First name)



 Köksal, Dinçay



Affiliated
institution (University)



 Çanakkale Onsekiz Mart University



Country



 Turkey



Email
address



 koksal.dincay@gmail.com



Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 No

Author 2



Author
(Last name, First name)



 Ulum, Ömer Gökhan



Affiliated
institution (University)



 Mersin University



Country



 Turkey



Email
address



 omergokhanulum@gmail.com 



Department
& Rank



 



Corresponding
author (Yes/No)



 Yes



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
  • Butler, Y. G. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. Tesol Quarterly, 38(2), 245-278.
  • Ceulemans, C., Simons, M., & Struyf, E. (2012). Professional standards for teachers: How do they ‘work’? An experiment in tracing standardisation in-the-making in teacher education. Pedagogy, Culture & Society, 20(1), 29-47.
  • Da Silva, M. (2005). Constructing the Teaching Process from Inside Out: How Pre-Service Teachers Make Sense of Their Perceptions of the Teaching of the Four Skills. TESL-EJ, 9(2), n2.
  • Darling-Hammond, L. (2006). Constructing 21st-Century teacher education. Journal of Teacher Education,57(3), 300-314. doi: 10.1177/0022487105285962
  • Dincer, A., & Yesilyurt, S. (2013). Pre-service English teachers’ beliefs on speaking skill based on motivational orientations. English Language Teaching, 6(7), 88.
  • Farrell, TS., & Richards, J.C. (2007) Teachers’ language proficiency. In: Farrell TS (ed.) Reflective Language Teaching: From Research to Practice. London: Continuum, 55–66.
  • Freeman, D., Katz, A., Gomez, G., & Burns, A. (2015) English for teaching: Rethinking teacher proficiency in the classroom. ELT Journal 69(2): 129–39.
  • Gibbs, R. & Holt, R. (2003) The teaching of international languages in New Zealand schools in Years 7 and 8: an evaluation study. Report to the Ministry of Education. Auckland: Auckland University of Technology.
  • Jahin, J. H. (2012). The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers. Australian Journal of Teacher Education, 37(11), n11.
  • Kurt, G., & Atay, D. (2007). The Effects of Peer Feedback on the Writing Anxiety of Prospective Turkish Teachers of EFL. Online Submission, 3(1), 12-23.
  • Murdoch, G. (1994). Language development provisions in teacher training curricula.ELT Journal, 48(3), 253–265.
  • Pachler, N., Evans, M., & Lawes, S. (2007). Modern foreign languages: Teaching school subjects 11-19. Routledge.
  • Richards, JC. (2015) Key Issues in Language Teaching. Cambridge: Cambridge University Press.
  • Shin, S. (2008). Preparing non-native English speaking ESL teachers. Teacher Development 12, no. 1: 57-65. doi:10.1080/13664530701827749
  • Tercanlioglu, L. (2001). Pre-service teachers as readers and future teachers of EFL reading. Tesl-ej, 5(3), 1-17.
  • Vinuesa, M. D. (2015). General English or English for academic purposes? Revising the approaches for core language instruction in English studies. Revista de Lenguas para Fines Específicos, 8, 71-82.
  • Yüksel, H. G. (2014). Teachers of the future: Perceived teaching competences and visions of pre-service English language teachers. International Journal of Human Sciences, 11(2), 27-39. doi: 10.14687/ijhs.v11i2.2920
Yıl 2019, , 484 - 495, 01.07.2019
https://doi.org/10.17263/jlls.586144

Öz

Kaynakça

  • Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
  • Butler, Y. G. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. Tesol Quarterly, 38(2), 245-278.
  • Ceulemans, C., Simons, M., & Struyf, E. (2012). Professional standards for teachers: How do they ‘work’? An experiment in tracing standardisation in-the-making in teacher education. Pedagogy, Culture & Society, 20(1), 29-47.
  • Da Silva, M. (2005). Constructing the Teaching Process from Inside Out: How Pre-Service Teachers Make Sense of Their Perceptions of the Teaching of the Four Skills. TESL-EJ, 9(2), n2.
  • Darling-Hammond, L. (2006). Constructing 21st-Century teacher education. Journal of Teacher Education,57(3), 300-314. doi: 10.1177/0022487105285962
  • Dincer, A., & Yesilyurt, S. (2013). Pre-service English teachers’ beliefs on speaking skill based on motivational orientations. English Language Teaching, 6(7), 88.
  • Farrell, TS., & Richards, J.C. (2007) Teachers’ language proficiency. In: Farrell TS (ed.) Reflective Language Teaching: From Research to Practice. London: Continuum, 55–66.
  • Freeman, D., Katz, A., Gomez, G., & Burns, A. (2015) English for teaching: Rethinking teacher proficiency in the classroom. ELT Journal 69(2): 129–39.
  • Gibbs, R. & Holt, R. (2003) The teaching of international languages in New Zealand schools in Years 7 and 8: an evaluation study. Report to the Ministry of Education. Auckland: Auckland University of Technology.
  • Jahin, J. H. (2012). The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers. Australian Journal of Teacher Education, 37(11), n11.
  • Kurt, G., & Atay, D. (2007). The Effects of Peer Feedback on the Writing Anxiety of Prospective Turkish Teachers of EFL. Online Submission, 3(1), 12-23.
  • Murdoch, G. (1994). Language development provisions in teacher training curricula.ELT Journal, 48(3), 253–265.
  • Pachler, N., Evans, M., & Lawes, S. (2007). Modern foreign languages: Teaching school subjects 11-19. Routledge.
  • Richards, JC. (2015) Key Issues in Language Teaching. Cambridge: Cambridge University Press.
  • Shin, S. (2008). Preparing non-native English speaking ESL teachers. Teacher Development 12, no. 1: 57-65. doi:10.1080/13664530701827749
  • Tercanlioglu, L. (2001). Pre-service teachers as readers and future teachers of EFL reading. Tesl-ej, 5(3), 1-17.
  • Vinuesa, M. D. (2015). General English or English for academic purposes? Revising the approaches for core language instruction in English studies. Revista de Lenguas para Fines Específicos, 8, 71-82.
  • Yüksel, H. G. (2014). Teachers of the future: Perceived teaching competences and visions of pre-service English language teachers. International Journal of Human Sciences, 11(2), 27-39. doi: 10.14687/ijhs.v11i2.2920
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Dinçay Kösal

Ömer Gökhan Ulum

Yayımlanma Tarihi 1 Temmuz 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Kösal, D., & Ulum, Ö. G. (2019). Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies, 15(2), 484-495. https://doi.org/10.17263/jlls.586144
AMA Kösal D, Ulum ÖG. Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies. Temmuz 2019;15(2):484-495. doi:10.17263/jlls.586144
Chicago Kösal, Dinçay, ve Ömer Gökhan Ulum. “Pre-Service EFL teachers’ Conceptions of Language Proficiency: Entry and Exit Level Qualifications”. Journal of Language and Linguistic Studies 15, sy. 2 (Temmuz 2019): 484-95. https://doi.org/10.17263/jlls.586144.
EndNote Kösal D, Ulum ÖG (01 Temmuz 2019) Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies 15 2 484–495.
IEEE D. Kösal ve Ö. G. Ulum, “Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications”, Journal of Language and Linguistic Studies, c. 15, sy. 2, ss. 484–495, 2019, doi: 10.17263/jlls.586144.
ISNAD Kösal, Dinçay - Ulum, Ömer Gökhan. “Pre-Service EFL teachers’ Conceptions of Language Proficiency: Entry and Exit Level Qualifications”. Journal of Language and Linguistic Studies 15/2 (Temmuz 2019), 484-495. https://doi.org/10.17263/jlls.586144.
JAMA Kösal D, Ulum ÖG. Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies. 2019;15:484–495.
MLA Kösal, Dinçay ve Ömer Gökhan Ulum. “Pre-Service EFL teachers’ Conceptions of Language Proficiency: Entry and Exit Level Qualifications”. Journal of Language and Linguistic Studies, c. 15, sy. 2, 2019, ss. 484-95, doi:10.17263/jlls.586144.
Vancouver Kösal D, Ulum ÖG. Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies. 2019;15(2):484-95.