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

Yıl 2019, , 484 - 495, 01.07.2019

Dinçay Kösal , Ömer Gökhan Ulum

https://doi.org/10.17263/jlls.586144

Öz

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
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	[e-mail]
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	[e-mail]
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)

Anahtar Kelimeler

English as a Foreign Language; pre-service EFL teachers; language; language proficiency; English language proficiency

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