Yıl 2019, Cilt 15 , Sayı 2, Sayfalar 484 - 495 2019-07-01

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

Dinçay KÖSAL [1] , Ömer Gökhan ULUM [2]


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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

 

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Author 4

Author (Last name, First name)

 

Affiliated institution (University)

 

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English as a Foreign Language; pre-service EFL teachers; language; language proficiency; English language proficiency
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  • 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
Birincil Dil en
Konular Sosyal
Bölüm Araştırma Makalesi
Yazarlar

Yazar: Dinçay KÖSAL (Sorumlu Yazar)

Yazar: Ömer Gökhan ULUM (Sorumlu Yazar)

Tarihler

Yayımlanma Tarihi : 1 Temmuz 2019

Bibtex @araştırma makalesi { jlls586144, journal = {Journal of Language and Linguistic Studies}, issn = {1305-578X}, address = {}, publisher = {Hacettepe Üniversitesi}, year = {2019}, volume = {15}, pages = {484 - 495}, doi = {10.17263/jlls.586144}, title = {Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications}, key = {cite}, author = {Kösal, Dinçay and Ulum, Ömer Gökhan} }
APA Kösal, D , Ulum, Ö . (2019). Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications . Journal of Language and Linguistic Studies , 15 (2) , 484-495 . DOI: 10.17263/jlls.586144
MLA Kösal, D , Ulum, Ö . "Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications" . Journal of Language and Linguistic Studies 15 (2019 ): 484-495 <https://dergipark.org.tr/tr/pub/jlls/issue/46758/586144>
Chicago Kösal, D , Ulum, Ö . "Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications". Journal of Language and Linguistic Studies 15 (2019 ): 484-495
RIS TY - JOUR T1 - Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications AU - Dinçay Kösal , Ömer Gökhan Ulum Y1 - 2019 PY - 2019 N1 - doi: 10.17263/jlls.586144 DO - 10.17263/jlls.586144 T2 - Journal of Language and Linguistic Studies JF - Journal JO - JOR SP - 484 EP - 495 VL - 15 IS - 2 SN - 1305-578X- M3 - doi: 10.17263/jlls.586144 UR - https://doi.org/10.17263/jlls.586144 Y2 - 2021 ER -
EndNote %0 Dil ve Dilbilimi Çalışmaları Dergisi Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications %A Dinçay Kösal , Ömer Gökhan Ulum %T Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications %D 2019 %J Journal of Language and Linguistic Studies %P 1305-578X- %V 15 %N 2 %R doi: 10.17263/jlls.586144 %U 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
AMA Kösal D , Ulum Ö . Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies. 2019; 15(2): 484-495.
Vancouver Kösal D , Ulum Ö . Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies. 2019; 15(2): 484-495.
IEEE D. Kösal ve Ö. Ulum , "Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications", Journal of Language and Linguistic Studies, c. 15, sayı. 2, ss. 484-495, Tem. 2019, doi:10.17263/jlls.586144