Araştırma Makalesi
BibTex RIS Kaynak Göster

İngiliz Dili Eğitimi Alanının Kilit İsimleri

Yıl 2019, Cilt: 9 Sayı: 2, 741 - 760, 16.09.2019

Öz

Bu çalışma, İngiliz Dili Eğitimi alanındaki bazı önemli isimlere ve bunların alana yaptıkları temel katkılara kısa bir genel bakış sunmayı amaçlamaktadır. Söz konusu alan dilbilim ve psikoloji ile yakından bağlantılı olduğu için bu çalışmada yer verilen isimlerin çoğu, 1800'lerin sonlarından itibaren çeşitli zaman dilimlerinde önemli roller üstlenmiş psikologlar veya dilbilimcilerdir. Aslında, İngiliz Dili Eğitimi alanının ulaşmış olduğu mevcut aşama, yüzyıllar boyunca süregelen bir bilgi ve tecrübe birikimidir ve öne çıkan bazı isimler bu uzun süreçte dikkate değer katkılar sağlamıştır. Bazıları, alanın belirli bir yönüyle ilgili çığır açan kuramlar ortaya koyarken, bazıları da alanla ilgili faaliyet gösteren binlerce araştırmacı ve uygulayıcı tarafından kullanılan rehber niteliğinde önemli akademik eserler üretmiştir. Alanın farklı boyutları üzerine yazılmış ve burada ele alınan kilit isimler ve onların sağlamış olduğu katkılar hakkında dağınık bilgiler kapsayan birçok çalışma olsa da, bu önemli insanlar hakkında derli toplu bir bilgi kaynağı teşkil eden bir çalışma bulunmamaktadır. Bu çalışma, mevcut alanyazındaki bu boşluğu doldurmayı ve bu konuda bilgi edinmek isteyenler için isabetli bir kaynak teşkil etmeyi amaçlamıştır.

Kaynakça

  • Anthony, E. M. (1963). Approach, method and technique. English language teaching, 17(2), 63-67. Asher, J. J. (1977). Learning another language through actions: The complete teacher’s guidebook. Los Gatos, CA: Sky Oaks Productions. Bandura, A. (1977). Social learning theory. New York: General Learning Press. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman. Berlitz, M. D. (1906). The Berlitz method for teaching modern languages: English part: second book (no. 2). Berlitz School of Languages. Brown, H. D. (2000). Principles of language teaching and learning. NY: Longman. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. NY: Longman. Bruner, J. S. (1957). Going beyond the information given. New York: Norton. Bruner, J. S. (1960). The Process of education. Cambridge, Mass.: Harvard University Press. Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, Mass.: Belkapp Press. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47. Chomsky, N. (1959). A review of BF Skinner's Verbal Behavior. Language, 35(1), 26-58. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, Massachusetts: MIT Press. Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge. Corder, S. P. (1967). The Significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 4, 161–170. Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Cambridge: CUP. Crystal, D. (1995). The Cambridge encyclopedia of the English language. Cambridge: Cambridge University Press. Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press. Çakır, A. (2017). Türkiye’de YÖK öncesi ve sonrası yabancı dil eğitimi. Journal of Language Research (JLR), 1(1), 1-18. Dewey, J. (1903). Democracy in education. The elementary school teacher, 4(4), 193-204. Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.),Motivation, language identity and the L2 self (pp.66-97). Bristol: Multilingual Matters. Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press. Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press. Fries C. C. (1927). The teaching of the English language. New York: Thomas Nelson & Sons. Fries, C. C. (1945). Teaching and learning English as a foreign language. Ann Arbor: The University of Michigan Press. Fromkin, V., & Rodman, R. (1974). An introduction to language. New York: Holt, Rinehart and Winston. Gagné, R. M. (1965). The conditions of learning. New York: Holt, Rinehart & Winston. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. NY: Basic Books. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold. Gatenby, E. V. (1949-1953). A direct method English course (a new course specially designed for Turkish students), books 1‒5. Longmans. Gouin, F. (1892). The art of teaching and studying languages. London: G. Philip & Son. Harmer, J. (2007). The practice of English language teaching (4th edition). Harlow: Pearson Longman. Hornby, A. S., Gatenby, E. V., & Wakefield, H. (1963). The advanced learner's dictionary of current English. London: Oxford University Press. Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559-562. Howatt, A. P. R. & Widdowson, H. G. (2004). A history of ELT. Oxford: Oxford University Press. Hymes, D. H. (1972). On communicative competence. In J. B. Pride, & J. Holmes (Eds.), Sociolinguistics: selected readings (pp. 269-293). Harmondsworth: Penguin. Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In R. Quirk and H.G. Widdowson (Eds), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge: Cambridge University Press. Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press. Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge. Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd edition). Oxford: Oxford University Press. Lenneberg, E. H. (1967). The biological foundations of language. Hospital Practice, 2(12), 59-67. Lewis, M. (1993). The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications. Lozanov, G. (1978). Suggestology and outlines of Suggestopedia. London: Gordon and Breach. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396. Medgyes, P. (1992). Native or non-native: who's worth more?. ELT journal, 46(4), 340-349. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow: Pearson. Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge University Press. Nunan, D. (1988). Syllabus design. Oxford University Press. Nunan, D. (1992). Research methods in language learning. Cambridge University Press. Nunan, D. (1997). Listening in language learning. The Language Teacher, 23(9), 47-51. Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publishers. Palmer, H. D. (1917). The scientific study and teaching of languages. New York, World Book Company. Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge. Richards, J. C., & Rodgers, T. (1982). Method: Approach, design, and procedure. TESOL Quarterly, 16(2), 153-168. Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge. Rivers, W. M. (1968). Teaching foreign language skills. Chicago and London: The University of Chicago Press. Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9, 41-51. Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of multilingual & multicultural development, 7(5), 379-392. Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209-231. Selinker, L. (1992). Rediscovering interlanguage. London: Longman. Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press. Skinner, B. F. (1957). Verbal behavior. Acton, MA: Copley. Smith, R. (2013). Harold E. Palmer, IRLT and “historical sense” in ELT. The IRLT Journal, 12, 1-8. Spolsky, B. (1989). Conditions for second language learning: Introduction to a general theory. Oxford: Oxford University Press. Spolsky, B. (2004). Language policy. Cambridge: Cambridge University Press. Stern, H. H. (1975). What can we learn from the good language learner?. Canadian Modern language review, 31(4), 304-319. Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press. Sweet, H. (1899). The practical study of languages: A guide for teachers and learners. H. Holt. Thornbury, S. (2007). W is for Women in ELT. Retrieved 20.02.2019 from https://scottthornbury.wordpress.com/2017/07/30/w-is-for-women-in-elt/ Ur, P. (1991). A course in language teaching: practice and theory. Cambridge: Cambridge University Press. Weinreich, U. (1953). Languages in contact: Findings and problems. New York: Publications of the Linguistic Circle of New York, No. 1. Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press. Widdowson, H. G. (1994). The ownership of English. TESOL quarterly, 28(2), 377-389.

An Overview of the Key Figures in ELT

Yıl 2019, Cilt: 9 Sayı: 2, 741 - 760, 16.09.2019

Öz

This study aims to give a brief overview of some prominent figures in the field of English Language Teaching (ELT) and their main contributions to the field. Since the field is closely interlinked with linguistics and psychology, most of the major contributors covered in the study are psychologists or linguists from various time frames as of the late 1800s. Actually, the current stage attained in the field is the accumulation of knowledge and experiences throughout centuries; and some outstanding figures have made really remarkable contributions in this long process. While some of them produced ground-breaking theories concerning a specific aspect of the field, some others produced guiding academic resources that has been employed by thousands of ELT researchers and practitioners. Although there are many studies which focus on different aspects of ELT and cover dispersed information about the outstanding figures covered here and their contributions, there is not one which provides a compact pile of information on these significant contributors. It has been intended to fill this gap in the existing literature and constitute a to-the-point address about the fathers and mothers of ELT for the researchers, practitioners, and the interested layman.

Kaynakça

  • Anthony, E. M. (1963). Approach, method and technique. English language teaching, 17(2), 63-67. Asher, J. J. (1977). Learning another language through actions: The complete teacher’s guidebook. Los Gatos, CA: Sky Oaks Productions. Bandura, A. (1977). Social learning theory. New York: General Learning Press. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman. Berlitz, M. D. (1906). The Berlitz method for teaching modern languages: English part: second book (no. 2). Berlitz School of Languages. Brown, H. D. (2000). Principles of language teaching and learning. NY: Longman. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. NY: Longman. Bruner, J. S. (1957). Going beyond the information given. New York: Norton. Bruner, J. S. (1960). The Process of education. Cambridge, Mass.: Harvard University Press. Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, Mass.: Belkapp Press. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47. Chomsky, N. (1959). A review of BF Skinner's Verbal Behavior. Language, 35(1), 26-58. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, Massachusetts: MIT Press. Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge. Corder, S. P. (1967). The Significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 4, 161–170. Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Cambridge: CUP. Crystal, D. (1995). The Cambridge encyclopedia of the English language. Cambridge: Cambridge University Press. Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press. Çakır, A. (2017). Türkiye’de YÖK öncesi ve sonrası yabancı dil eğitimi. Journal of Language Research (JLR), 1(1), 1-18. Dewey, J. (1903). Democracy in education. The elementary school teacher, 4(4), 193-204. Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.),Motivation, language identity and the L2 self (pp.66-97). Bristol: Multilingual Matters. Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press. Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press. Fries C. C. (1927). The teaching of the English language. New York: Thomas Nelson & Sons. Fries, C. C. (1945). Teaching and learning English as a foreign language. Ann Arbor: The University of Michigan Press. Fromkin, V., & Rodman, R. (1974). An introduction to language. New York: Holt, Rinehart and Winston. Gagné, R. M. (1965). The conditions of learning. New York: Holt, Rinehart & Winston. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. NY: Basic Books. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold. Gatenby, E. V. (1949-1953). A direct method English course (a new course specially designed for Turkish students), books 1‒5. Longmans. Gouin, F. (1892). The art of teaching and studying languages. London: G. Philip & Son. Harmer, J. (2007). The practice of English language teaching (4th edition). Harlow: Pearson Longman. Hornby, A. S., Gatenby, E. V., & Wakefield, H. (1963). The advanced learner's dictionary of current English. London: Oxford University Press. Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559-562. Howatt, A. P. R. & Widdowson, H. G. (2004). A history of ELT. Oxford: Oxford University Press. Hymes, D. H. (1972). On communicative competence. In J. B. Pride, & J. Holmes (Eds.), Sociolinguistics: selected readings (pp. 269-293). Harmondsworth: Penguin. Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In R. Quirk and H.G. Widdowson (Eds), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge: Cambridge University Press. Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press. Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge. Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd edition). Oxford: Oxford University Press. Lenneberg, E. H. (1967). The biological foundations of language. Hospital Practice, 2(12), 59-67. Lewis, M. (1993). The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications. Lozanov, G. (1978). Suggestology and outlines of Suggestopedia. London: Gordon and Breach. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396. Medgyes, P. (1992). Native or non-native: who's worth more?. ELT journal, 46(4), 340-349. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow: Pearson. Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge University Press. Nunan, D. (1988). Syllabus design. Oxford University Press. Nunan, D. (1992). Research methods in language learning. Cambridge University Press. Nunan, D. (1997). Listening in language learning. The Language Teacher, 23(9), 47-51. Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publishers. Palmer, H. D. (1917). The scientific study and teaching of languages. New York, World Book Company. Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge. Richards, J. C., & Rodgers, T. (1982). Method: Approach, design, and procedure. TESOL Quarterly, 16(2), 153-168. Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge. Rivers, W. M. (1968). Teaching foreign language skills. Chicago and London: The University of Chicago Press. Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9, 41-51. Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of multilingual & multicultural development, 7(5), 379-392. Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209-231. Selinker, L. (1992). Rediscovering interlanguage. London: Longman. Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press. Skinner, B. F. (1957). Verbal behavior. Acton, MA: Copley. Smith, R. (2013). Harold E. Palmer, IRLT and “historical sense” in ELT. The IRLT Journal, 12, 1-8. Spolsky, B. (1989). Conditions for second language learning: Introduction to a general theory. Oxford: Oxford University Press. Spolsky, B. (2004). Language policy. Cambridge: Cambridge University Press. Stern, H. H. (1975). What can we learn from the good language learner?. Canadian Modern language review, 31(4), 304-319. Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press. Sweet, H. (1899). The practical study of languages: A guide for teachers and learners. H. Holt. Thornbury, S. (2007). W is for Women in ELT. Retrieved 20.02.2019 from https://scottthornbury.wordpress.com/2017/07/30/w-is-for-women-in-elt/ Ur, P. (1991). A course in language teaching: practice and theory. Cambridge: Cambridge University Press. Weinreich, U. (1953). Languages in contact: Findings and problems. New York: Publications of the Linguistic Circle of New York, No. 1. Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press. Widdowson, H. G. (1994). The ownership of English. TESOL quarterly, 28(2), 377-389.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

İsmail Yaman 0000-0003-1323-4909

Yayımlanma Tarihi 16 Eylül 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 2

Kaynak Göster

APA Yaman, İ. (2019). An Overview of the Key Figures in ELT. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(2), 741-760.