Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Sayı: 53, 632 - 645, 31.01.2020

Öz

Kaynakça

  • Altıner, C. (2017). Difficulty analysis of conjunctive adverbs as coordinate conjunctions for students of English language education. Turkish Studies, 12(34), 19-34.
  • Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow, Essex: Pearson Education.
  • Carter, R., & McCarthy, M. (2006) The Cambridge grammar of English: a comprehensive guide. Cambridge: Cambridge University Press.
  • Celce-Murcia, M., & Larsen-Freeman, D. (1999).The grammar book: An ESL/EFL teacher's course. Boston, MA: Heinle & Heinle.
  • Chen, C. W. (2006). The use of conjunctive adverbials in the academic papers of advanced Taiwanese EFL learners. International Journal of Corpus Linguistics, 11(1), 113-130.
  • Cinque, G. (2004). Issues in adverbial syntax. Lingua 114, 683–710.
  • Demirezen, M. (2012).The recognition difficulty of extended compound sentences for Turkish first year English language education students. Procedia - Social and Behavioral Sciences 46, 2649-2653.
  • Demirezen, M. (2013).The recognition of extended simple sentences as a teaching writing problem. Procedia - Social and Behavioral Sciences 70, 560 – 566.
  • Demirezen, M. (2015). Determining the intonation contours of compound-complex sentences uttered by Turkish prospective teachers of English. Procedia - Social and Behavioral Sciences 186, 274-282.
  • Demirezen, M. (2019). Identification of sentence types for writing skill in teacher education. Journal of Language and Linguistic Studies, 15(1), 98-110.
  • Eastwood, J. (2006). Oxford practice grammar. Oxford: Oxford University Press.
  • Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
  • Finch, G. (2000). Linguistic terms and concepts. New York: Palgrave.
  • Gorjian, B., Pazhakh, A., & Naghizadeh, M. (2012). Comparative study of conjunctive adverbials (CAs) in native researchers' (NRs) and non-native researchers' (NNRs) experimental articles. Advances in Asian Social Science, 1(2), 244-247.
  • Holmer, A. (2012). Evidence from Formosan for a unified theory of adverb ordering. Lingua 122, 902–921.
  • Huddleston, R., & Pullum, G. K. (2002). The Cambridge grammar of the English language. Cambridge: Cambridge University Press.
  • Kalay, N. (2013). Academic vocabulary (4th ed.).Ankara: Nobel Akademik Yayıncılık.
  • Koike, D. A. (1996). Functions of the adverbial ya in Spanish narrative discourse. Journal of Pragmatics 25, 267-279.
  • Lei, L. (2012). Linking adverbials in academic writing on applied linguistics by Chinese doctoral students. Journal of English for Academic Purposes 11, 267–275.
  • Liu, D. (2008). Linking adverbials: An across-register corpus study and its implications. International Journal of Corpus Linguistics, 13(4), 491–518.
  • Neil, G. J., & Higham, P. A. (2012). Implicit learning of conjunctive rule sets: An alternative to artificial grammars. Consciousness and Cognition 21,1393-1400.
  • Sagor, R. (2005). The action research guidebook: A four-step process for educators and school teams.CA: Corwin Press.
  • Swan, M., & Walter, C. (2011). Oxford English grammar course. Oxford: Oxford University Press.
  • Tapper, M. (2005). Connectives in advanced Swedish EFL learners’ written English-preliminary results. The Department of English: Working Papers in English Linguistics, 5, 116-144.
  • Wales, K. (2014). A dictionary of stylistics (3rd ed.). NY: Routledge.
  • Yule, G. (2006). Oxford practice grammar. Oxford: Oxford University Press.
  • Yüce, E. (2019). EPOSTL: Revisiting the roles of language teachers at a recently established ELT department. International Online Journal of Education and Teaching (IOJET), 6(1), 1272-1281.

EXPLICIT TEACHING FOR CONJUNCTIVE ADVERBIAL RECOGNITION PROBLEMS OF PROSPECTIVE ELT TEACHERS

Yıl 2020, Sayı: 53, 632 - 645, 31.01.2020

Öz

This study focused on conjunctive adverbial
recognition problems of prospective English Language Teaching (ELT) teachers,
and provided them a remedial teaching. The study adopted a quasi-experimental
design, and pretest, posttest, and delayed posttest were implemented to the
participants. The participants were 25 students studying at an ELT department.
After the pretest, a remedial teaching comprising two class hours was conducted
through explicit teaching. The posttest was implemented after
two weeks from the
pretest, and the delayed posttest was implemented nearly three and a half years
after the posttest. The data collected from the participants were evaluated
through IBM SPSS Statistic 22 software. The findings were presented in tables
and diagrams. The study indicated that remedial teaching helped considerably
the prospective ELT teachers to overcome their problems regarding conjunctive
adverbials. The study also showed that remedial teaching has a consistent
effect on the participants’ performances even after several years. The results highlighted
importance of remedial teaching of this kind in foreign language teacher
education programs. Based on the results, limitations and suggestions derived
from the study were discussed, and several pedagogical implications for foreign
language teacher education were provided at the end. 

Kaynakça

  • Altıner, C. (2017). Difficulty analysis of conjunctive adverbs as coordinate conjunctions for students of English language education. Turkish Studies, 12(34), 19-34.
  • Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow, Essex: Pearson Education.
  • Carter, R., & McCarthy, M. (2006) The Cambridge grammar of English: a comprehensive guide. Cambridge: Cambridge University Press.
  • Celce-Murcia, M., & Larsen-Freeman, D. (1999).The grammar book: An ESL/EFL teacher's course. Boston, MA: Heinle & Heinle.
  • Chen, C. W. (2006). The use of conjunctive adverbials in the academic papers of advanced Taiwanese EFL learners. International Journal of Corpus Linguistics, 11(1), 113-130.
  • Cinque, G. (2004). Issues in adverbial syntax. Lingua 114, 683–710.
  • Demirezen, M. (2012).The recognition difficulty of extended compound sentences for Turkish first year English language education students. Procedia - Social and Behavioral Sciences 46, 2649-2653.
  • Demirezen, M. (2013).The recognition of extended simple sentences as a teaching writing problem. Procedia - Social and Behavioral Sciences 70, 560 – 566.
  • Demirezen, M. (2015). Determining the intonation contours of compound-complex sentences uttered by Turkish prospective teachers of English. Procedia - Social and Behavioral Sciences 186, 274-282.
  • Demirezen, M. (2019). Identification of sentence types for writing skill in teacher education. Journal of Language and Linguistic Studies, 15(1), 98-110.
  • Eastwood, J. (2006). Oxford practice grammar. Oxford: Oxford University Press.
  • Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
  • Finch, G. (2000). Linguistic terms and concepts. New York: Palgrave.
  • Gorjian, B., Pazhakh, A., & Naghizadeh, M. (2012). Comparative study of conjunctive adverbials (CAs) in native researchers' (NRs) and non-native researchers' (NNRs) experimental articles. Advances in Asian Social Science, 1(2), 244-247.
  • Holmer, A. (2012). Evidence from Formosan for a unified theory of adverb ordering. Lingua 122, 902–921.
  • Huddleston, R., & Pullum, G. K. (2002). The Cambridge grammar of the English language. Cambridge: Cambridge University Press.
  • Kalay, N. (2013). Academic vocabulary (4th ed.).Ankara: Nobel Akademik Yayıncılık.
  • Koike, D. A. (1996). Functions of the adverbial ya in Spanish narrative discourse. Journal of Pragmatics 25, 267-279.
  • Lei, L. (2012). Linking adverbials in academic writing on applied linguistics by Chinese doctoral students. Journal of English for Academic Purposes 11, 267–275.
  • Liu, D. (2008). Linking adverbials: An across-register corpus study and its implications. International Journal of Corpus Linguistics, 13(4), 491–518.
  • Neil, G. J., & Higham, P. A. (2012). Implicit learning of conjunctive rule sets: An alternative to artificial grammars. Consciousness and Cognition 21,1393-1400.
  • Sagor, R. (2005). The action research guidebook: A four-step process for educators and school teams.CA: Corwin Press.
  • Swan, M., & Walter, C. (2011). Oxford English grammar course. Oxford: Oxford University Press.
  • Tapper, M. (2005). Connectives in advanced Swedish EFL learners’ written English-preliminary results. The Department of English: Working Papers in English Linguistics, 5, 116-144.
  • Wales, K. (2014). A dictionary of stylistics (3rd ed.). NY: Routledge.
  • Yule, G. (2006). Oxford practice grammar. Oxford: Oxford University Press.
  • Yüce, E. (2019). EPOSTL: Revisiting the roles of language teachers at a recently established ELT department. International Online Journal of Education and Teaching (IOJET), 6(1), 1272-1281.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Erkan Yüce 0000-0003-2716-5668

Yayımlanma Tarihi 31 Ocak 2020
Gönderilme Tarihi 31 Ekim 2019
Yayımlandığı Sayı Yıl 2020 Sayı: 53

Kaynak Göster

APA Yüce, E. (2020). EXPLICIT TEACHING FOR CONJUNCTIVE ADVERBIAL RECOGNITION PROBLEMS OF PROSPECTIVE ELT TEACHERS. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(53), 632-645.