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Yükseköğrenim İngilizce hazırlık derslerinde akademik okuma öğretimi: Deneyimli bir İngilizce öğretim görevlisinin niteliksel vaka incelemesi

Yıl 2020, Sayı: 20, 597 - 615, 21.09.2020
https://doi.org/10.29000/rumelide.792243

Öz

Akademik okuryazarlık akademik metinleri okumak, kavramak ve onların üzerinde derin düşünmek için çok önemli bir araçtır. Yükseköğrenim İngilizce hazırlık sınıflarında, akademik okuryazarlığa yönelik sağlam temeller oluşturmak için iyi yapılandırılmış bir çerçeve kurmak gerekir. Bunu yapmanın bir yolu deneyimli öğretmenlerin pedagojik görüşlerini ve uygulamalarını araştırmaktır. Bu niteliksel vaka incelemesinde yerleşik başarı kayıtları olan, çok deneyimli bir İngilizce öğretim görevlisine odaklanılmış ve katılımcının akademik okuma öğretimine ilişkin görüşleri, akademik okuma öğretimi uygulamaları ve görüş ve uygulamaları arasındaki tutarlılık araştırılmıştır. Öğretim görevlisinin kırk bir yıllık öğretmenlik deneyimi vardır, kendisine kurumu tarafından Öğretimde Mükemmellik Ödülü verilmiştir ve iki eğitim bloğu olan aktif bir dijital göçmendir. Araştırma, öğretim görevlisinin akademik okuma öğretiminde ortaya koyduğu çoklu öznel niteliklerin ve öğrenime yaptığı yatırıma ait detayların derinlemesine bir analizini ortaya koymaktadır. Veriler yarı yapılandırılmış mülakatlar, öğretmenin blog yayınları ve günlüğü ve sınıf gözlemleri aracılığı ile toplanmış ve tematik analiz yoluyla incelenmiştir. Sonuçlar, öğretim görevlisinin, başarılı bir okuma için öğrencilerin arkaplan bilgisinin oluşturulması ve harekete geçirilmesinin ve öğretmen ve öğrenci motivasyonunun önemine inandığını ortaya koymaktadır. Katılımcı okuma öncesi, okuma süreci ve okuma sonrasına ait pek çok stratejiyi öğrettiğini ve uyguladığını beyan etmiştir. Öğretim görevlisinin okuma öğretim uygulamaları, bu konudaki görüşleri ile tam bir uyum göstermiştir. Araştırmanın İngilizcenin akademik amaçlarla öğretildiği bağlamlara yönelik önemli çıkarımları vardır ve çalışmanın sonucunda deneyimli ikinci dil öğretmenlerinin etkin uygulamalar gerçekleştirebilecekleri ve meslektaşlarına örnek olabilecekleri belirtilmiştir.

Kaynakça

  • Aebersold, J. A., &. Field, M. L. (1997). From reading to reading teacher: Issues and strategies for second language classrooms. Cambridge: Cambridge University Press.
  • Auerbach, E.R., & Paxton, D. (1997). "It's not the English thing": Bringing reading research into the ESL classroom. TESOL Quarterly, 31(2), 237-255.
  • Baker, L. (2002). Metacognition in comprehension instruction. In C. C. Block & M. Pressley (Eds.) Comprehension instruction: Research based best practices (pp. 77-95). New York, NY: The Guilford Press.
  • Barcelos, A.M.F., & Kalaja, P. (2011). Introduction to beliefs about SLA revisited. System, 39(3), 281-289.
  • Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-556.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
  • Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387-402.
  • Cabaroglu, N., & Yurdaisik, A. (2008). University instructors’ views about and approaches to reading instruction and reading strategies. The Reading Matrix, 8(2), 133-147.
  • Carrell, P., & Eisterhold, J. C. (1988). Schema theory and ESL reading pedagogy. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 73-92). Cambridge: Cambridge University Press.
  • Coffey, A. & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, California: Sage.
  • Çakıcı, D. (2016). EFL teachers’ beliefs about the use of reading strategies. Journal of Language and Linguistic Studies, 12(2), 183-194.
  • Chou, Y. C. (2008). Exploring the reflection of teachers’ beliefs about reading theories and strategies on their classroom practices. Feng Chia Journal of Humanities and Social Sciences, 16, 183-216.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.
  • Gao, Y. (2014). Language teacher beliefs and practices: A historical review. Journal of English as an International Language, 9(2), 40-56.
  • Gibbons, P. (2009). English learners, academic literacy, and thinking- Learning in the challenge zone. Portsmouth: Heinemann.
  • Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-405.
  • Grabe, W., & Stoller, F. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 187-204). USA: Heinle & Heinle.
  • Hirsch, E.D. (2007). The knowledge deficit. New York: Houghton Mifflin.
  • Hirst, E., Henderson, M., Allan, M., Bode, J., & Kocatepe, M. (2004). Repositioning academic literacy: Charting the emergence of a community of practice. Australian Journal of Language and Literacy, 27(1), 66-80.
  • Hosseini, S. A., Hosseini, S. A., & Rasti, A. (2014). Influential situational factors on English for academic purposes reading motivation. International Journal of Language Learning and Applied Linguistics World, 5(1), 535–546.
  • Hudson, T. (2007). Teaching second language reading. New York: Oxford.
  • Khonamri, F. & Salimi, M. (2010). The interplay between high school teachers’ beliefs and their instructional practices regarding reading strategies. Novitas-ROYAL (Research on Youth and Language), 4(1), 96-107.
  • Kien, L. T. & Huan, N. B. (2017). Teacher beliefs about critical reading strategies In English as a foreign language classes in Mekong Delta Institutions, Vietnam. European Journal of English Language Teaching, 2(4), 39-57.
  • Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research (Palo Alto: Learning Policy Institute, 2016). Retrieved from https://learningpolicyinstitute.org/our-work/publications-resources/pattondoes-teaching-experience-increase-teacher-effectiveness-review-research.
  • Komiyama, R. (2013). Factors underlying second language reading motivation of adult EAP students. Reading in a Foreign Language, 25, 149-169.
  • Kusumaningputri, R. (2014). Indonesian learners’ motivation in English reading classroom. Journal of English Language and Culture, 4(2), 134-149.
  • Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language. 23(1), 102-128. Maria, K. (1990). Reading comprehension instruction: Issues and strategies. Michigan: York Press.
  • Pajares, M. F. (1992). Teachers beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd edition). Thousands Oaks, CA: Sage.
  • Pintrich, P.R., Wolters, C.A. & Baxter, G.P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition. (pp. 43 - 97). Lincoln, NE: Buros Institute of Mental Measurement.
  • Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
  • Prensky, M. (2001b). Digital natives, digital immigrants, Part II: Do they really think differently? On the Horizon, 9(6), 1–6.
  • Richards, J. C. & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
  • Roberts, J. (2001). Language teacher education. London: Arnold.
  • Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14 (1), Retrieved from http://nflrc.hawaii.edu/rfl/April2002/salataci/salataci.html
  • Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., & Yuliandari, D. P. (2017). The Indonesian EFL learners’ motivation in reading. English Language Teaching, 10(5), 81-90.
  • Sallı, A. (2002). Teachers’ perception of strategy training in reading instruction. Unpublished MA thesis. Bilkent University, Ankara.
  • Sarıçoban, A. (2002). Reading strategies of successful readers through the three phase approach. Reading Matrix, 2(3), 1-16.
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1), 113–125.
  • Sengupta, S. (2002). Developing academic reading at tertiary level: A longitudinal study tracing conceptual change, The Reading Matrix, 2 (1), Retrieved from http://www.readingmatrix.com/articles/ sengupta/article.pdf
  • Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29, 431-449.
  • Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive awareness and L2 readers. The Reading Matrix, 1(1), Retrieved from http://www.readingmatrix.com/articles/singhal/
  • Tercanlioglu, L. (2004). Postgraduate students’ use of reading strategies in L1 and ESL contexts: Link to success. International Education Journal, 5(4), 562-70.
  • Trabasso, T., & Bouchard, E. (2002). “Teaching readers how to comprehend text strategically.” In C. C. Block and M. Pressley (Eds.), Comprehension instruction: Research based best practices (pp. 176- 200). New York: The Guilford Press.
  • Tsui, A. (2003). Understanding expertise in teaching – Case studies of second language teachers. Cambridge: Cambridge University Press.
  • Urquart, A. H. & Weir, C. J. (1998). Reading in a second language: Process, product and practice. London: Longman.
  • Varol, B. (2010). EFL teachers’ beliefs and practices on reading strategies and strategy instruction in university level reading classes. Unpublished MA Thesis, Boğaziçi University.
  • Wenden, A. (1987). Conceptual background and utility. In A. Wenden and J. Rubin (Eds.), Learner strategies in language learning (pp. 3-15). Hertfordshire: Prentice Hall International.
  • Wilson, K. (2008). Facilitator talk in EAP reading classes. ELT Journal, 62(4), 366-374.
  • Yin, R. (2014). Case study research design and methods (5th edition). Thousand Oaks, CA: Sage

Academic reading instruction in tertiary English preparatory classes: A qualitative case study of an experienced instructor

Yıl 2020, Sayı: 20, 597 - 615, 21.09.2020
https://doi.org/10.29000/rumelide.792243

Öz

Academic literacy is a crucial means to read, comprehend, and reflect on academic texts. In tertiary English preparatory classes, to lay strong foundations for academic literacy, it is necessary to build a well-structured framework for academic reading instruction. One means of doing this is exploring the pedagogical views and practices of experienced teachers. This qualitative case study focuses on a highly experienced English instructor with established records of success and investigates the participant’s views about academic reading instruction, her academic reading instruction practices, and the extent of consistency between her views and practices. The instructor has forty-one years of teaching experience, was given the Excellence in Teaching Award by her institution and is an active digital immigrant with two educational blogs. The research reveals an in-depth analysis of the instructor’s multiple subjectivities in academic reading instruction and the details about her investment in learning. The data were collected by semi-structured interviews, teacher’s blog posts and journal, and classroom observations and analyzed via thematic analysis. The findings displayed that the instructor believes in the significance of construction and activation of students’ background knowledge as well as teacher and student motivation for successful reading. She reported teaching and practicing a number of pre-, while- and post-reading strategies. The reading instruction practices of the instructor displayed full compatibility with her concerning views. The study has significant implications for contexts teaching English for academic purposes (EAP) and concludes that experienced L2 teachers may apply effective teaching practices and serve as examples for their colleagues.

Kaynakça

  • Aebersold, J. A., &. Field, M. L. (1997). From reading to reading teacher: Issues and strategies for second language classrooms. Cambridge: Cambridge University Press.
  • Auerbach, E.R., & Paxton, D. (1997). "It's not the English thing": Bringing reading research into the ESL classroom. TESOL Quarterly, 31(2), 237-255.
  • Baker, L. (2002). Metacognition in comprehension instruction. In C. C. Block & M. Pressley (Eds.) Comprehension instruction: Research based best practices (pp. 77-95). New York, NY: The Guilford Press.
  • Barcelos, A.M.F., & Kalaja, P. (2011). Introduction to beliefs about SLA revisited. System, 39(3), 281-289.
  • Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-556.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
  • Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387-402.
  • Cabaroglu, N., & Yurdaisik, A. (2008). University instructors’ views about and approaches to reading instruction and reading strategies. The Reading Matrix, 8(2), 133-147.
  • Carrell, P., & Eisterhold, J. C. (1988). Schema theory and ESL reading pedagogy. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 73-92). Cambridge: Cambridge University Press.
  • Coffey, A. & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, California: Sage.
  • Çakıcı, D. (2016). EFL teachers’ beliefs about the use of reading strategies. Journal of Language and Linguistic Studies, 12(2), 183-194.
  • Chou, Y. C. (2008). Exploring the reflection of teachers’ beliefs about reading theories and strategies on their classroom practices. Feng Chia Journal of Humanities and Social Sciences, 16, 183-216.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.
  • Gao, Y. (2014). Language teacher beliefs and practices: A historical review. Journal of English as an International Language, 9(2), 40-56.
  • Gibbons, P. (2009). English learners, academic literacy, and thinking- Learning in the challenge zone. Portsmouth: Heinemann.
  • Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-405.
  • Grabe, W., & Stoller, F. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 187-204). USA: Heinle & Heinle.
  • Hirsch, E.D. (2007). The knowledge deficit. New York: Houghton Mifflin.
  • Hirst, E., Henderson, M., Allan, M., Bode, J., & Kocatepe, M. (2004). Repositioning academic literacy: Charting the emergence of a community of practice. Australian Journal of Language and Literacy, 27(1), 66-80.
  • Hosseini, S. A., Hosseini, S. A., & Rasti, A. (2014). Influential situational factors on English for academic purposes reading motivation. International Journal of Language Learning and Applied Linguistics World, 5(1), 535–546.
  • Hudson, T. (2007). Teaching second language reading. New York: Oxford.
  • Khonamri, F. & Salimi, M. (2010). The interplay between high school teachers’ beliefs and their instructional practices regarding reading strategies. Novitas-ROYAL (Research on Youth and Language), 4(1), 96-107.
  • Kien, L. T. & Huan, N. B. (2017). Teacher beliefs about critical reading strategies In English as a foreign language classes in Mekong Delta Institutions, Vietnam. European Journal of English Language Teaching, 2(4), 39-57.
  • Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research (Palo Alto: Learning Policy Institute, 2016). Retrieved from https://learningpolicyinstitute.org/our-work/publications-resources/pattondoes-teaching-experience-increase-teacher-effectiveness-review-research.
  • Komiyama, R. (2013). Factors underlying second language reading motivation of adult EAP students. Reading in a Foreign Language, 25, 149-169.
  • Kusumaningputri, R. (2014). Indonesian learners’ motivation in English reading classroom. Journal of English Language and Culture, 4(2), 134-149.
  • Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language. 23(1), 102-128. Maria, K. (1990). Reading comprehension instruction: Issues and strategies. Michigan: York Press.
  • Pajares, M. F. (1992). Teachers beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd edition). Thousands Oaks, CA: Sage.
  • Pintrich, P.R., Wolters, C.A. & Baxter, G.P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition. (pp. 43 - 97). Lincoln, NE: Buros Institute of Mental Measurement.
  • Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
  • Prensky, M. (2001b). Digital natives, digital immigrants, Part II: Do they really think differently? On the Horizon, 9(6), 1–6.
  • Richards, J. C. & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
  • Roberts, J. (2001). Language teacher education. London: Arnold.
  • Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14 (1), Retrieved from http://nflrc.hawaii.edu/rfl/April2002/salataci/salataci.html
  • Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., & Yuliandari, D. P. (2017). The Indonesian EFL learners’ motivation in reading. English Language Teaching, 10(5), 81-90.
  • Sallı, A. (2002). Teachers’ perception of strategy training in reading instruction. Unpublished MA thesis. Bilkent University, Ankara.
  • Sarıçoban, A. (2002). Reading strategies of successful readers through the three phase approach. Reading Matrix, 2(3), 1-16.
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1), 113–125.
  • Sengupta, S. (2002). Developing academic reading at tertiary level: A longitudinal study tracing conceptual change, The Reading Matrix, 2 (1), Retrieved from http://www.readingmatrix.com/articles/ sengupta/article.pdf
  • Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29, 431-449.
  • Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive awareness and L2 readers. The Reading Matrix, 1(1), Retrieved from http://www.readingmatrix.com/articles/singhal/
  • Tercanlioglu, L. (2004). Postgraduate students’ use of reading strategies in L1 and ESL contexts: Link to success. International Education Journal, 5(4), 562-70.
  • Trabasso, T., & Bouchard, E. (2002). “Teaching readers how to comprehend text strategically.” In C. C. Block and M. Pressley (Eds.), Comprehension instruction: Research based best practices (pp. 176- 200). New York: The Guilford Press.
  • Tsui, A. (2003). Understanding expertise in teaching – Case studies of second language teachers. Cambridge: Cambridge University Press.
  • Urquart, A. H. & Weir, C. J. (1998). Reading in a second language: Process, product and practice. London: Longman.
  • Varol, B. (2010). EFL teachers’ beliefs and practices on reading strategies and strategy instruction in university level reading classes. Unpublished MA Thesis, Boğaziçi University.
  • Wenden, A. (1987). Conceptual background and utility. In A. Wenden and J. Rubin (Eds.), Learner strategies in language learning (pp. 3-15). Hertfordshire: Prentice Hall International.
  • Wilson, K. (2008). Facilitator talk in EAP reading classes. ELT Journal, 62(4), 366-374.
  • Yin, R. (2014). Case study research design and methods (5th edition). Thousand Oaks, CA: Sage
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Dünya dilleri, kültürleri ve edebiyatları
Yazarlar

Elif Kemaloglu-er 0000-0003-1238-1018

Yayımlanma Tarihi 21 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 20

Kaynak Göster

APA Kemaloglu-er, E. (2020). Academic reading instruction in tertiary English preparatory classes: A qualitative case study of an experienced instructor. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(20), 597-615. https://doi.org/10.29000/rumelide.792243