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An Investigation into Novice English Teachers’ Beliefs about Method and Post-method Pedagogy in Turkish EFL Context

Yıl 2013, Cilt: 4 Sayı: 4, 55 - 69, 01.04.2013

Öz

This study which has a qualitative research design, reports on the views and beliefs of eleven novice English as a foreign language (EFL) teachers about the English language teaching (ELT) methods for the purpose of examining their knowledge about and attitudes towards popular methods and post-method as well as towards current discussions in ELT and the effects of them on their reported classroom practices. In this respect, the novice teachers were interviewed by means of the video conferencing feature of the Windows Live Messenger (currently SKYPE) about their views and beliefs related to method vs. post-method discussions as well as their current teaching practices. The results revealed a discrepancy between the participants’ views and their classroom practices. In fact, the majority of the participants reported a negative change in their attitudes towards teaching after they started teaching. The majority of the eleven participants were totally unaware of the postmethod discussions. In the final section of the paper, the reasons for these findings are discussed in detail, and further suggestions are made in an attempt to find solutions to some of the problems reported by the participant novice teachers

Kaynakça

  • Bell, D. M. (2003). Method and postmethod: Are they really so incompatible? TESOL Quarterly, 37(2), 325–36.
  • Bell, D. M.(2007). Do teachers think that methods are dead? ELT Journal, 61, 135–143.
  • Block, D. (2001). An exploration of the art and science debate in language education. In M. Bax and J.-W. Zwart (Eds.). Reflections on language and language learning: In honour of Arthur van Essen. Amsterdam: John Benjamins.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd ed.). New York: Addison Wesley Longman, Inc.
  • Brown, H. D. (2002). English language teaching in the ‘‘post-method’’ era: toward better diagnosis, treatment, and assessment. In J. C. Richards and W. A. Renandya (Eds.). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
  • Calderhead, J. (1996). Teachers: beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. New York: Simon & Schuster, Macmillan.
  • Clemente, M. A. (2001). Teachers’ attitudes within a self-directed language learning scheme. System, 29, 45-67.
  • Ellis, N. C. & Larsen-Freeman, D. (Eds). (2006). Language Emergence: Implications for Applied Linguistics. (Special issue). Applied Linguistics, 27(4).
  • Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.
  • Erkmen, B. (2010). Non-Native novice EFL teachers’ beliefs about teaching and learning. Unpublished PhD Dissertation. Nottingham: The University of Nottingham.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
  • Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 87-115). Cambridge: Cambridge University Press
  • Hazratzad, A. & Gheitanchian, M. (2009). EFL teachers’ attitudes towards post-method pedagogy and their Students’ achievement. Proceedings of the 10th METU Convention. Ankara: METU.
  • Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228.
  • Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly 40(1), 59-81.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago
  • Mangano, N., & Allen, J. B. (1986). Teachers' beliefs about language arts and their effect on student beliefs and instruction. In J. Niles & R. Lalik (Eds.), Solving problems in literacy: Learners, teachers, and researchers (pp.135-142). National Reading Conference.
  • Nespor, J. (1987). The role of beliefs in the practice teaching. Curriculum Studies, 19, 317-328.
  • Prabhu, N.S. (1992). Second language pedagogy. Oxford: Oxford University Press.
  • Richards, J. C. (1994). The sources of language teachers' instructional decisions. In Alatis, J.E. (Ed.) Georgetown University Round Table on Languages and Linguistics. (pp.384-402). Washington, D.C.: Georgetown University Press.
  • Richards, J. C., Tung, P., & Ng, P. (1992). The culture of the English language teacher: A Hong Kong example. RELC Journal, 23(1), 81-103.
  • Smith, D. (1996). Teacher decision making in the adult ESL classroom. In Teacher learning in language teaching, Freeman, D. and Richards, J. C. (Eds.). (pp. 197- 216) Cambridge: Cambridge University Press.
  • Van Lier, L. (1997), Approaches to observation in classroom research: Observation from an ecological perspective. TESOL Quarterly, 31 (4), 783–7
  • Woods, D (1996)Teacher cognition in language teaching: beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press
  • Yook, C. M. (2010). Korean teachers' beliefs about English language education and their impacts upon the ministry of education-initiated reforms. Unpublished PhD Dissertation. U.S.A: Georgia State University.
Yıl 2013, Cilt: 4 Sayı: 4, 55 - 69, 01.04.2013

Öz

Kaynakça

  • Bell, D. M. (2003). Method and postmethod: Are they really so incompatible? TESOL Quarterly, 37(2), 325–36.
  • Bell, D. M.(2007). Do teachers think that methods are dead? ELT Journal, 61, 135–143.
  • Block, D. (2001). An exploration of the art and science debate in language education. In M. Bax and J.-W. Zwart (Eds.). Reflections on language and language learning: In honour of Arthur van Essen. Amsterdam: John Benjamins.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd ed.). New York: Addison Wesley Longman, Inc.
  • Brown, H. D. (2002). English language teaching in the ‘‘post-method’’ era: toward better diagnosis, treatment, and assessment. In J. C. Richards and W. A. Renandya (Eds.). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
  • Calderhead, J. (1996). Teachers: beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. New York: Simon & Schuster, Macmillan.
  • Clemente, M. A. (2001). Teachers’ attitudes within a self-directed language learning scheme. System, 29, 45-67.
  • Ellis, N. C. & Larsen-Freeman, D. (Eds). (2006). Language Emergence: Implications for Applied Linguistics. (Special issue). Applied Linguistics, 27(4).
  • Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.
  • Erkmen, B. (2010). Non-Native novice EFL teachers’ beliefs about teaching and learning. Unpublished PhD Dissertation. Nottingham: The University of Nottingham.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
  • Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 87-115). Cambridge: Cambridge University Press
  • Hazratzad, A. & Gheitanchian, M. (2009). EFL teachers’ attitudes towards post-method pedagogy and their Students’ achievement. Proceedings of the 10th METU Convention. Ankara: METU.
  • Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228.
  • Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly 40(1), 59-81.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago
  • Mangano, N., & Allen, J. B. (1986). Teachers' beliefs about language arts and their effect on student beliefs and instruction. In J. Niles & R. Lalik (Eds.), Solving problems in literacy: Learners, teachers, and researchers (pp.135-142). National Reading Conference.
  • Nespor, J. (1987). The role of beliefs in the practice teaching. Curriculum Studies, 19, 317-328.
  • Prabhu, N.S. (1992). Second language pedagogy. Oxford: Oxford University Press.
  • Richards, J. C. (1994). The sources of language teachers' instructional decisions. In Alatis, J.E. (Ed.) Georgetown University Round Table on Languages and Linguistics. (pp.384-402). Washington, D.C.: Georgetown University Press.
  • Richards, J. C., Tung, P., & Ng, P. (1992). The culture of the English language teacher: A Hong Kong example. RELC Journal, 23(1), 81-103.
  • Smith, D. (1996). Teacher decision making in the adult ESL classroom. In Teacher learning in language teaching, Freeman, D. and Richards, J. C. (Eds.). (pp. 197- 216) Cambridge: Cambridge University Press.
  • Van Lier, L. (1997), Approaches to observation in classroom research: Observation from an ecological perspective. TESOL Quarterly, 31 (4), 783–7
  • Woods, D (1996)Teacher cognition in language teaching: beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press
  • Yook, C. M. (2010). Korean teachers' beliefs about English language education and their impacts upon the ministry of education-initiated reforms. Unpublished PhD Dissertation. U.S.A: Georgia State University.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mustafa Tekin Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2013
Gönderilme Tarihi 6 Şubat 2015
Yayımlandığı Sayı Yıl 2013 Cilt: 4 Sayı: 4

Kaynak Göster

APA Tekin, M. (2013). An Investigation into Novice English Teachers’ Beliefs about Method and Post-method Pedagogy in Turkish EFL Context. Turkish Online Journal of Qualitative Inquiry, 4(4), 55-69.
AMA Tekin M. An Investigation into Novice English Teachers’ Beliefs about Method and Post-method Pedagogy in Turkish EFL Context. TOJQI. Ekim 2013;4(4):55-69.
Chicago Tekin, Mustafa. “An Investigation into Novice English Teachers’ Beliefs about Method and Post-Method Pedagogy in Turkish EFL Context”. Turkish Online Journal of Qualitative Inquiry 4, sy. 4 (Ekim 2013): 55-69.
EndNote Tekin M (01 Ekim 2013) An Investigation into Novice English Teachers’ Beliefs about Method and Post-method Pedagogy in Turkish EFL Context. Turkish Online Journal of Qualitative Inquiry 4 4 55–69.
IEEE M. Tekin, “An Investigation into Novice English Teachers’ Beliefs about Method and Post-method Pedagogy in Turkish EFL Context”, TOJQI, c. 4, sy. 4, ss. 55–69, 2013.
ISNAD Tekin, Mustafa. “An Investigation into Novice English Teachers’ Beliefs about Method and Post-Method Pedagogy in Turkish EFL Context”. Turkish Online Journal of Qualitative Inquiry 4/4 (Ekim 2013), 55-69.
JAMA Tekin M. An Investigation into Novice English Teachers’ Beliefs about Method and Post-method Pedagogy in Turkish EFL Context. TOJQI. 2013;4:55–69.
MLA Tekin, Mustafa. “An Investigation into Novice English Teachers’ Beliefs about Method and Post-Method Pedagogy in Turkish EFL Context”. Turkish Online Journal of Qualitative Inquiry, c. 4, sy. 4, 2013, ss. 55-69.
Vancouver Tekin M. An Investigation into Novice English Teachers’ Beliefs about Method and Post-method Pedagogy in Turkish EFL Context. TOJQI. 2013;4(4):55-69.