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Attitudes of Student Teachers Towards A Collaborative and Student-Centered Learning in an EFL Teacher Education Setting

Yıl 2006, Cilt 19, Sayı 1, 135 - 152, 01.04.2006

Öz

The aim of this study is to investigate the attitudes of ELT student teachers towards collaborative and student centered way of teaching the Language Acquisition course in a Turkish ELT teacher education program. Data was collected by means of pre- and post-questionnaires and two sets of interview. The results showed that student-teachers have positive attitudes
towards the course and found collaborative learning activities more motivating in comparison with the teacher centered teaching. They indicated that peer collaboration helped them to retain what they had learned in this course and enabled them to make use what they learned in other courses. 

Kaynakça

  • Bassano, S. and Christison, M.A. (1995). Community Spirit: A practical guide to collaborative language teaching. San Francisco: Alta Book Center Publishers.
  • Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. London: Longman.
  • De Guerrero, M. C. M. and Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. Modern Language Journal, 84, 51-68.
  • Duff, A. (1988). Teach English: A training course for teachers. Cambridge: Cambridge University Press.
  • Donato, R. (1994). Collective Scaffolding in Second Language Learning. In R. J. P. Lantolf and G. Appfel (Eds.), Vygotskian approaches to second language research. (pp 33-56) Norwood, N.J.: Ablex.
  • Freeman, D. and Richards, J. (1993). Conceptions of Teaching and the Education of Second Language Teachers. TESOL Quarterly, 27, 193-216.
  • Kasper, G. (2001). Four Perspectives on L2 Pragmatic Development. Applied Linguistics, 22, 502-530.
  • Little, D. (2000). Learner Autonomy: Why foreign languages should occupy a central role in the curriculum. In S. Green (Ed.), New Perspectives on Teaching and Learning Modern Languages. (pp.24-45). Clevedon: Multilingual Matters.
  • Littlewood, W. (1996). “Autonomy”: An anatomy and a framework. System, 24, 427-435.
  • Macaro, E. (1997). Target Language, Collaborative Learning and Autonomy. Clevedon: Multilingual Matters.
  • Nassaji, H. and Swain, M. (2000). Vygotskian Perspective on Corrective Feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9, 34-51.
  • Richards, J. (1990). The Dilemma of Teacher Education in Second Language Teaching. In J. Richards and D. Nunan (Eds.), Second Language Teacher Education.(pp.3-15). Cambridge: Cambridge University Press.
  • Ur, P. (1996). A Course in Language Teaching: Practice and theory. Cambridge: Cambridge University Press.
  • van Lier, L. (1996). Interaction in the Language Curriculum. London: Longman.
  • Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1986). Thought and Language. (A. Kozulin Trans.) Cambridge, MI: MIT Press.
  • Attitudes of Student Teachers Towards A Collaborative and
  • Student-Centered Learning in an EFL Teacher Education Setting

Attitudes of Student Teachers Towards A Collaborative and Student-Centered Learning in an EFL Teacher Education Setting

Yıl 2006, Cilt 19, Sayı 1, 135 - 152, 01.04.2006

Öz

Bu bir İngiliz Dili ve Eğitimi programında işbirlikçi öğrenci merkezli eğitimin Dil Edinimi dersinde kullanılması sonucunda öğrencilerin bu tekniğe karşı geliştirdikleri tutumları araştırmak için yapılmıştır. Veri bir ön-anket bir de son-anket kullanılarak ve her iki anket uygulamasından takiben yüz yüze görüşme yapılarak toplanmış. Sonuç olarak öğretmen adaylarının bu derse karşı olumlu tutumlar geliştirmiş olduklarını ve işbirlikçi eğitim faaliyetlerini öğretmen merkezli öğretime göre daha güdüleyici bulduklarını göstermektedir. Öğrenciler, bu ders süresince arkadaşlarıyla işbirliği yaparak öğrenmenin bilgilerin daha kalıcı olmasına yardımcı olduğunu ve bu bilgileri diğer derslerde kullanabilmelerini sağladığını belirtmişlerdir.

Kaynakça

  • Bassano, S. and Christison, M.A. (1995). Community Spirit: A practical guide to collaborative language teaching. San Francisco: Alta Book Center Publishers.
  • Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. London: Longman.
  • De Guerrero, M. C. M. and Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. Modern Language Journal, 84, 51-68.
  • Duff, A. (1988). Teach English: A training course for teachers. Cambridge: Cambridge University Press.
  • Donato, R. (1994). Collective Scaffolding in Second Language Learning. In R. J. P. Lantolf and G. Appfel (Eds.), Vygotskian approaches to second language research. (pp 33-56) Norwood, N.J.: Ablex.
  • Freeman, D. and Richards, J. (1993). Conceptions of Teaching and the Education of Second Language Teachers. TESOL Quarterly, 27, 193-216.
  • Kasper, G. (2001). Four Perspectives on L2 Pragmatic Development. Applied Linguistics, 22, 502-530.
  • Little, D. (2000). Learner Autonomy: Why foreign languages should occupy a central role in the curriculum. In S. Green (Ed.), New Perspectives on Teaching and Learning Modern Languages. (pp.24-45). Clevedon: Multilingual Matters.
  • Littlewood, W. (1996). “Autonomy”: An anatomy and a framework. System, 24, 427-435.
  • Macaro, E. (1997). Target Language, Collaborative Learning and Autonomy. Clevedon: Multilingual Matters.
  • Nassaji, H. and Swain, M. (2000). Vygotskian Perspective on Corrective Feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9, 34-51.
  • Richards, J. (1990). The Dilemma of Teacher Education in Second Language Teaching. In J. Richards and D. Nunan (Eds.), Second Language Teacher Education.(pp.3-15). Cambridge: Cambridge University Press.
  • Ur, P. (1996). A Course in Language Teaching: Practice and theory. Cambridge: Cambridge University Press.
  • van Lier, L. (1996). Interaction in the Language Curriculum. London: Longman.
  • Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1986). Thought and Language. (A. Kozulin Trans.) Cambridge, MI: MIT Press.
  • Attitudes of Student Teachers Towards A Collaborative and
  • Student-Centered Learning in an EFL Teacher Education Setting

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Esim GÜRSOY Bu kişi benim


Çiğdem KARATEPE Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2006
Başvuru Tarihi 14 Kasım 2015
Kabul Tarihi
Yayınlandığı Sayı Yıl 2006, Cilt 19, Sayı 1

Kaynak Göster

APA Gürsoy, E. & Karatepe, Ç. (2006). Attitudes of Student Teachers Towards A Collaborative and Student-Centered Learning in an EFL Teacher Education Setting . Uludağ Üniversitesi Eğitim Fakültesi Dergisi , 19 (1) , 135-152 . Retrieved from https://dergipark.org.tr/tr/pub/uefad/issue/16683/173362