Even though textbooks are a central component of the daily instructional practice of English lang... more Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers’ textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-...
TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ... more TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ; 29 cm.Use of technology, especially use of computers, in language education has been very popular recently. This study aimed at identifying teacher educators' attitudes towards use of CALL(Computer Assisted Language Learning) and revealing their barriers (if any) to the use of CALL or computer technologies in their teaching in state universities in Turkey. This study was carried out with 80 teacher educators from English Language Teaching departments of 13 Turkish state universities. Data for this study were collected through questionnaires which were used to find out the participants' attitudes and interviews which were used to identify the participants' barriers to the use of CALL. 6 participants for the interviews were chosen from Çukurova University according to their attitude points. The relationship between the gender and the attitudes towards computers was investigat...
TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ... more TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ; 29 cm.Use of technology, especially use of computers, in language education has been very popular recently. This study aimed at identifying teacher educators' attitudes towards use of CALL(Computer Assisted Language Learning) and revealing their barriers (if any) to the use of CALL or computer technologies in their teaching in state universities in Turkey. This study was carried out with 80 teacher educators from English Language Teaching departments of 13 Turkish state universities. Data for this study were collected through questionnaires which were used to find out the participants' attitudes and interviews which were used to identify the participants' barriers to the use of CALL. 6 participants for the interviews were chosen from Çukurova University according to their attitude points. The relationship between the gender and the attitudes towards computers was investigat...
• Even though textbooks are a central component of the daily instructional practice of English la... more • Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers' textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-informed framework to contribute to a systematic description of textbook adaptation in foreign and second language teaching. Examining adaptation as a process, it is argued that teachers, driven by an identified or felt mismatch between the textbook and other factors (e.g., school facilities, the learners, teacher cognition, course requirements, or outdatedness of the materials), engage in adaptation based on principles (i.e., ideas about best practices, by making changes to the content, the language and/or the sequence of activities offered by the textbook authors). Even though related to English language teaching, this paper does not exclusively inform this context as it offers implications for research on textbook use in other disciplines.
The purpose of this small scale study was to determine pre-service teachers’ perceptions of class... more The purpose of this small scale study was to determine pre-service teachers’ perceptions of classroom management, misbehaviour, and of their own ability to teach in relation to classroom management. Semi-structured interviews were conducted before and after teaching practice with eleven EFL (English as a Foreign Language) student teachers. Findings suggest that they have a narrow conception of classroom management, often focusing one aspect of it. Additionally, their confidence to teach seem to vary as well as their concerns about issues related to their teaching and class management.
This paper reports findings from a study on student and teacher perceptions of misbehaviour. Data... more This paper reports findings from a study on student and teacher perceptions of misbehaviour. Data were gathered via questionnaires, observations and semi-structured interviews from 6 teachers and 22 misbehaving students in six different schools with three different socio-economic levels. The data revealed that misbehaving students’ explanations and interpretations of misbehaviour, their causes and the interventions strategies used did not allways share similar attributes with those of their teachers’.
Abstract Although the pronoun resolution mechanism has not been clearly defined, research in lang... more Abstract Although the pronoun resolution mechanism has not been clearly defined, research in language acquisition, computation, and production has proposed various explanations for it in various languages. Among these models, the Parallel Function Hypothesis (PF) suggested that in a complex sentence, if the co-referential noun phrases are in the same grammatical functional category, the Parallel Function Pronoun Resolution (PFR), the statement is easier to process than the Non-parallel Function Pronoun (non-PFR) Resolution. In the current paper, we studied the processing times of these pronouns through eye-tracking methodology, and compared the first fixation, total fixation and difficulty level of PFR and non-PFR pronouns, as explained in the PF for pronoun referencing mechanism. In the Eye-mind Assumption (EMA), Just and Carpenter suggested that a person’s attention could be followed through the visual display in eye movement recordings, in which the duration of fixation on a word was interpreted as the processing of information. In other words, the difficulty in processing could be manifested on eye tracking data, especially on fixations. It was also clearly put forward that the eye tracking data revealed information on information processing regarding syntactic processing difficulty. The results of the current study suggested that pronouns which were resolved to a noun phrase which had a similar grammatical function were fixated less than pronouns which were resolved to a noun which had a different grammatical function. Unlike first fixation durations, total fixation durations of PFR pronouns were significantly shorter than those of non-PFR pronouns. Therefore, in terms of syntactic processing load, it could be stated that our findings clearly illustrated that non-parallel pronoun resolution involves more processing load than parallel resolution.
This paper reports the results of a naturalistic inquiry into student teachers ’ beliefs about te... more This paper reports the results of a naturalistic inquiry into student teachers ’ beliefs about teaching and learn-ing with a particular focus on one constructivist technique used in data collection: Snake Interviews. Al-though a sequence of three in-depth interviews was conducted as a dominant data collection strategy in the main study, the Snake interviews proved to be very useful in answering some of the questions that arose at one particular stage of the study when other techniques apparently revealed contradictions. That main study addressed issues in the literature about the impact of pre-service teacher education programmes on teachers’ beliefs about teaching and learning: that information in coursework and in the classroom is perceived, proc-essed and acted upon through those beliefs (Clark & Peterson, 1986; Munby, 1982), that these beliefs are in-flexible (Kagan, 1992), and that pre-service teacher education programmes are “not very powerful interven-tions ” (Zeichner et al....
Addressing an underappreciated research area, this study reports on how two English language teac... more Addressing an underappreciated research area, this study reports on how two English language teachers in a Turkish tertiary education context use a global coursebook. At the beginning of the study, a metaphor elicitation task and pre-study interviews were employed to detect the teachers’ coursebook conceptualizations. Then, a total of 12 lessons were video-recorded and adaptations were identified using a research-informed framework developed for this study. The participants examined and evaluated their own practices in stimulated recall sessions, reflective conversations and journal writing. The study was concluded with post-study interviews. Data revealed that the teachers’ instructional practice was driven by the coursebook to a large extent as they stuck to minor adaptations and followed the guidance given by the coursebook. Along with the institutional constraints, the teachers’ practices were influenced by their own personal preferences, attempts to make coursebook tasks access...
Even though textbooks are a central component of the daily instructional practice of English lang... more Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers’ textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-...
TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ... more TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ; 29 cm.Use of technology, especially use of computers, in language education has been very popular recently. This study aimed at identifying teacher educators' attitudes towards use of CALL(Computer Assisted Language Learning) and revealing their barriers (if any) to the use of CALL or computer technologies in their teaching in state universities in Turkey. This study was carried out with 80 teacher educators from English Language Teaching departments of 13 Turkish state universities. Data for this study were collected through questionnaires which were used to find out the participants' attitudes and interviews which were used to identify the participants' barriers to the use of CALL. 6 participants for the interviews were chosen from Çukurova University according to their attitude points. The relationship between the gender and the attitudes towards computers was investigat...
TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ... more TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ; 29 cm.Use of technology, especially use of computers, in language education has been very popular recently. This study aimed at identifying teacher educators' attitudes towards use of CALL(Computer Assisted Language Learning) and revealing their barriers (if any) to the use of CALL or computer technologies in their teaching in state universities in Turkey. This study was carried out with 80 teacher educators from English Language Teaching departments of 13 Turkish state universities. Data for this study were collected through questionnaires which were used to find out the participants' attitudes and interviews which were used to identify the participants' barriers to the use of CALL. 6 participants for the interviews were chosen from Çukurova University according to their attitude points. The relationship between the gender and the attitudes towards computers was investigat...
• Even though textbooks are a central component of the daily instructional practice of English la... more • Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers' textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-informed framework to contribute to a systematic description of textbook adaptation in foreign and second language teaching. Examining adaptation as a process, it is argued that teachers, driven by an identified or felt mismatch between the textbook and other factors (e.g., school facilities, the learners, teacher cognition, course requirements, or outdatedness of the materials), engage in adaptation based on principles (i.e., ideas about best practices, by making changes to the content, the language and/or the sequence of activities offered by the textbook authors). Even though related to English language teaching, this paper does not exclusively inform this context as it offers implications for research on textbook use in other disciplines.
The purpose of this small scale study was to determine pre-service teachers’ perceptions of class... more The purpose of this small scale study was to determine pre-service teachers’ perceptions of classroom management, misbehaviour, and of their own ability to teach in relation to classroom management. Semi-structured interviews were conducted before and after teaching practice with eleven EFL (English as a Foreign Language) student teachers. Findings suggest that they have a narrow conception of classroom management, often focusing one aspect of it. Additionally, their confidence to teach seem to vary as well as their concerns about issues related to their teaching and class management.
This paper reports findings from a study on student and teacher perceptions of misbehaviour. Data... more This paper reports findings from a study on student and teacher perceptions of misbehaviour. Data were gathered via questionnaires, observations and semi-structured interviews from 6 teachers and 22 misbehaving students in six different schools with three different socio-economic levels. The data revealed that misbehaving students’ explanations and interpretations of misbehaviour, their causes and the interventions strategies used did not allways share similar attributes with those of their teachers’.
Abstract Although the pronoun resolution mechanism has not been clearly defined, research in lang... more Abstract Although the pronoun resolution mechanism has not been clearly defined, research in language acquisition, computation, and production has proposed various explanations for it in various languages. Among these models, the Parallel Function Hypothesis (PF) suggested that in a complex sentence, if the co-referential noun phrases are in the same grammatical functional category, the Parallel Function Pronoun Resolution (PFR), the statement is easier to process than the Non-parallel Function Pronoun (non-PFR) Resolution. In the current paper, we studied the processing times of these pronouns through eye-tracking methodology, and compared the first fixation, total fixation and difficulty level of PFR and non-PFR pronouns, as explained in the PF for pronoun referencing mechanism. In the Eye-mind Assumption (EMA), Just and Carpenter suggested that a person’s attention could be followed through the visual display in eye movement recordings, in which the duration of fixation on a word was interpreted as the processing of information. In other words, the difficulty in processing could be manifested on eye tracking data, especially on fixations. It was also clearly put forward that the eye tracking data revealed information on information processing regarding syntactic processing difficulty. The results of the current study suggested that pronouns which were resolved to a noun phrase which had a similar grammatical function were fixated less than pronouns which were resolved to a noun which had a different grammatical function. Unlike first fixation durations, total fixation durations of PFR pronouns were significantly shorter than those of non-PFR pronouns. Therefore, in terms of syntactic processing load, it could be stated that our findings clearly illustrated that non-parallel pronoun resolution involves more processing load than parallel resolution.
This paper reports the results of a naturalistic inquiry into student teachers ’ beliefs about te... more This paper reports the results of a naturalistic inquiry into student teachers ’ beliefs about teaching and learn-ing with a particular focus on one constructivist technique used in data collection: Snake Interviews. Al-though a sequence of three in-depth interviews was conducted as a dominant data collection strategy in the main study, the Snake interviews proved to be very useful in answering some of the questions that arose at one particular stage of the study when other techniques apparently revealed contradictions. That main study addressed issues in the literature about the impact of pre-service teacher education programmes on teachers’ beliefs about teaching and learning: that information in coursework and in the classroom is perceived, proc-essed and acted upon through those beliefs (Clark & Peterson, 1986; Munby, 1982), that these beliefs are in-flexible (Kagan, 1992), and that pre-service teacher education programmes are “not very powerful interven-tions ” (Zeichner et al....
Addressing an underappreciated research area, this study reports on how two English language teac... more Addressing an underappreciated research area, this study reports on how two English language teachers in a Turkish tertiary education context use a global coursebook. At the beginning of the study, a metaphor elicitation task and pre-study interviews were employed to detect the teachers’ coursebook conceptualizations. Then, a total of 12 lessons were video-recorded and adaptations were identified using a research-informed framework developed for this study. The participants examined and evaluated their own practices in stimulated recall sessions, reflective conversations and journal writing. The study was concluded with post-study interviews. Data revealed that the teachers’ instructional practice was driven by the coursebook to a large extent as they stuck to minor adaptations and followed the guidance given by the coursebook. Along with the institutional constraints, the teachers’ practices were influenced by their own personal preferences, attempts to make coursebook tasks access...
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