Devrim Gunay

Öğrenen özerkliği, dışarıdan bilgi yığmaya dayanan geleneksel eğitim anlayışına karşıt olarak, bireyin kendi öğrenmesinin sorumluluğunu aldığı, öz kaynaklarını kullandığı, öğrenme stratejisi odaklı, sorgulayıcı öğrenme biçimini öne çıkarmaktadır. Bu çalışmanın amacı, günümüz eğitim anlayışını şekillendiren özerklik kavramını yabancı dil öğretimine yansımaları ile ortaya koymak ve özerkliğe koşut olarak deği-şen öğretmen rollerinin bu rollerin uygulayıcısı olacak öğretmen adayları tarafından hangi öncelik sırasında algılandığını araştırmaktır. Bu doğrultuda, önce özerkliğin dil sınıfı için yansımalarını dünya ve Türkiye'deki sınıf içi uygulama alalanlarıyla ortaya koyan araştırma, aynı zamanda İstanbul Üniversitesi Hasan Ali Yücel Eğitim Fakültesi'ndeki İngilizce öğretmen adaylarının (N=57) değişen öğretmen rolleri algısı üzerine önem sıralama ölçeği kullanılarak yapılan yarı niceliksel bir çalışmanın sonuçlarını da içermekte ve özerklik sonrası öğretmen rollerinin her kademeden aday öğretmenler tarafından ne denli benimsendiği sorusuna yanıt bulmaya çalışmaktadır. Sonuçlar göstermektedir ki özerklikle özdeşleşen ve etkileşimi, öz yönelimliliği ve bireyselleşmiş öğretimi önceleyen roller öğretmen adayları tarafından çoğunlukla benimsenirken, geleneksel sınıfl a özdeşleşen öğretmen rollerinden güdülemeye halen kaydadeğer bir önem atfedilmektedir. Anahtar Kelimeler: İngiliz dili eğitimi, öğrenen özerkliği, öz yönelimlilik, öğretmen rolleri algısı ABSTRACT Contrary to the traditional understanding of education that heavily relies on the accumulation of knowledge, learner autonomy brings under focus a new type of learning that prioritizes strategy focused, critical instruction where the individual takes on the responsibilty of his/her own learning and utilizes his/her own resources to this end. The aim of this study is to portray the concept of learner autonomy with its implications for foreign language teaching and to investigate the extent of importance attributed to the teacher roles that have been reshaped in the post-autonomy as percieved by the teacher candidates. To this end, the research initially highlights the implications of learner autonomy on the language class with particular references to global and Turkish contexts of ELT, also featuring the results of a quasi-quantitative survey based on importance listing scale which was conducted with the English teacher candidates at Istanbul University Hasan Ali Yucel Faculty of Education (N=57), seeking response to the question of " to what extent are the autonomy related teacher

The aim of this study is to portray and explore the variety of social actors depicted visually along the pages of the
intermediate level ELT coursebooks that are published locally (by British and American publishers) and marketed
globally (mostly to the EFL contexts). For this, a thorough photo-ethnographic exploration of the visuals supported
by the inventory of “social actor interaction network” is employed. In the field of Coursebook Analysis, visuals
have attracted limited attention despite marking asocio-semiotically rich discursive field. In fact, the semiotic labor
division between the “word” and the “image” in representing and reconstructing (simulating) the world, points to a
gain on the part of the image as the brain is evolutionarily more experienced in processing visual information than
processing verbal information. Therefore, images can appeal more directly to the sensory experience domains of the
viewers via visual contact, evoking deeper consciousness. Acting as the prominent mediators of signification
practice, visuals catalogue the representations and simulations of social-life viewed from a particular subject
position associated with a particular set of norms, beliefs, and values. Hence, they position the viewers across
dynamic loci of subjectivities in terms of social distance, relations, and interaction. As both reflections and
reproductions of reality, images in the coursebooks have the potent to influence learners’ perspectives of the world
presenting them with readymade cognitive schemes. In order to reveal a comprehensive picture of the visually
depicted social actors and the identity options made available through them, in this study the author focused on the
peopled photos of the 6 popularly traded ELT coursebooks. The author investigated them regarding the relations of
social distance, involvement, power and interaction formed between the depicted social actors and their viewers as
well as the emergent practices of exclusion, role allocation, genericization, specification, assimilation,
individualization, and categorization. The results show that the representational repertoires of the coursebooks
contain disproportionately distributed visual depictions of social actors in terms of cultural orientation and gender.
The “culturally different” are repeatedly pictured in assimilative ways as an aggregate of enumerable people, while
the social actors of the reference group are usually pictured individually and with their own intended meaning

The aim of this study is to explore the various dimensions of tasks- the main organizing units of Task Based Language Teaching- that have profoundly influenced the current English Language Teaching practice and to discuss the changes they have brought about in the field of ELT from a pedagogic point of view among with an evaluation of their reflections in the ELT context of Turkey. Since their adoption as the preferred tools of planning, teaching and assessment across a variety of pedagogic contexts, issues particularly related to the uncertainty of distinguishing tasks from other forms of language practice have come to be discussed with growing interest. In this sense, delivering a working definition of task and figuring out its distinguishing components, procedures and demands it involves is vital for implementing language tasks to fit the needs of the learning environment. To this end a thorough investigation of the variety of definitions provided for conceptualizing “task” as well as a detailed description of its components and the procedures involved in the implementation of them are undertaken within the limits of this study. This is followed by a conceptual discussion of the changes that have taken place in the English class through a questioning of tasks’ implications on the English Language Curriculum and Time for English 4 coursebook used in the ELT context of Turkey. In line with these discussions and questionings suggestions to ensure that tasks are utilized in the appropriate way to create an effective learning context are put forward.

The aim of this study is to conduct a cross-linguistic exploration of tense and modality across two distinct accounts of the same mythological tale (of Hercules’s 12 Labors) as retold by Edith Hamilton (in English) and Azra Erhat (in Turkish) and to investigate how the variation in the use of these elements in narration has influenced the construction and positioning of the ‘hero’ with regard to factuality/ counter-factuality of the subject as well as the other emergent features of it. Regarded among the main semantic-grammatical categories of language, tense and modality mark the event reconstructed in narration in terms of its time and propositional status, respectively. Despite a lack of consensus on the definitions of related terminology, a commonly agreed view on the functions of modality emphasizes that modality expresses the author’s subjective commitment to the event, carrying the event to the realms of irrealis. Growing interest and extended debates on the subject has aroused a need for further evidence on how these categories work in narrations across different languages and how they may be valued in language teaching. To this end, the current study undertakes a contrastive linguistic analysis of tense and modality in two texts identifying the sets of verbs and adverbs used by two different authors to depict the same labors of Hercules. The results indicate to a divergence in the emergent images of the hero, one being a flawless and unmatchable subjectivity located within the borders of factuality and the other a humanized person in counter-factuality. From this, suggestions on how to utilize such contrastive linguistic studies to raise the awareness of language learners towards the functions of tense and modality is also addressed.

The aim of the present study is to explore the selection and organization of tasks, the
essential units of TBLT, in the 4th Grade ELT coursebook “Time for English 4” that
has been adopted by the State Primary Schools in Turkey in the 2006-2007 education
year. In this frame, the appropriateness of the activities entailed as tasks by the
coursebook to the task criteria identified by TBLT, the distribution of the activities
characterized as tasks among different task types and language skills and whether the
most commonly utilized task types are sequenced in an increasing level of difficulty
have been the concerns of research. The findings of the research indicate that
activities characterized as tasks are displayed in a limited number in the book, that
they do not represent a balanced distribution among task types and that tasks utilized
in the book promote reading and writing skills. Besides, in the recurring task types,
the language demand posed by the tasks has been viewed on a gradual increase from
easy to complex while the cognitive demand of them does not show a similar
increase. The absence of a gradual increase in the interactional and involvement
demands of the same tasks stands as another significant finding revealed by the
research.

This study aims to explore the variety of identities and identity options made available to
the intermediate level learners of English throughout the discursive fields and
representational repertoires of the U.K. published ELT coursebooks that are also widely
used in the various English as Foreign Language Learningcontexts of Turkey.To this
end, a thorough consideration of the socio-economically as well as linguistically
dominant position of English over the multimodal means of global communication has
been made and this has been followed by the critical question of “which identities are
foregrounded/ backgrounded/ excluded through this globally influential channel in the
particularity of language teaching?”. In answering this question, the main field of
research has been specified as the coursebooks that are published in the U.K., partly due
to their single sourced world-wide distribution network and partly for their continuing
popularity as the preferred tools of language education irrespective of the improving
education- communication technology.In order to analyze the 7 selected intermediate
level U.K. published coursebooks in terms of identity representations,a multi-staged
frame of analysis investigating the representational repertoires- thematic content,
reading texts, visuals and audio content of the coursebooks has been developed and
applied. In this sense the stage by stage analysis had a close look upon the semantic
fields provided by the coursebooks’ thematic content for the learner to construct their
identities on, the social actors in the reading texts with regard to the roles allocated to
them, the depiction of the social actors in the visuals and the multi-vocality of the audio
content. The findings for these areas have revealed that learners are provided with
limited options of identity representation through these multimodal means in a great
many of the selected coursebooks in terms of variety, equality and transcultural practice.

for ndvdual papers Topcs: Task and syllabus desgn Abstract: Current methodology of ELT s prmarly concerned wth the mult-modal practces of adaptng and ntegratng authentc language learnng tasks to a varety of learnng contexts and ther mpact on the actual performance of the language learners across a varety of communcatve sklls. Varous studes so far, have focused on the nadequacy of the grammar orented, exercse based materals n complyng wth the genunely communcatve needs of the language learners, justfyng the ntroducton of TBLT to varous EFL teachng contexts and brngng about major changes to the desgn of currcula as well as the teachng materals themselves. However, the mplementaton of tasks n the coursebooks n Turkey has revealed the msconcepton of these teachng tools as ordnary language actvtes seekng the mere use of predctable dsplay language. Developed as a response to ths taken for granted vew of tasks, ths study features the results of an acton research-named EnT@SK Project-collaboratvely conducted wth the 4 th grade pre-servce teachers at Istanbul Unversty durng a 2 year perod (between 2015-16). The project took an ethnographc and bottom-up perspectve on creatve task desgn by formng crcles of task desgn and crcles of expertse and by organzng both the pre-servce teachers and the ELT professonals around a common goal on a volunteer bass. The semester-long workshops (12 workshops/year) hghlghted the basc tenets of utlzng tasks n the class such as adjustng task dffculty, ntegratng lterature, usng web tools, storfyng, gamfcaton, young learners, etc. and the partcpants were successvely asked to contrbute ther own task deas on a topc they chose among the lst. The results and outcomes of the study show that; through the seres of workshops addressng the use of tasks the msconceptons about tasks among the pre-servce teachers have been clarfed to a satisfactory extent.

Problem statement : Although traditional research on motivation distinguishes between conventional categories such as intrinsic, extrinsic, integrative and instrumental motivation types and tends to place the individuals' drive to learn or teach under these predetermined categories, the " motivational self-system " attempts to conceptualize motivation more dynamically as part of an interplay among the actual, ideal and ought to selves of the individuals that are in the process of becoming (Dörnyei & Csizer, 2002), (Dörnyei & Ushida, 2009), (Ryan, 2006). Within this larger frame that relies on " self discrepancy theories " and the conception of " possible selves " , it is possible to consider the individual's motivation across a variety of societal factors such as his prospective self-image in the given social milieu, his belongingness to and view of the imagined community of professionals, cultural interest, international empathy, parental encouragement (Markus & Nurius, 1986), (Higgins, 1987). So far, a vast variety of research designed in this tradition have focused on the nexus between ideal, actual and ought to self domains of the EFL (English as Foreign Language) learners revealing a comprehensive picture of their orientation, yet, few have developed a similar frame to view and analyze the sources of motivation and de-motivation for the EFL Teachers. Therefore, the critical question " Which self-motivational factors influence the EFL teacher candidates' orientation towards becoming teachers? " still remains to be answered, particularly in the context of teacher education in Turkey. Aim : The aim of this study is to explore the variety of motivational and de-motivational factors that influence the ELT (English Language Teaching) teacher candidates' orientation towards being language teachers from an " identity " informed pedagogic perspective in the context of Istanbul University Hasan Ali Yücel Education Faculty. In this regard, the current study attempts to identify the factors that influence the motivational self system of the EFL teacher candidates with a particular focus on the interplay among their actual, ideal and ought to self domains. Method :The data for this study has been gathered through a survey with two groups of participants (N=60) selected randomly from the 1 st grade (n=30) and 4 th grade (n=30) ELT (English Language Teaching) students and a successive focus group interview conducted in accordance with the principles of mixed research design. The survey items have been adapted and developed from various surveys carried out on " Motivation, Language Identity and the L2 Self " (Dörnyei, 2009), (Taguchi et. al., 2009), (Ryan, 2009), each with a high Cronbach's alpha coefficient. The participants have been initially given a survey that contains items requiring the completion of likert scales and open ended questions. This was followed by a focus group interview asking freely for their ideas on the motivational and de-motivational factors that influence their attitudes and orientation towards becoming EFL Teachers as well as their visions of self and teaching as a profession. Initial Findings : The initial analysis of the data gathered through the survey so far and the responses to focus group interview reveals that the average rate for the selection of " ideal self "-related items which is associated with a desire and positive expectancy of being a teacher is 76% for the 4 th grade teacher candidates, while it is 84% for the 1 st graders. In contrast, the ought to self domain that relates to an obligatory need for the profession have a relatively lower influence on overall motivation for being teacher with average relative rate of 40% for the 4 th grade students and 22% for the 1 st graders. Scores for instrumentality, which refers to being an English teacher for other attainments, are subject to variation between the 4 th and the 1 st grades with successive rates of 64% and 19% for the 4 th and 1 st graders. Parental encouragement comes out as a relatively less scored source of motivation for both 4 th and 1 st graders represented with average rates of 41% and 19% relatively. The negatively worded items that signify demotivating factors receive rates of 6% for the 4 th grade participants and 4%for the 1 st graders. The contribution of cultural interest and attitudes towards the English speaking community to the motivation of being English teacher has been scored as 73% for both 1 st and 4 th graders. The rates of selection for the subdomains of the motivational self system are as below. Graph 1: Average Rates of Selection for the Sub-domains of the Motivational Self System in ELT Teacher Candidates