Undergraduate English Programs

Permanent URI for this collectionhttps://hdl.handle.net/10679/4363

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Browsing by Author "Mede, E."

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    NS/NNS models in teaching speaking
    (John Wiley and Sons, 2019-01-15) Mede, E.; Coşgun, Gülçin; Atay, D.; Undergraduate English Program; COŞKUN, Gülçin
    Having distinctive individual qualities based on their background, pedagogy, and linguistic abilities, both native English‐speaking teachers (NESTs) and non‐native English‐speaking teachers (NNESTs) play crucial roles in supporting EFL learning. This entry gives an overview of the body of knowledge about what the research states about NEST/NNEST models in teaching speaking, states what challenges both groups experience while developing learners' oral competence and, finally, suggests some pedagogical implications in relation to turning these differences into opportunities to improve students' speaking as well as teachers' teaching techniques in EFL classrooms.
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    ArticlePublicationOpen Access
    The use of speaking techniques by native and non-native English instructors: a case in Turkey
    (2017-10-10) Coşgun, Gülçin; Mede, E.; Atay, D.; Undergraduate English Program; COŞKUN, Gülçin
    Although the primary goal of English language instruction is to assist students in acquiring communicative competence in l, developing this ability might be very challenging for teachers since not all language learners of English are willing to communicate in the target language. In order to develop their learners’ communication skills and increase their students’ willingness to speak, teachers utilize different techniques. The aim of this qualitative study is to find out and compare the speaking techniques that are used by native (NESTs) and non-native (NNESTs) instructors of English Preparatory Programs at universities around Turkey. Data gathered from the open-ended questionnaire revealed both similarities and differences among NESTs and NNESTs about implementing various techniques in EFL speaking classes. The findings of the study suggested some pedagogical implications both for instructors and students in relation to the improvement of the students’ oral performance in language preparatory programs.