Undergraduate English Programs

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

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Now showing 1 - 13 of 13

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Basic concepts in assessment
(Pelikan Yayınları, 2017) Sağlam, Aslı Lidice Göktürk; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice
N/A
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Designing for teamwork
(2016-08) Karaman, Ayşegül; Preparatory English Program; Schwetlick, Alison; KARAMAN, Ayşegül
Learners and teachers may face possible difficulties when general content in English courses and course books cannot address the personal needs and preferences of the learners in a foreign language context, which paved the way for me to design a syllabus for my CEF A1 level students that facilitated their working in teams.
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Establishing teacher presence in online teaching
(TESOL International Association, 2021-03-08) Coşgun, Gülçin; Undergraduate English Program; Coşgun, Gülçin; COŞKUN, Gülçin
This resource aims to provide some hints for teachers to have a stronger teacher visibility and presence in online education.
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How to create opportunities for learner-to-learner interaction in online classes
(TESOL International Association) Coşgun, Gülçin; Undergraduate English Program; COŞKUN, Gülçin
This resource aims to provide some tips to create opportunities for learner-to-learner interaction and constructive collaboration.
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Investigating the impacts of a mentoring model on experienced efl teachers at tertiary level
(IGI Global, 2018-04) Coşgun, Gülçin; Atay, D.; Undergraduate English Program; COŞKUN, Gülçin
In teacher education programs, mentoring is generally regarded as a major component of the practicum of preservice teachers; mentors guide the development of preservice teachers and evaluate their readiness to teach independently. Mentoring can also be a highly valuable tool for the professional development of in-service teachers, who need to update their knowledge and skills as they progress in their career and gain familiarity with the expectations of an institution. However, mentoring programs offered for experienced teachers are very rare in Turkey. In-service teachers fulfill their professional development needs by attending seminars or courses and/or try to cope with challenges through informal talks with their colleagues. This chapter reports on a mentoring program provided to experienced EFL teachers and explores the effects of it on the participants. Data were gathered through semi-structured interviews with 12 teachers. Findings indicate that experienced teachers feel the mentoring program contributes to their professional as well as personal development.
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Investigating the impacts of coaching and mentoring through induction on the experienced teachers
(IGI Global, 2021) Coşgun, Gülçin; Atay, D.; Undergraduate English Program; COŞKUN, Gülçin
Since induction programs are generally implemented for beginning teachers, those designed in response to experienced teachers' pedagogical needs are rare, and their impacts on these teachers are not so widely researched. This chapter reports the process of a one-year comprehensive induction program that is designed for 11 experienced teachers who are newly hired at the English preparation program of a highly competitive English medium university in Turkey and its impacts on the emotions of the participants. The study encompassed the concurrent embedded strategy of mixed methods approach. Data were collected through semi-structured interviews and the positive and negative affect schedule (PANAS-SF). The present study has supported multiple aspects of previous data regarding induction programs for beginning teachers and provided valuable findings supporting the benefits that comprehensive induction programs that provide coaching and mentoring can bring for experienced EFL teachers when they start working in a new institution.
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Investigating the impacts of coaching and mentoring through induction on the experienced teachers
(IGI Global, 2021-06) Coşgun, Gülçin; Atay, D.; Undergraduate English Program; Hunaiti, Z.; COŞKUN, Gülçin
Since induction programs are generally implemented for beginning teachers, those designed in response to experienced teachers' pedagogical needs are rare, and their impacts on these teachers are not so widely researched. This chapter reports the process of a one-year comprehensive induction program that is designed for 11 experienced teachers who are newly hired at the English preparation program of a highly competitive English medium university in Turkey and its impacts on the emotions of the participants. The study encompassed the concurrent embedded strategy of mixed methods approach. Data were collected through semi-structured interviews and the positive and negative affect schedule (PANAS-SF). The present study has supported multiple aspects of previous data regarding induction programs for beginning teachers and provided valuable findings supporting the benefits that comprehensive induction programs that provide coaching and mentoring can bring for experienced EFL teachers when they start working in a new institution.
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Investigating the perceptions of students on the use of L1 in departmental courses in a Turkish EMI university
(Gazi Universitesi, 2020-06-30) Coşgun, Gülçin; Undergraduate English Program; COŞKUN, Gülçin
This paper reports on an investigation of Turkish English-medium university students’ perceptions of the use of L1 in departmental courses in a Turkish foundation university, where the medium of instruction is English. Results revealed that 1) students think English-medium instruction should be adopted since it is fundamental to their career 2) both students and lecturers feel the need to resort to L1 during the lessons despite the language policy of English-only 3) although students believe that the medium should be English, they feel that using Turkish in EMI context can contribute to the learning of the subject matter. These findings suggest insightful implications for English-medium universities in Turkey and all around the world.
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Lexical collocations (verb plus noun) across written academic genres in English
(2015-05-13) Güleç, Nuray; Gulec, B. A.; Undergraduate English Program; GÜLEÇ, Nuray
The dominance of syntactic studies in linguistics has caused lexis and grammar to be perceived as two distinct categories. With introduction of the paradigm of cognitive linguistics, the studies in syntax have been replaced by those in lexis and concepts. Semantics has come to the fore through the studies in cognitive linguistics, and there has been a trend from syntactic studies to lexical ones. In addition to research in cognitive linguistics, construction grammar has also emphasized the continuum between lexis and grammar. With the emergence of corpus linguistics, the studies regarding the continuum between lexis and grammar have gained momentum, and thus studies of collocations have been theorized. Early studies of collocations have focused on only lexis and disregarded grammar. However, in the process the studies have also incorporated grammar as well, and this view supports the idea that each word has its own grammatical properties. Therefore, lexis and grammar should be studied on the same continuum because there is a continuum between these two categories rather than a discontinuum. Within the framework of this paradigm, this study focused on verb + noun lexical collocations across the health, physical and social sciences in the written academic genre and analyzed these lexical collocations through the frequency and chi-square analysis. The study aimed to search for commonalities and differences between the verbs with their collocations. The results showed that there were more similarities and relationship between the health and physical sciences, while the social sciences indicated a significant difference compared to the other two. The study found 165 common verbs used across the three sciences. 12 verbs among the 165 verbs were found to be candidates verb + noun lexical collocations as prototypes.
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Native English-speaking teachers in foreign language teaching in Turkey: a brief historical overview
(Taylor & Francis Group, 2018) Sarıgül, Ömer Mahir; Undergraduate English Program; SARIGÜL, Ömer Mahir
With the onset of globalisation, the world is turning into a global village With the onset of globalisation, the world is turning into a global village and the need for a common language has become pressing. Increasingly, English has assumed this role as more and more people have begun to use it as an effective crosscultural communication tool. As the demand for learning English has increased, so has the number of lucrative job opportunities for English language teachers, especially native speakers, in the non-English-speaking parts of the world; indeed, in many such countries, teaching English has become a multi-billion dollar industry. This study attempts to introduce the journey of native English-speaking teachers and a historical overview of foreign language teaching in Turkey. In particular, this paper demonstrates that a distinct change has taken place in the field in Turkey regarding the level of professionalism native speakers are now expected to possess. Where once native English speakers could become teachers without any proper methodology background, many have since turned into professional teachers holding relevant, internationally recognised certificates in the field of English language teaching.Increasingly, English has assumed this role as more and more people have begun to use it as an effective crosscultural communication tool. As the demand for learning English has increased, so has the number of lucrative job opportunities for English language teachers, especially native speakers, in the non-English-speaking parts of the world; indeed, in many such countries, teaching English has become a multi-billion dollar industry. This study attempts to introduce the journey of native English-speaking teachers and a historical overview of foreign language teaching in Turkey. In particular, this paper demonstrates that a distinct change has taken place in the field in Turkey regarding the level of professionalism native speakers are now expected to possess. Where once native English speakers could become teachers without any proper methodology background, many have since turned into professional teachers holding relevant, internationally recognised certificates in the field of English language teaching.
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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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Teacher research 2.0
(IATEFL, 2018) Sağlam, Aslı Lidice Göktürk; Evans, M.; Smith, R.; Preparatory English Program; GÖKTÜRK SAĞLAM, Aslı Lidice
N/A
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Yes, physical immunity is crucial for viruses. How about teaching immunity?
(2024) Karanfil, Ferhat; Undergraduate English Program; Karanfil, Ferhat
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