It has long been recognized that varying achievement goals elicit varying motivational patterns with varying behavioral consequences. Several sets of contrasting goal orientations have been proposed to explain differences in language students' achievement behaviors. A total of 135 third-year (n = 54 male; n = 81 female) students in a preservice English teacher education program participated in this study of goal orientation. The proposed goal orientations were measured by adapting the Goal Orientation Scale developed by Skaaalvik (1997) for the L2 learning domain, and students' language achievement was measured by a TOEFL test. Results indicated that students placed most emphasis on task mastery goals and that this was related to language achievement. Task mastery goals are negatively correlated with work-avoidance. Self-defeating ego orientation is positively correlated with both work-avoidance and self-enhancing ego orientation. The analysis also suggested that male students had a stronger tendency to avoid work.
This study aims to investigate qualitatively the role of goal orientation in reading comprehension both in native (L1) and second or foreign languages (L2), and the reading strategy use in L1 and L2 of the Turkish advanced students of an English Language Teaching (ELT) Department in order to understand the pedagogical aspects of reading. The data of this phenomenological study come from one-on-one, semi-structured interviews carried out with 8 Turkish ELT students; 4 preparatory class students, 4 firstyear students, who take a reading course. The results of the study demonstrated that the participants had a variety of goal orientations which lend support to the multiple goal approach that claims the reasons students have for engaging in the academic endeavours influence the goals they adopt. All the students perceive the reading strategies as helpful. The data of the study evidenced that mastery goal oriented, and high mastery and low performance-approach participants use more strategies than the performanceapproach (except for one) and work-avoidant participants. Mastery goal oriented students seemed to be more persistent when they confront a comprehension problem in English. All of them think that there is a necessity to teach reading strategies to the students both in their L1 and L2.
The National Education Development Project (NEDP) is one of the most important attempts to improve the quality of teacher education in Turkey. NEDP focused on the development of practice in pre-service secondary school language teacher education in Turkey. NEDP supported this research to explore student, mentor, teacher educator, and mentor trainer opinions and experiences in depth and understand the actual implementation of school-based teacher education at schools. Individual interviews were conducted in a British University to explore participants' perceptions. This paper will discuss each issue which emerged from the data separately to highlight the issues that appeared important.
Pre-service English teacher education students’ perceptions of their education experience provide greater insight into developing an effective teaching strategy in English teacher education. The objectives for the study were: (1) to identify issues of interest or concern to the department and (2) to determine satisfaction levels concerning departmental issues. Data were drawn from focus group interviews involving 5 student- teachers in each of 5 groups. The findings showed that the English teacher education department students thought that the department was not fulfilling many of its purposes, although there were some strengths. Identifying what students think can help to open English teacher educators’ eyes and minds to the realities of the English teacher education both locally and globally.
GİRİş 1, her şeyden önce toplumsal bir olgudur; ancak bireysel yönü de ardır. Bu nedenle Saussure' den başlayarak dilbilimciler dil-söz, dinç-edim gibi aynmlarla dilleri çÖzlimlemeye çalışmışlardır. Toplumdilbilimin gelişmesinden sonra dil ile söz arasında bir de "cins dili" kavramından söz edilmeye; diller, kadınların ve erkeklerin konuşmaları esas alınarak betimlenmeye başlanmıştır. Ayrıca bir dilin yapısında "cins"in bir dilbilgisi ulamı olarak yer alıp almaması o dil için ayırdedici bir özellik olarak kabul edilmiştir. Bazı dillerde "cins"in çok önemli ve belirgin bir dil bilgisi ulamı olmasına rağmen bazı dillerde böyle bir dil bilgisi ulamı gözlenmemekte, en azından yüzeysel yapıya yansımamaktadır .
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