Classrooms are recognised as social contexts, with often clearly defined role relationships. Teacher-student and student-student interactions in a classroom are essential since this is when learning takes place. This is more valid for language classrooms, where the teacher language serves a number of purposes such as organising learning, providing meaningful input, controlling and eliciting learner output, amongst others. It is not surprising, therefore, that language teachers often modify their language in the classroom to optimize learning. With the classroom discourse playing a fundamental role in language classrooms, classroom discourse and teacher talk has been subject to inquiry. The purpose is both to understand the nature of language classroom as a social context and to improve teaching/learning process through making optimal use of the target language in the classroom. This study adds to the body of study looking into classroom discourse, but in a simulated micro-teaching setting. Specifically, this talk will report the findings of an ongoing research project on the use of teacher questions by ELT students in a Turkish state university. As a partial requirement for some of their courses in their pre-service training, ELT students do microteachings where they plan and teach a lesson to their peers. In this study, 60 students' micro-teachings for two courses have been recorded for four academic terms; and student teachers' use of questions has been analysed. The initial findings show that student teachers use questions for organising the learning environment more than for eliciting meaningful output or scaffolding the language. The findings will have implications for pre-service teacher education programmes as well as in-service training.
This research explores how well L2 motivational self systems explain language learning motivation of university students in the Turkish context. To this end, data were collected from 668 university students in a state university in Turkey using a 51-item questionnaire and semi-structured interviews in this mixed methods research. The data from both the questionnaire and the interview indicate an overwhelming impact of language learning experience on the learners' motivation to learn English as a foreign language as opposed to their ideal L2 selves or ought-to L2 selves. The findings about the relationship among the components of L2 motivational self systems are in line with the results of the previous research, lending support to the framework of L2 motivational self systems. Finally, the results suggest that learners' motivation is a dynamic system, changing and evolving over time. The study has implications for language teachers, curriculum designers as well as further research in language learning motivation.
This chapter discusses how learning English as a foreign language was affected by and has impacted the author's sense of self as an individual throughout their journey as a language learner and later as a language teacher and researcher. The author looks into the place of English in their ever-changing sense of self in this process and argues that there was a dynamic interaction between their sense of self and the English language. To give meaning to this interaction, the author uses the framework of L2 motivational self-system. Tracing the critical incidents in their journey of language learning, the author argues that their initial learning experiences were influential in shaping their current sense of self and future possible selves. This in turn impacted on the way they gave meaning to future learning experiences, suggesting a complex, dynamic, and multifaceted relationship between language learning and learners' selves.
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This study investigates representation of male and female characters in the reading texts of English language coursebooks in the Turkish secondary and high school context. In order to examine the gender representation in reading texts, Hallidayan transitivity analysis was used; texts were analysed to to investigate representation of female and male characters as agents and the assignment of experiential processes to these characters. The findings show that as the students move up in their formal education and as the reading texts become more advanced and lengthier, the number of male agents increase radically. In addition, the agents in the most common two processes used in the reading texts are found to be predominantly male, while the remaining three processes identified were distributed between male and female agents more evenly. However, it is also found that there was still a general trend to assign agency to male characters in lengthier and more advanced texts of later years overall. The findings have implications for teachers as well as coursebook writers.
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