English as a Foreign Language Instructors’ Cognitions on Language Learning Processes and Factors Affecting Those Cognitions

Öztürk, Mustafa; Yıldırım, Ali

doi:10.15390/eb.2015.4776

Cited by 5 publications

(6 citation statements)

References 74 publications

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“…Turning to studies exploring aspects of teacher beliefs, two, in particular, highlight a range of methodological approaches. Surveying 606 EFL instructors working in 15 higher education institutions in Ankara, the capital of Turkey, Öztürk & Yıldırım (2015) aimed to describe the language learning cognitions of the participants regarding linguistic aptitude, priorities in language learning, and what it means to be a good language learner. The participants revealed an interactionist perspective as opposed to an innate one, and they adopted a performance-oriented approach to language learning rather than a competence-oriented one.…”

Section: In-service and Pre-service Teacher Education/pdmentioning

confidence: 99%

Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

Aydınlı¹,

Ortaçtepe²

2018

Lang. Teach.

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In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.

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Section: In-service and Pre-service Teacher Education/pdmentioning

confidence: 99%

Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

Aydınlı¹,

Ortaçtepe²

2018

Lang. Teach.

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“…As implied by the literature covered in the preceding sections of the paper, teacher cognition does not necessarily reflect clear cut or straightforward orientations; it rather reveals complex and dynamic features (Öztürk & Yıldırım, 2015) and it is difficult to detect and measure through explicit methods (Sun et al, 2020). For this reason, the question of how teacher cognition evolves could be explained through a variety of sources and as a result of multiple interactions with those sources.…”

Section: Discussionmentioning

confidence: 99%

“…As a further stage, graduate programs or courses are believed to contribute to teachers' thought, belief, and knowledge structures. Although it is not widely and deeply examined in previous research, the impact of graduate education and graduate programs could also be significant to change teachers' orientations, beliefs, and understandings in relation to teaching (Öztürk & Yıldırım, 2015). It is an explicable proposal that teachers pursuing graduate studies could regenerate their knowledge and belief systems, and this regeneration could come from each and every element of a graduate program.…”

Section: Research Engagementmentioning

confidence: 99%

Öğretmen bilişi: Öğretmenlik alışkanlıklarını geliştiren ve yöneten güçlü bir olgu

Öztürk

2021

Turkish Journal of Education

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Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus, it is highly crucial to monitor how teachers develop and govern their habits and behavioral tendencies in the classroom. Teachers' mental government has been the focus of educational research for a long time, because it is known to drive their actions. Considering teacher cognition as a powerful asset to develop and govern the habits of teaching, this paper adopts a conceptual review approach and presents a comprehensive and integrated literature review on teacher cognition along with its historical basis, key components, conceptual domains, origins, and driving forces. Building upon the empirical and theoretical literature compiled over a four-decade period, the paper presents a tripartite model regarding the conceptual domains of teacher cognition. As it is influenced by contextual circumstances surrounding teachers' personal and professional lives, the concept of teacher cognition is revisited with regard to three origins and three driving forces. In this regard, the paper reconsiders teacher cognition in terms of the ways it is constructed and the ways it is oriented to action, and finally concludes with implications for teacher education.

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“…CDA characteristics, according to Fairclough (1995), (Zupnik 1991) are also supported van Dijk (1993Dijk ( ,1997Dijk ( , 2008, Wodak (1997), Eriyanto (2001), Darma ( 2009) Badara, n.d. (2012), Santoso (2012), Sumarlam (2003Sumarlam ( , 2013, and Öztürk & Yıldırım (2016), consist of action, contexts, history, power, and ideology.…”

Section: Characteristics Of the Fairclough Model Of Cda Approachmentioning

confidence: 99%

Representation of Power in the News Text of the Inclusion of Indigenous Faiths on ID Card (e-KTP)

Risdianto¹,

Sumarlam

Santosa

2019

nobel

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This paper presents the results of news analysis of the Supreme Court decision that Indigenous Faiths on the ID card (E-KTP) with Norman Fairclough's critical discourse analysis approach as the central platform. The study covers descriptions (text analysis), interpretations (discourse practices), and explanations (social practices). The results are as follows. (1) The structure of the news text Indigenous Faiths allowed on the ID card is built by four units of discourse: headline, orientation, the sequence of events, closing. Modalities and affirmative sentences represent the positive ideology of the conflicting faction and the institutions (government, scientists, and community leaders). Meanwhile, prohibiting speech and negative sentences represent the negative ideology. (2) What events occur, who is involved, what is the relationship with the issue raised, and what role the language can be expressed through the interpretation of the practice of discourse. (3) The situation when the news text is produced, the influence of the institution on the produced text, and the condition of Indonesians related to economic, political, social, and cultural interests (socio-cultural context).

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English as a Foreign Language Instructors’ Cognitions on Language Learning Processes and Factors Affecting Those Cognitions

Abstract: ÖzAnahtar Kelimeler

Cited by 5 publications

References 74 publications

Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

Öğretmen bilişi: Öğretmenlik alışkanlıklarını geliştiren ve yöneten güçlü bir olgu

Representation of Power in the News Text of the Inclusion of Indigenous Faiths on ID Card (e-KTP)

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