Non‐native English language teachers’ perspective on culture in English as a Foreign Language classrooms

Bayyurt, Yasemin

doi:10.1080/13664530600773366

Cited by 94 publications

(87 citation statements)

References 11 publications

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“…However, the increase in the number of learners does not match the global demands for native English speaking teachers (NEST). In pure economic terms, the demand for native English speaking teachers is greater than the supply of native English speaking teachers (Bayyurt, 2006). Thus, non-native English speaking teachers (NNEST) are needed (ibid, 2006).…”

Section: Introductionmentioning

confidence: 99%

Towards a new professionalism: enhancing personal and professional development in teacher education

Malm

2009

Journal of Education for Teaching

107

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Section: Introductionmentioning

confidence: 99%

Towards a new professionalism: enhancing personal and professional development in teacher education

Malm

2009

Journal of Education for Teaching

107

View full text Add to dashboard Cite

“…In that sense, Bayyurt (2006) highlighted the importance of the role of the instructor to help learners to overcome linguistics as well as cultural barriers during their language learning process.…”

Section: Discussionmentioning

confidence: 99%

“…She concluded that the two groups of instructors agreed that language and culture could not be separated, that target culture was related to the Englishspeaking countries, and that it was important to integrate target culture while teaching in an EFL classroom. Bayyurt (2006) attempted to investigate the importance of raising non-native English language teachers' awareness of different dimensions of culture in the teaching of English as an international language. A semi-structured interview was addressed to a small group of Turkish teachers of English working in public and private schools in Turkey.…”

Section: Previous Research On Integrating Culture In Turkish Efl Contextmentioning

confidence: 99%

Anadili İngilizce Olan ve Olmayan İngilizce Okutmanlarının Kültürlerarası Yabancı Dil Eğitimi Üzerine Algıları

Cansever¹,

Meda²

2016

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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ÖZETBu çalışmanın amacı, İstanbul'da bir özel üniversitenin hazırlık programında çalışan, anadili İngilizce olan ve olmayan okutmanların kültürlerarası yabancı dil eğitimi üzerine algılarını, iki katılımcı grubunun arasında farklılık olup olmadığını ve kültürlerarası yabancı dil eğitimini sınıf içi uygulamalarına ne ölçüde entegre ettiklerini incelemektir. Bu çalışmada, anadili İngilizce olan otuz okutman ve anadili İngilizce olmayan otuz okutman 2014 -2015 eğitim öğretim yılının güz döneminde yer almıştır. Nicel veriler bir anket ve gözlem kontrol listesi aracılığıyla elde edilmiş, nitel veriler ise her iki grup okutmanlarına uygulanan yarı yapılandırılmış görüşmeyle toplanmıştır. Çalışmanın bulguları, hem anadili İngilizce olan hem de anadili İngilizce olmayan İngilizce okutmanlarının, kültürlerarası yabancı dil eğitimini, dil eğitiminin önemli bir kavramı olarak algıladıklarını göstermiş olup, hedef kültürü yabancı dil olarak İngilizce sınıfına entegre etmeye ilişkin önemli çıkarımlar ortaya koymaktadır. Anahtar Kelimeler: Kültür, yabancı kültür, kültürlerarası yabancı dil eğitimi, sınıf uygulamaları, yabancı dil olarak İngilizce PERCEPTIONS OF NATIVE AND NON-NATIVE EFL INSTRUCTORS IN RELATION TO INTERCULTURAL FOREIGN LANGUAGE TEACHING ABSTRACTThe purpose of this study is to investigate the perceptions of non-native and native EFL instructors towards intercultural foreign language teaching, explore whether there are any differences between the two groups of participants, and also, find out to what extent they integrate culture into their class practice in a language preparatory program offered at a foundation (non-profit, private) university in Istanbul, Turkey. A sample of thirty native and thirty non-native EFL instructors participated in this study in fall semester of 2014 -2015 academic year. The quantitative data were obtained through a questionnaire, and an observation checklist while the qualitative data were collected from semi-structured interviews administered to both groups of instructors. The findings of the study showed that intercultural foreign language teaching is perceived to be an important concept of foreign language teaching by both native and non-native EFL instructors and revealed significant implications with respect to integrating foreign culture in EFL classrooms.

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“…Moreover, the concept of culture in L2/FL education has been much debated, especially in the last two or three decades. Thus, culture has become difficult to define (Bayyurt, 2006), or is seen as being not stable but shifting and changing over time (Corbett, 2003). Kroeber & Kluckhohu (1954, as cited in Lessard-Clouston, 1996) compiled a list of 300 definitions of culture, but for the purpose of this study we only take Spencer-Oatey's (2000) definition.…”

Section: The Concept Of Culture In English Language Teaching Fieldmentioning

confidence: 99%

8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS Book of Proceedings

2017

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Turkey. Our mission is to make Education Faculty of IshikUniversity a place where academics and researchers from all over the world meet to discuss the developments of their discipline and present their work. To serve this purpose, conferences are organized along the lines of well-established and well defined scientific disciplines. In addition, interdisciplinary conferences are also organized because they serve the mission statement of the University. We would like to thank all the participants, the members of the organizing and academic committee and University administrative for putting this conference together. 20-Function and Position of Noun phrases in English and KurdishJwan 40-Flipped Classrooms in Teaching Method Courses at Universities in IraqDr. Hamdi Serin / Alfer Khabibullin 520 AbstractIn our new scientific world of complex and abstract concepts, which are often not directly perceivable, we need a new way to spark better our perceiving of unfamiliar, complex and some problematic ideas that enters our lives. The only appropriate way to achieve the former aim is , to use metaphor or specifically " scientific metaphor " which is considered such powerful and fundamental devices within the figurative language , that can affect in our everyday communication and thinking about scientific knowledge . Metaphor is viewed as a key element of human cognition by its importance as a crucial device which is found for helping us to perceive the new , complex and abstract concepts and make these concepts to be impact and memorable by linking them to old concept that we already perceiving with physical senses that evolution has given us . Metaphor is applied frequently on technology and used for scientific purposes to make people more familiar when they are talking or thinking about new things. Nowadays evolution has not equipped humans to directly perceive new concepts, as a computer and internet which are highly complex new technology means used for communication .Since long and complex sentences in scientific texts .and the the abstract phenomena cannot be perceived , they have to be perceived imaginatively in order to explain them by using metaphors or analogies , there is a need for this study .The main aim of this study is to investigate EFL students' perception of metaphor in different scientific texts. The current study examines the hypothesis that the students of English as foreign language can not perceive metaphor, its source domain, the closest meaning of metaphorical expressions and literal meaning of metaphor in scientific text, it also investigates whether there is significant difference between male and female students in their perception of the same aspects and finding out EFL students level in perceiving metaphor in scientific texts. This study is limited to the students of fourth stage in English Department at Tikrit University during the academic year 2014 -2015. A diagnostic test has been constructed , its validity is achieved by presenting it to the jury members and its reliability has be...

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Non‐native English language teachers’ perspective on culture in English as a Foreign Language classrooms

Cited by 94 publications

References 11 publications

Towards a new professionalism: enhancing personal and professional development in teacher education

Towards a new professionalism: enhancing personal and professional development in teacher education

Anadili İngilizce Olan ve Olmayan İngilizce Okutmanlarının Kültürlerarası Yabancı Dil Eğitimi Üzerine Algıları

8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS Book of Proceedings

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