No abstract

Bu çalışma, Bursa Uludağ Üniversitesi'nde öğrenim gören 120 dördüncü sınıf İngiliz dili eğitimi öğretmen adayının, ilk olarak materyal değerlendirme, uyarlama ve oluşturma, ikinci olarak etkili bir İngilizce öğretimi ünitesinin bileşenleri ve son olarak da materyal tasarımını etkileyen bazı temel yaklaşımlar ile ilgili perspektif ve deneyimlerini bir anket ve yarı yapılandırılmış görüşme uygulayarak araştırmayı amaçlamıştır. Sonuçlar, katılımcıların en çok materyal oluşturma, sonra uyarlama ve son olarak da değerlendirme becerilerini geliştirdiklerini ortaya çıkarmıştır. Ayrıca, katılımcılar materyal değerlendirme, uyarlama ve oluşturma ile ilgili deneyimlerinin, aldıkları öğretmen eğitimine, uygulama okul türlerine, uygulama okullarındaki danışman öğretmenlerine, öğrencilere ve okul politikalarına göre şekillendiğini rapor etmişlerdir. Katılımcılar, materyal tasarımında çok izlenceli güncel yaklaşımı ve iletişimsel yaklaşımı desteklemiş ve geleneksel yaklaşımı sorgulamışlardır. Katılımcılar yaklaşımlara olan görüşlerine paralel olarak, etkili bir İngilizce öğretimi ünitesinin bileşenlerinde en çok ısınma bölümlerinin, dört beceri bileşenlerinin, iletişimsel aktivitelerin, kelime ve telaffuz kısımlarının olması gerektiğini bildirmişlerdir.

The aim of this study is to investigate the perceptions of EFL instructors employed in the Schools of Foreign Languages of various universities in Turkey concerning their awareness of pragmatics and pragmatic competence. The sequential mixed method design was used in this descriptive study. The researchers administered a 12-item questionnaire with 61 participants to collect the quantitative data. In addition, to delve into the results obtained from the quantitative data, a two-session focus group interview was conducted with 10 participants to obtain the qualitative data. With regards to data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the perceptions of EFL instructors to be able to ascertain their pragmatic awareness and competence. The results revealed that EFL instructors at the tertiary level had a moderate level of awareness of pragmatics and teaching pragmatics. Most university instructors underscored that they recognize the value of instructing students about pragmatics and cross-cultural issues. Accordingly, they attempt to adopt teaching strategies and practices that consider the needs of the linguistically and culturally diverse students. The outcomes of this study will be of use to foreign language instructors, curriculum designers and policymakers to act and recognize the importance of teaching of pragmatics in foreign language education.

The aim of this study is to investigate the opinions of students enrolled at the School of Foreign Languages concerning their readiness for online learning. Sequential mixed method design was used in this descriptive study. The researcher administered the Online Learning Readiness Scale (OLRS) and conducted interview to collect data. As for data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the beliefs of prep school students to ascertain their levels of online learning readiness. The results revealed that prep school students had a moderate level of readiness for online learning. They indicated enhanced computer/internet and online communication self-efficacy and motivation, whereas they often failed to direct and control their own online learning. A final suggestion was that researchers and practitioners should seek to understand better why students generally cannot be successful at directing and controlling their own online learning.