A case study on EFL teachers’ views on material adaptation for teaching pragmatics

Karatepe, Çiğdem; Civelek, Mustafa

doi:10.29000/rumelide.953259

Cited by 11 publications

(3 citation statements)

References 31 publications

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“…Despite being limited to 14 (in)experienced instructors' self-reported beliefs about adapting another global English coursebook (New English File Intermediate) at the English preparatory department of a private university in Turkey, Mede and Yalcin's (2019) qualitative analysis of their reflective essays, lesson plans and semi-structured interviews uncovered similar motives for teacher practices; for instance, they tended to omit repetitive tasks, add warm-up and exam-related (reading) activities, modify the class mode and content of speaking tasks mainly to increase student interest and classroom interaction, and also to maintain the prescribed pace. In a recent study by Karatepe and Civelek (2021), a dialogue activity for teaching requests was likewise modified, and 100 Turkish EFL teachers' views were surveyed with a 19-item questionnaire and semi-structured interviews after examining the original and adapted versions. 96% of the teacher respondents indicated a preference for the adapted activity because the addition of pragmatic awareness-raising exercises (i.e.…”

Section: Resultsmentioning

confidence: 99%

“…As is often the case with non-native contexts, where (government-)published coursebooks are imposed upon teacher-and student-users, EFL teachers from different educational stages in Turkey have lately admitted their reluctance to carry out materials adaptation for various reasons (i.e. lack of time, heavy workload, students' lowproficiency and exam-orientation) but attributed it more to lack of confidence, or more precisely, their own lack of knowledge and experience in making modifications to existing coursebooks (Karatepe & Civelek, 2021). Consequently, the present study sought to instantiate how an intermediate unit from a best-selling global coursebook could be made more learner-friendly through the use of addition and modification strategies, and also explored the impact of teacher adaptations on their learning alongside student perceptions of task effectiveness.…”

Section: Discussionmentioning

confidence: 99%

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Using Learner Feedback to Improve Teacher Practices in Materials Adaptation

SIMSEK¹

2022

EPESS

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Commercial textbooks are doomed to disappoint user expectations to various extents because irrespective of origin (global/local), they are designed with an idealised classroom in mind, and their prescribed configuration probably won’t be compatible with the ever-diversifying contexts of L2 teaching and learning. Even in the case of a longtime bestseller, EFL teachers may need to customise the student-purchased materials often based on their perceived learning needs, and learner feedback is not as a rule sought on the mostly teacher-led modifications to the textbook content and procedures. Therefore, this study aimed to demonstrate how Maley’s (2011) inputs-processes-outcomes model could be used to evaluate and adapt an intermediate unit on modals of deduction, and examine how a multicultural group of 14 prep students from a major metropolitan state-run university in Turkey reacted to the teacher’s adaptive practices. Descriptive analyses of students’ activity ratings and retrospective reflections demonstrated that the addition of two scaffolded grammar tasks proved better for generating student interest and facilitating learning than replacement of another guessing game with the relatively more open and difficult task on video-based end-of-unit writing activity. Despite being independent users (B1), the participants indicated greater liking for the use of visual aids, ample practice opportunities, collaborative group work, explicit focus on grammar, and learner translations respectively. While their fewer dislikes mainly concerned video quality, activity difficulty and duration, there was almost unanimous agreement that they finally achieved to develop an increased awareness of how to use modality in English. A quick comparison of the 20-item quiz results also showed a considerable increase in their learning gains, for the mean number of correct answers more than doubled from pre- to post-test.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Using Learner Feedback to Improve Teacher Practices in Materials Adaptation

SIMSEK¹

2022

EPESS

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“…However, they will likely improve their practices when given more space to develop pragmatic-related materials and guidelines emphasizing pragmatics. EFL instructors must adapt proper materials to provide learners with effective pragmatics instruction due to the shortcomings of textbooks that are concerned with the presentation and instruction of pragmatic language (Karatepe and Civelek, 2021).…”

Section: Discussionmentioning

confidence: 99%

The barefoot shoemaker's son: examining EFL teachers' pragmatic competence in a Saudi context

Zughaibi

2022

SJLS

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PurposeEnglish instructors' pragmatic competence (PC) is an aspect of the overall communicative competence forming the basis of language instructors' knowledge. Their knowledge of pragmatics should not be overlooked when seeking to understand foreign language learners' communicative ability. This study aims to investigate the pragmatic awareness and teaching practices of non-native EFL instructors with different qualifications and from various cultural backgrounds in Saudi Arabia.Design/methodology/approachTo obtain a broader perspective, this study adopted a quantitative research design. An online questionnaire, developed from Ivanova (2018) and Tulgar (2016), was accessed by 320 instructors at one English teaching institute in Saudi Arabia. The questionnaire consisted of demographic information about participants and 12 closed Likert-type questions.FindingsThe data analysis showed that most of the language instructors were aware of PC. However, some variations were evident in their views of the importance of pragmatics in teaching and learning and in their actual pragmatic teaching practices.Originality/valueThis study emphasizes the importance of pragmatic awareness for EFL instructors. It indicates that while non-native English instructors' academic levels and cumulative experience in teaching English play a major role in teaching, instructors have several challenges in teaching pragmatics and promoting students' awareness of pragmatics in this context. For effective second language teaching of pragmatics, instructors, managers and policymakers need to recognize the importance of pragmatics and competencies that students need to develop in EFL contexts.

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How language teachers can go beyond speech etiquette: Adapting L2 Russian coursebooks to improve pragmatic competence

Artoni

2024

System

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A case study on EFL teachers’ views on material adaptation for teaching pragmatics

Abstract: A case study on EFL teachers' views on material adaptation for teaching pragmatics / Ç. Karatepe; M.

Cited by 11 publications

References 31 publications

Using Learner Feedback to Improve Teacher Practices in Materials Adaptation

Using Learner Feedback to Improve Teacher Practices in Materials Adaptation

The barefoot shoemaker's son: examining EFL teachers' pragmatic competence in a Saudi context

How language teachers can go beyond speech etiquette: Adapting L2 Russian coursebooks to improve pragmatic competence

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