Exploring academic literacy practices of graduate students in English language teacher education programmes at English-medium universities in Turkey

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Literacy Pub Date : 2021-12-13 DOI:10.1111/lit.12279

Nur Yigitoglu Aptoula

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引用次数: 0

Abstract

While previous research has documented the challenges international students face during their graduate level study in U.S. universities (Casanave and Li, 2008), less is known about the graduate students at English-medium universities, which are common in non-English dominant (EFL) contexts. To address this gap in the literature, this exploratory research study investigates second language (L2) graduate students' academic literacy practices at English-medium universities in Turkey. During one academic year, Turkish graduate students in English language education programmes at seven English-medium universities were invited to participate in a survey regarding their academic literacy practices in English and Turkish. One hundred ten participants responded on the survey. In addition, a subset of participants was asked to participate in semi-structured interviews. Graduate students stated that studying through the medium of English made it almost impossible to write in their L1 (i.e. Turkish). They, however, were asked to make parallel use of English and Turkish in some genres such as academic papers and conference abstracts. Based on the results, the study highlights the importance promoting academic biliteracy along with full-bilingualism at graduate programmes in English-medium universities.

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探索土耳其英语大学英语教师教育项目中研究生的学术素养实践

虽然以前的研究已经记录了国际学生在美国大学研究生阶段学习期间面临的挑战(Casanave和Li, 2008)，但对英语媒体大学的研究生了解较少，这在非英语主导(EFL)环境中很常见。为了解决这一文献空白，本探索性研究调查了土耳其英语大学第二语言研究生的学术素养实践。在一个学年期间，邀请七所英语授课大学英语语言教育课程的土耳其研究生参加一项关于他们英语和土耳其语学术扫盲实践的调查。110名参与者参与了调查。此外，一部分参与者被要求参加半结构化访谈。研究生们表示，通过英语学习使得他们几乎不可能用母语(即土耳其语)写作。但是，要求它们在学术论文和会议摘要等某些文体中同时使用英语和土耳其语。基于结果，该研究强调了在以英语为媒介的大学研究生课程中促进学术双语和全面双语的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Literacy Multiple-

CiteScore

3.00

自引率

7.70%

发文量

期刊介绍： Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy. Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.