Eurasian Journal of Applied Linguistics最新文献_第5页

Using Humor in Language Classrooms: Greasing the Wheels or Putting a Spanner in the Works? A Study on Humor Styles of Turkish EFL Instructors 在语言课堂中运用幽默:润滑轮子还是把扳手放在工作中?土耳其英语教师幽默风格研究

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-03-24 DOI: 10.32601/EJAL.543776

Mehdi Solhi Andarab, A. Mutlu

{"title":"Using Humor in Language Classrooms: Greasing the Wheels or Putting a Spanner in the Works? A Study on Humor Styles of Turkish EFL Instructors","authors":"Mehdi Solhi Andarab, A. Mutlu","doi":"10.32601/EJAL.543776","DOIUrl":"https://doi.org/10.32601/EJAL.543776","url":null,"abstract":"Humor has often been seen as an important element in the learning process, facilitating both teaching and learning. Nevertheless, the utilization of humor in the educational setting has had its opponents. In recent years, many attempts have been made to conceptualize the various forms of humor implemented in the practice of education. Despite a myriad of studies aimed at linking humor with personality traits, there seem a dearth number of research studies addressing the multifaceted humor styles of EFL instructors while interacting with the students in the classroom. There have been a number of scales thought-up in order to best assess the humor styles of the individual. However, the one identified by Martin et al . (2003) attempts to deal with the functions of humor, rather than particular personalities it may or may not represent. The four specific humor styles identified in this scale encompass two benign (affiliative and self-enhancing), and two injurious (aggressive and self-defeating) humor styles. The present study seeks to examine the humor styles adopted by English language instructors in Turkey by investigating (1) whether there is a difference between male and female instructors with regard to employing humor, (2) whether the educational level of the participants influences their tendency to use humor while interacting with the students in the classroom, and (3) whether the age of the instructors is an influential factor in adopting various styles of humor. A total of 64 English language instructors working at private and state universities in Turkey completed a standardized form of the Humor Styles Questionnaire (HSQ) online. Results indicated no significant difference between male and female instructors with regard to adopting humor styles in the classroom. Nor were there any differences between instructors of varying educational level in terms of the use of humor styles. In addition, no differences were seen according to age.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2019-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41876279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Challenges of English Language Teaching in High Schools in Turkey and Possible Suggestions to Overcome Them 土耳其高中英语教学面临的挑战及应对建议

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-03-24 DOI: 10.32601/EJAL.543778

Aycan Demir Ayaz, Sinem Ozkardas, Tuba Özturan

{"title":"Challenges of English Language Teaching in High Schools in Turkey and Possible Suggestions to Overcome Them","authors":"Aycan Demir Ayaz, Sinem Ozkardas, Tuba Özturan","doi":"10.32601/EJAL.543778","DOIUrl":"https://doi.org/10.32601/EJAL.543778","url":null,"abstract":"The English language curriculum prepared by the Ministry of National Education for high schools in Turkey seems to be satisfactory in theory, but the related studies about the attitudes of actual practitioners towards English classes in high schools are not detailed and comprehensive enough. This study aims to fill this gap. To do so, qualitative research was conducted with 13 English language teachers and 55 high school students from different parts of Turkey. They were asked for their opinions, applications, observations, and challenges of the English language teaching system in their high schools and some suggestions for the problematic issues were requested from them via open-ended questions. The data were analyzed descriptively; the results showed that most teachers are not satisfied with the coursebooks, crowded classes, quite limited class hours, and unmotivated students. Their main suggestions cover the privatization of education, having language libraries, labs, speaking clubs, and more lesson hours for English and decreasing the number of students in each classroom. Additionally, teachers want to attend international seminars to become aware of the latest methods/sources. Students have some valuable suggestions for the improvements as well. Nearly all of the students are unhappy about the coursebooks; thus, they suggest them to be revised. They also want to join international projects and improve their language skills. As a result of the study, suggestions covering many issues like coursebooks, assessment, teacher training, and European projects were proposed with an aim to diminish the gap between theories and applications in real classes.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2019-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44453068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Review of Thinking English Translation: Analysing and Translating English Source Texts 思维英语翻译述评：英语源文本的分析与翻译

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-03-24 DOI: 10.32601/EJAL.543797

Cuneyt Demir

引用次数: 0

ICT Competence and Needs of Turkish EFL Instructors: The Role of Gender, Institution and Experience 土耳其外语教师的ICT能力和需求：性别、制度和经验的作用

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-03-24 DOI: 10.32601/EJAL.543791

Özdenur Ardıç, H. Çiftçi

{"title":"ICT Competence and Needs of Turkish EFL Instructors: The Role of Gender, Institution and Experience","authors":"Özdenur Ardıç, H. Çiftçi","doi":"10.32601/EJAL.543791","DOIUrl":"https://doi.org/10.32601/EJAL.543791","url":null,"abstract":"This study aimed to scrutinize Information and Communication Technology (ICT) competence of English as a Foreign Language (EFL) instructors in Turkey and their professional development (PD) needs in ICT in relation to the variables of gender, institution, teaching experience, and their past PD experience. This study also explored the types of training sources EFL instructors preferred to further their PD in ICT. The data were collected by administering a questionnaire of ICT competence and PD needs of teachers. The participants were 193 EFL instructors teaching at various universities in Turkey. The data were analyzed by using IBM SPSS Statistics (i.e. Mean, Standard Deviation, ANOVA, Mann-Whitney U and Kruskal-Wallis test). The results indicated that EFL instructors perceived their current ICT competence as low in the seven major areas. However, gender and previous PD experience in ICT played a role in their perceived ICT competence. The study also revealed that regardless of gender, type of institution, previous PD experience in ICT, and teaching experience, EFL instructors reported a medium and higher amount of ICT training needs. The most preferred modes of PD in ICT were immersion or internship activities while the least preferred modes of PD were workshops/conferences/seminars. The implications of the study are also presented.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2019-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42416107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 24

Processing Instruction Revisited: Does it Lead to Superior Performance in Interpretation and Production? 重新审视加工指令:它会导致解释和生产的卓越表现吗?

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-03-24 DOI: 10.32601/EJAL.543783

Majid Farahian, Farnaz Avarzamani

{"title":"Processing Instruction Revisited: Does it Lead to Superior Performance in Interpretation and Production?","authors":"Majid Farahian, Farnaz Avarzamani","doi":"10.32601/EJAL.543783","DOIUrl":"https://doi.org/10.32601/EJAL.543783","url":null,"abstract":"There have been plenty of research studies which have demonstrated the efficacy of focus on form (FonF) approach in language teaching. However, processing instruction as a kind of FonF approach has not been given due attention. As such, the present study is an attempt to shed more lights upon the effects of the processing instruction (PI) on EFL (English as a Foreign Language) learners’ acquisition of passive voice by comparing PI to dictogloss and an output instruction. The participants recruited for the study were 51 pre-intermediate level EFL students. The pretest revealed that there was no significant difference between the groups regarding passive voice knowledge. As to the treatment, the first group (n=17) received processing instruction, the second group (n=17) was exposed to dictogloss tasks, and the third (n=17) was given meaningful output instruction. In the immediate posttest, two types of tasks (interpretation and production) were used to assess the participants’ English passive voice comprehension and production. The findings indicated that the processing instruction group outperformed dictogloss and meaningful output instruction in both tasks, and thus it had a significantly positive effect on the comprehension and production of the English passive voice.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2019-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48445697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms 学到的谚语就是学到的谚语：英语课堂上的谚语教学

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-03-24 DOI: 10.32601/EJAL.543781

Nilüfer Can Daşkın, Çiler Hatipoğlu

{"title":"A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms","authors":"Nilüfer Can Daşkın, Çiler Hatipoğlu","doi":"10.32601/EJAL.543781","DOIUrl":"https://doi.org/10.32601/EJAL.543781","url":null,"abstract":"This study aims to reveal the situation about proverb instruction in EFL classrooms by seeking future English teachers’ opinions. It is based on the argument that proverbs are an important part of cultural references, figurative, functional and formulaic language; thereby, they lend themselves well to enhancing communicative competence. This study investigates what EFL student-teachers think and feel about English proverb instruction, how they conceptualize proverbs, how they define their knowledge and use of English proverbs, and what they think about the extent to which their English teachers and coursebooks at high school taught English proverbs. In doing so, a questionnaire was designed and administered to freshman EFL student-teachers and semi-structured interviews were conducted with volunteers. The findings revealed that despite those student-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of English proverbs as well as the teaching of proverbs by their English teachers and coursebooks at high school sufficient enough. Furthermore, traditional definitions were reflected in the participants’ conceptualization of proverbs. The study has important implications for curriculum and syllabus design in which knowledge of phraseology in general and proverbs in particular should be incorporated as an important component of learners’ language competence.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2019-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49622363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Review of Tests, Measurements and Research Methods in Behavioural Sciences 行为科学中的测试、测量和研究方法综述

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-03-24 DOI: 10.32601/EJAL.543793

Hamzeh Moradi

引用次数: 27

One Hand Washes the Other and Both Wash the Face: Individuality versus Collaboration in L2 Writing 一只手洗另一只手，两只手都洗脸:二语写作中的个性与合作

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-03-23 DOI: 10.32601/EJAL.543789

Merve Savasci, Seval Kaygısız

{"title":"One Hand Washes the Other and Both Wash the Face: Individuality versus Collaboration in L2 Writing","authors":"Merve Savasci, Seval Kaygısız","doi":"10.32601/EJAL.543789","DOIUrl":"https://doi.org/10.32601/EJAL.543789","url":null,"abstract":"The aim of this pre-experimental study is twofold: (1) to investigate the comparative effectiveness of individual, pair, and group writing conditions in L2 writing classes, and (2) to explore students’ perceptions about each of these conditions. The participants were university-level Turkish EFL learners studying in the English Preparatory Program of a state university. The data for investigating the effectiveness of these writing conditions came from in-class paragraph writing tasks whereas students’ perceptions were investigated through an open-ended questionnaire and semi-structured focus group interviews. The quantitative data were analyzed by running descriptive statistics analysis, Wilcoxon signed-rank test, and the Friedman test, and the qualitative data were content analyzed. As the findings indicated, when the participants wrote in groups they outperformed those who worked individually or in pairs regarding the (a) fluency, (b) accuracy, (c) complexity, (d) length, and (e) overall score of the paragraphs. Besides, perceived advantages and disadvantages of both collaborative writing (i.e., pair and group writing) and individual writing were pointed out by the participants. Based on the findings, some pedagogical implications and suggestions for further research are presented.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2019-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45969923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Effect of Input Mode on EFL Free-Recall Listening Performance: A Mixed-Method Study 输入模式对EFL自由回忆听力表现的影响：一项混合方法研究

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-03-23 DOI: 10.32601/EJAL.543773

Yali Shi

引用次数: 3

Can Exams Change How and What Teachers Teach? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context 考试能改变教师的教学方式和内容吗?土耳其语语境下大学英语水平测试的反拨效应研究

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2018-09-26 DOI: 10.32601/EJAL.464094

Aslı Lidice Göktürk Sağlam

{"title":"Can Exams Change How and What Teachers Teach? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context","authors":"Aslı Lidice Göktürk Sağlam","doi":"10.32601/EJAL.464094","DOIUrl":"https://doi.org/10.32601/EJAL.464094","url":null,"abstract":"This article reports a mixed-method study that examined the washback effect from a locally-produced, theme-based, high-stakes English language proficiency test in tertiary education in a Turkish EAP context. The aim was to explore the extent to which washback on teaching was induced by an integrated theme-based English proficiency test designed to reflect authentic language use in the tertiary education context in Turkey. The data collection involved classroom observations and focus group interviews with 14 instructors from the Preparatory English Language Program (PEP). Classroom observations were conducted using the Communicative Orientation of Language Teaching Observation Scheme (COLT) (Spada & Frohlich, 1995), and data was qualitatively and quantitatively analyzed. Inductive analysis of the transcribed interview data was also used. The findings indicated that both positive and negative test effects were exerted on teaching. In addition to positive washback on materials, this study also found negative washback in the form of narrowing of the curriculum. Findings also implied that although the test had varying amounts and types of washback depending on the particular teacher involved, both content and methodology in teaching are affected. The article concludes by interpreting these results in the light of recent studies on learner washback, discussing implications for teachers, and providing suggestions for further research.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45487582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14