Eurasian Journal of Applied Linguistics最新文献_第7页

Strengths and Weaknesses of Primary School English Language Teaching Programs in Turkey: Issues Regarding Program Components 土耳其小学英语教学项目的优势与劣势:关于项目组成的问题

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2018-09-26 DOI: 10.32601/EJAL.464194

Ali Erarslan

{"title":"Strengths and Weaknesses of Primary School English Language Teaching Programs in Turkey: Issues Regarding Program Components","authors":"Ali Erarslan","doi":"10.32601/EJAL.464194","DOIUrl":"https://doi.org/10.32601/EJAL.464194","url":null,"abstract":"Today, the ability to communicate in English is a need brought about by the globalization process encompassing developments in many fields such as science and technology. To address this need, English language teaching programs in Turkey (henceforth ELTP) underwent substantial changes within the larger curriculum reform movements taking place in 1997, 2006 and 2013, the last of which is also called the 4+4+4 education system. In these ELTPs, major differences were based on primary school English language teaching and learning. However, there is a growing claim that these ELTPs did not achieve the intensions in equipping primary school students with the necessary communicative skills in English. Thus, this integrative literature review study aims to explore the results of the evaluation studies so as to understand the strengths and weaknesses of each ELTP regarding such program components as aims and outcomes, content, materials, and testing and assessment. In line with this, studies conducted to evaluate the 1997, 2006 and 2013 ELTPs were examined thoroughly, and their findings were identified for the analysis. The analysis of the studies showed that problems with the ELTPs under evaluation included not carefully written aims and outcomes failing to include all domains. It also reveals problems with the selection and design of the content and materials which failed to be adequate and effective. Lastly, reliance on paper-based assessment even failing to include productive skills is seen to be another problem. All these issues seem to be persistent over all the ELTPs, thus they call for careful consideration and action for the improvement of further program changes.","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":"44709131","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: 9

Old Wine in a New Bottle: Implementation of Intensive Language Program in the 5th Grade in Turkey 新瓶装旧酒:土耳其五年级强化语言课程的实施

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2018-09-26 DOI: 10.32601/EJAL.464187

E. Aksoy, Derya Bozdoğan, Ufuk Akbaş, Gölge Seferoğlu

引用次数: 12

Review of English Language Education Policy in The Middle East and North Africa 中东北非英语教育政策述评

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2018-09-26 DOI: 10.32601/EJAL.464207

Süleyman Gün

引用次数: 3

Examining Turkish University Students’ Sense of Achievement, Motivation, and Anxiety: A Comparison of the English- and French-Medium Education Systems 考察土耳其大学生的成就感、动机和焦虑：英法双语教育体系的比较

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2018-09-26 DOI: 10.32601/EJAL.464096

Hülya Uçar, Adem Soruç

{"title":"Examining Turkish University Students’ Sense of Achievement, Motivation, and Anxiety: A Comparison of the English- and French-Medium Education Systems","authors":"Hülya Uçar, Adem Soruç","doi":"10.32601/EJAL.464096","DOIUrl":"https://doi.org/10.32601/EJAL.464096","url":null,"abstract":"Foreign language-medium instruction at tertiary level is receiving great attention in our decade. Thus, this study examines the significance of the following psychological factors for Turkish students enrolled in tertiary education: (i) sense of achievement, (ii) motivation, and (iii) anxiety. In particular, it focuses on the perceptions of Turkish students receiving tertiary education by an English-medium instruction (EMI) or a French-medium instruction (FMI). The study also focuses on the impact of context on students’ perceptions. To collect data, students enrolled in an EMI (N = 144) and FMI (N = 214) were administered a five-point Likert scale survey. Seventeen students were also interviewed for this study, and they represented one Turkish public university and two private universities. The study revealed that the students in both contexts had a higher sense of achievement, motivation, and low level of anxiety whilst receiving foreign language as the medium of instruction. Regarding the contextual difference, however, although the EMI and FMI students both perceived themselves successful, the former was found to be more motivated, whereas the latter was found to be more anxious. This paper discusses the implications of these findings as well as giving 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":"41966487","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: 10