A proverb learned is a proverb earned: future English teachers' experiences of learning english proverbs in Anatolian Teacher Training High Schools in Turkey

Download
2011
Can, Nilüfer
This thesis investigates future English teachers’ experiences of learning English proverbs in Anatolian Teacher Training High Schools (ATTHS) in Turkey. In order to reveal the situation about proverb teaching in English language classrooms in ATTHS, students’ opinions are sought and coursebooks are analysed. In doing this, this study aims to find out EFL teacher trainees’ attitudes towards learning and teaching English proverbs, their conceptualization of proverbs, their thoughts about their knowledge and use of English proverbs, and perceptions about how sufficiently their English teachers and coursebooks at high school taught them English proverbs. This study also aims to uncover how the English coursebooks they used in ATTHS teach proverbs. To achieve these aims, a questionnaire is administered to 187 freshman ELT students; a semi-structured interview is conducted with volunteers and the coursebooks used by the majority are examined using an analysis form and a checklist. As a result, it is found that those teacher trainees have positive attitudes towards learning and teaching English proverbs, think that they do not have enough knowledge of English proverbs and that their English teachers and coursebooks did not teach proverbs sufficiently. Moreover, the participants’ conceptualization of proverbs reflects traditional definitions. Besides, coursebook analysis reveals that while the examined local coursebooks contain almost no proverbs at all, the analysed international coursebooks include a relatively bigger number of proverbs. However, except for some of the semantic and cultural aspects of proverbs, there is hardly any explicit reference to other aspects of proverbs in all the coursebooks examined.

Suggestions

An Analysis of english language testing and evaluation course in english language teacher education programs in Turkey: developing language assessment literacy of pre-service efl teachers
Şahin, Sevgi; Hatipoğlu, Çiler; Department of Foreign Language Education (2019)
This thesis aims to draw a detailed portrait of the status quo of English Language Testing and Evaluation Course (ELTEC) in the English Language (EL) Teacher Education Programs in Turkey focusing on the construct of language assessment literacy (LAL) for prospective EFL teachers. To this end, it examines how ELTEC instructors plan, teach, and assess in the ELTEC, the problems encountered; suggestions and solutions to these problems for effective LAL development as well as pre-service EFL teachers' evaluatio...
A Qualitative case study of english language teachers’ views towards teacher research as a professional development tool
Karakaya, Nuriye; Savaş, Perihan; Department of English Language Teaching (2015)
This study investigated the current situation in relation to teacher research as a professional development tool among practicing English teachers in Turkey in their respective educational contexts. The perceptions of in-service ELT teachers on teacher research as a professional development tool and its sustainment among practitioners were studied in a qualitative case study design. Eighteen in- service EFL teachers from primary school, high school and university settings were recruited in the study. Initia...
The Effect of english opinion essay writing instruction on Turkish essay writing : a case of university preparatory school students
Kaya, Seyithan; Sağın Şimşek, Sultan Çiğdem; Department of English Language Teaching (2013)
This study investigates the effects of instructions for English One-Body opinion essay on Turkish essay writing. Data were collected in five steps: (1) Pre-Test in Turkish; (2) Introduction to Essay, and One-Body Opinion essay writing instruction in English; (3) English Essay; (4, 5) Post/Delayed Post-Test in Turkish. The essays were collected from 39 students having started school as beginners and reached pre-intermediate level of English at the time of data collection at the university preparatory school....
A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms
CAN DAŞKIN, NİLÜFER; Hatipoğlu, Çiler (2019-01-01)
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 ...
Preparing teacher candidates as passive technicians, reflective practitioners or transformative intellectuals?
Tezgiden Cakcak, S. Yasemin; Enginarlar, Hüsnü; Karaman, Abdullah Cendel; Department of English Language Teaching (2015)
This dissertation study explores teacher roles a pre-service foreign language teacher education program at a public university in central Turkey prepares teacher candidates for using document reviews, in-depth interviews and classroom observations. Designed as a qualitative case study, this study also seeks to unearth the political-economical, sociocultural and institutional reasons behind the adoption of certain teacher roles: teachers as passive technicians, teachers as reflective practitioners and teache...
Citation Formats
N. Can, “A proverb learned is a proverb earned: future English teachers’ experiences of learning english proverbs in Anatolian Teacher Training High Schools in Turkey,” M.S. - Master of Science, Middle East Technical University, 2011.