Is CEFR Really over There?

2016-01-01
Çağatay, Sibel
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
390
views
398
downloads
Common European Framework of Reference for Languages (CEFR) is a comprehensive guideline for teachers with respect to the processes of planning, learning, teaching and assessing and it has brought standardization, transparency, coherence and consistency across different countries. Despite its popularity, reputation and wide spread approval, CEFR-based English language teaching is far from effective implementation in Turkey. This study aims to reveal this problem-if any- by referring to English language instructors' perceptions regarding their current teaching practice on the basis of CEFR and CEFR based curriculum at the tertiary level. An adapted Likert Scale was administered to 18 instructors from private university and 36 instructors from state institution. The data gathered from the survey were analyzed quantitatively using SPSS.17 and descriptive statistics were performed. The findings of the study shows that although their perceptions do not vary on the knowledge about the CEFR and the necessity of CEFR-based curriculum development, there is a significant difference between instructors working at a state university and private university regarding their CEFR based experiences. One striking result is that in-service training they have received exerts an enormous impact on the practices of English language instructors at the private university. Another finding is that both groups desire to have more projections of CEFR on the curriculum and teacher training services. These results imply that both pre-service and in-service training should educate teachers on CEFR and raise their awareness on how to use the reference for foreign/second language teaching in a more effective way ranging from setting objectives, materials development to evaluation. (C) 2016 Published by Elsevier Ltd.
Common European Framework of Reference, Teacher training, Council of Europe, University instructors
https://hdl.handle.net/11511/40952
Department of Basic English, Conference / Seminar

Suggestions

Analysis of issues related to education of pre-service physics teachers in Turkey
Tam, Mehtap; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2006)
The purpose of this survey is to analyse the issues related to education of pre-service physics teachers in Turkey. After reviewing the related literature, the problems were grouped in three categories; (1) Problems occurred before entering Physics Teacher Education Program, (2) Problems occurred during Physics Teacher Education Program, and (3) Problems occurred after graduation from Physics Teacher Education Program. Three questionnaires; Pre-service Physics Teacher Questionnaire-1 (PPTQ-1), Pre-service P...
Translating the CEFR Companion Volume (2020) into Turkish: The real experience unraveled
Çelik, Servet; Kırkgöz, Yasemin; İrgin, Pelin; Çopur, Deniz; Erbay Çetinkaya, Şakire; Kurt, Mustafa; Makaroğlu, Bahtiyar (2022-12-01)
The Common European Framework of Reference for Languages (CEFR) is one of the most widely consulted reference works that define international standards for the learning, teaching, and assessment of languages. Since its appearance in 2001, the CEFR has been translated into more than 40 languages, including Turkish, making it the second most-translated document of the Council of Europe (CoE) after the European Convention of Human Rights. The CEFR was complemented by the Companion Volume with New Descriptors i...
The effects of video-case based instruction on preservice teachers' achievemennt of course content
Baran, Evrim; Kiraz, Ercan; Department of Educational Sciences (2006)
It has been widely discussed that current practices of preservice teacher education are still far away from utilizing contemporary methods and strategies in its curriculum practices in Turkey. Preservice teachers are not provided enough classroom experiences connecting theory to teaching practice. As a result of this, many senior teachers need further guidance and supervision to transfer their knowledge into school environments. In order to address this failure in bridging what is learned and practiced in p...
The effects of cognitive load in learning from goal based scenario designed multimedia learning environment for learners having different working memory capacities
Kılıç, Eylem; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2009)
The purpose of this study is to investigate the effects of principles aiming to reduce extraneous cognitive load in learning from goal based scenario designed multimedia learning environment for learners having different working memory capacities. In addition, the effects of goal based scenario and the principles of cognitive load theory on students’ perception, motivation and satisfaction has been explored. Two versions of the multimedia were developed for this study. In the first version (+CLT), the princ...
A Comparative study on evaluation of Turkish and English foreign language textbooks
Korkmaz, Sezen (null; 2012-05-12)
Evaluation and selection of suitable materials that best fit the learners' needs is becoming more and more important for all levels in language teaching. Therefore, this comparative study focuses on the perceptions of undergraduate and graduate students as well as teachers regarding the effectiveness of "Turkish Elementary Textbook by Kurtulus Oztopcu" and "English Textbook Face to Face". This study closes with suggestions based on the teachers' and the students' preferences that may help textbook writers, ...
Citation Formats
S. Çağatay, “Is CEFR Really over There?,” 2016, vol. 232, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/40952.
METU IIS - Integrated Information Service open@metu.edu.tr