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Critical Reading Discourse of Pre Service English Teachers in Turkey

2016-05-01
BALIKÇI, GÖZDE
DALOĞLU, AYŞEGÜL
This case study was conducted in order to observe and investigate the critical reading discourse (CRD) of 27 freshman pre-service teachers of English at the department of foreign language teaching at a state university in Turkey. In addition, the study attempts to answer the question of how the critical reading discourse of the students is shaped through feedback, instruction, and time. The written and audio-visual data were collected in the Advanced Reading and Writing I and II courses, which are offered to first-year students in the Foreign Language Education (FLE) department. The results of the data analysis indicate that the critical reading discourse of the freshman pre-service teachers of English involves interpretive, evaluative, and responsive discourse. Evaluative discourse was found to be limited in students’ written work and discussions when compared to interpretive and responsive discourse. The students also usually tended to evaluate the content of the texts rather than their form. It was also found that instruction about academic writing fosters critical thinking, but it was not sufficient to encourage critical reading.