Principles of Language Learning and Teaching

PART ONE: CLEARING THE GROUND PART TWO: HISTORICAL PERSPECTIVES PART THREE: CONCEPTS OF LANGUAGE PART FOUR: CONCEPTS OF SOCIETY PART FIVE: CONCEPTS OF LANGUAGE LEARNING PART SIX: CONCEPTS OF LANGUAGE TEACHING

语言教学的基本概念 = Fundamental concepts of language teaching

Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

第二语言习得研究 = The study of second language acquisition

The purpose of this study was to investigate Turkish pre-service science and mathematics teachers' computer self-efficacies (CSEs) and computer attitude (CA) considering gender, year in program, and computer ownership as independent variables. Additionally the study aimed to examine the relationship between CSE and CA. Computer Self-efficacy Scale (CSES) and Computer Attitude Scale (CAS) were administered to 605 freshmen and senior teacher candidates. Descriptive results indicated that overall pre-service teachers had relatively high scores on both scales. Multivariate analysis of variance showed that a participant's gender was not a significant factor on his/her CSE and CA scores except for the computer liking sub-scale of the CAS. Seniors had higher scores than freshmen in the CSES and in the confidence dimension of the CAS. Those participants who owned computers had significantly higher scores on the CSES and CAS as compared to those who did not own a computer. A significant three-way interaction was found among the three independent variables, namely gender, major of study and computer ownership. Finally, correlational analysis showed that participants' CSES scores related to sub-scale scores of the CAS at varying degrees.

Turkish pre-service science and mathematics teachers' computer related self-efficacies, attitudes, and the relationship between these variables

The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrate...

A Typology of English-Medium Instruction:

Lesson Study is a professional development method involving a group of teachers working collaboratively towards a jointly prepared research lesson. The purpose of this study is to apply Lesson Study in the English as a Foreign Language context of Turkey. The participants are three English instructors and 18 students in the English Preparatory Program at a Turkish university . The instructors prepared a research lesson, and the lesson was presented by one of the instructors while the other instructors were observing students. Following the first lesson, a post-lesson discussion among the instructors was carried out, and students filled out an open-ended survey about the lesson. After necessary revisions were made in line with the participants’ suggestions, the lesson was presented to another group of learners at the same level, and the opinions of students and teachers about the revised lesson were collected once again. The analysis of the qualitative data obtained from students revealed that Lesson Study led to the improvement of the research lesson. Moreover, it was found that Lesson Study was considered beneficial by the instructors as a means of professional development.

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The Application of Lesson Study in Teaching English as a Foreign Language

The general objective of this study was to establish the relation between general and special education teachers within teamwork and to define socio-demographic factors that affect teamwork. The sample encompassed 223 general and special education teacher of both genders, age 25 to 60, who are employed in regular elementary schools in Serbia. The general and special education teachers approach data, according to the six dimensions of teamwork, were obtained by means of a standardized questionnaire for teamwork supervision, which contains 60 assertions (Cronbach’s a = 0.907). Our research results indicate that there is no significant difference between general and special education teachers in their perception of the four out of six dimensions of teamwork. They are aware of the environment in which teamwork operates, they have similar behaviour and abilities, and they respect similar teamwork values. However, the transition, from traditional to inclusive education, brings the problem of general education teachers’ professional identity (p = 0.043) and the meaning of interrelations with special education teachers, the significance of teamwork in broader social sense, and the benefits of teamwork outside the institution (p = 0.049). Keywords : general education teacher; inclusive education; inclusive school; special education teacher; teamwork

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General and special education teachers' relations within teamwork in inclusive education: socio-demographic characteristics

By means of the metaphoric language used by parents and young English as a foreign language (EFL) learners to describe the English learning process, this study aims to reveal the perceptions of 109 young EFL learners in the 8th grade of secondary school and 66 parents in Turkey about learning English. To elicit these participants’ metaphors, they were asked to complete the gaps in the sentence “Learning English is like...because...” The emerging similar metaphors and the related justification were categorized under the predetermined categories (i.e., positive, negative, ambivalent and neutral metaphors), and some representative metaphors of the participants were illustrated under each category. Besides, to investigate whether there is any significant relationship between the numbers of positive/negative metaphors produced by 66 parents and their children attending the 8th grade, the Pearson correlation coefficient was calculated. The findings of the study revealed that parents were generally more positive than learners about the English language learning process. In contrast, the majority of learners produced negative metaphors such as "Learning English is like being able to walk on the water because both walking on the water and learning English are impossible" although some of them used metaphors such as "a skeleton key" to underline the utility of learning English. It was also found that there is a significant relationship between the numbers of positive/negative metaphors created by parents and their children about the English language learning process. At the end of this paper, some recommendations are made for young EFL learners, their teachers and parents for the improvement of the learning/teaching environment of the young EFL learners in Turkey. It is believed that studies dealing with metaphors held by parents and learners can pave the way for a better understanding of the challenges faced in the foreign language learning process, and necessary actions can be taken so that a more effective learning atmosphere can be created.

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Parents and Young Learners' Metaphorical Perceptions about Learning English

Originally an acronym, Moodle standing for Modular Object-Oriented Dynamic Learning Environment, is also known as a course management system (CMS), a learning management system (LMS), or a virtual learning environment (VLE) serving as a basis in order for educators to create online platforms and dynamic interactive environments that are commonly used all around the world by various educational stakeholders to meet learning and teaching-related needs (Ali & Jaafar, 2010; Mehrabi & Abtahi, 2012; Vanova & Kazelleova, 2012; Yaman, 2010). Moodle, offering many different functions from course management to follow-up students' activities by paving the way for developing forums, wikis, quizzes, surveys, assignments, lessons, databases, glossaries, and other interactive in-built activities without any need for specific computer skills (Ali & Jaafar, 2010), has numerous benefits in terms of the fact that it fosters student learning and facilitates interactions between learners and between learners and teachers (Kavaliauskiene, 2011). Moreover, by creating online courses, teachers or online course designers can share documents, quizzes and graded assignments with their students in an easy and cost-effective way (Bajahzer, Al-Ajlan, & Zedan, 2008). Taking these features into consideration, the Moodle environment has many modules that are readily available for teachers/students who are in search of enhancing effective teaching/learning processes to achieve better academic performances through the use of technology in educational fields. The various modules in Moodle have different functions. One of these fundamental modules is the chat module that lets participants have a chat synchronically. The next module is the forums module that provides an asynchronous online discussion with participants. The other module named the glossary activity module allows participants to create and maintain a list of definitions, like a dictionary. The questionnaire module in Moodle could help educators to design a survey or a kind of online form which will provide opportunities to be able to evaluate a course based on students' responses. Being helpful for practicing material, studying, and testing, the lesson module enables teachers to design and create a series of HTML pages that includes some sort of choices underneath the content area that will send students to a specific page in the lesson depending on the student's choice of answer (Mehrabi, J. & Abtahi, M. S., 2012). Especially, as the use of modern technology in teaching/learning languages has been considerably increasing worldwide over the past decade, language teachers have been seeking effective and fruitful instruction methods to motivate students enabling them to construct the knowledge required to improve and enhance language skills and academic performances (Suppasetseree, S. & Dennis, N, 2010). Hence, many educational institutions are in an effort to develop effective and interactive methods in language pedagogy through e-learning solutions. Among technology facilitation, Moodle, which is based on a social constructionist approach with various characteristics, stands for both a powerful teaching/learning aid (Baskervill & Rob, 2005) and a support to be employed along with traditional classroom instruction, has applications to learning environments in some studies conducted by many language practitioners and researchers (Al-Jarf, 2005, Brandle, 2005; Tsai & Liou, 2006). In particular, in the field of teaching and learning the English language, the role and the use of Moodle are considerably highlighted. To illustrate, in a study carried out by Zeng and Takatsuka (2009) investigating text-based peer-peer collaborative dialogue of English learners via Moodle, it was found the computer-mediated language learning environment via Moodle facilitates learners' text-based collaborative dialogue and enhances their language learning; moreover, both learners' reciprocal attention to linguistic form is increased and their collaborative construction of knowledge is encouraged by Moodle. …

Moodling English Language Education.

Because of being socially interactive, portable and multimodal, the Internet has had an impact on the field of foreign language education (Warschauer, 2001), and Web 2.0 tools have become integral parts of our everyday teaching. Thus, the aims of this study are twofold: On the one hand, it aims to introduce Animoto and Fotobabble as free Web 2.0 tools that can easily be adapted for English language teaching (ELT) purposes. Throughout the paper, the use of Animoto and Fotobabble in ELT is illustrated through sample activities incorporating these tools. On the other hand, the study also has the objective to reveal the attitudes of twelve university level English as a Foreign Language (EFL) instructors towards the use of these tools in ELT. To collect data regarding their attitudes, the participants were distributed via e-mail an informative document including an introduction to these tools, tutorials on how these tools work and sample Animoto and Fotobabble slides. They were then asked to write their reflections on whether these platforms would be good for learning/teaching English and what possibilities or activities English teachers could use them for. The collected qualitative data was analyzed by means of content analysis, and it was revealed that the study participants mostly held positive attitudes towards the use of these platforms in ELT, and could think of teaching activities incorporating these platforms. Also, it was found that although the majority gave positive comments, there were a few instructors sharing their concerns about their application in ELT. It is believed that such studies dealing with the use of new technologies in ELT are likely to lead to a more effective English learning/teaching process.

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Technology in ELT: English Teachers Investigate Animoto and Fotobabble

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