Hazırlık Okulu Yayın Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/748
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Article The evaluation of instructors’ views on the use of semiotics in English classrooms(2018) Altay, İsmail Fırat; Karaazmak, FuldaSemiotics is the scientific field dealing with the meaning making process via signs and symbols. This study primarily aims at investigating the opinions and preferences of English instructors about the usage of semiotic elements such as mimics, gestures, body movements, posture, eye contact, and clothing in language teaching classrooms. Instructors’ awareness of the unspoken interaction in the class, to what extent they are using the semiotic elements in their teaching style, whether they find these elements useful or not are among the aims of this study. Further aims include determining whether or not language instructors need training about the effective use of non-verbal communication and which semiotic elements they may need special training in. In the data collection process, a questionnaire involving 20 items in a Likert scale format is completed by 40 English instructors, who are currently working in a university preparatory school. The results of the study reveal English instructors’ positive beliefs about the effective use of semiotic elements in their teaching and the powerful effect of successful non-verbal communication to boost student achievement and motivation. Additionally, having previous training on non-verbal communication use is found to be influential on instructors’ belief, which is interpreted as a need for training about the conscious use of semiotic elements in language teaching. Based on these findings, some pedagogical recommendations are proposed for further research.Article Issues Related To English Language Teaching At Primary Schools And Suggested Solutions(2017) Güneş, Hilal; Karaazmak, FuldaThe purpose of this study is twofold. Firstly, it aims to examine Turkish Educational Policy with regard to English Language Teaching (ELT) at primary school level and then identify positive and negative sides both at the theoretical and practical level. Secondly it attempts to make some suggestions related to primary school ELT curriculum and teacher education. The studies conducted to evaluate the effectiveness of primary school ELT curriculum unveiled that; though teachers are contented with the fact that English language teaching starts at earlier grades, they indicated a myriad of problems related to assessment, quality of textbooks, technical infrastructure, teaching materials, physical conditions of the classrooms, class hours, in-service trainings, and so on. In the light of detected problems, some pedagogical suggestions related to primary school ELT curriculum and teacher education were made.