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Öğe An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English(Selcuk University, 2019) Çeçen, Sevdeğer; Tülüce, Hande SerdarThis study investigated World Englishes from the perspectives of non-native pre-service teachers in Turkey. More specifically, the study explored how EFL pre-service teachers evaluated speakers from different countries of origin, representing the different circle in Kachru’s (1985) model, either positively or negatively. To elicit their perceptions of the speakers’ English accents, we asked them to listen to audio-recordings of six different speakers representing Kachru’s Three Circles of English, reading the same passage, and then to discuss which variety they were familiar with and which one they would prefer. Pre-service teachers’ orientations towards speakers from different varieties emerged under the following themes: (i) native speakerism, (ii) intelligibility, (iii) reference to own experience, (iv) potential ownership and (v) potential professional awareness. The findings suggest that, although they were starting to develop professional awareness regarding different varieties of English, to broaden their experience of varieties, and even to develop a potential ownership, they still revealed a tendency to conform to the native-speaker norms and to rate speaker intelligibility according to these norms. We argue that revisiting language teacher education programmes to address the current sociolinguistic reality of English is a must.Öğe Pre-service English language teachers' views on their attainment in community service practices course(İnönü Üniversitesi Eğitim Fakültesi Dergisi, 2014-08) Tülüce, Hande SerdarABSTRACT: The purpose of this study was to determine prospective English language teachers’ views on their attainment in community service practices course. The sample included 28 prospective English language teachers majoring in English Language Teaching in the Faculty of Education at a foundation university in İstanbul, Turkey. The data were collected during the spring term of the 2011-2012 academic year. The participating prospective English language teachers were asked to write reports which involved details about their practices and their personal views on their own performances, the processes they had been through and their attainment. Content analysis was used in the interpretation of the reports obtained from the participants. It was found that some personal, professional, emotional and social attainments in community service practices course were reported by the participants.Öğe Pre-Service English Language Teachers' Views on Their Attainment in Community Service Practices Course(2014) Tülüce, Hande SerdarBu araştırmada İngilizce öğretmen adaylarının Top luma Hizmet Uygulamaları (TH U) dersindekikazanımlarına ait görüşlerinin belirlemesi amaçlanmıştır. Araştırmaya 2011-2012 akademik yılı bahardöneminde İstanbul ilinde bir vakıf üniversitesi Eğitim Fakültesi İngilizce Öğretmenliği Lisans Programı 3.sınıfında öğrenim görmekte olan 28 İngilizce öğretmen adayı katılmıştır. Öğretmen adaylarından Top lumaHizmet Uygulamaları dersi çerçevesinde uygulama yap tıkları her haf tanın sonunda uygulama detaylarını,kendi p erf ormanslarını, yaşadıkları süreçleri ve uygulamanın kazanımlarına ilişkin görüşlerini yansıtan rap oryazmaları istenmiştir. Öğretmen adaylarından elde edilen görüşler, içerik analizi tekniği ile analiz edilmiştir.Çalışma sonunda çalışmaya katılan öğretmen adaylarının TH U dersinin kişisel, mesleki, duygusal vesosyalleşme boyutlarında kendilerini geliştirdiklerine yönelik bulgular tesp it edilmiştir.Öğe RESILIENCE IN FOREIGN LANGUAGE LEARNING: A STUDY ON PRE-SERVICE TEACHERS’ LANGUAGE LEARNING EXPERIENCES(2018) Tülüce, Hande SerdarInvestigating pre-service teachers’ language learning experiences is essential as they have an impact on their learning during their departmental studies and their future teaching practices. Given the fact that there is a growing call for the development of resilience in teacher education programs, this qualitative study aims at exploring what resources pre-service English language teachers have relied on to overcome challenges and obstacles to learning English as a foreign language. To achieve this aim, data were obtained from 23 pre-service teachers enrolled in English Language Teaching program at a university in Istanbul, Turkey in the form of a reflective writing activity. To triangulate data, a focus group interview was carried out with five of the participating pre-service teachers. Data were analyzed using the thematic analysis approach (Braun & Clarke, 2006). Findings revealed that pre-service teachers dealt with a variety of obstacles in their English language learning histories such as ineffective methodologies used by teachers, anxiety caused by examinations, obstacles in language skills especially speaking, and language barriers while staying in English-speaking countries. The pre-service teachers mentioned that they demonstrated agency in the process of overcoming these obstacles and their resilience included both personal protective factors and social/environmental protective factors.Öğe The correspondence between beliefs and practices of an EFL teacher regarding l2 grammar teaching(Cumhuriyet Uluslararası Eğitim Dergisi, 2019) Tülüce, Hande SerdarABSTRACT: This paper presents a case study that explored and compared the stated pedagogical beliefs and classroom practices of Suna, an experienced EFL teacher, with regard to L2 grammar teaching at a preparatory school of a university in Turkey. A qualitative analysis of the data collected through classroom observations, interviews, and reflective notes indicated the key features of Suna’s classroom practices and her pedagogical beliefs regarding L2 grammar teaching as well as the correspondence between them. The findings of the study revealed that Suna exhibited, to a great extent, congruence between her stated beliefs and her observed classroom practices regarding L2 grammar teaching. The findings also lend support to the existing literature that highlights the role of contextual factors in mediating the relationship between teacher beliefs and classroom practices such as learner expectations and needs, exams and time constraints.Öğe The Correspondence Between Beliefs and Practices of an EFL Teacher Regarding L2 Grammar Teaching(2019) Tülüce, Hande SerdarThis paper presents a case study that explored and compared the stated pedagogical beliefs and classroom practices of Suna, an experienced EFL teacher, with regard to L2 grammar teaching at a preparatory school of a university in Turkey. A qualitative analysis of the data collected through classroom observations, interviews, and reflective notes indicated the key features of Suna’s classroom practices and her pedagogical beliefs regarding L2 grammar teaching as well as the correspondence between them. The findings of the study revealed that Suna exhibited, to a great extent, congruence between her stated beliefs and her observed classroom practices regarding L2 grammar teaching. The findings also lend support to the existing literature that highlights the role of contextual factors in mediating the relationship between teacher beliefs and classroom practices such as learner expectations and needs, exams and time constraints.
