European journal of teacher education, Apr 1, 2024
The practicum in teacher education programmes typically includes an observation of the mentors or... more The practicum in teacher education programmes typically includes an observation of the mentors or peers, as well as an actual teaching phase. In most programmes, the focus is more on the direct experience of teaching. Turkey, moved by a general dissatisfaction with how teacher education programmes prepare student teachers for the realities of the classroom, has initiated a new field experience programme that does not include observation. We aim to depict the realities of all participants including student teachers, mentors and supervisors on the disappearance of a once central component of the teaching experience-the observation, as well as its replacement with more practice time. A qualitative research design has been adopted and the data have been collected from surveys and interviews. The findings demonstrate that the participants value both the potential of learning from observation and the opportunity to be involved in more practice during the practicum process.
The study aims to reveal the errors of Portuguese EFL learners who took PET, PETfS, KET, KETfS, F... more The study aims to reveal the errors of Portuguese EFL learners who took PET, PETfS, KET, KETfS, FCE, FCEfS, CAE exams using corpus-based error analysis tools available on SketchEngine platform and classifying them according to the A2-C2 language proficiency levels of the Common European Framework of Reference for Languages (Council of Europe, 2001). These Cambridge ESOL Exams extracted from the Cambridge Learner Corpus (CLC) contain 42-million-words of more than 200,000 students from 173 countries. When the distribution of errors is examined according to the A2–C2 language proficiency levels, while the variety of error taxonomies increases, the frequency of errors decreases, and persistency of error taxonomies is observed. The study also compares the errors of L1 Portuguese students with the errors made by learners from other mother tongue backgrounds available in the corpus to reveal whether there is an EFL interlanguage pattern in learner errors.
The practicum in teacher education programmes typically includes an observation of the mentors or... more The practicum in teacher education programmes typically includes an observation of the mentors or peers, as well as an actual teaching phase. In most programmes, the focus is more on the direct experience of teaching. Turkey, moved by a general dissatisfaction with how teacher education programmes prepare student teachers for the realities of the classroom, has initiated a new field experience programme that does not include observation. We aim to depict the realities of all participants including student teachers, mentors and supervisors on the disappearance of a once central component of the teaching experience-the observation, as well as its replacement with more practice time. A qualitative research design has been adopted and the data have been collected from surveys and interviews. The findings demonstrate that the participants value both the potential of learning from observation and the opportunity to be involved in more practice during the practicum process.
Cambridge ESOL (English for Speakers of Other Languages) Sınavları, Cambridge Üniversitesi İngili... more Cambridge ESOL (English for Speakers of Other Languages) Sınavları, Cambridge Üniversitesi İngiliz Dili Değerlendirme Bölümü tarafından oluşturulan ve gerçekleştirilen bir dizi dil yeterlilik sınavından oluşmaktadır. Dört dil becerisini A1-C2 yeterlilik ölçütlerini temel alarak değerlendirmektedir. Çalışmanın ana veri tabanını oluşturan Cambridge Öğrenci Derlemi (Cambridge Learner Corpus-CLC), kurumun hazırladığı tüm yabancı dil olarak İngilizce sınavlarına giren 173 ülkeden 200,000'den fazla öğrencinin cevap kağıtlarından derlenmiştir ve 42 milyon sözcüğü içermektedir. Bu çalışma 1993-2013 yılları arasında, PET, PETfS, KET, KETfS, FCE, FCEfS, CAE ve CPE sınavlarına giren anadili Türkçe olan öğrencilerin sınav kağıtlarında yazma becerilerini ölçen bölümleri SketchEngine kullanarak derlembilim tabanlı yanlış çözümleme yöntemleri ile incelemekte ve Avrupa Dilleri Ortak Çerçeve Programı’nın (Council of Europe, 2001) A2-C2 dil yeterlilik seviyelerine göre sınıflayarak, öğrencilerin ...
Contemporary Means and Methods in ELT and Applied Linguistics , 2019
As learner corpora have presently become readily accessible, it is now practical to examine inter... more As learner corpora have presently become readily accessible, it is now practical to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enables researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur. The need to consider these authentic learner errors in the design of useful language learning programs and remedial teaching materials has been widely emphasised by many researchers (see, for example, Juozulynas, 1994; Mitton, 1996; Cowan, Choi, & Kim, 2003; Ndiaye & Vandeventer Faltin, 2003; Allerton et al., 2004). This study aims at analysing the errors pertaining to the use of prepositional verbs by Turkish EFL learners across six distinct proficiency levels, A1-A2; B1-B2; C1-C2, as defined by the Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001). Prepositional verbs (PVs) are classified under the category of lexical items called multiword items (MWIs), or multiword expressions (MWEs) according to Baldwin (2005). These lexical items include idioms, phrasal verbs, prepositional verbs, stock phrases, prefabrications, and formulaic sequences. They are built with two or more words in the mental lexicon enabling learners to sound more native-like as claimed by Gardner and Davies (2007). The literature in this area highlights the importance of prepositional verbs in L2 learning (Tetreault & Chodorow, 2008; Hong et al., 2011); however, there is a lack of empirical studies of these verbs in ESL and EAP writing. The corpus to be used in this particular study is the Cambridge Learner Corpus (CLC), the largest annotated test performance corpus which enables the investigation of the linguistic and rhetorical features of the learner performances in CEFR proficiency bands. The approach of this study uses the techniques of computer corpus linguistics and has its roots in the Error Analysis framework as proposed by Corder (1973): identification, description, classification, and explanation of errors.
In contemporary teacher education practice, teachers’ beliefs, practices and attitudes have alway... more In contemporary teacher education practice, teachers’ beliefs, practices and attitudes have always been an important aspect of training continuum and important for understanding and improving educational processes. Beliefs are supposed to be linked to teachers’ strategies to handle the difficulties in their professional life and to their overall psychological mood. Furthermore, they essentially construct students’ learning ambiance and influence their motivation and achievement. They are also considered as means to handle the effects of professional policies – such as revisions and improvements in curricula for teachers’ initial education or professional development on student learning. The purpose of this study is to investigate teaching practice from the perspective of student teachers' experiences and personal views using the sentiment and semantic analysis of the students’ essays on their views on practicum. The participants of the study are forty-seven senior year ELT stude...
European journal of teacher education, Apr 1, 2024
The practicum in teacher education programmes typically includes an observation of the mentors or... more The practicum in teacher education programmes typically includes an observation of the mentors or peers, as well as an actual teaching phase. In most programmes, the focus is more on the direct experience of teaching. Turkey, moved by a general dissatisfaction with how teacher education programmes prepare student teachers for the realities of the classroom, has initiated a new field experience programme that does not include observation. We aim to depict the realities of all participants including student teachers, mentors and supervisors on the disappearance of a once central component of the teaching experience-the observation, as well as its replacement with more practice time. A qualitative research design has been adopted and the data have been collected from surveys and interviews. The findings demonstrate that the participants value both the potential of learning from observation and the opportunity to be involved in more practice during the practicum process.
The study aims to reveal the errors of Portuguese EFL learners who took PET, PETfS, KET, KETfS, F... more The study aims to reveal the errors of Portuguese EFL learners who took PET, PETfS, KET, KETfS, FCE, FCEfS, CAE exams using corpus-based error analysis tools available on SketchEngine platform and classifying them according to the A2-C2 language proficiency levels of the Common European Framework of Reference for Languages (Council of Europe, 2001). These Cambridge ESOL Exams extracted from the Cambridge Learner Corpus (CLC) contain 42-million-words of more than 200,000 students from 173 countries. When the distribution of errors is examined according to the A2–C2 language proficiency levels, while the variety of error taxonomies increases, the frequency of errors decreases, and persistency of error taxonomies is observed. The study also compares the errors of L1 Portuguese students with the errors made by learners from other mother tongue backgrounds available in the corpus to reveal whether there is an EFL interlanguage pattern in learner errors.
The practicum in teacher education programmes typically includes an observation of the mentors or... more The practicum in teacher education programmes typically includes an observation of the mentors or peers, as well as an actual teaching phase. In most programmes, the focus is more on the direct experience of teaching. Turkey, moved by a general dissatisfaction with how teacher education programmes prepare student teachers for the realities of the classroom, has initiated a new field experience programme that does not include observation. We aim to depict the realities of all participants including student teachers, mentors and supervisors on the disappearance of a once central component of the teaching experience-the observation, as well as its replacement with more practice time. A qualitative research design has been adopted and the data have been collected from surveys and interviews. The findings demonstrate that the participants value both the potential of learning from observation and the opportunity to be involved in more practice during the practicum process.
Cambridge ESOL (English for Speakers of Other Languages) Sınavları, Cambridge Üniversitesi İngili... more Cambridge ESOL (English for Speakers of Other Languages) Sınavları, Cambridge Üniversitesi İngiliz Dili Değerlendirme Bölümü tarafından oluşturulan ve gerçekleştirilen bir dizi dil yeterlilik sınavından oluşmaktadır. Dört dil becerisini A1-C2 yeterlilik ölçütlerini temel alarak değerlendirmektedir. Çalışmanın ana veri tabanını oluşturan Cambridge Öğrenci Derlemi (Cambridge Learner Corpus-CLC), kurumun hazırladığı tüm yabancı dil olarak İngilizce sınavlarına giren 173 ülkeden 200,000'den fazla öğrencinin cevap kağıtlarından derlenmiştir ve 42 milyon sözcüğü içermektedir. Bu çalışma 1993-2013 yılları arasında, PET, PETfS, KET, KETfS, FCE, FCEfS, CAE ve CPE sınavlarına giren anadili Türkçe olan öğrencilerin sınav kağıtlarında yazma becerilerini ölçen bölümleri SketchEngine kullanarak derlembilim tabanlı yanlış çözümleme yöntemleri ile incelemekte ve Avrupa Dilleri Ortak Çerçeve Programı’nın (Council of Europe, 2001) A2-C2 dil yeterlilik seviyelerine göre sınıflayarak, öğrencilerin ...
Contemporary Means and Methods in ELT and Applied Linguistics , 2019
As learner corpora have presently become readily accessible, it is now practical to examine inter... more As learner corpora have presently become readily accessible, it is now practical to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enables researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur. The need to consider these authentic learner errors in the design of useful language learning programs and remedial teaching materials has been widely emphasised by many researchers (see, for example, Juozulynas, 1994; Mitton, 1996; Cowan, Choi, & Kim, 2003; Ndiaye & Vandeventer Faltin, 2003; Allerton et al., 2004). This study aims at analysing the errors pertaining to the use of prepositional verbs by Turkish EFL learners across six distinct proficiency levels, A1-A2; B1-B2; C1-C2, as defined by the Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001). Prepositional verbs (PVs) are classified under the category of lexical items called multiword items (MWIs), or multiword expressions (MWEs) according to Baldwin (2005). These lexical items include idioms, phrasal verbs, prepositional verbs, stock phrases, prefabrications, and formulaic sequences. They are built with two or more words in the mental lexicon enabling learners to sound more native-like as claimed by Gardner and Davies (2007). The literature in this area highlights the importance of prepositional verbs in L2 learning (Tetreault & Chodorow, 2008; Hong et al., 2011); however, there is a lack of empirical studies of these verbs in ESL and EAP writing. The corpus to be used in this particular study is the Cambridge Learner Corpus (CLC), the largest annotated test performance corpus which enables the investigation of the linguistic and rhetorical features of the learner performances in CEFR proficiency bands. The approach of this study uses the techniques of computer corpus linguistics and has its roots in the Error Analysis framework as proposed by Corder (1973): identification, description, classification, and explanation of errors.
In contemporary teacher education practice, teachers’ beliefs, practices and attitudes have alway... more In contemporary teacher education practice, teachers’ beliefs, practices and attitudes have always been an important aspect of training continuum and important for understanding and improving educational processes. Beliefs are supposed to be linked to teachers’ strategies to handle the difficulties in their professional life and to their overall psychological mood. Furthermore, they essentially construct students’ learning ambiance and influence their motivation and achievement. They are also considered as means to handle the effects of professional policies – such as revisions and improvements in curricula for teachers’ initial education or professional development on student learning. The purpose of this study is to investigate teaching practice from the perspective of student teachers' experiences and personal views using the sentiment and semantic analysis of the students’ essays on their views on practicum. The participants of the study are forty-seven senior year ELT stude...
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