As foreign language learners of English in higher education area have very few opportunities to p... more As foreign language learners of English in higher education area have very few opportunities to practise English for their academic and daily purposes in the society, students consider several methods to bring advantage to improve their English language proficiency. In this respect, Erasmus programme comes to light and creates the opportunity of going abroad. Even if the programme contains within itself the countries where English is not spoken as a foreign language. However, students need to communicate mainly by means of English as a lingua franca. In this context, to examine the importance of Erasmus Programme in improving Erasmus students’ English language proficiency, a survey study was conducted. Quantitative data were collected by means of a questionnaire in addition to specific open-ended questions. Questionnaires were administered on Turkish outgoing students in order to gather outgoing students’ views of the programme. The data were analysed through SPSS version 20.0. In the light of the results of this study, it is revealed that Erasmus experience contributes to English language proficiency substantially. Although the results cannot be generalizable, they may contribute the further research by providing a general picture of the recent case.
Teachers of young learners are expected to spend much effort to direct their students’ attention ... more Teachers of young learners are expected to spend much effort to direct their students’ attention to the classroom activities while they are teaching English as a foreign language. Related to this, the present review paper aims to reveal the effective techniques that are used in teaching English language to young learners. It should be acknowledged that young learners are still in development of cognitive, linguistic, social, emotional and physical and their rate of development may be different from each other. In EFL classes, teachers are expected to use the target language as much as possible, yet, when necessary they can make use of students’ mother tongue. While teaching the four basic skills of listening, speaking, reading, and writing; teachers are expected to make effective use of available appropriate methods such as Total Physical Response and Audio-lingual Method.
As foreign language learners of English in higher education area have very few opportunities to p... more As foreign language learners of English in higher education area have very few opportunities to practise English for their academic and daily purposes in the society, students consider several methods to bring advantage to improve their English language proficiency. In this respect, Erasmus programme comes to light and creates the opportunity of going abroad. Even if the programme contains within itself the countries where English is not spoken as a foreign language. However, students need to communicate mainly by means of English as a lingua franca. In this context, to examine the importance of Erasmus Programme in improving Erasmus students’ English language proficiency, a survey study was conducted. Quantitative data were collected by means of a questionnaire in addition to specific open-ended questions. Questionnaires were administered on Turkish outgoing students in order to gather outgoing students’ views of the programme. The data were analysed through SPSS version 20.0. In the light of the results of this study, it is revealed that Erasmus experience contributes to English language proficiency substantially. Although the results cannot be generalizable, they may contribute the further research by providing a general picture of the recent case.
Teachers of young learners are expected to spend much effort to direct their students’ attention ... more Teachers of young learners are expected to spend much effort to direct their students’ attention to the classroom activities while they are teaching English as a foreign language. Related to this, the present review paper aims to reveal the effective techniques that are used in teaching English language to young learners. It should be acknowledged that young learners are still in development of cognitive, linguistic, social, emotional and physical and their rate of development may be different from each other. In EFL classes, teachers are expected to use the target language as much as possible, yet, when necessary they can make use of students’ mother tongue. While teaching the four basic skills of listening, speaking, reading, and writing; teachers are expected to make effective use of available appropriate methods such as Total Physical Response and Audio-lingual Method.
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