Akademik Veri Yönetim Sistemi
Tez Türü: Doktora
Tezin Yürütüldüğü Kurum: Çukurova Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi, Türkiye
Tez Danışmanı: Cem Can
Tezin Onay Tarihi: 2020
Tezin Dili: İngilizce
Desteklendiği Program: Öğretim Üyesi Yetiştirme Programı (ÖYP)
Özet:
The use of corpora in foreign language learning and teaching is becoming
increasingly popular, and nowadays most of the teachers and learners are using
materials informed by corpora even without recognizing. As the advantages of
using corpora such as reaching authentic language and language in context,
depending on real-life language instead of intuitions, integration of
technology into language learning/teaching, making the learners more autonomous
and motivated, encouraging research, and also having access to a rich database
for material production, etc. have already been proved, the integration of
corpus literacy into language teacher education is highly suggested to equip
the language teachers with corpus literacy skills.
Although the significance of corpus literacy integration into foreign language
teacher education is strongly emphasized, it is found out that in Turkey, the
number of ELT departments including such courses is highly scarce. As a result,
this study aims to introduce a corpus literacy course to pre-service language
teachers as initial teacher education is claimed to be the most convenient
phase of teacher education to acquire corpus literacy skills.
This qualitative study aims to investigate firstly the familiarity of
the pre-service teachers with corpus linguistics, then introduce a corpus
literacy course to pre-service English language teachers. The present study also
examines the possible effects of the course on language awareness and the role
of the teacher in the material development process. Finally, it investigates
the evaluations of the course proposed by the participants and the course
teacher to identify the effective and problematic aspects of the course as well
as the suggestions made to improve its effectiveness. Throughout the research
process, multiple data collection tools such as pre-course survey, minute
papers, reflection papers, semi-structured interviews, focus group discussions,
teacher journal, and classroom observations were utilized to monitor the
process elaborately, and computer content analysis was conducted to analyze the
collected data objectively.
The results revealed that the majority of the pre-service teachers were
not familiar with basic corpus linguistics terms. It was found that there was a
need for a corpus literacy course for prospective English language teachers.
The findings also indicated that the course had a language awareness-raising
effect; also, it had a positive effect on the perspectives of the English
teacher trainees on the teacher role in material development. All in all, the
participants found the course efficacious for language teachers and language
learners for several reasons such as accessing authentic language, raising
awareness, technology integration, innovative course content, and being
supported in their academic career. However, they stated that some technical
issues hindered the effectiveness of the course. The course teacher’s
evaluations were also in parallel to the students’ while she added that
material developers and publishers should target pre-service language teachers
to expand the use of corpora in foreign language teaching.