Teaching pragmalinguistics in teacher training programmes
Başlık çevirisi mevcut değil.
- Tez No: 662595
- Danışmanlar: DR. SUSAN THOMPSON, PROF. DR. MICHAEL HOEY
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1998
- Dil: İngilizce
- Üniversite: University of Liverpool
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 395
Özet
Özet yok.
Özet (Çeviri)
This study investigates ta what extent the pragmalinguistics of language is represented in EL T teaclıer education. Two Turkish teacher education departrnents were considered as a ground far a case study. Fi.rst, the fıeld of pragmalinguistics has been investigated by carrying aut a study on the use of two discourse markers you know and I mean in casual conversations. These were tak.en as the representatives of pragmalinguistics. The study was comparative in nature in that the use of these markers by Turk:ish speakers of English was compared with those by NS. It was hypothesized tbat the NNS used these discourse markers in a different way to NS: they either used them more frequently less frequently or did not use them at ali. The artalysis has revealed that the use of thesc markers can be associated with topic expansion in conversatibn and facework (Goffinan 1967). The NNS appear to have used these markers in a sirnilar way to the S. Therefore, it was concluded that strong motivation which is supported with exposure to the target language facilitates learning pragmalinguistic features (cf Schmidt 1993). Following parts of the study focus on the place of pragmalinguistics in ELT teacher education. Three sets of data were collected in two different teacher education departments in Turkey. The investigation started with classroom observations in the speaking skills class in U1udag University. Following this, four ELT Methodology course lecturers were interviewed in two universities. These studies were explorative in nature and aimed to find to what extent pragmalinguistics was represented. The tlıird set of data was the first half of the questionnaire that was aimed ta elicit dara about the trainees' attitudes and perceptions towards language leaming and teaching in two departrnents. The subjects were subsequently interviewed. The results of the analyses showed that pragrnalingı.ıistic features of language were under-represented in these two programmes. lt appeared that pragrnalirıguistics was not highly regarded. The trainees appeared to be aware that tbey were missing sornething out in their education; however, they did not appear to be aware of tlıe under-represemation of pragmalinguistics. The third study was the ad.ministration of the second ha1f of the questionnaire to investigate to what extent the teacher trainees in these departments had already leamed about pragmalinguistics. The questions focused on speech acts parJ.cularly on indirect requests. They were divided into sections of rnultiple choice questions discourse completion, conventionalised formulaic routines (Aijmer 1996; Coulmas 1981) and dialogue wriring. The results of the analysis of the questionnaire questions revealed that the trainees were quite successful in recogni.zing appropriate forms in rn.ultiple choice questioru. However, when they were asked to produce sirnilar fearures, they were not so successful (Kasper 198-). Wben tlıey did not know the conventionalized forms, they tended to improvise ( cf Blum Kulka and Levenston 1987). They also appear to have transferred certain forms from Turkish. Considering the fındings of these three studies, the thesis proposes some activities for raising the pragmalinguistic awareness of the fırst year teacher trainees. This approach is based on Edge's tri-partite framework of teachers as language Jeamers/analysts/teachers. The activities were designed follm,ving this approacb (Edge1988), They inc1ude teachi.ng of issues su.eh as Politeness Strategies (Brown and Levinson 1987) in tenns of cultural and linguistic differences between the Turkish and the English languages. They also aim to raise trainees awareness on language teaching and learning issues. The thesis ends with a conclusion that in EFL contexts EFL teachers and teacher trainees need their pragmalinguistic language awareness raised to teach better (see also Wrigb.t 1990).
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