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High-school English teachers' attitudes towards using authentic and non-authentic materials in English lessons in Turkey

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  1. Tez No: 785336
  2. Yazar: YULİYANA ALEKOVA
  3. Danışmanlar: Belirtilmemiş.
  4. Tez Türü: Yüksek Lisans
  5. Konular: İngiliz Dili ve Edebiyatı, English Language and Literature
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2022
  8. Dil: İngilizce
  9. Üniversite: De Montfort University
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 89

Özet

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Özet (Çeviri)

This research aims to investigate high-school English teachers' attitudes toward using authentic and non-authentic materials in Turkey. A mixed-method approach with a combination of questionnaire and semi-structured interview were employed to collect the data about highschool English teachers' attitudes towards certain materials, teachers' material preferences and the factors affecting teachers' material choices. Forty high-school English teachers were recruited from five different Anatolian high-schools in five different districts of Kayseri in Turkey. While all participants attended to the survey, randomly chosen, five teachers in this group participated in an interview additional to survey. Results revealed that high-school English language teachers in Turkey have positive attitudes towards both authentic and commercial textbooks, while they have negative attitudes towards current school textbooks. Despite teachers' negative views towards school textbooks, it indicated that teachers prefer to use school textbooks more frequently than authentic materials. The underlying reason for using school textbook so frequently was expressed as their appropriateness to the curriculum. On the other hand, teachers reported that they prefer to use authentic materials time to time as authentic materials are appropriate to their students' needs, as they are interesting, flexible and they include communicative activities consisting real language use. Consequently, the findings of this present study provide a deep understanding of teachers' material preferences and the underlying reasons for using certain materials in their teaching practices. Thus, it is expected to contribute to the future improvement to the curriculum and teaching materials that taking account of teachers' demands in Turkey and results with enhancing students' communicative competence.

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