Bilkent University first year instructors perceptions of academic writing and implications for instruction
İngilizce okutmanlarının akademik yazı ile ilgili algıları ve eğitim için öneriler
- Tez No: 94988
- Danışmanlar: DR. JAMES STOLKER
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Linguistics and Literature
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2000
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Yabancı Dil Olarak İngilizce Öğretimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 78
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Özet (Çeviri)
ABSTRACT Title: Bilkent University First Year English Instructors' Perceptions of Academic Writing, and Implications for Instruction Author: Umur Çelikyay Thesis Chairperson: Dr. Bill Snyder Bilkent University, MA TEFL Program Committee Members: Dr. James C. Stalker Dr. Hossein Nassaji JohnHitz Bilkent University, MA TEFL Program This study was conducted in order to discover how the writing instructors of Bilkent University's First Year English (FYE) Program understood and defined academic writing. The underlying assumptions behind the study were that such perceptions existed but were not always explicitly expressed. Nineteen instructors from Bilkent University's FYE Program participated in the study by answering a questionnaire. At a later stage 10 of these instructors took part in the interview procedure for the next part of the study. The data collection procedure was handled through the administration of a questionnaire and an interview that aimed to elicit the features of academic writing as perceived and understood by the participants. Part I probed the written assignments that were most frequently made by the instructors and their assessment of these as being academic. Part II listed a set of features, which the respondents rated on a 5- point scale as being more or less essential for academic writing. In Part III holistic data was collected from the participants as they rated and commented on threesample student papers, on the basis of the features in the papers which were representative of academic writing. Analysis of the data was conducted by using a categorization system. Data compiled from the questionnaire were analyzed for common trends, to see how participants felt about academic writing and academic writing tasks. Similarly the interview data were separately compiled, and analyzed for common themes, concerning what was valued. The sets of data were compared to see if they matched. The resulting list of features was put against definitions that existed in the literature to see whether instructor perceptions matched these. Results revealed that the instructors of the FYE program do have a working definition of the features and requirements of academic writing. However their priority does not seem to rest entirely on the academic aspects of writing since the instruction of the FYE seems to emphasize good writing in general. In line with the findings of the study, the researcher suggests that the FYE program should continue to work for the promotion of general writing skills, as outlined in its goals and objectives. However it would also appear that the university could benefit from the establishment of a writing across the curriculum initiative and this should be considered in future curricular plans.
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