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    A study on literature use of elt teachers with an elt background and those with a literature background in their reading classes
    (Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü, 2013) Özkan, Ahmet; Töngür, A. Nejat
    This study has been conducted to determine whether ELT teachers’ perceptions, beliefs, perspectives and practices about the use of literature depending on their educational background, Faculty of Education or Letters, vary during their teaching practices in reading classes. The study also aims to reveal to what extent and how often teachers use literary texts, what kind of extra materials they use, how they incorporate literature into ELT in their reading classes, and the underlying reasons as to why they use or do not use literature depending on their educational background. The study has been conducted with 140 preparatory class instructors working both at foundation and state universities in Turkey. The data have been collected through a questionnaire, specifically designed for the study. The data were evaluated on SPSS (Statistical Package for the Social Sciences). The findings reveal that ELT teachers who graduated from Faculty of Education, like ELT teachers who graduated from Faculty of Letters, believe in the significance and necessity of literature in their reading classes, but do not see themselves as competent in literature use as teachers who graduated from Faculty of Letters. The findings also reveal that curriculum restriction and insufficient class time are a big hindrance against the use of literature in reading classes.
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    Use of literature in reading comprehension classes by elt teachers
    (ARF Publication Sourcing, 2014) Özkan, Ahmet; Töngür, Nejat Abdullah
    This study has been conducted to reveal the reasons why ELT teachers use/do not use literature for reading comprehension activities. The study has been conducted with 140 preparatory class instructors working at foundation and state universities in Turkey. The data have been collected through a questionnaire, specifically designed for the study. The data were evaluated on Microsoft Excel 2010. The findings reveal that in general ELT teachers use literature in their reading classes; however, they consider restrictions of the curriculum, insufficient class time, and crowded classes as hindrances. Their perception of literary works to be linguistically difficult, demotivating, and their reliance on teachers to paraphrase, clarify, interpret, and explain appears as other significant reasons for using little or no literature for reading comprehension activities.