Elf awareness in English language education

Basit Öğe Kaydı
dc.authorid0000-0001-8640-9306en_US
dc.contributor.authorToprakoğlu, Mert
dc.contributor.authorDilman, Hakan
dc.date.accessioned2024-07-12T20:36:12Z
dc.date.available2024-07-12T20:36:12Z
dc.date.issued2017en_US
dc.departmentFakülteler, Eğitim Fakültesi, İngilizce Öğretmenliği Bölümüen_US
dc.description.abstractReform is not an easy process. It is by and large slow and painful. As English proves to be an efficient tool in the international arena, it is essential that the significance of ELF (English as a Lingua Franca) awareness be reconsidered with particular reference to language policy development, syllabus design, and teacher development. It is essentially the skill that L2 learners should acquire to adapt into diverse situations. When the students who learn English as a foreign language in Turkey are considered, it could be seen that the real problem is not the different pronunciations and the different usages of the words but the different varieties of English that they are not aware of. Mostly, L2 learners have a strong desire to speak like a native speaker thus neglect the different usages, dialects and cultural norms of other Englishes. In addition to all these, a strong initiative for an extensive ELF curriculum including the application methods and techniques has yet to be introduced. Language teaching activities are carried out by using either American or British based course books that contain few local elements such as pictures and dialogues sprinkled throughout the chapters for marketing purposes. Sociocultural, local, historical and international aspects of English are mainly neglected. Taking all these into consideration, this study focused on ELF awareness in EFL (English as a Foreign Language) context in terms of language policy development, syllabus design, and teacher development. For this purpose, the study aimed to investigate what Turkish EFL teachers understand about ELF and how ELF-aware they are by means of a crosssectional survey conducted with 19 participants. Semi-structured follow-up interviews were carried out with four instructors for the purpose of obtaining content analysis and thus bolstering the quantitative results to reach more precise conclusions pertaining to ELF awareness. On the whole, the results of the study revealed that although the transition from EFL teacher to ELF practitioner is not an easy task and clearly necessitates time and encouragement, making teachers aware of the ‘plurality of Englishes’ and the importance of multiculturalism proved to be valuable in encouraging them to revise their teaching practices within the new developments in English language teaching.en_US
dc.identifier.citationToprakoğlu, M. ve Dilman, H. (2017). Elf awareness in English language education. International Journal of Language Academy. 5(18), s. 39-58.en_US
dc.identifier.endpage58en_US
dc.identifier.issn2342-0251
dc.identifier.issue18en_US
dc.identifier.startpage39en_US
dc.identifier.urihttps://ijla.net/?mod=tammetin&makaleadi=&makaleurl=1799275219_5%20Mert%20TOPKARAO%C4%9ELU.pdf&key=25442
dc.identifier.urihttps://hdl.handle.net/20.500.12415/1026
dc.identifier.volume5en_US
dc.language.isoenen_US
dc.publisherAsos Eğitim Bilişim Danışmanlıken_US
dc.relation.ispartofInternational Journal of Language Academyen_US
dc.relation.isversionof10.18033/ijla.3618en_US
dc.relation.publicationcategoryUluslararası Hakemli Dergide Makale - Kurum Öğretim Elemanıen_US
dc.rightsCC0 1.0 Universal*
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.snmzKY01659
dc.subjectEnglish language educationen_US
dc.subjectEnglish as a lingua francaen_US
dc.subjectELF awarenessen_US
dc.subjectEnglish as a foreign languageen_US
dc.titleElf awareness in English language educationen_US
dc.typeArticle
dspace.entity.typePublication

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