The world has had a major shift to more communicative approaches in English Language Teaching. As new perspectives are adopted such as WEs (World Englishes) and ELF-aware pedagogy in language teaching, the demands for more authentic and real-life tasks and activities are increasing in English language teaching classes. In this regard, employment and teachability of negotiation of meaning strategies, considered as a crucial element of real-life communication, should be paid more attention in the field. In this sense, this study aims to shed light on the perceptions of EFL (English as a Foreign Language) instructors, from the preparatory school in a foundation university, on negotiated coursebooks with regard to teaching practices of negotiation of meaning strategies from a global perspective in their teaching contexts. This study was conducted employing qualitative research design. Data was obtained through an open-ended questionnaire with 45 EFL instructors. Based on the findings, it can be said that majority of teachers are aware of the negotiation of meaning strategies but have some concerns regarding application of such strategies. It is also clear that the integration of negotiation of meaning strategies into coursebooks were not satisfying for instructors. Based on their perceptions, with wide range of activities and tasks, these strategies should be integrated more explicitly.
*This study involves preliminary findings of the MA thesis being supervised by Dr. MİRİOĞLU
Kubra Yagar, Cag University, Turkey
Meryem Mirioglu, Cukurova University, Turkey
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
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Kubra Yagar, and Meryem Mirioglu