Ph.D. Theses
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Browsing Ph.D. Theses by Subject "English language -- Study and teaching -- Foreign speakers."
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Item Teaching EFL through English or content : implications for foreign language learning(Thesis (Ph.D.) - Bogazici University. Institute of Social Sciences, 1999., 1999.) Işık, Ali.; Alptekin, Cem.This study investigates which type of instruction affects false-beginner Turkish EFL learners' language skills more positively, teaching EFL through English or content. More specifically the study aims at answering the following research questions: 1) Will content-based instruction (CBI) students who are exposed to listening and speaking skills in the L2 through content improve better in these skills more than general EFL students? 2) Will CBI students improve four skills in the L2 as much as general EFL students? One experimental and one control group, each containing 50 false-beginner Turkish EFL students, formed the target population of the study. The students in the experimental group received content-based instruction; whereas the students in the control group received general EFL instruction. After 90 hours ofinstructiQn both groups were given the Key English Test (KET) to see the effects of the two different types of instruction on their English language skills and their cumulative scores. The results indicated that the students in the experimental group were more successful in listening and speaking skills in comparison to the students in the control group. In terms of reading and writing skills, there was not significant difference between the two groups. However, when the cumulative scores of both groups were compared, it was observed that the experimental group obtained significantly higher scores in comparison to the control group. Hence, the results indicated that content-based instruction is an efficient program of instruction in helping students improve their EFL skills.Item Work experiences of non-local non-native English-speaking teachers in Turkey : a case study(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2023., 2023) Tüzel, Ayşe Eser.; Bayyurt, Yasemin.The aim of this study is to qualitatively investigate the workplace experiences of 25 non-local non-native English- speaking teachers (henceforth non-local NNESTs), a third group of English teachers besides local NNESTs and native English- speaking teachers (henceforth NESTs). Additionally, the expectations of 25 local NNESTs, 25 non-local NNESTs, and seven administrators were met. The study took place in seven K-12 schools in a district of Istanbul, where a larger number of non-local teachers were hired. Data were collected through semi-structured interviews. The results revealed four major themes: unequal treatment between local and non-local NNESTs; lack of proficiency in Turkish among non-local NNESTs; challenges regarding school regulations; and the recruitment process. Besides disadvantages, advantages – i.e., personal and professional growth – were reported by non-local NNESTs. Regarding the second theme of the thesis, namely the expectations of the groups, all three groups agreed on the following issues: the professional contribution of non-local NNESTs, school achievement, and communication flow among groups. Non-local NNESTs, on the other hand, had distinct expectations in terms of fair treatment and attitudes toward them, whereas local NNESTs' and administrators' expectations focused on the non-local NNESTs' faster integration to school culture. The implication of the study is that, contrary to employment practices, the native/non-native dichotomy persists in the Turkish context, necessitating comprehensive training based on the reported needs and expectations of all three groups in order for those teachers to effectively participate in Turkish education.