Keynote Speakers

 

Prof. Dr. Gölge Seferoğlu

Gölge SEFEROĞLU is a professor in English Language Teaching (ELT) at Middle East Technical University. She received her B.A. in English teaching from Boğaziçi University and she holds MA, EdM, and EdD degrees from Teachers College, Columbia University in the fields of TESOL and Applied Linguistics. Gölge SEFEROĞLU has served widely as a consultant to many language teacher education projects and programs in Turkey contributing to the Turkish education system at large. She has worked in various national projects including the development of the national English curriculum for high schools and structuring the national English teacher competences framework.  She published various research articles nationally and internationally that deal with various aspects of teaching and learning English, teacher education, and the use of technology in language learning/teaching. Her research interests include technology enhanced language learning, pre- and in-service teacher education, and teaching speaking and pronunciation.

Title of plenary talk 

Bridging the Gap Between Theory and Practice Through Engaging Teacher Candidates in Research

Teacher candidates may have anxiety in relation to conducting research stemming from either their lack of research knowledge and skills or their lack of research experience which may result in their developing an avoidance strategy towards research throughout their career. In order to break down potential barriers to holding a positive attitude towards teacher research, positive experiences and support are essential. Therefore, during their undergraduate education teacher candidates should be encouraged to conduct small scale research, and feedback should be provided during all phases of their research process.

Research engagement in undergraduate education provide several benefits for teacher candidates. It helps them establish connections between theory and practice, provides personal development, improves professional competence and research competence, and enhances questioning, critical thinking, problem-solving and reflective thinking skills. Therefore, it seems essential for teacher education programs to design and implement curricula through which teacher candidates are able to learn how to conduct research and utilize the results of research in practice.

Although a plethora of research focused on the benefits of teachers’ engagement in research, few studies have been conducted in relation to preservice teachers’ research engagement. This talk will explore how the gap between research and practice may be bridged through helping preservice teachers develop positive attitudes towards research and giving them opportunities to engage in research during their undergraduate education. The discussion will include both theoretical and practical considerations.

Prof. Dr. Mehmet Demirezen

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The intonation of questions in English: A demonstration by computer and Audacity program

It is important to pay attention to intonation forms if we want to learn a foreign language properly. Intonation is a complex and difficult area, and many teachers don't feel confident about handling it because it is stressful enough to teach it in the classroom.  It depends on the correct interpretation of certain systematic oral patterns of utterances. It is made up of stress phonemes, juncture phonemes, and pitch phonemes, which serve to create the intonation units (or tone units), describing how the voice declines, or rises, or falls, or goes flat in the course of speech. It changes the meaning of utterances and therefore using the right intonation tone unit can actually change the meaning of your utterances. In another definition, the tones of one’s voice are called the pitch, and the change in pitch is what we call intonation, which boils down to mean that what is being said is not encoded in the meaning of the words, but rather in the sound of the person´s voice. It must be noted that wrong use of intonation tone units increases the possibility for a non-native speaker to easily miscommunicate or misunderstand the intended message by creating crucial breakdowns in communication. There are specific cases where question intonation tones matter in English such as asking questions by means of wh- and yes/no questions, and using tag questions. In this presentation, types of question intonation will be demonstrated modeled on the voices of native speakers in audio forms recorded via Audacity program Audacity 1.2.6 within Audio Tract Mono 44100Hz 32-bit float in North American English (NAE) intonation.                                                                                                                             

Prof. Dr. Muhlise Coşgun Ögeyik

Muhlise Coşgun Ögeyik is a Professor at the Faculty of Education, Trakya University. She has been teaching at English Language Teaching Department since 2004. She holds PhD. degree in English Language Teaching. Her special research interests are in the areas of foreign language teacher training. She is closely associated with some universities in Australia as an examiner of PhD scholars’ studies.
Title of plenary talk

How to enrich the input in language classrooms?

Does grammar teaching work?

With the onset of intense theoretical and empirical interests in the field of language teaching and learning, there has been an expected shift in language professionals’ opinions towards the understandings of further effectual language instruction. Language learners are expected to have a rich repertoire of competency in internalized L2 knowledge- rule-based or practice-based or both- for having proficiency in an L2. Despite the traditional language instruction for teaching specific language rules through rote-learning, in the recent models suggested for processing instruction, the attempt has been made to change the ways of giving input through focused practice and to turn the input into intake coherently by promoting form and meaning correspondence. Accordingly, in the process, a range of occurrences between the input and output channel can be expected to flow through various manipulations of instruction in many instances. We, teachers, teacher trainers, and student teachers- as professionals of language teaching-, are aware of both the troubles with teaching grammar and multifaceted value of grammar teaching; we may even feel unsatisfied when we exclude grammar teaching from the classroom. Does grammar teaching really work? Does grammar teaching mean language teaching? Which approaches have been suggested, discussed, and criticized in the field? Do we have past negative or positive experiences in grammar learning/teaching? The present study intends to discuss these issues once again to address the challenges in language teaching.

 

Assoc. Prof. Dr. Salah Troudi

Salah Troudi is an academic at the Graduate School of Education of the University of Exeter where he is the director the Doctorate in TESOL in Dubai and the supervisory coordinator of the PhD in TESOL. His teaching and research interests include language teacher education, critical issues in language education, language policy, curriculum development and evaluation, and classroom-based research. He has published articles in several language education journals and edited a number of books.

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Critical research in TESOL and language education

Critical research in language education, TESOL and applied linguistics in general has been appropriately associated with the wider philosophical framework of critical theory. The works of the ‘Frankfurt School’ with scholars such as Habermas, Horkenheimer, Adorno and Marcuse were influential in the twentieth century in setting up the main agenda of critical theory and its research which was to help establish an equitable society. This is done through a research approach that is emancipatory, seeking action and change in order to alleviate pain in society and redress forms of alienation, discrimination, injustice, exploitation and marginalisation. This research agenda is based on a general view of society and social realities as shaped by the hegemony of powerful economic and political structures, social and educational institutions and discursive practices. Critical theory has been influential in the general area of education and more recently in language studies and teaching English as a foreign language (TEFL) and as second language (TESL). The purpose of this session is to introduce the main tenets of critical research in TESOL and language education and the main methodologies and methods associated with this approach.

 

Assoc. Prof. Dr. Sumru Akcan

Sumru Akcan is an Associate Professor in the Department of Foreign Language Education at Boğaziçi University, Istanbul, Turkey. She received her Master’s degree in Teaching English as a Second Language from the University of Cincinnati, USA in 1997. In 2002, she received her doctorate degree in Second Language Acquisition and Teaching (SLAT) from the University of Arizona, USA. She has been teaching undergraduate and graduate courses in Teacher Education and Foreign Language Teaching Methodology at Boğaziçi University since 2002. Her research focuses mainly on pre- and in-service language teacher education and foreign language teaching methodology. She has coordinated several national and international research projects about language teacher education and online teacher education. Recently, she has been involved in an international language education research project (ILTERG), funded by the Turkish National Agency and Erasmus +. She can be contacted at sumru.akcan@boun.edu.tr

Title of plenary talk
Re-thinking Practicum-Related Dynamics in Teacher Education Programs
In the field of teacher education, practice teaching experience is an essential component of language teacher education programmes. Teacher candidates need more time and opportunities to observe, teach and reflect on their teaching performances. It is clear that reflective professional development for teacher candidates is closely linked to interactive and reflective practicum contexts in which teacher candidates regularly teach, evaluate and receive feedback about their teaching performances. In this presentation, I will examine a variety of learning experiences in the practicum course which require a closer inspection in order to improve the quality of the pre-service teacher education. I will also re-examine practicum roles, responsibilities and relationships in the practicum throughout the presentation.

24 July 2018, Tuesday 790 times read