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Research Perspectives on Teaching and Learning English in Turkey

Policies and Practices

Edited By Yasemin Bayyurt and Yesim Bektas Cetinkaya

An increasing number of universities either provide seminars regarding the uses of English in international contexts, or on how effective methodologies can be developed for teaching English and what can be done to train future English language teachers. There are, however, very few edited volumes about English language teaching in countries like Turkey. In this respect, Research Perspectives on Teaching and Learning English in Turkey: Policies and Practices offers a broad picture of English language teaching in the Turkish EFL context. It examines the development of English language teaching and learning in Turkey and illustrates current practices through empirical studies. The sixteen chapters in the book are divided into four thematic sections: Teacher Education in Turkey, English Language Learning in Turkey, Instructional Technologies in English Language Teaching and Learning in Turkey, and English Language Education in the Turkish Socio-Cultural Context.

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Introduction (Yasemin Bayyurt/ Yeşim Bektaş-Çetinkaya)

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17 Introduction Yasemin Bayyurt, Boğaziçi University Yeşim Bektaş-Çetinkaya , Dokuz Eylul University In this age of globalization, the psycholinguistic, sociolinguistic and pedagogi- cal (methods, materials, and similar) aspects of English language teaching have been attracting ever-increasing attention in the field (e.g., Borg, 2006; Braine, 1999; Byram, 1998; Edge, 2006; Grabe, 1991; Jenkins, 2007; Kramsch, 1993; Kumaravadivelu, 2008; Norton, 2000). The most important reason for this is that English is an international means of communication, used by 1.5 bil- lion people around the world for both instrumental and integrative purposes (Alptekin, 2002; Brutt-Griffler, 2002; Crystal, 2003; Jenkins, 1998; Kachru, 1992; McKay, 2002; Pakir, 1999; Pennycook, 1994; Phillipson, 1992; Strevens, 1992; Widdowson, 1994). An increasing number of universities, especially in the USA, either provide seminars regarding the uses of English in international contexts, or on how effective methodologies can be developed for teaching an international language – i.e., English – and what can be done to train future English language teachers to teach English to future users of such a global language. According to Nayar’s (1997) clarification of the terminological confusion about English language teaching in different geographical regions of the World – i.e., English as Second Language (ESL) contexts as opposed to English as Foreign Language (EFL) contexts, as well as English as Additional Language (EAL) con- texts – Turkey clearly falls within the context of English as a Foreign Language. There are, however, very few edited volumes about English language teaching in countries like Turkey, where English is taught as...

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