Araştırma Makalesi
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Yıl 2019, Cilt: 5 Sayı: 2, 1 - 24, 14.12.2019

Öz

Kaynakça

  • Alyılmaz, S., & Alyılmaz, C. (2018). Ağız Bilimi Çalışmalarının Türkçe Öğretimi Açısından Önemi. Türk Dünyası Dil ve Edebiyat Dergisi, (45), 7-38.
  • Anderson, B. (1991). Imagined communities: Reflections on the origin and spread of nationalism. London: Verso.
  • Azizoğlu, N. İ., Tolaman, T. D., & Tulumcu, F. İ. (2019). Yabancı Dil Olarak Türkçe Öğretiminde Akademik Yazma Becerisi: Karşılaşılan Sorunlar ve Çözüm Önerileri. Uluslararası Yabancı Dil Olarak Türkçe Öğretimi Dergisi, 2(1), 7-22.
  • Bayard, D., Weatherall, A., Gallois, C., & Pittam, J. (2001). Pax Americana? Accent attitudinal evaluations in New Zealand, Australia and America. Journal of Sociolinguistics, 5(1), 22–49. https://doi.org/10.1111/1467-9481.00136
  • Bayard, D., Weatherall, A., Gallois, C., & Pittam, J. (2001). Pax Americana? Accent attitudinal evaluations in New Zealand, Australia and America. Journal of Sociolinguistics, 5(1), 22–49. https://doi.org/10.1111/1467-9481.00136
  • Bex, T. & Watts, R. J. (Eds.) (1999). Standard English: The widening debate. London: Routledge.
  • Binnaz, T. (1981). Islam and political development in Turkey. Leiden: Brill.
  • Britain, D. (1997). Dialect contact, focusing, and phonological rule complexity: “Canadian raising” in the English Fens. Language in Society 26(1), 15–46.
  • Campbell, G. (1995). Turkish. Concise compendium of the world’s languages. London: Routledge.
  • Cook, G. (2003). Applied linguistics. Hong Kong: Oxford University Press.
  • Crystal, D. (1997). English as a global language. Cambridge: University Press.
  • Curzan, A. (2014). Fixing English: Prescriptivism and language history. Cambridge, UK: Cambridge University Press.
  • Daan, Jo. (1969). Dialekten. In J. Daan & D. Blok (eds.), Van Randstad tot Landrand [From “Rim City” to the rim of the country], (pp. 9–43). Amsterdam: Noord-Hollandse Uitgevers Maatschappij.
  • Davis, D. (2010). Standardized English: The history of the earlier circles. In A. Kirkpatrick (ed.), The Routledge handbook of World Englishes, (pp. 17–36). London: Routledge.
  • Demir, N. (2010). Türkçede varyasyon üzerine. Türkoloji Dergisi, 17(2), 93-106.
  • Dictionary.com. “Standard”. http://dictionary.reference.com/browse/standard (January, 2019).
  • Dragojevic, M. (2017). Language Attitudes. Oxford Research Encyclopedia of Communication. Available at https://oxfordre.com/communication/view/10.1093/acrefore/9780190228613.001.0001/acrefore-9780190228613-e-437
  • El-Dash, L., & Busnardo, J. (2001). Brazilian attitudes toward English: Dimensions of status and solidarity. International Journal of Applied Linguistics, 11(1), 57–74.
  • Gal, S. (2006). Minorities, migration and multilingualism: Language ideologies in Europe. In P. Stevenson and C. Mar-Molinaro (Eds), Language ideologies, practices and polices: Language and the future of Europe (pp. 13-27). London: Palgrave Mc Millan.
  • Galloway, N., & Rose, H. (2015). Introducing Global Englishes. London: Routledge.
  • Gellner, E. (1983). Nations and nationalism. London: Cornell University Press.
  • Hartveldt, D. (1978). Taal en Samenleving. Over de sociale functies van taal, ideologie en taalvariatie [Language and society. The social functions of language, ideology and language variation]. Baarn: Ambo.
  • Haugen, E. (1966). Dialect, language, nation. American Anthropologist, 68, 922–935.
  • Hoad, T. (2006). Preliminaries: Before English. In L. Mugglestone (ed.), The Oxford History of English (pp. 7-31). New York: Oxford University Press.
  • Hornby, A. S. (ed.). (2010). Oxford advanced learner’s dictionary. Oxford: University Press.
  • Jenkins, J. (2014). English as a lingua franca in the international university. The politics of academic English language policy. Abingdon, GB: Routledge.
  • Jenkins, J., Cogo, A. & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281–315. doi:10.1017/S0261444811000115
  • Jespersen, O. (1925). Mankind, nation and individual from a linguistic point of view. Cambridge, Mass: Harvard University Press.
  • Karakaş, A. (2016). Turkish lecturers’ and students’ perceptions of English in English-medium universities. (Unpublished PhD dissertation). Southampton: Southampton University.
  • Karakaş, A. (2017). Students’ perceptions of ‘Good English’ and the underlying ideologies behind their perceptions. Journal of Language and Linguistic Studies, 13(2), 487–509.
  • Karakaş, A. (2018). Visible language-covert policy: An investigation of language policy documents at EMI universities in Turkey. International Online Journal of Education and Teaching (IOJET), 5(4), 788–807.
  • Lass, R. (1992). Phonology and morphology. In R. Lass (ed.), The Cambridge history of English language, Vol. 3, 1476-1776, (pp. 56-186). Cambridge: Cambridge University Press.
  • Lewis, G. (1999). The Turkish language reform: A Catastrophic success. New York: Oxford University Press.
  • McArthur, T. (1996). Descriptivism and prescriptivism. In T. McArthur (Ed.). The Concise Oxford Companion to the English Language. Oxford: Oxford University Press.
  • McKenzie, R. M. (2008) Social factors and non-native attitudes towards varieties of spoken English: A Japanese case study. International Journal of Applied Linguistics, 18(1), 63–88.
  • Melchers, G., & Shaw, P. (2011). World Englishes: An introduction (2nd ed.). London: Hodder Education.
  • Mesthrie, R., Swann, J., Deumert, A. & Leap, W. (2010). Introducing sociolinguistics. Edinburgh: University Press.
  • Milroy, J., & Milroy, L. (2012). Authority in language: Investigating standard English. New York: Routledge.
  • Nevalainen, T. (1999). Early Modern English lexis and semantics. In R. Lass (ed.), The Cambridge History of English Language, Vol. 3, 1476-1776, (pp. 332-458). Cambridge: Cambridge University Press.
  • Nordquist, R. (2018). Prescriptivism. ThoughtCo. Available at https://www.thoughtco.com/prescriptivism-language-1691669
  • Pehlivan, A. (2012) Ağız Farkındalığı Eğitiminin Türkçe Öğretmen Adaylarının Anadolu Ağızlarına Yönelik Tutumlarına Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 321-333.
  • Pilus, Z. (2013). Exploring ESL learners’ attitudes towards English accents. World Applied Sciences Journal, 21, 143–152. Available at https://pdfs.semanticscholar.org/c608/6d08069b589bc31b68b528d764e60f61ed27.pdf
  • Rissanen, M. (1999). Syntax. In .R. Lass (ed.), The Cambridge history of the English language, (pp. 187-331). Cambridge: Cambridge University Press.
  • Rundell, M. & Gwyneth, F. (eds.). (2002). MacMillan English ‘dictionary for advanced learners. Oxford: MacMillan.
  • Salmon, V. (1999). Orthography and Punctuation. In R. Lass (ed.), The Cambridge History of the English language, (pp. 13–55). Cambridge: Cambridge University Press.
  • Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford: Oxford University Press.
  • Stewart, W. (1968). A sociolinguistic typology for describing national multilingualism. In J. Fishman (ed.), Readings in the sociology of language (pp. 531–545). The Hague: Mouton
  • Thomason, S. & Kaufman, T. (1988). Language contact, creolization and genetic linguistics. Berkeley: University of California Press.
  • Van der Wal, M., & Van Bree, C. (2008). Geschiedenis van het Nederlands [The history of the Dutch language]. Utrecht: Het Spectrum.
  • Yule, G. (2010). The study of language (4th ed.). Cambridge: Cambridge University Press.

Investigation of Turkish EFL Teachers’ Views about Standard Languages, Dialects and Language Varieties through the lenses of English and Turkish

Yıl 2019, Cilt: 5 Sayı: 2, 1 - 24, 14.12.2019

Öz

This study was set out to investigate a small
number of Turkish EFL teachers’ views about the concepts of a standard
language, dialects, and other language varieties concerning their mother tongue
(Turkish) and the language (English) they are tasked with teaching at schools.
The respondents of this research were 12 Turkish EFL teachers working in a
small province of Turkey. The data was collected through a questionnaire
consisting of closed-ended and open-ended items about standard language,
language varieties and dialects, taking Turkish and English as the focal
reference points. The data was analysed through descriptive means and grouped
under three main sections as, a) perceptions of a standard language, b)
perceptions of dialects and other language varieties, and c) perceptions of
Standard English and Standard Turkish. The findings indicated that there is
some confusion among the EFL teachers as to making sense of the concept of
standard language and the functions and the position of dialects and varieties
in the society, particularly when it comes to instructional purposes. It was
also found that most teachers acted under the influence of standard language
ideology when conceptualising these concepts, with a strong attachment to the
use of standard languages in formal settings. Overall, the findings imply that
most teachers have a lack of awareness about the current sociolinguistic issues
around English and Turkish, thereby not willing to give space to non-standard
varieties and dialects in their teaching practices and real-life language use.

Kaynakça

  • Alyılmaz, S., & Alyılmaz, C. (2018). Ağız Bilimi Çalışmalarının Türkçe Öğretimi Açısından Önemi. Türk Dünyası Dil ve Edebiyat Dergisi, (45), 7-38.
  • Anderson, B. (1991). Imagined communities: Reflections on the origin and spread of nationalism. London: Verso.
  • Azizoğlu, N. İ., Tolaman, T. D., & Tulumcu, F. İ. (2019). Yabancı Dil Olarak Türkçe Öğretiminde Akademik Yazma Becerisi: Karşılaşılan Sorunlar ve Çözüm Önerileri. Uluslararası Yabancı Dil Olarak Türkçe Öğretimi Dergisi, 2(1), 7-22.
  • Bayard, D., Weatherall, A., Gallois, C., & Pittam, J. (2001). Pax Americana? Accent attitudinal evaluations in New Zealand, Australia and America. Journal of Sociolinguistics, 5(1), 22–49. https://doi.org/10.1111/1467-9481.00136
  • Bayard, D., Weatherall, A., Gallois, C., & Pittam, J. (2001). Pax Americana? Accent attitudinal evaluations in New Zealand, Australia and America. Journal of Sociolinguistics, 5(1), 22–49. https://doi.org/10.1111/1467-9481.00136
  • Bex, T. & Watts, R. J. (Eds.) (1999). Standard English: The widening debate. London: Routledge.
  • Binnaz, T. (1981). Islam and political development in Turkey. Leiden: Brill.
  • Britain, D. (1997). Dialect contact, focusing, and phonological rule complexity: “Canadian raising” in the English Fens. Language in Society 26(1), 15–46.
  • Campbell, G. (1995). Turkish. Concise compendium of the world’s languages. London: Routledge.
  • Cook, G. (2003). Applied linguistics. Hong Kong: Oxford University Press.
  • Crystal, D. (1997). English as a global language. Cambridge: University Press.
  • Curzan, A. (2014). Fixing English: Prescriptivism and language history. Cambridge, UK: Cambridge University Press.
  • Daan, Jo. (1969). Dialekten. In J. Daan & D. Blok (eds.), Van Randstad tot Landrand [From “Rim City” to the rim of the country], (pp. 9–43). Amsterdam: Noord-Hollandse Uitgevers Maatschappij.
  • Davis, D. (2010). Standardized English: The history of the earlier circles. In A. Kirkpatrick (ed.), The Routledge handbook of World Englishes, (pp. 17–36). London: Routledge.
  • Demir, N. (2010). Türkçede varyasyon üzerine. Türkoloji Dergisi, 17(2), 93-106.
  • Dictionary.com. “Standard”. http://dictionary.reference.com/browse/standard (January, 2019).
  • Dragojevic, M. (2017). Language Attitudes. Oxford Research Encyclopedia of Communication. Available at https://oxfordre.com/communication/view/10.1093/acrefore/9780190228613.001.0001/acrefore-9780190228613-e-437
  • El-Dash, L., & Busnardo, J. (2001). Brazilian attitudes toward English: Dimensions of status and solidarity. International Journal of Applied Linguistics, 11(1), 57–74.
  • Gal, S. (2006). Minorities, migration and multilingualism: Language ideologies in Europe. In P. Stevenson and C. Mar-Molinaro (Eds), Language ideologies, practices and polices: Language and the future of Europe (pp. 13-27). London: Palgrave Mc Millan.
  • Galloway, N., & Rose, H. (2015). Introducing Global Englishes. London: Routledge.
  • Gellner, E. (1983). Nations and nationalism. London: Cornell University Press.
  • Hartveldt, D. (1978). Taal en Samenleving. Over de sociale functies van taal, ideologie en taalvariatie [Language and society. The social functions of language, ideology and language variation]. Baarn: Ambo.
  • Haugen, E. (1966). Dialect, language, nation. American Anthropologist, 68, 922–935.
  • Hoad, T. (2006). Preliminaries: Before English. In L. Mugglestone (ed.), The Oxford History of English (pp. 7-31). New York: Oxford University Press.
  • Hornby, A. S. (ed.). (2010). Oxford advanced learner’s dictionary. Oxford: University Press.
  • Jenkins, J. (2014). English as a lingua franca in the international university. The politics of academic English language policy. Abingdon, GB: Routledge.
  • Jenkins, J., Cogo, A. & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281–315. doi:10.1017/S0261444811000115
  • Jespersen, O. (1925). Mankind, nation and individual from a linguistic point of view. Cambridge, Mass: Harvard University Press.
  • Karakaş, A. (2016). Turkish lecturers’ and students’ perceptions of English in English-medium universities. (Unpublished PhD dissertation). Southampton: Southampton University.
  • Karakaş, A. (2017). Students’ perceptions of ‘Good English’ and the underlying ideologies behind their perceptions. Journal of Language and Linguistic Studies, 13(2), 487–509.
  • Karakaş, A. (2018). Visible language-covert policy: An investigation of language policy documents at EMI universities in Turkey. International Online Journal of Education and Teaching (IOJET), 5(4), 788–807.
  • Lass, R. (1992). Phonology and morphology. In R. Lass (ed.), The Cambridge history of English language, Vol. 3, 1476-1776, (pp. 56-186). Cambridge: Cambridge University Press.
  • Lewis, G. (1999). The Turkish language reform: A Catastrophic success. New York: Oxford University Press.
  • McArthur, T. (1996). Descriptivism and prescriptivism. In T. McArthur (Ed.). The Concise Oxford Companion to the English Language. Oxford: Oxford University Press.
  • McKenzie, R. M. (2008) Social factors and non-native attitudes towards varieties of spoken English: A Japanese case study. International Journal of Applied Linguistics, 18(1), 63–88.
  • Melchers, G., & Shaw, P. (2011). World Englishes: An introduction (2nd ed.). London: Hodder Education.
  • Mesthrie, R., Swann, J., Deumert, A. & Leap, W. (2010). Introducing sociolinguistics. Edinburgh: University Press.
  • Milroy, J., & Milroy, L. (2012). Authority in language: Investigating standard English. New York: Routledge.
  • Nevalainen, T. (1999). Early Modern English lexis and semantics. In R. Lass (ed.), The Cambridge History of English Language, Vol. 3, 1476-1776, (pp. 332-458). Cambridge: Cambridge University Press.
  • Nordquist, R. (2018). Prescriptivism. ThoughtCo. Available at https://www.thoughtco.com/prescriptivism-language-1691669
  • Pehlivan, A. (2012) Ağız Farkındalığı Eğitiminin Türkçe Öğretmen Adaylarının Anadolu Ağızlarına Yönelik Tutumlarına Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 321-333.
  • Pilus, Z. (2013). Exploring ESL learners’ attitudes towards English accents. World Applied Sciences Journal, 21, 143–152. Available at https://pdfs.semanticscholar.org/c608/6d08069b589bc31b68b528d764e60f61ed27.pdf
  • Rissanen, M. (1999). Syntax. In .R. Lass (ed.), The Cambridge history of the English language, (pp. 187-331). Cambridge: Cambridge University Press.
  • Rundell, M. & Gwyneth, F. (eds.). (2002). MacMillan English ‘dictionary for advanced learners. Oxford: MacMillan.
  • Salmon, V. (1999). Orthography and Punctuation. In R. Lass (ed.), The Cambridge History of the English language, (pp. 13–55). Cambridge: Cambridge University Press.
  • Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford: Oxford University Press.
  • Stewart, W. (1968). A sociolinguistic typology for describing national multilingualism. In J. Fishman (ed.), Readings in the sociology of language (pp. 531–545). The Hague: Mouton
  • Thomason, S. & Kaufman, T. (1988). Language contact, creolization and genetic linguistics. Berkeley: University of California Press.
  • Van der Wal, M., & Van Bree, C. (2008). Geschiedenis van het Nederlands [The history of the Dutch language]. Utrecht: Het Spectrum.
  • Yule, G. (2010). The study of language (4th ed.). Cambridge: Cambridge University Press.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ferhat Üresin Bu kişi benim 0000-0002-8871-3544

Ali Karakaş 0000-0002-9790-8562

Yayımlanma Tarihi 14 Aralık 2019
Gönderilme Tarihi 20 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 2

Kaynak Göster

APA Üresin, F., & Karakaş, A. (2019). Investigation of Turkish EFL Teachers’ Views about Standard Languages, Dialects and Language Varieties through the lenses of English and Turkish. The Literacy Trek, 5(2), 1-24.

Creative Commons License The content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Copyright rests with the author; The Literacy Trek must be referred properly.