Content teachers' perceptions of the academic aural-oral skills of post-preparatory school students in departments at Anadolu University
Author(s)
Advisor
Endley, Martin J.Date
2003Publisher
Bilkent University
Language
English
Type
ThesisItem Usage Stats
151
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Abstract
Recent studies show that lectures are moving away from traditional style
towards more conversational style, where negotiation of meaning and spoken
interaction becomes increasingly important. These changes in lecture style require
learners to use language more effectively in academic settings. Furthermore, students
need to engage in interactions with the content course teachers through questions,
comments, explanations or answers. This shift leads content course teachers to
expect students to participate in their classes through questions, comments,
viewpoints, and difficulties of students in displaying these skills. Language programs
should identify expectations of content course teachers about academic aural-oral
skills and students’ difficulties in displaying these skills to equip students with the
skills that are expected from them in departments. Therefore, this study investigates
the perceptions of content course teachers in terms of academic speaking / listening English skills with reference to post-preparatory students in departmental courses at
Anadolu University. Data was collected through questionnaires. A sample of 20
teachers was selected for follow-up interviews. The results show that askinganswering
questions are the most commonly expected speaking skill. The
questionnaire results revealed statistically significant differences between staff
teaching social sciences, and those teaching natural sciences. Furthermore, lecturing
style has an impact on students’ listening comprehension, and expected participation
forms from students. Moreover, it was found that emphasis given to oral
participation and type of course has an influence on expectations of content course
teachers and observed difficulties of students.