Papers by Süleyman Gün
4th International Conference Plagiarism across Europe and Beyond 2018, 2018
III International Ankara Multidisciplinary Studies Congress, Ankara., 2021
Elsander Sosyal Bilimler Araştırmaları I, 2021
Current Debates on Social Sciences 9, 2022
International Journal of Eurasian Education and Culture, 2023
Since textbooks are the main reference material in English language teaching, they are considered... more Since textbooks are the main reference material in English language teaching, they are considered to be an important element of this process, so the selection of the right and effective textbook is equally important. However, in most cases textbooks are defined and prescribed by the main authority of the education system, school administrators, a responsible teacher or similar stakeholders, and students' preferences are not included in the process. This study aimed at examining the ideas of English language learners toward textbooks and their epistemological beliefs. The questionnaire on textbook preference in foreign language teaching (Oruç & Yavuz, 2013) and the central epistemological beliefs scale (Oksal et al., 2006) were administered to determine the participants' textbook preferences and epistemological beliefs in 2017. The findings of the study showed that students attached great importance to the preference for textbooks and scored medium or high on the administered instrument. It was reported that most of the participants regarded the ideal textbook as "an activity source for students to practice and communicate" and considered the student book as the main component of the textbook package. Similarly, most of the participants stated that the content of textbooks should be function-based, and speaking was emphasized as the main language skill that should be addressed in textbooks, followed by reading, listening and writing skills according to the average scores. The findings on epistemological beliefs showed that students had epistemological beliefs at medium level and that the "belief in supernatural powers" dimension was the primary source of knowledge. In light of these findings and the existing studies in the literature, it was stated that student participation in textbook preference is important and necessary and that there may be a bidirectional relationship between textbook preference and students' epistemological beliefs that can affect each other.
RumeliDE Journal of Language and Literature Studies, 2023
The English language was shaped in the Old English, Middle English and Modern English periods and... more The English language was shaped in the Old English, Middle English and Modern English periods and transformed into the English today. It has gone beyond being a language of a particular nation and has become a common communication tool that responds to the communication needs of individuals around the world with different mother tongues and cultural backgrounds. Therefore, in relevant literature English language is described with different labels such as EFL, ESL, WE, ELF, EIL and EIcL and countries that use English in different ways are classified as inner, outer and expanding circle countries. The aim of this study is to make a comparative analysis of the grades in which English language is first started to be taught in primary level public schools in outer and expanding circle countries around the world. Within the scope of this study, it was stated that in most of the outer and expanding circle countries around the world, English education started from the first or second grade in public schools, and in Turkey, English education was given in the following classes starting from the second grade of primary school. It has been stated that English education is given importance because it is thought that the English education given in Turkey will help Turkish citizens use the common language effectively to communicate with the citizens of other countries, and thus enable the country to reach an advanced level in political, scientific, military, economic and social fields.
Keywords: English language teaching, English in primary school, English language today
İngilizce dili Eski İngilizce, Orta İngilizce ve Modern İngilizce dönemlerinde şekillenerek bugün kullandığımız İngilizceye dönüşmüştür. Belirli bir milletin dili olmanın ötesine geçerek, dünya çapında farklı anadili ve kültürel birikime sahip bireylerin iletişim ihtiyaçlarına cevap veren ortak bir iletişim aracı haline gelmiştir. Bu nedenle ilgili literatürde İngilizce dili EFL, ESL, WE, ELF, EIL ve EIcL gibi farklı etiketlerle tanımlanmakta ve İngilizceyi farklı şekillerde kullanan ülkeler iç, dış ve genişleyen çember ülkeleri olarak sınıflandırılmaktadır. Bu çalışma, İngilizce dilini tanımlamak için kullanılan etiketleri açıklamayı, Türkiye'de dil planlaması ve politikasına ilişkin bazı çalışmaları gözden geçirmeyi ve dünya çapında dış ve genişleyen çember ülkelerdeki devlet okullarının farklı sınıflarında İngilizceyi öğretimine başlama uygulamalarını incelemeyi amaçlamaktadır. Bu çalışma kapsamında, dünyadaki dış ve genişleyen çember ülkelerinin çoğunda İngilizce eğitiminin devlet okullarında birinci veya ikinci sınıftan itibaren başladığı, Türkiye'de ise ilkokul ikinci sınıftan itibaren ilerleyen sınıflarda İngilizce eğitimi verildiği belirtilmiştir. Türkiye'de verilen İngilizce eğitiminin, Türk vatandaşlarının diğer ülke vatandaşları ile iletişim kurmada ortak dili etkin bir şekilde kullanmalarına yardımcı olacağı ve böylece ülkenin siyasi, bilimsel, askeri, ekonomik ve sosyal alanlarda ileri bir seviyeye ulaşmasını sağlayacağı düşünüldüğü için İngilizce eğitimine önem verildiği ifade edilmiştir.
Anahtar kelimeler: İngilizce öğretimi, ilkokulda İngilizce, günümüzde İngilizce
International Journal of Education Technologyand Scientific Researches, 2023
There is a close two-way relationship between language and culture and this symbiotic relationshi... more There is a close two-way relationship between language and culture and this symbiotic relationship shows that culture has an indispensable place in language teaching. In addition, in our world, which is described as a global village with great developments in information, communication and transportation technologies, it has become a normal situation for individuals with different cultural backgrounds to come together and communicate for different reasons, and this reality has turned intercultural communication into a skill that needs to be acquired. This study aims to examine the intercultural communicative competence (ICC) and cultural components (CC) perspectives of preservice teachers of English language studying in the first year and fourth year in a Turkish university setting during the 2014-2015 academic year spring term and looking for any difference between the test scores and variables of grade, gender, and GPA (Grade Point Average). The required data were collected from 85 participants with the ICC Questionnaire (Mirzaei & Forouzandeh, 2013) and the Inventory of CC (Razı, 2012). The results indicated that participants performed high scores in the ICC questionnaire and CC inventory. Moreover, the t-test results indicated that there was a significant difference between different genders and GPA groups and no significant difference between participants in the first year and fourth year of the university. According to the correlation results, high and moderate positive correlations were found between ICC, its components, and CC scores of pre-service teachers of the English language. It can be concluded that the participants had high levels of ICC and CC as well as ICC and CC scores differed regarding the gender and GPA variables, and ICC levels and CC levels had a positive correlation.
Korkut Ata Türkiyat Araştırmaları Dergisi,, 2023
Textbooks are recognized worldwide as one of the most widely used and important teaching material... more Textbooks are recognized worldwide as one of the most widely used and important teaching materials in formal instruction. In alignment with their significance, they are often evaluated and examined in terms of many elements such as content, method, achievements, and skills. Recently, they have also been scrutinized from a more socio-cultural perspective, considering gender representations, equity, racial inclusivity, and cultural diversity. Within this tendency, this study aimed to investigate the status of gender and gender equality in two English textbooks used in tertiary-level English courses offered for the first-year students of a state university in Turkey within quantitative and qualitative perspectives by using Fairclough's (1989) model of critical discourse analysis. Of the two English textbooks, one was published by a national publishing house and the other by an international one. Female and male representations in visuals and written texts were investigated and the equality of genders was analyzed with a critical viewpoint. The results indicated that there exists approximate equality in gender representation in visuals and texts of the textbooks within a quantitative perspective; however, the qualitative analysis of gender representation according to the values of firstness, titles, and occupational roles yielded a gender bias in favor of men. Consequently, this study made suggestions for enhancing gender equality within English language textbooks.
Springer briefs in education, 2023
This study investigated English language teacher candidates' perceptions of literacy and ... more This study investigated English language teacher candidates' perceptions of literacy and the place of literacy in their programme. Small-scale descriptive case study was conducted in mixed method design. Data were collected from 57 participants. The means and standard deviations of the quantitative data were calculated with SPSS programme. Qualitative data were theme-coded by using MAXQDA© 11, and the emerging themes were interpreted. The results indicated that the participants related literacy to language skills especially to reading. They think that literacy development is conducive to creative use of language in different ways. The most important notions associated with literacy are cultural knowledge and interpretation. Most participants also emphasized the link between L1 and L2 literacy skills. Ultimately, it is suggested that literacy training is advantageous and should be integrated into the relevant ELT courses. The findings yielded implications about how to develop prospective ELT teachers' literacy skills through pre-service teacher training.
Journal of Language and Linguistic Studies, 2018
This study investigated EFL teachers’ perceptions of written corrective feedback and the relation... more This study investigated EFL teachers’ perceptions of written corrective feedback and the relationship between their written corrective feedback preferences, self-efficacy beliefs and burnout levels. In order to investigate the effect of these contextual factors on teacher perceptions and preferences in an EFL setting, a mixed-methods design which integrated quantitative and qualitative techniques and methods was used. A total of 36 instructors teaching English at various state universities in Turkey participated in the study. For data collection, three different questionnaires and semi-structured interviews were used. Results demonstrated a significant correlation between written corrective feedback preferences and burnout levels of the participant teachers. They also indicated a significant correlation between written corrective feedback preferences of teachers and their self-efficacy levels. Among other results, explicit and unfocused written feedback preferences of teachers and t...
This study aims to explore English Language teachers’ self-ratings of their use of reflective pra... more This study aims to explore English Language teachers’ self-ratings of their use of reflective practices in the language classroom. The participants are teachers who are currently teaching English in the state schools in the Mugla province of Turkey at levels ranging from primary to high school. It is a descriptive study and The English Language Teaching Reflection Inventory (ELTRI) developed by Akbari, Behzadpoor, and Dadvand (2010) was used to gather data for the study. The results showed that English teachers who participated in the present study are actively engaged in reflective teaching. The results also indicated that English teachers mostly reflect on the learner and meta-cognitive components when compared with other dimensions in the questionnaire. It can be concluded that those aspects of reflective teaching that each teacher pays the closest attention to are those that are also the most visible in their teaching practice.
Eurasian Journal of Applied Linguistics, 2019
This study aims to shed light on the preferences and problems of Erasmus+ exchange programme stud... more This study aims to shed light on the preferences and problems of Erasmus+ exchange programme students before and during the mobility process. The research was organized in qualitative research method phenomenological design. The participants of the study were 21 incoming Erasmus+ students having studied at a state university in Turkey at 2015-2016 academic year. The required data were collected with a survey in open-ended questionnaire format. The collected data were analyzed with descriptive content analysis technique. Students' answers were described, organized and explained to interpret the context. Participants' preferences gave information about the reasons for choosing the country and the university while their impressions were covering the first impressions after arriving in Turkey, information about Turkey, Turkish culture, Turkish university, and expectations about education. The findings also gave information about the problems or difficulties and previous experiences of the participants. Lastly, some implications and suggestions were derived from the statements of Erasmus+ programme students.
Eurasian Journal of Applied Linguistics, 2018
Journal of Language and Linguistic Studies, 2016
Teaching vocabulary is a comprehensive process in foreign language learning requiring specific te... more Teaching vocabulary is a comprehensive process in foreign language learning requiring specific techniques of appropriate instruction and accurate strategy. The present study was conducted to examine the effects of teaching vocabulary to Turkish young learners in semantic clustering way through digital storytelling. To investigate this aim, six video stories were chosen and studied in sequence. The research was carried out with 25 sixth graders during 6 weeks. Totally 6 stories were presented by teacher: three of them were taught in semantically related and three of them were taught in semantically unrelated sets. SPSS 20 package programme was used to analyze all collected data. Learners developed their vocabulary at the end of both processes but with different ratio. Participants scored better at semantically unrelated vocabulary teaching process than semantically related vocabulary teaching process.
Eurasian Journal of Applied Linguistics, 2019
This study aims to shed light on the preferences and problems of Erasmus+ exchange programme stud... more This study aims to shed light on the preferences and problems of Erasmus+ exchange programme students before and during the mobility process. The research was organized in qualitative research method phenomenological design. The participants of the study were 21 incoming Erasmus+ students having studied at a state university in Turkey at 2015-2016 academic year. The required data were collected with a survey in open-ended questionnaire format. The collected data were analyzed with descriptive content analysis technique. Students’ answers were described, organized and explained to interpret the context. Participants’ preferences gave information about the reasons for choosing the country and the university while their impressions were covering the first impressions after arriving in Turkey, information about Turkey, Turkish culture, Turkish university, and expectations about education. The findings also gave information about the problems or difficulties and previous experiences of the participants. Lastly, some implications and suggestions were derived from the statements of Erasmus+ programme students.
This study investigated English language teacher candidates' perceptions of literacy and the plac... more This study investigated English language teacher candidates' perceptions of literacy and the place of literacy in their programme. Small-scale descriptive case study was conducted in mixed method design. Data were collected from 57 participants. The means and standard deviations of the quantitative data were calculated with SPSS programme. Qualitative data were theme-coded by using MAXQDA© 11, and the emerging themes were interpreted. The results indicated that the participants related literacy to language skills especially to reading. They think that literacy development is conducive to creative use of language in different ways. The most important notions associated with literacy are cultural knowledge and interpretation. Most participants also emphasized the link between L1 and L2 literacy skills. Ultimately, it is suggested that literacy training is advantageous and should be integrated into the relevant ELT courses. The findings yielded implications about how to develop prospective ELT teachers' literacy skills through pre-service teacher training.
Book Reviews by Süleyman Gün
English Language Education Policy in the Middle East and North Africa, Robert Kirkpatrick (Ed.). ... more English Language Education Policy in the Middle East and North Africa, Robert Kirkpatrick (Ed.). Springer International Publishing AG. Cham, Switzerland (2017). ISBN 978-3-319-46776-4 (Hardcover), ISBN 978-3-319-46778-8 (eBook).
Conference Presentations by Süleyman Gün
III International Ankara Multidisciplinary Studies Congress, Ankara, 2021
Uploads
Papers by Süleyman Gün
Keywords: English language teaching, English in primary school, English language today
İngilizce dili Eski İngilizce, Orta İngilizce ve Modern İngilizce dönemlerinde şekillenerek bugün kullandığımız İngilizceye dönüşmüştür. Belirli bir milletin dili olmanın ötesine geçerek, dünya çapında farklı anadili ve kültürel birikime sahip bireylerin iletişim ihtiyaçlarına cevap veren ortak bir iletişim aracı haline gelmiştir. Bu nedenle ilgili literatürde İngilizce dili EFL, ESL, WE, ELF, EIL ve EIcL gibi farklı etiketlerle tanımlanmakta ve İngilizceyi farklı şekillerde kullanan ülkeler iç, dış ve genişleyen çember ülkeleri olarak sınıflandırılmaktadır. Bu çalışma, İngilizce dilini tanımlamak için kullanılan etiketleri açıklamayı, Türkiye'de dil planlaması ve politikasına ilişkin bazı çalışmaları gözden geçirmeyi ve dünya çapında dış ve genişleyen çember ülkelerdeki devlet okullarının farklı sınıflarında İngilizceyi öğretimine başlama uygulamalarını incelemeyi amaçlamaktadır. Bu çalışma kapsamında, dünyadaki dış ve genişleyen çember ülkelerinin çoğunda İngilizce eğitiminin devlet okullarında birinci veya ikinci sınıftan itibaren başladığı, Türkiye'de ise ilkokul ikinci sınıftan itibaren ilerleyen sınıflarda İngilizce eğitimi verildiği belirtilmiştir. Türkiye'de verilen İngilizce eğitiminin, Türk vatandaşlarının diğer ülke vatandaşları ile iletişim kurmada ortak dili etkin bir şekilde kullanmalarına yardımcı olacağı ve böylece ülkenin siyasi, bilimsel, askeri, ekonomik ve sosyal alanlarda ileri bir seviyeye ulaşmasını sağlayacağı düşünüldüğü için İngilizce eğitimine önem verildiği ifade edilmiştir.
Anahtar kelimeler: İngilizce öğretimi, ilkokulda İngilizce, günümüzde İngilizce
Book Reviews by Süleyman Gün
Conference Presentations by Süleyman Gün
Keywords: English language teaching, English in primary school, English language today
İngilizce dili Eski İngilizce, Orta İngilizce ve Modern İngilizce dönemlerinde şekillenerek bugün kullandığımız İngilizceye dönüşmüştür. Belirli bir milletin dili olmanın ötesine geçerek, dünya çapında farklı anadili ve kültürel birikime sahip bireylerin iletişim ihtiyaçlarına cevap veren ortak bir iletişim aracı haline gelmiştir. Bu nedenle ilgili literatürde İngilizce dili EFL, ESL, WE, ELF, EIL ve EIcL gibi farklı etiketlerle tanımlanmakta ve İngilizceyi farklı şekillerde kullanan ülkeler iç, dış ve genişleyen çember ülkeleri olarak sınıflandırılmaktadır. Bu çalışma, İngilizce dilini tanımlamak için kullanılan etiketleri açıklamayı, Türkiye'de dil planlaması ve politikasına ilişkin bazı çalışmaları gözden geçirmeyi ve dünya çapında dış ve genişleyen çember ülkelerdeki devlet okullarının farklı sınıflarında İngilizceyi öğretimine başlama uygulamalarını incelemeyi amaçlamaktadır. Bu çalışma kapsamında, dünyadaki dış ve genişleyen çember ülkelerinin çoğunda İngilizce eğitiminin devlet okullarında birinci veya ikinci sınıftan itibaren başladığı, Türkiye'de ise ilkokul ikinci sınıftan itibaren ilerleyen sınıflarda İngilizce eğitimi verildiği belirtilmiştir. Türkiye'de verilen İngilizce eğitiminin, Türk vatandaşlarının diğer ülke vatandaşları ile iletişim kurmada ortak dili etkin bir şekilde kullanmalarına yardımcı olacağı ve böylece ülkenin siyasi, bilimsel, askeri, ekonomik ve sosyal alanlarda ileri bir seviyeye ulaşmasını sağlayacağı düşünüldüğü için İngilizce eğitimine önem verildiği ifade edilmiştir.
Anahtar kelimeler: İngilizce öğretimi, ilkokulda İngilizce, günümüzde İngilizce