Şule Çelik KORKMAZ
(Bursa Uludağ Üniversitesi, Eğitim Fakültesi, İngiliz Dili ve Eğitimi Bölümü, Bursa, Türkiye)
(Bursa Uludağ Üniversitesi, Yabancı Diller Okulu, Bursa, Türkiye)
Yıl: 2020Cilt: 33Sayı: 2ISSN: 2667-6788Sayfa Aralığı: 558 - 586İngilizce

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The study aimed to investigate the perspectives and experiences of 120 fourth-year ELT teacher trainees of Bursa Uludag University regarding: first, materials evaluation, adaptation, and creation; second, the components of an effective ELT unit in a coursebook; and finally some basic approaches that affect materials design. A questionnaire and a semi-structured interview were administered to these aims. The results revealed that they mostly developed materials creation, then adaptation, and finally evaluation skills. In addition, they reported that their experiences in the materials evaluation, adaptation, and creation were shaped by their teacher training program, practicum school types, their mentor teachers, learners, and school policies. They advocated the current approach with multi-syllabus and communicative approach and questioned the traditional approach in materials design. In parallel with their perspectives about the approaches, they reported that an effective ELT unit should involve mostly warm-up sessions, integration of four skills, communicative activities, vocabulary, and pronunciation parts.
DergiAraştırma MakalesiErişime Açık
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