Investigation of Pre-Service English Language Teachers' Cognitive Structures about Some Key Concepts in Approaches and Methods in Language Teaching Course through Word Association Test

Autor/in	Ersanli, Ceylan Yangin
Titel	Investigation of Pre-Service English Language Teachers' Cognitive Structures about Some Key Concepts in Approaches and Methods in Language Teaching Course through Word Association Test
Quelle	In: Journal of Language and Linguistic Studies, 12 (2016) 1, S.124-136 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Foreign Countries; Preservice Teachers; English (Second Language); Second Language Instruction; Language Teachers; Cognitive Structures; Associative Learning; Reading Tests; Concept Mapping; Teaching Methods; Learning Processes; Misconceptions; College Students; Word Frequency; Sentences; Content Analysis; Student Evaluation; Constructivism (Learning); Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Cognitive structure; Kognitive Struktur; Lesetest; Concept Map; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Missverständnis; Collegestudent; Word analysis; Frequency; Wortanalyse; Häufigkeit; Sentence analysis; Satzanalyse; Inhaltsanalyse; Schulnote; Studentische Bewertung; Türkei
Abstract	This study aims to map the cognitive structure of pre-service English language (EL) teachers about three key concepts related to approaches and methods in language teaching so as to discover their learning process and misconceptions. The study involves both qualitative and quantitative data. The researcher administrated a Word Association Test (WAT) to 68 sophomore pre-service English language teachers attending teacher training program in two state universities in Turkey. Data obtained from key concepts and associated words were recorded in frequency tables. Concept maps that presented the cognitive structures of the pre-service EL teachers were drawn. The sentences written by the pre-service EL teachers about each key concept were analysed and categorized. The findings appear to indicate that pre-service EL teachers failed to learn the key concepts effectively. Some misconceptions related to the key concepts were detected both in concept maps and sentences. The results suggest that WATs as an alternative assessment technique should be used for in-depth evaluation of learning. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01