Accuracy and Speed in the Interpretation of Implied Meanings in English: Turkish Teacher Trainees versus Native Speakers

Autor/in	Çetinavci, Ugur Recep
Titel	Accuracy and Speed in the Interpretation of Implied Meanings in English: Turkish Teacher Trainees versus Native Speakers
Quelle	In: Journal of Language and Linguistic Studies, 14 (2018) 2, S.325-342 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çetinavci, Ugur Recep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Accuracy; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Native Speakers; Benchmarking; Foreign Countries; Multiple Choice Tests; Comparative Analysis; Teaching Methods; Computer Assisted Testing; Semantics; Preservice Teacher Education; Language Processing; Figurative Language; Pragmatics; Language Tests; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Muttersprachler; Ausland; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Semantik; Lehramtsstudiengang; Lehrerausbildung; Sprachverarbeitung; Pragmalinguistik; Language test; Sprachtest; Statistische Analyse; Türkei
Abstract	This study aims to investigate how Turkish Teacher Trainees of English as a Foreign Language (EFL) interpret implied meanings, which is an integral but lesser-studied component of pragmatic competence. The conduct of the study began with the development of an online multiple-choice discourse completion test (MDCT) through two piloting phases. Next, the test was given to a group of 144 1st year teacher trainees and a group of 127 native speakers of English, who served as the comparison group to provide interpretation norms as the benchmark. The results revealed a significant difference between the native speakers and teacher trainees in favor of the former in terms of both accuracy and speed at the interpretation of implied meanings in English. In consideration of the fact that teacher training is critical for inevitably influencing how instructional practices are used in the future, the study identified an improvable aspect in the pragmatic skills of prospective EFL teachers, which could pave way for informed instructional solutions for both EFL teacher trainees and learners. (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