The use of authentic materials in English as a foreign language instruction (Conceptual Change Theories and Practice Examples in Education)
Yazarlar (1)
Dr. Öğr. Üyesi Fatma KİMSESİZ Kırşehir Ahi Evran Üniversitesi, Türkiye
| Bölüm Adı | The use of authentic materials in English as a foreign language instruction | ||
| Kitap Adı | Conceptual Change Theories and Practice Examples in Education | ||
| Bölüm Sayfaları | 115-132 | ||
| Kitap Türü |
Kitap Bölümü
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| Kitap Alt Türü | Alanında uluslararası yayınlanan kitap bölümü | ||
| Kitap Niteliği | Diğer uluslararası bilimsel kitap | ||
| Kitap Dili | İngilizce | Basım Tarihi | 01-2023 |
| DOI Numarası | – | ISBN | 978-2-38236-596-0 |
| Basıldığı Ülke | Fransa | Basıldığı Şehir | |
| Kitap Linki | https://www.bookchapter.org/kitaplar/Conceptual_Change_Theories_and_Practice_Examples_in_Education.pdf | ||
| UAK Araştırma Alanları |
İngiliz Dili Eğitimi
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| Özet |
| I na global system that changes rapidly, foreign language learning has turned into an initiative that directs studies in individuals’ academic, professional, and social development processes (TEPAV & British Council, 2013). In this sense, the English language is widely accepted as a global language that can be defined as a “lingua franca”(Alptekin, 1993; Gilmore, 2007b; Koru & Akesson, 2011), and it ranks first among foreign languages as a means of communication and interaction to be learned (TEPAV & British Council, 2013). In most countries, effective practices in language learning are aimed to be adopted in the field of tourism, industry, and technology, as well as education. Foreign language learning is a process that needs to be experienced as a language learning continuum rather than an outcome to be completed. The most effective approaches in teaching a target language have shown that the language should be taught in a way that closely resembles the natural language learning environment (Gilmore, 2007b). In close relation to this topic, national education visions of non-native countries aim to improve the qualifications and increase the efficiency of both teachers and learners in English as a foreign language instruction. This process involves various dimensions, from developing the technological infrastructure of schools to improving teacher skills. The global spread of English as a universal language of communication has put forward language teaching and the concept of authenticity (Gilmore, |
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