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EDUCATIONAL-ENG.Pdf ACADEMIC RESEARCHES IN EDUCATIONAL SCIENCES Publication Coordinator • Yaşar HIZ Editor in Chief • Aydın ŞİMŞEK Chief Editors • Prof. Dr. Hasan BABACAN Prof. Dr. Tanja SOLDATOVIĆ Asoc. Prof. Dr. Nihada DELOBEGOVIĆ DZANIĆ Editor • Asst. Prof. Gülcan MIHLADIZ, Ph.D. Cover Design • Begüm Pelin TEMANA Interior Design • Begüm Pelin TEMANA Social Media • Betül AKYAR First Edition • © APRIL 2018 / ANKARA ISBN • 978-605-288-381-5 © copyright The right to publish this book belongs to Gece Kitaplığı. Citation can not be shown without the source, reproduced in any way without permission. Gece Kitaplığı Address: Kızılay Mah. Fevzi Çakmak 1. Sokak Ümit Apt No: 22/A Çankaya/ANKARA Phone: 0312 384 80 40 web: www.gecekitapligi.com e-mail: [email protected] Printing & Volume Bizim Büro Matbaa Sanayi 1. Cadde Sedef Sk. No: 6/1 İskitler - Ankara Certificate No: 26649 Phone: 0312 229 99 28 ACADEMIC RESEARCHES IN EDUCATIONAL SCIENCES CONTENTS Foreign Languages Education ...............................................................7 RESEARCHING ELT THROUGH NARRATIVE INQUIRY ..........9 ACADEMIC NOUNS IN DOCTORAL DISSERTATIONS WRITTEN IN ENGLISH BY TURKISH, SPANISH AND ENGLISH AUTHORS .........................................................................31 RESEARCH OF MIXED METHOD : TEACHING FRENCH AS A SECOND FOREIGN LANGUAGE WITH ATHENTIC MATERIALS ....................................................43 “INSTRUCTIONAL TECHNOLOGIES AND MATERIAL DEVELOPMENT” COURSE APPLICATIONS: PROSPECTIVE TEACHERS’ OPINIONS ABOUT MATERIAL DEVELOPMENT ..........................................................55 Guidance and Psychological Vounseling ..........................................71 ACTIVE TEACHING: EVALUATING THE BENEFITS OF GENERAL MEMORY PROCESSES OVER SENSORY LEARNING STYLES ...........................................................................73 BULLYING BEHAVIOR AND METHODS OF PREVENTING AND COPING WITH BULLYING IN CHILDREN .....................91 EFFECTIVE COMMUNICATION IN PRE-SCHOOL EDUCATION ....................................................................................113 Mathematic Education ......................................................................129 THE EFFECT OF TEACHING PROBLEM SOLVING STRATEGY ON ACHIEVEMENT LEVEL IN 9TH CLASS MATHEMATICS COURSE ...............................................131 Thematic .................................................................................................147 UNDERSTANDING MULTICULTURAL EDUCATION: A PHENOMENOLOGICAL RESEARCH STUDY .......................149 GLOBALIZATION AND EDUCATION ........................................173 AN INVESTIGATION OF THE RELATIONSHIP BETWEEN GLOBALIZATION APPROACHES AND COGNITIVE AWARENESS ......................................................................................193 NEW LITERACY TYPES AND LEARNING STRATEGIES FOR ADULT LEARNERS .................................................................213 ANALYSIS OF THE LEVEL OF RESILIENCE OF CLASSROOM TEACHERS IN TERMS OF SOME VARIABLES ........................................................................................229 ABSENTEEISM AMONG THE TURKISH HIGH SCHOOL STUDENTS.......................................................................255 ATTITUDES OF SPECIAL EDUCATION TEACHER CANDIDATES TOWARDS INDIVIDUALS WITH SPECIAL NEEDS: A LONGITUDINAL STUDY .........................271 THE FACTORS THAT EFFECT TURKISH KINDERGARTEN CHILDREN’S KNOWLEDGE AND PERCEPTIONS RELATED TO SPECIAL NEEDS ...................................................287 EXAMINING THE DIFFICULTIES IN FLUTE TRAINING OF THE FOLK SONGS WITH AKSAK METER USED IN TRADITIONAL TURKISH FOLK MUSIC ...................................315 THE CONTRIBUTION OF PEDAGOGIC FORMATION FOR THE GRADUATES OF SCIENCE AND LITERATURE FACULTY IN TURKEY: A CASE STUDY ....................................331 Foreign Languages Education Foreign Languages Education 9 RESEARCHING ELT THROUGH NARRATIVE INQUIRY Yusuf DEMİR1 ABSTRACT As a type of qualitative inquiry which examines individuals’ stories about their lived experiences, narrative inquiry is both complementary to several research methods and an alternative paradigm for social and educational research. Narrative inquiry has also gained ground in language teaching and learning research in the past few decades thanks to its capacity to help researchers understand the inner worlds of language teachers and learners, and the nature of language teaching and learning. This chapter, in the first place, provides an understanding of the conceptual and theoretical frameworks behind the development of narrative inquiry as a recognized methodology, and raises methodological challenges against modernist viewpoints toward research, thereby making room for researching narratively. The chapter proceeds with the use of narrative inquiry in educational research, and more specifically, in ELT research. In what follows, alongside field- specific research motives, applicable ELT research topics and possibilities are also highlighted, which include long-term trajectories of language learners and teachers such as identity construction and development, changes in language learning and teaching beliefs, effects of sojourning experiences and so forth. Further focus centers on methodological dimensions including data collection tools and data analysis patterns in narrative inquiry, and several concerns regarding the findings of narrative research. Illustrative narrative inquiries of ELT are then provided in order to demonstrate which specific research purposes are set and investigated in different studies by using narrative inquiry, what kind of data can help to achieve these purposes, and how these data can be analyzed. To conclude, considering its methodological functionality and research merits, narrative inquiry can be suggested as a well-respected type of inquiry to investigate complexities of meaning behind the real experiences of language learners, pre- and in-service ELT teachers and teacher trainers. Keywords: Narrative inquiry, ELT research, educational research, narrative analysis 1 Assistant professor, Necmettin Erbakan University, [email protected] 10 ACADEMIC RESEARCHES IN EDUCATIONAL SCIENCES Thinking and researching narratively: A historical and theoretical background Starting with some nail-biting questions to serve as food for thought, what do or should we understand by the term narrative? Are we at first glance captured by its literary value or its research-fitting nature? How can we explain its recent appeal to social and educational researchers? Then, it is apt in the first place to provide overarching definitions for the concept of narrative. Narratives (stories) in the human sciences should be defined provisionally as discourses with a clear sequential order that connect events in a meaningful way for a definite audience and thus offer insights about the world and/or people’s experiences of it (Hinchman & Hinchman, 1997: 16). Stories are not only the way in which we come to ascribe significance to experiences … but also they are one of the primary means through which we constitute our very selves … we become who we are through telling stories about our lives and living the stories we tell (Andrews, 2000: 77-78). … Narrative is first and foremost a prodigious variety of genres, themselves distributed amongst different substances – as though any material were fit to receive man’s stories. Able to be carried by articulated language, spoken or written, fixed or moving images, gestures, and the ordered mixture of all these substances; narrative is present in myth, legend, fable, tale, novella, epic, history, tragedy, drama, comedy, mime, painting … stained glass windows, cinema, comics, news item, conversation. Moreover, under this almost infinite diversity of forms, narrative is present in every age, in every place, in every society; it begins with the very history of mankind and there nowhere is nor has been a people without narrative … (Barthes, 1977: 79) Today’s postmodernist viewpoint toward narratives, indeed, is nothing but the reinventing of the wheel. This is because stories have already been illustrating experiences and life trajectories of humans since ancient times. As Elliott (2005: 3) mentions, “there is obviously a long literary tradition of studying the art of narrative, which focuses on conventions of literary style, and the development and use of different genres as well as examining the creativity of individual narrators”. Extending back to much earlier than the 1970s, this literary tradition and interest in narratives can be observed in the hermeneutic studies of the holy scriptures (Czarniawska, 2004). However, the theoretical analysis of narratives (narratology) only began in the twentieth century that emerged in the field of literary theory. Since then, there have been a series of schools of thought for literary theory which centralized narratives as a major focus (Webster & Mertova, 2007). Foreign Languages Education 11 For the past three decades or so, there has been a remarkable interest in narratives and narrative inquiry (Andrews, Squire & Tamboukouas, 2013) as a terminological concept for the field of education research literature as well as an efflorescent research methodology in its own right by lending itself to use for a wide range of disciplines such as, alongside education, philosophy, psychotherapy, psychology, anthropology, sociology, criminology, theology and so on. This recently emergent narrative revolution (Lieblich, Tuval- Mashiach & Zilber,
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