{"title":"在土耳其英语学习者的眼中:如何成为一名有效的外语教师?","authors":"Servet Celik, A. Arıkan, M. Caner","doi":"10.30827/digibug.18114","DOIUrl":null,"url":null,"abstract":"espanolInvestigaciones sobre las cualidades de profesores con exito en Turquia indican que los estudiantes consideran la eficacia del profesor como la capacidad para garantizar un entorno en el que se pueda desarrollar una interaccion profesor-estudiante positiva. No obstante, son necesarios mas estudios para poder clarificar la percepcion que tienen los estudiantes sobre las cualidades de los profesores eficaces de lengua extranjera. El objetivo de estos estudios es el de proveer a los educadores con la informacion necesaria sobre la implementacion de programas para el desarrollo de profesores de lenguas. Con este proposito, 998 estudiantes de una universidad estatal en Turquia participaron en una encuesta para determinar cuales son las cualidades que ellos creen caracteristicas en un profesor de ingles con exito. 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引用次数: 70
摘要
对土耳其成功教师素质的研究表明，学生认为教师的有效性是确保一个环境的能力，在这个环境中可以发展积极的师生互动。然而，还需要进一步的研究来澄清学生对有效外语教师素质的看法。这些研究的目的是为教育工作者提供有关语言教师发展计划实施的必要信息。为此，来自土耳其一所州立大学的998名学生参加了一项调查，以确定他们认为成功的英语教师具有哪些品质。研究结果显示,详细剖析英语作为外语和大学对学生还有percepcion知识especificos pedagogicos、个人特质、专业技能和行为在教室里EnglishResearch on the qualities of成功教师土耳其indicates that students考虑teacher有效性as an environment in which确保这一问题进行积极student-teacher interaction can take place。然而，需要进一步的研究来澄清学生对有效外语教师素质的看法，特别是为教育工作者提供有关语言教师发展方案执行情况的必要信息。因此，要求土耳其一所州立大学的998名本科生完成一项关于他们认为是成功英语教师的素质特征的调查。研究结果详细介绍了大学英语作为外语(EFL)学生对特定教学知识、个性特征、专业技能和课堂行为的看法。
In the Eyes of Turkish EFL Learners: What Makes an Effective Foreign Language Teacher?.
espanolInvestigaciones sobre las cualidades de profesores con exito en Turquia indican que los estudiantes consideran la eficacia del profesor como la capacidad para garantizar un entorno en el que se pueda desarrollar una interaccion profesor-estudiante positiva. No obstante, son necesarios mas estudios para poder clarificar la percepcion que tienen los estudiantes sobre las cualidades de los profesores eficaces de lengua extranjera. El objetivo de estos estudios es el de proveer a los educadores con la informacion necesaria sobre la implementacion de programas para el desarrollo de profesores de lenguas. Con este proposito, 998 estudiantes de una universidad estatal en Turquia participaron en una encuesta para determinar cuales son las cualidades que ellos creen caracteristicas en un profesor de ingles con exito. Los resultados muestran un perfil detallado sobre el Ingles universitario como lengua extranjera y sobre la percepcion que los estudiantes tienen respecto a conocimientos especificos pedagogicos, rasgos personales, habilidades profesionales y conducta en el aula EnglishResearch on the qualities of successful teachers in Turkey indicates that students consider teacher effectiveness as the ability to ensure an environment in which positive student-teacher interaction can take place. However, further studies are needed to clarify students� perceptions of the qualities of effective foreign language teachers, in particular, thus providing educators with necessary information concerning the implementation of language teacher development programs. Therefore, 998 undergraduate students at a state university in Turkey were asked to complete a survey concerning the qualities they believed are characteristic of a successful English language teacher. The results provide a detailed profile of university English as a foreign language (EFL) students� perceptions with respect to pedagogy-specific knowledge, personality traits, professional skills and classroom behavior
期刊介绍：
PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning:
- The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc.
- The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc.
- The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc.
- Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc.
- Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.
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