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An Analysis of ELF-informed Practices in ESP Coursebooks

Yıl 2024, Cilt: 24 Sayı: 1, 112 - 129, 15.03.2024

Erol Poyraz

https://doi.org/10.17240/aibuefd.2024..-1322272

Öz

The investigation of English as a Lingua Franca (ELF) in English for Specific Purposes (ESP) contexts has produced significant results in the last few years. Moreover, these results have initiated a shift from achieving native speaker competency to more context-related and functional language use in the perspective of the overall approach to ESP. Yet, the literature needs more study to reveal how far this shift has embedded ESP coursebooks and audio materials. Therefore, this study aimed to explore to what extent the recent ESP coursebooks and audio materials matched the characteristics of ELF. In the study, four ESP coursebooks and their audio tracks were analyzed in terms of the presence or absence of references to ELF features, specifically; ELF-informed activities, the promotion of using English outside the inner circle countries, and the use of authentic expending circle English communication. The findings revealed the dominance of Standard English in language exposure, a dearth of ELF-informed activities, and a sparse representation of expending circle cultures in the four ESP coursebooks. Similarly, the listening tracks showed a strong preference for native English speakers as the introducers of English users in the tracks. The study presents a number of critical implications for ESP instructors and material designers.

Anahtar Kelimeler

English as a Lingua Franca (ELF) English for Specific Purposes (ESP) ELF-informed materials ESP materials.

Kaynakça

  • Ajoke, A. R. (2017). The importance of instructional materials in teaching English as a second language. International Journal of Humanities and Social Science Invention, 6(9), 36-44.
  • Batziakas, B. (2008). Surveying the degree of implementation of English as a Lingua Franca in Greek state school English classrooms. Extended summary based on the paper presentation. In ELF Forum 2008: First International Conference of English as a Lingua Franca.
  • Bayyurt, Y. & Sifakis, N. (2017). Foundations of an EIL-aware teacher education. In: Matsuda, A. (ed.) Preparing Teachers to Teach English as an International Language. Bristol: Multilingual Matters, 3–18.
  • Bayyurt, Y., & Akcan, S. (Eds.). (2015). Current perspectives on pedagogy for English as a lingua franca (Vol. 6). Walter de Gruyter GmbH & Co KG.
  • Bhatia, V., Anthony, L., & Noguchi, J. (2011). ESP in the 21st century: ESP theory and application today. In Proceedings of the JACET 50th commemorative International Convention, 143, 143-150.
  • Björkman, B. 2009. “From Code to Discourse in Spoken ELF.” In English as a Lingua Franca: Studies and Findings, A. Mauranen and E. Ranta (ed.), 225–251. Newcastle: Cambridge Scholars Press
  • Bondi, M., & Poppi, F. (2008). How localized is the discourse of the news in English (es)? Paper presentation. In First International Conference of English as a Lingua Franca.
  • Calvo-Benzies, Y.J. (2017). English as a Lingua Franca (ELF) in ESP contexts. Students’ attitudes towards non-native speech and analysis of teaching materials. Alicante Journal of English Studies, 30, 27‒60. https://doi.org/10.14198/raei.2017.30.02.
  • Canagarajah, A. S. (2006). Negotiating the local in English as a lingua franca. Annual Review of Applied Linguistics, 26, 197-218.
  • Cogo, A. (2009) Accommodating difference in ELF conversations: a study of pragmatic strategies. In: Mauranen, A.; Ranta, E. (Eds.). English as a Lingua Franca: studies and findings. Newcastle upon Tyne: Cambridge Scholars Publishing, 2009. p. 254-273
  • Connor, U., & Rozycki, W. (2013). ESP and intercultural rhetoric. In B. Paltridge & S. Starfield (Eds.), Handbook of English for specific purposes. Oxford: WileyBlackwell.
  • Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University Press
  • Csizér, K., & Kontra, E. H. (2012). ELF, ESP, ENL and their effect on students’ aims and beliefs: A structural equation model. System, 40(1), 1-10.
  • Dewey, Martin. 2009. English as a lingua franca: Heightened variability and theoretical implications. In Mauranen, A. & Ranta, E. (eds.), English as a lingua franca: Studies and findings, 60-83. Newcastle upon Tyne: Cambridge Scholars Press.
  • Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141-170.
  • Dogancay-Aktuna, S., & Hardman, J. (2017). A framework for incorporating English as an international language perspective into TESOL teacher education. In A. Matsuda, ed., Preparing Teachers to Teach English as an International Language. Bristol: Multilingual Matters, 19-32.
  • Dudley-Evans, T. (1998). Dudley- Evans, T. (1998). An overview of ESP in the 1990s. (EDRS: ED424775) Ferguson, G., Pérez‐Llantada, C., & Plo, R. (2011). English as an international language of scientific publication: A study of attitudes. World Englishes, 30(1), 41-59.
  • Firth, A. 2009. The lingua franca factor. Intercultural Pragmatics, 6, 147–170.
  • Flowerdew, L. J. (2015). Adjusting pedagogically to an ELF world: An ESP perspective. In Bayyurt, Y., Akcan, S. (eds) Current Perspectives on Pedagogy for English as a Lingua Franca (pp. 13-34). Walter de Gruyter GmbH & Co KG.
  • Galloway, N., & Rose, H. (2013). They envision going to New York, not Jakarta: the differing attitudes toward ELF of students, teaching assistants, and instructors in an English-medium business program in Japan. Journal of English as a Lingua Franca, 2(2), 229-253. https://doi.org/10.1515/jelf-2013-0014
  • Ghobain, E., & Grami, G. (2012). English for Medical Students and the Myth of Native Models Superiority. ESP World, 35(12), 1-10.
  • Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative Report, 8(4), 597-607.
  • Graddol, D. (2006). English next (Vol. 62). London: British Council.
  • House, J. (2003). English as a lingua franca: A threat to multilingualism?. Journal of Sociolinguistics, 7(4), 556-578. https://doi.org/10.1111/j.1467-9841.2003.00242.x
  • House, J. (2010). The pragmatics of English as a lingua franca. Applied Pragmatics. John Benjamins Publishing Company.
  • Hyland, K. (2007). English for specific purposes. In Cummins, J., Davidson, C. (eds) International Handbook of English language teaching (pp. 391-402). Springer.
  • Hyland, K. (2013). ESP and writing. In B. Paltridge, & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 95-113). New York: Routledge.
  • James, P. (2001). Teachers in action. Cambridge: Cambridge University Press
  • Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
  • Jenkins, J., Modiano, M., & Seidlhofer, B. (2001). Euro-English. English Today, 17, 13–19.
  • Jenkins, J. (2004). The ABC of ELT…“ELF.”. iatefl Issues, 182(9).
  • Jenkins, J. (2006). The spread of EIL: A testing time for testers. ELT Journal, 60, 42–50.
  • Jenkins, J. (2014). Global Englishes: A resource book for students. Routledge.
  • Kachru, B. B. (1996). World Englishes: agony and ecstasy. Journal of Aesthetic Education, 30(2), 135-155.
  • Kachru, B. B. (2005). Asian Englishes: Beyond the canon. Hong Kong SAR, China: University of Hong Kong Press
  • Kalocsai, K. (2009). Erasmus exchange students: A behind-the-scenes view into an ELF community of practice. Apples-Journal of Applied Language Studies, 3(1), 25–49.
  • Kontra, E. H. & Csizér, K. (2011). Hungarian esp students’ awareness of English as a lingua franca: an overview. husse10-linx, 27, 74.
  • Kopperoinen, A. (2011). Accents of English as a lingua franca: a study of Finnish textbooks. International Journal of Applied Linguistics, 21(1), 71-93. https://doi.org/10.1111/j.1473-4192.2010.00263.x
  • Kivistö, A. (2005). Accents of English as a lingua franca: A study of Finnish textbooks [Unpublished thesis]. University of Tampere, Finland. Retrieved from http://www.helsinki.fi/englanti/elfa/ProGradu_Anne_Kivisto.pdf
  • Leung, C. (2013). The “social” in English Language Teaching: abstracted norms versus situated enactments. Journal of English as a Lingua Franca, 2(2), 283-313. https://doi.org/10.1515/jelf-2013-0016
  • Lincoln, Y. S., Guba, E. G., & Pilotta, J. J. (1985). Naturalistic inquiry. International Journal of Intercultural Relations, 9(4), 438–439. https://doi.org/10.1016/0147-1767(85)90062-8
  • Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. Tesol Quarterly, 37(4), 719-729. https://doi.org/10.2307/3588220
  • Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL textbooks. JALT Journal, 24(2), 80–98.
  • Matsuda, A. (Ed). (2017). Preparing teachers to teach English as an international language. Bristol: Multilingual Matters.
  • Mariani, L. (2010). Communication strategies: Learning and teaching how to manage oral interaction. Italy: Learning Paths-Tante Vie Per Imparare.
  • Mauranen, A. (2007). Hybrid voices: English as the lingua franca of academics. In K. Flottum, T. Dahl, & T. Kinn (Eds.), Language and discipline perspectives on academic discourse (pp. 244–259). Cambridge: Cambridge Scholars Press.
  • Mauranen, A., Pérez-Llantada, C., & Swales, J. M. (2010). Academic Englishes: A standardized knowledge?. In The Routledge Handbook of world Englishes (pp. 656-674). Routledge.
  • Nair-Venugopal, S. (2009). Interculturalities: Reframing identities in intercultural communication. Language and Intercultural Communication, 9(2), 76-90. https://doi.org/10.1080/14708470902807685
  • Nickerson, C. (2013). English for specific purposes and English as a lingua franca. In B. Paltridge & S. Starfield (Eds.), The Handbook of English for specific purposes (pp. 446–460). Oxford, England: Wiley-Blackwell.
  • Oda, M. (2008). English as a lingua franca or English to control: English in air traffic control. Paper presentation. In First International Conference of English as a Lingua Franca.
  • Rzonca, N. (2021, March 10). The Development of ELF-aware Classroom Materials. International conference on advanced research in education (pp. 312-323). Mokslinės Leidybos Deimantas - Diamond Scientific Publishing.
  • Schmidt, W. H., McKnight, C. C., & Raizen, S. A. (1997). A splintered vision: An investigation of U.S. science and mathematics education. Dordrecht, The Netherlands: Kluwer Academic Publishers
  • Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.
  • Seidlhofer, B. (2013). Understanding English as a lingua franca-Oxford applied linguistics. Oxford University Press.
  • Seidlhofer, B. (2016). A select bibliography. English as a Lingua Franca: Perspectives and Prospects, 1(2), 281. https://doi.org/10.1515/9781501503177
  • Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), 237-246.
  • Si, J. (2020). An analysis of business English coursebooks from an ELF perspective. ELT Journal, 74(2), 156-165.
  • Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34(3), 471-484. https://doi.org/10.1111/weng.12150
  • Sifakis, N., & Bayyurt, Y. (2017). ELF-aware teaching, learning and teacher development. In The Routledge handbook of English as a lingua franca (pp. 456-467). Routledge.
  • Smit, U. (2010). Conceptualising English as a lingua franca (ELF) as a tertiary classroom language. Stellenbosch Papers in Linguistics, 39, 59-74.
  • Sung, C. C. M. (2015). Hong Kong English: linguistic and sociolinguistic perspectives. Language and Linguistics Compass, 9(6), 256-270. https://doi.org/10.1111/lnc3.12142
  • Suzani, M. S. (2007). Evaluating English Textbooks. In University Textbook (2): ICT & Assessment (On the Occasion of the First International Conference on University Textbook). Volume II. Tehran: SAMT.
  • Tomlinson, B., & Masuhara, H. (2013). Adult coursebooks. ELT journal, 67(2), 233-249.
  • Uzuner, S. (2008). Multilingual scholars’ participation in core/global academic communities: A literature review. Journal of English for academic Purposes, 7(4), 250-263. https://doi.org/10.1016/j.jeap.2008.10.007
  • Wang, Y. (2015). Language Awareness and ELF Perceptions of Chinese University Students. In: Bowles, H., Cogo, A. (eds) International Perspectives on English as a Lingua Franca. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137398093_6
  • Wesley, J. J. (2014). The qualitative analysis of political documents. In B. Kaal (Ed.), From text to political positions: Text analysis across disciplines (pp. 135-160). Amsterdam; Philadelphia: John Benjamins Publishing Company.
  • Widdowson, H. G. (2012). ELF and the inconvenience of established concepts. Journal of English as a Lingua franca, 1(1), 5-26. https://doi.org/10.1515/jelf-2012-0002

ÖAİ Ders Kitaplarındaki ODİ Bilgisi Sunan Uygulamaların Bir Analizi

Yıl 2024, Cilt: 24 Sayı: 1, 112 - 129, 15.03.2024

Erol Poyraz

https://doi.org/10.17240/aibuefd.2024..-1322272

Öz

Özel Amaçlı İngilizce (ÖAİ) bağlamlarında Ortak Dil Olarak İngilizce’nin (ODİ) araştırılması, son birkaç yılda önemli sonuçlar ortaya koymuştur. Ayrıca, bu sonuçlar, ÖAİ'ye genel yaklaşım perspektifinde, ana dili İngilizce olanların yeterliliklerine ulaşmaktan daha çok bağlamla ilgili ve işlevsel dil kullanımına doğru bir geçişi başlatmıştır. Yine de literatürün, bu değişimin ÖAİ ders kitaplarını ve işitsel materyalleri ne kadar içine yerleştirdiğini ortaya çıkarmak için daha fazla çalışmaya ihtiyacı vardı. Bu nedenle bu çalışma, son dönemdeki ÖAİ ders kitaplarının ve işitsel materyallerin ODİ'nin özellikleriyle ne ölçüde örtüştüğünü keşfetmeyi amaçlamıştır. Çalışmada, ders kitapları ve ses kayıtları, ODİ özelliklerine yapılan göndermelerin varlığı veya yokluğu açısından, özellikle; ODİ ile bilgilendirilmiş aktiviteler, İngilizce'yi yakın çevre ülkeleri dışında kullanmanın teşviki ve otantik gelişen İngilizce iletişiminin kullanılması açısından ele alınmıştır. Bulgular, dile maruz kalmada Standart İngilizce normlarının baskın olduğunu, ODİ ile bilgilendirilmiş etkinliklerin eksikliğini ve ders kitaplarında genişleyen çevre kültürlerinin seyrek temsilini ortaya çıkarmıştır. Benzer şekilde, dinleme parçaları, parçalardaki İngilizce kullanıcıların tanıtıcıları olarak anadili İngilizce olanlara yönelik güçlü bir tercih göstermiştir. Çalışma, ESP eğitmenleri ve materyal tasarımcıları için bir dizi kritik çıkarım sunmaktadır.

Anahtar Kelimeler

Ortak dil olarak İngilizce (ODİ) Özel amaçlı İngilizce (ÖAİ) ODİ bilgilendirici materyaller ÖAİ materyalleri

Kaynakça

  • Ajoke, A. R. (2017). The importance of instructional materials in teaching English as a second language. International Journal of Humanities and Social Science Invention, 6(9), 36-44.
  • Batziakas, B. (2008). Surveying the degree of implementation of English as a Lingua Franca in Greek state school English classrooms. Extended summary based on the paper presentation. In ELF Forum 2008: First International Conference of English as a Lingua Franca.
  • Bayyurt, Y. & Sifakis, N. (2017). Foundations of an EIL-aware teacher education. In: Matsuda, A. (ed.) Preparing Teachers to Teach English as an International Language. Bristol: Multilingual Matters, 3–18.
  • Bayyurt, Y., & Akcan, S. (Eds.). (2015). Current perspectives on pedagogy for English as a lingua franca (Vol. 6). Walter de Gruyter GmbH & Co KG.
  • Bhatia, V., Anthony, L., & Noguchi, J. (2011). ESP in the 21st century: ESP theory and application today. In Proceedings of the JACET 50th commemorative International Convention, 143, 143-150.
  • Björkman, B. 2009. “From Code to Discourse in Spoken ELF.” In English as a Lingua Franca: Studies and Findings, A. Mauranen and E. Ranta (ed.), 225–251. Newcastle: Cambridge Scholars Press
  • Bondi, M., & Poppi, F. (2008). How localized is the discourse of the news in English (es)? Paper presentation. In First International Conference of English as a Lingua Franca.
  • Calvo-Benzies, Y.J. (2017). English as a Lingua Franca (ELF) in ESP contexts. Students’ attitudes towards non-native speech and analysis of teaching materials. Alicante Journal of English Studies, 30, 27‒60. https://doi.org/10.14198/raei.2017.30.02.
  • Canagarajah, A. S. (2006). Negotiating the local in English as a lingua franca. Annual Review of Applied Linguistics, 26, 197-218.
  • Cogo, A. (2009) Accommodating difference in ELF conversations: a study of pragmatic strategies. In: Mauranen, A.; Ranta, E. (Eds.). English as a Lingua Franca: studies and findings. Newcastle upon Tyne: Cambridge Scholars Publishing, 2009. p. 254-273
  • Connor, U., & Rozycki, W. (2013). ESP and intercultural rhetoric. In B. Paltridge & S. Starfield (Eds.), Handbook of English for specific purposes. Oxford: WileyBlackwell.
  • Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University Press
  • Csizér, K., & Kontra, E. H. (2012). ELF, ESP, ENL and their effect on students’ aims and beliefs: A structural equation model. System, 40(1), 1-10.
  • Dewey, Martin. 2009. English as a lingua franca: Heightened variability and theoretical implications. In Mauranen, A. & Ranta, E. (eds.), English as a lingua franca: Studies and findings, 60-83. Newcastle upon Tyne: Cambridge Scholars Press.
  • Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141-170.
  • Dogancay-Aktuna, S., & Hardman, J. (2017). A framework for incorporating English as an international language perspective into TESOL teacher education. In A. Matsuda, ed., Preparing Teachers to Teach English as an International Language. Bristol: Multilingual Matters, 19-32.
  • Dudley-Evans, T. (1998). Dudley- Evans, T. (1998). An overview of ESP in the 1990s. (EDRS: ED424775) Ferguson, G., Pérez‐Llantada, C., & Plo, R. (2011). English as an international language of scientific publication: A study of attitudes. World Englishes, 30(1), 41-59.
  • Firth, A. 2009. The lingua franca factor. Intercultural Pragmatics, 6, 147–170.
  • Flowerdew, L. J. (2015). Adjusting pedagogically to an ELF world: An ESP perspective. In Bayyurt, Y., Akcan, S. (eds) Current Perspectives on Pedagogy for English as a Lingua Franca (pp. 13-34). Walter de Gruyter GmbH & Co KG.
  • Galloway, N., & Rose, H. (2013). They envision going to New York, not Jakarta: the differing attitudes toward ELF of students, teaching assistants, and instructors in an English-medium business program in Japan. Journal of English as a Lingua Franca, 2(2), 229-253. https://doi.org/10.1515/jelf-2013-0014
  • Ghobain, E., & Grami, G. (2012). English for Medical Students and the Myth of Native Models Superiority. ESP World, 35(12), 1-10.
  • Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative Report, 8(4), 597-607.
  • Graddol, D. (2006). English next (Vol. 62). London: British Council.
  • House, J. (2003). English as a lingua franca: A threat to multilingualism?. Journal of Sociolinguistics, 7(4), 556-578. https://doi.org/10.1111/j.1467-9841.2003.00242.x
  • House, J. (2010). The pragmatics of English as a lingua franca. Applied Pragmatics. John Benjamins Publishing Company.
  • Hyland, K. (2007). English for specific purposes. In Cummins, J., Davidson, C. (eds) International Handbook of English language teaching (pp. 391-402). Springer.
  • Hyland, K. (2013). ESP and writing. In B. Paltridge, & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 95-113). New York: Routledge.
  • James, P. (2001). Teachers in action. Cambridge: Cambridge University Press
  • Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
  • Jenkins, J., Modiano, M., & Seidlhofer, B. (2001). Euro-English. English Today, 17, 13–19.
  • Jenkins, J. (2004). The ABC of ELT…“ELF.”. iatefl Issues, 182(9).
  • Jenkins, J. (2006). The spread of EIL: A testing time for testers. ELT Journal, 60, 42–50.
  • Jenkins, J. (2014). Global Englishes: A resource book for students. Routledge.
  • Kachru, B. B. (1996). World Englishes: agony and ecstasy. Journal of Aesthetic Education, 30(2), 135-155.
  • Kachru, B. B. (2005). Asian Englishes: Beyond the canon. Hong Kong SAR, China: University of Hong Kong Press
  • Kalocsai, K. (2009). Erasmus exchange students: A behind-the-scenes view into an ELF community of practice. Apples-Journal of Applied Language Studies, 3(1), 25–49.
  • Kontra, E. H. & Csizér, K. (2011). Hungarian esp students’ awareness of English as a lingua franca: an overview. husse10-linx, 27, 74.
  • Kopperoinen, A. (2011). Accents of English as a lingua franca: a study of Finnish textbooks. International Journal of Applied Linguistics, 21(1), 71-93. https://doi.org/10.1111/j.1473-4192.2010.00263.x
  • Kivistö, A. (2005). Accents of English as a lingua franca: A study of Finnish textbooks [Unpublished thesis]. University of Tampere, Finland. Retrieved from http://www.helsinki.fi/englanti/elfa/ProGradu_Anne_Kivisto.pdf
  • Leung, C. (2013). The “social” in English Language Teaching: abstracted norms versus situated enactments. Journal of English as a Lingua Franca, 2(2), 283-313. https://doi.org/10.1515/jelf-2013-0016
  • Lincoln, Y. S., Guba, E. G., & Pilotta, J. J. (1985). Naturalistic inquiry. International Journal of Intercultural Relations, 9(4), 438–439. https://doi.org/10.1016/0147-1767(85)90062-8
  • Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. Tesol Quarterly, 37(4), 719-729. https://doi.org/10.2307/3588220
  • Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL textbooks. JALT Journal, 24(2), 80–98.
  • Matsuda, A. (Ed). (2017). Preparing teachers to teach English as an international language. Bristol: Multilingual Matters.
  • Mariani, L. (2010). Communication strategies: Learning and teaching how to manage oral interaction. Italy: Learning Paths-Tante Vie Per Imparare.
  • Mauranen, A. (2007). Hybrid voices: English as the lingua franca of academics. In K. Flottum, T. Dahl, & T. Kinn (Eds.), Language and discipline perspectives on academic discourse (pp. 244–259). Cambridge: Cambridge Scholars Press.
  • Mauranen, A., Pérez-Llantada, C., & Swales, J. M. (2010). Academic Englishes: A standardized knowledge?. In The Routledge Handbook of world Englishes (pp. 656-674). Routledge.
  • Nair-Venugopal, S. (2009). Interculturalities: Reframing identities in intercultural communication. Language and Intercultural Communication, 9(2), 76-90. https://doi.org/10.1080/14708470902807685
  • Nickerson, C. (2013). English for specific purposes and English as a lingua franca. In B. Paltridge & S. Starfield (Eds.), The Handbook of English for specific purposes (pp. 446–460). Oxford, England: Wiley-Blackwell.
  • Oda, M. (2008). English as a lingua franca or English to control: English in air traffic control. Paper presentation. In First International Conference of English as a Lingua Franca.
  • Rzonca, N. (2021, March 10). The Development of ELF-aware Classroom Materials. International conference on advanced research in education (pp. 312-323). Mokslinės Leidybos Deimantas - Diamond Scientific Publishing.
  • Schmidt, W. H., McKnight, C. C., & Raizen, S. A. (1997). A splintered vision: An investigation of U.S. science and mathematics education. Dordrecht, The Netherlands: Kluwer Academic Publishers
  • Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.
  • Seidlhofer, B. (2013). Understanding English as a lingua franca-Oxford applied linguistics. Oxford University Press.
  • Seidlhofer, B. (2016). A select bibliography. English as a Lingua Franca: Perspectives and Prospects, 1(2), 281. https://doi.org/10.1515/9781501503177
  • Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), 237-246.
  • Si, J. (2020). An analysis of business English coursebooks from an ELF perspective. ELT Journal, 74(2), 156-165.
  • Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34(3), 471-484. https://doi.org/10.1111/weng.12150
  • Sifakis, N., & Bayyurt, Y. (2017). ELF-aware teaching, learning and teacher development. In The Routledge handbook of English as a lingua franca (pp. 456-467). Routledge.
  • Smit, U. (2010). Conceptualising English as a lingua franca (ELF) as a tertiary classroom language. Stellenbosch Papers in Linguistics, 39, 59-74.
  • Sung, C. C. M. (2015). Hong Kong English: linguistic and sociolinguistic perspectives. Language and Linguistics Compass, 9(6), 256-270. https://doi.org/10.1111/lnc3.12142
  • Suzani, M. S. (2007). Evaluating English Textbooks. In University Textbook (2): ICT & Assessment (On the Occasion of the First International Conference on University Textbook). Volume II. Tehran: SAMT.
  • Tomlinson, B., & Masuhara, H. (2013). Adult coursebooks. ELT journal, 67(2), 233-249.
  • Uzuner, S. (2008). Multilingual scholars’ participation in core/global academic communities: A literature review. Journal of English for academic Purposes, 7(4), 250-263. https://doi.org/10.1016/j.jeap.2008.10.007
  • Wang, Y. (2015). Language Awareness and ELF Perceptions of Chinese University Students. In: Bowles, H., Cogo, A. (eds) International Perspectives on English as a Lingua Franca. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137398093_6
  • Wesley, J. J. (2014). The qualitative analysis of political documents. In B. Kaal (Ed.), From text to political positions: Text analysis across disciplines (pp. 135-160). Amsterdam; Philadelphia: John Benjamins Publishing Company.
  • Widdowson, H. G. (2012). ELF and the inconvenience of established concepts. Journal of English as a Lingua franca, 1(1), 5-26. https://doi.org/10.1515/jelf-2012-0002
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Erol Poyraz 0000-0001-6617-0692

Yayımlanma Tarihi 15 Mart 2024
Gönderilme Tarihi 3 Temmuz 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 24 Sayı: 1

Kaynak Göster

APA Poyraz, E. (2024). An Analysis of ELF-informed Practices in ESP Coursebooks. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 112-129. https://doi.org/10.17240/aibuefd.2024..-1322272
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