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English Language Teaching, v6 n7 p88-95 2013

This study aimed to explore pre-service English teachers' perceptions of teaching speaking in Turkey, the importance they give to this language skill, and their self-evaluation of their speaking competence. With case design and maximum variation sampling approach, seven pre-service English teachers' beliefs about speaking skills were gathered in regard to motivational orientations based on Self-determination theory (Deci & Ryan 2002) and the data was analyzed according to interview questions. Findings revealed that the subjects, whether they were intrinsically or extrinsically motivated to speak English, had negative ideas about speaking instruction in Turkey though they all agreed that it was the most important language skill. The findings also showed that they felt incompetent in oral communication though they had different motivational orientations about speaking English. The findings are significant for understanding speaking instruction in English language classrooms from a motivational perspective and helpful for enhancing learners' speaking ability with intrinsic motivation.

Descriptors: Foreign Countries, Preservice Teachers, English Teachers, Student Teacher Attitudes, Beliefs, Speech Skills, Student Motivation, Language Skills, Self Evaluation (Individuals), English (Second Language), Self Determination, Negative Attitudes, Speech Instruction, Oral Language, Interviews, Communicative Competence (Languages), Case Studies, Qualitative Research

Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt[at]ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt





Autor: Dinçer, Ali; Yesilyurt, Savas

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4017&id=EJ1077103



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