An Investigation of the Relation between Pre-Service EFL Teachers' Emotions and Their Approaches to Teaching

Autor/inn/en	Kirmizi, Özkan; Sariçoban, Arif
Titel	An Investigation of the Relation between Pre-Service EFL Teachers' Emotions and Their Approaches to Teaching
Quelle	In: Journal of Language and Linguistic Studies, 16 (2020) 4, S.1968-1986 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kirmizi, Özkan) ORCID (Sariçoban, Arif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Teaching Methods; Language Teachers; Second Language Learning; Second Language Instruction; Emotional Response; Preservice Teachers; Student Attitudes; Measures (Individuals); Practicums; Teacher Education Programs; English (Second Language); Correlation; Literature; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Emotionales Verhalten; Schülerverhalten; Messdaten; Practicum; Praktikum; Praktika; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Literatur; Ausland; Türkei
Abstract	Learning is as much an emotional process as a cognitive one. There is no doubt that human beings are emotional beings, which, to a large extent, determines their cognitive and social relations with their environments. Teachers are no exceptions as they can both enhance or inhibit student learning. Teacher emotion is a burgeoning area of research and has received considerable attention lately. Studies underline the role of teacher emotions in their practices. Nevertheless, although there is an abundance of research on emotions, very few studies focused on the role of emotions on beliefs about teaching approaches. Therefore, the present study aims at measuring pre-service EFL teachers' emotions and their impact on their beliefs about teaching approaches. Purposeful sampling was utilized in the study. Pre-service teachers who have gone through the process of practicum were selected to gain better insights into their emotions and approaches to teaching. Two questionnaires were used within the scope of the study. The first is "Teacher Emotion Inventory," developed by Chen (2018). The second instrument is the "Approach to Teaching Inventory," developed by Trigwell, Prosser, and Ginns (2005). A total of 67 EFL teachers participated in the study. Results indicate that the most common emotion among pre-service EFL teachers is "fear" and the most preferred teaching approach is "knowledge transmission approach." In addition, the findings also show that "sadness" is highly related to "knowledge transmission approach". (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01