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Preservice ELT Teachers’ Native Non-Native Language Teacher Perception1

100%

Boyraz S., Altınsoy E., Çıtak T.

Journal of Modern Science

2018

issue 3(38)

73-86

Objectives This study examines prospective ELT teachers’ perceptions of native and nonnative language teachers regarding the definition of NEST and NNEST, overall learning with NETSs and NNESTs, perceived weakness and strengths of NESTs and NNESTs and classroom behaviour and responsibility of NESTs and NNESTs . Material and methods The data will be collected through Likert scale questionnaire which was developed by Hadla (2013) and are going to be administered to ELT students studying at Aksaray University. The collected data will be subjected to descriptive analysis such as percentages, frequencies and statistically significant difference will be tested between the groups. Results This research provides valuable insights into pre-service ELT teachers’ perceptions on NESTs and NNESTS. Although the pre-service ELT teachers do not have a clear mind on the definition of NEST, it is important to note that most of them do not take the colour of skin as an indicator of it. Growing up in an English-speaking country and being raised with native speaking parents are, on the other hand, among the qualities of NESTs according to the participants. The findings also indicate that the participants that are prospective NNESTs themselves link being NEST with better development of speaking (fluency and pronunciation) and listening skill while they are not sure if it also brings better writing and reading abilities or more knowledge on the grammar and vocabulary. Conclusions The issue of NEST and NNEST perceptions differ on perceivers’ being learner or teacher and especially in Turkish context the perceptions might be standing as an obstacle in front of the system preventing it from successful language teaching. Therefore, important changes in language teacher education that helps to develop self-perceptions of NNESTs are required.

Towarzystwo Gimnastyczne „Sokół” w Tarnowie i gniazda okręgu tarnowskiego do 1919 roku

34%

Olejnik M.

Prace Historyczne

2020

vol. 147

issue 1

111-136

In 1867, the first “Sokół” Gymnastic Society in the Polish land was established in Lviv. In 1884, its first branches were registered in Tarnów and Stanisławów. In 1892, dozens of “nests” already existed in Galicia, and it was decided to combine them into the Union of Polish “Sokół” Gymnastic Societies in Austria (Związek Polskich Gimnastycznych Towarzystw Sokolich w Austrii). In 1895, there were already 70 societies in the country, so districts were created which served as a link between the “nests” and the Association. There were seven districts, with their headquarters in Kraków, Tarnów, Rzeszów, Przemyśl, Lwów, Tarnopol and Stanisławów, respectively. In the following article, the author presents the history of the “nests” of the Second District of Tarnów from the creation of the Tarnów society to the incorporation of the Galician “Sokół” Association into the new Association of the “Sokół” Gymnastic Societies in Poland in 1919.

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1 Journal of Modern Science

1 Prace Historyczne

1 Altınsoy E.

1 Boyraz S.

1 Olejnik M.

1 Çıtak T.

1 2020

1 2018

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Preservice ELT Teachers’ Native Non-Native Language Teacher Perception1

Towarzystwo Gimnastyczne „Sokół” w Tarnowie i gniazda okręgu tarnowskiego do 1919 roku