Research Article
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Year 2018, Volume: 14 Issue: 4, 63 - 73, 15.12.2018

Abstract

References

  • Abushihab, İ. M. (2012). A semiotic-based approach as an effective tool for teaching verbal and non-verbal aspects of language. Journal of Language Teaching and Research, 3(6), 1150-1156.
  • Akinola, O. A. (2014). The use of non – verbal communication in the teaching of English language. Journal of Advances in Linguistics, 4(3), 428-433.
  • Altay, İ. F. (2005). Developing cultural awareness. Journal of Language and Linguistic Studies, 1(2), 170-182.
  • Behjat, F., Bayat, S. & Kargar, A. (2014). An investigation of students’ attitudes on teachers' non-verbal interaction in Iranian EFL classrooms. International Journal of Language and Linguistics, 2(6-1), 13-18.
  • Bambaeeroo, F. & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2):51-59.
  • Çimenli, B. (2015). On pronunciation teaching and semiotics. Procedia - Social and Behavioral Sciences, 199, 634 – 640.
  • DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.) Thousand Oaks, California: Sage.
  • Erton, İ. (2006). Semiotic nature of language teaching methods in foreign language learning and teaching. Journal of Language and Linguistic Studies, 2(1), 73-86.
  • Fan, S. & Shi, Y. (2010). An analysis of non-verbal behavior in intercultural communication. The International Journal - Language Society and Culture, 31, 113-120.
  • Gregersen, T. S. (2007). Language learning beyond words: Incorporating body language into classroom activities. Reflections on English Language Teaching, 6(1), 51-64.
  • Hişmanoğlu, M. (2006). Semiotic elements and difficulties in teaching vocabulary items. International Journal of Applied Semiotics, 5(1-2), 121-136.
  • Hişmanoğlu, M. & Hişmanoğlu, S. (2008). The use of body language in foreign language learning and teaching. Journal of Social Sciences, 19, 165-178
  • Hong-li, P. (2011). Effects of non-verbal communication on college English classroom teaching. US-China Foreign Language, 9(8), 505-516.
  • Karim, A. H. & Sotoudehnama, E. (2017). A qualitative study on teacher’s nonverbal communication and Iranian EFL learners’ perception of language learning. Journal of Language Horizons, 1(1), 109-133.
  • Mohammadian, A. (2016). Nonverbal communication and its role in teaching a second language. International Journal of Humanities and Cultural Studies. 3(2), 1215-1226.
  • Najarzadegan, S. & Dabaghi, A. (2014). Effective nonverbal communications and English language classrooms. IJRELT, 2(2), 109-118.
  • Negi, J. S. (2009). The role of teachers’ non-verbal communication in ELT classroom. Journal of NELTA, 1 4 (1-2).
  • Özmen, K. S. (2011). Perception of non-verbal immediacy and effective teaching among student teachers: A study across cultural extremes. International Online Journal of Educational Sciences, 3(3), 865-881.
  • Roy, D. (2005). Semiotic schemas: A framework for grounding language in action and perception. Artificial Intelligence, 167,170–205
  • Surkamp, C. (2014). Non-verbal communication: Why we need it in foreign language teaching and how we can foster it with drama activities. Scenario, 2014 (2), 12-27.
  • Şenel, M. (2007). The semiotic approach and language teaching and learning. Journal of Language and Linguistic Studies, 3(1), 117-132.
  • Tai, Y. (2014). The application of body language in English teaching. Journal of Language Teaching and Research, 5(5), 1205-1209.
  • Thompson, J. M. (2014). Teachers’ perceptions of other teachers’ spontaneous hand gesturing in the EFL classroom. Novitas-ROYAL (Research on Youth and Language), 8(2), 119-135.
  • Ünal, D. Ç. & Altay, İ. F. (2013). The effect of teaching practicum on foreign language teacher candidates’ non-verbal communication use level. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 28(3), 417-429.

The evaluation of instructors’ views on the use of semiotics in English classrooms

Year 2018, Volume: 14 Issue: 4, 63 - 73, 15.12.2018

Abstract


























































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The evaluation of instructors’ views on the use of semiotics in English classrooms



Semiotics is the scientific field dealing with the meaning making process via signs and symbols. This study primarily aims at investigating the opinions and preferences of English instructors about the usage of semiotic elements such as mimics, gestures, body movements, posture, eye contact, and clothing in language teaching classrooms. Instructors’ awareness of the unspoken interaction in the class, to what extent they are using the semiotic elements in their teaching style, whether they find these elements useful or not are among the aims of this study. Further aims include determining whether or not language instructors need training about the effective use of non-verbal communication and which semiotic elements they may need special training in. In the data collection process, a questionnaire involving 20 items in a Likert scale format is completed by 40 English instructors, who are currently working in a university preparatory school. The results of the study reveal English instructors’ positive beliefs about the effective use of semiotic elements in their teaching and the powerful effect of successful non-verbal communication to boost student achievement and motivation. Additionally, having previous training on non-verbal communication use is found to be influential on instructors’ belief, which is interpreted as a need for training about the conscious use of semiotic elements in language teaching. Based on these findings, some pedagogical recommendations are proposed for further research.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Altay, İsmail Fırat



Affiliated
institution (University)



 Hacettepe University



Country



 Turkey



Email
address



 ifaltay@hacettepe.edu.tr



Department
& Rank



 English Language Teaching



Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 Karaazmak, Fulda



Affiliated
institution (University)



 Çankaya University



Country



 Turkey



Email
address



 fuldakaraazmak@cankaya.edu.tr

Department
& Rank



 



Corresponding
author (Yes/No)



 No



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


References

  • Abushihab, İ. M. (2012). A semiotic-based approach as an effective tool for teaching verbal and non-verbal aspects of language. Journal of Language Teaching and Research, 3(6), 1150-1156.
  • Akinola, O. A. (2014). The use of non – verbal communication in the teaching of English language. Journal of Advances in Linguistics, 4(3), 428-433.
  • Altay, İ. F. (2005). Developing cultural awareness. Journal of Language and Linguistic Studies, 1(2), 170-182.
  • Behjat, F., Bayat, S. & Kargar, A. (2014). An investigation of students’ attitudes on teachers' non-verbal interaction in Iranian EFL classrooms. International Journal of Language and Linguistics, 2(6-1), 13-18.
  • Bambaeeroo, F. & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2):51-59.
  • Çimenli, B. (2015). On pronunciation teaching and semiotics. Procedia - Social and Behavioral Sciences, 199, 634 – 640.
  • DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.) Thousand Oaks, California: Sage.
  • Erton, İ. (2006). Semiotic nature of language teaching methods in foreign language learning and teaching. Journal of Language and Linguistic Studies, 2(1), 73-86.
  • Fan, S. & Shi, Y. (2010). An analysis of non-verbal behavior in intercultural communication. The International Journal - Language Society and Culture, 31, 113-120.
  • Gregersen, T. S. (2007). Language learning beyond words: Incorporating body language into classroom activities. Reflections on English Language Teaching, 6(1), 51-64.
  • Hişmanoğlu, M. (2006). Semiotic elements and difficulties in teaching vocabulary items. International Journal of Applied Semiotics, 5(1-2), 121-136.
  • Hişmanoğlu, M. & Hişmanoğlu, S. (2008). The use of body language in foreign language learning and teaching. Journal of Social Sciences, 19, 165-178
  • Hong-li, P. (2011). Effects of non-verbal communication on college English classroom teaching. US-China Foreign Language, 9(8), 505-516.
  • Karim, A. H. & Sotoudehnama, E. (2017). A qualitative study on teacher’s nonverbal communication and Iranian EFL learners’ perception of language learning. Journal of Language Horizons, 1(1), 109-133.
  • Mohammadian, A. (2016). Nonverbal communication and its role in teaching a second language. International Journal of Humanities and Cultural Studies. 3(2), 1215-1226.
  • Najarzadegan, S. & Dabaghi, A. (2014). Effective nonverbal communications and English language classrooms. IJRELT, 2(2), 109-118.
  • Negi, J. S. (2009). The role of teachers’ non-verbal communication in ELT classroom. Journal of NELTA, 1 4 (1-2).
  • Özmen, K. S. (2011). Perception of non-verbal immediacy and effective teaching among student teachers: A study across cultural extremes. International Online Journal of Educational Sciences, 3(3), 865-881.
  • Roy, D. (2005). Semiotic schemas: A framework for grounding language in action and perception. Artificial Intelligence, 167,170–205
  • Surkamp, C. (2014). Non-verbal communication: Why we need it in foreign language teaching and how we can foster it with drama activities. Scenario, 2014 (2), 12-27.
  • Şenel, M. (2007). The semiotic approach and language teaching and learning. Journal of Language and Linguistic Studies, 3(1), 117-132.
  • Tai, Y. (2014). The application of body language in English teaching. Journal of Language Teaching and Research, 5(5), 1205-1209.
  • Thompson, J. M. (2014). Teachers’ perceptions of other teachers’ spontaneous hand gesturing in the EFL classroom. Novitas-ROYAL (Research on Youth and Language), 8(2), 119-135.
  • Ünal, D. Ç. & Altay, İ. F. (2013). The effect of teaching practicum on foreign language teacher candidates’ non-verbal communication use level. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 28(3), 417-429.
There are 24 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

İsmail Fırat Altay

Fulda Karaazmak This is me

Publication Date December 15, 2018
Published in Issue Year 2018 Volume: 14 Issue: 4

Cite

APA Altay, İ. F., & Karaazmak, F. (2018). The evaluation of instructors’ views on the use of semiotics in English classrooms. Journal of Language and Linguistic Studies, 14(4), 63-73.
AMA Altay İF, Karaazmak F. The evaluation of instructors’ views on the use of semiotics in English classrooms. Journal of Language and Linguistic Studies. December 2018;14(4):63-73.
Chicago Altay, İsmail Fırat, and Fulda Karaazmak. “The Evaluation of instructors’ Views on the Use of Semiotics in English Classrooms”. Journal of Language and Linguistic Studies 14, no. 4 (December 2018): 63-73.
EndNote Altay İF, Karaazmak F (December 1, 2018) The evaluation of instructors’ views on the use of semiotics in English classrooms. Journal of Language and Linguistic Studies 14 4 63–73.
IEEE İ. F. Altay and F. Karaazmak, “The evaluation of instructors’ views on the use of semiotics in English classrooms”, Journal of Language and Linguistic Studies, vol. 14, no. 4, pp. 63–73, 2018.
ISNAD Altay, İsmail Fırat - Karaazmak, Fulda. “The Evaluation of instructors’ Views on the Use of Semiotics in English Classrooms”. Journal of Language and Linguistic Studies 14/4 (December 2018), 63-73.
JAMA Altay İF, Karaazmak F. The evaluation of instructors’ views on the use of semiotics in English classrooms. Journal of Language and Linguistic Studies. 2018;14:63–73.
MLA Altay, İsmail Fırat and Fulda Karaazmak. “The Evaluation of instructors’ Views on the Use of Semiotics in English Classrooms”. Journal of Language and Linguistic Studies, vol. 14, no. 4, 2018, pp. 63-73.
Vancouver Altay İF, Karaazmak F. The evaluation of instructors’ views on the use of semiotics in English classrooms. Journal of Language and Linguistic Studies. 2018;14(4):63-7.