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Öğe Incorporating Environmental Education in English Language Teaching through Bloom's Revised Taxonomy(SELCUK UNIV, FAC LETTERS, 2018) Mete, Defne ErdemIt has become undeniable that language learners should be aware of global problems. One of the most serious problems of our globe today is the environmental degradation and education practices should have a contribution to ecological conservation. Environmental education, which is a developing field of study, aims to equip learners with the skills to identify and take action against ecological problems. In order to be able to take part in this solution process, English language learners should especially have critical thinking and critical reading skills. This paper suggests using Bloom's Revised Taxonomy in an environmental education framework for fostering English language learners' skills required for critical reading of authentic texts related to ecology and increasing their environmental awareness. In this respect, first, an application of the taxonomy in Monroe & Andrews et al.'s (2007) Environmental Education Strategies Framework is presented. Then, in order to exemplify the use of the taxonomy with an environmental education perspective, a set of reading questions which can be used for the critical reading of an authentic text is suggested. Our Iceberg is Melting: Changing and Succeding Under Any Conditions (2005), written by John Kotter and Holger Rathgeber as a fable, has been chosen as the sample authentic text. It is concluded that environmental education practices can be incorporated in English language teaching by fostering critical reading skills with the suggested approach and authentic texts on ecological issues can be used as classroom material for this purpose.Öğe Incorporating environmental education in English language teaching through Bloom’s Revised Taxonomy(Selçuk Üniversitesi Edebiyat Fakültesi, 2018) Mete, Defne ErdemIt has become undeniable that language learners should be aware of global problems. One of the most serious problems of our globe today is the environmental degradation and education practices should have a contribution to ecological conservation. Environmental education, which is a developing field of study, aims to equip learners with the skills to identify and take action against ecological problems. In order to be able to take part in this solution process, English language learners should especially have critical thinking and critical reading skills. This paper suggests using Bloom’s Revised Taxonomy in an environmental education framework for fostering English language learners’ skills required for critical reading of authentic texts related to ecology and increasing their environmental awareness. In this respect, first, an application of the taxonomy in Monroe & Andrews et al.’s (2007) Environmental Education Strategies Framework is presented. Then, in order to exemplify the use of the taxonomy with an environmental education perspective, a set of reading questions which can be used for the critical reading of an authentic text is suggested. Our Iceberg is Melting: Changing and Succeding Under Any Conditions (2005), written by John Kotter and Holger Rathgeber as a fable, has been chosen as the sample authentic text. It is concluded that environmental education practices can be incorporated in English language teaching by fostering critical reading skills with the suggested approach and authentic texts on ecological issues can be used as classroom material for this purpose.Öğe The Mainstreaming of Environmental Criticism: Theory and Nature(Selçuk Üniversitesi, 2023) Mete, Barış; Mete, Defne ErdemContemporary theory has been framed by structuralist, poststructuralist and postmodernist discussions about social, cultural and linguistic formation of meaning. Structuralists argue that meaning is an external feature. It depends on the linguistic framework, for it is defined in and through language. For poststructuralists, meaning can be subjectively defined; thus there is no meaning to be considered. Poststructuralism offers the idea of the plurality of meaning. Like all traditional notions, meaning is a metanarrative whose validity structuralist, poststructuralist and postmodernist critics find controversial. Contemporary theory has been a liberating experience. This might be exemplified with the enquiry into the legitimacy of the patriarchy which rendered women determination to question their inequalities. Theory has enabled discussions about the proletariat having a future to control production. However, theory has illustrated nature within the same exemplification. Nature is a socially, culturally and linguistically constructed notion defined as a man-made perception. The present environmental emergency loses its meaning as nature is a meaningless term. Environmental criticism dismiss the latest designation of nature as a metanarrative. It insists that nature is real, alive and in danger. This article aims to point out that mainstreaming of environmental criticism helps understand the relationship between theory and nature.Öğe Teaching Turkish cultural values through narratives with a plot-structure analysis approach(Selçuk Üniversitesi Türkiyat Araştırmaları Enstitüsü, 2018) Mete, Defne ErdemThis study offers a plot-structure analysis approach in analyzing narratives on problematic intercultural encounters for teaching cultural values in the foreign language classroom. It argues that the plot-structure of narratives about such intercultural communication situations have characteristic features which are related to key elements of intercultural communication. Foreign language learners’ awareness on reasons of conflict in intercultural encounters, including lack of knowledge on cultural values, can be increased by exploring these characteristic elements. This study, first of all, presents a plot-structure analysis of two personal narratives written by foreigners who lived in Turkey. Then, based on this analysis, it proposes the distinctive features of plot-structure in narratives about a difficult intercultural encounter. Both of the narratives are about hospitality which is an important value in Turkish culture. Therefore, the analysis would be especially useful for learners of Turkish as a foreign language who would like to explore and learn Turkish cultural values. The two personal narratives which are “Rescued by Village Intelligence” and “Hediye” are chosen among the collection of memoirs titled Tales from the Expat Harem: Foreign Women in Modern Turkey first published in 2005. While one of the narratives reflects on how a display of hospitality turned out to be almost life-saving for the author when she was in desparate need for help, the other deals with the author’s experience about Turkish hospitality as an unfamiliar and quite disturbing issue for her.Öğe TURKISH STUDENTS' ERASMUS EXPERIENCES: CHALLENGE OF FACING THE UNKNOWN(SELCUK UNIV, FAC LETTERS, 2017) Mete, Defne ErdemWith the commencement of the Erasmus student exchange programme, opportunities of studying abroad have been offered by universities in Turkey. While students apply to this programme mainly for increasing their language proficiency, gaining a global perspective and getting the chance to travel Europe, a significant outcome is learning about and being able to live in a different culture. There is consensus on the fact that higher education institutions can maximize such benefits of the study abroad experience by designing pre-departure training. By preparing students about culture-specific facts, problems that are likely to be encountered can be minimized. On the other hand, it can be claimed that difficulties related to the 'surface-culture' are easier to deal with, whereas issues of 'deep-culture' can cause more serious problems for the students if they are not prepared beforehand. In this paper, it is argued that Turkish students' experiences of intercultural encounters in the host country provide a rich resource for preparation to the 'deep culture' and minimizing the problems related to them. However, student reflections show that these experiences are often ignored by higher education institutions and educators. The study was carried out with Turkish students who study English Language and Literature at a state university in Turkey and who returned from the Erasmus exchange programme. An interview was conducted to let students reflect on the most problematic intercultural encounters they had, which was the focus of the study. The collection of their narratives was analyzed and the emerging themes were identified. It is suggested that pre-departure training should give more emphasis on developing the necessary coping strategies by referring to the specific incidents experienced by the returned students.Öğe Using the Autobiography of Intercultural Encounters as a Framework to Write Narratives of Intercultural Experiences(Selçuk Üniversitesi, 2018) Mete, Defne ErdemThis paper presents the findings of a case study that is based on the Autobiography of Intercultural Encounters (AIE) (Byram et al., 2009) published by the Council of Europe. The council published this document as a complementary tool that can help students reflect critically on specific intercultural encounters they had. The paper argues that the document can be used not only in its original question-answer format to critically analyze intercultural experiences, but also as a framework that would help students write narratives of their intercultural encounters. Therefore, intercultural experiences of students, such as study-abroad, can be written as reflective narratives by using this document. In this study, a Turkish student who returned from an Erasmus exchange program was asked to write a narrative of one of her intercultural encounters. Then, the student wrote her answers to the questions in AIE about the same experience. By using AIE as a framework, she reviewed her first narrative and wrote its final version by adding more details that she thought would be appropriate. Content analysis of the two narratives and the student’s AIE revealed that the final version of the narrative that was written based on AIE was more critical in its perspective and detailed than the first narrative. The interview that was conducted to find out the student’s opinions of this writing experience also showed that the student found writing a narrative based on AIE beneficial both for herself and the readers. The study suggests that using AIE as a framework to write narratives of intercultural encounters would be especially useful for English language learners who use English as a lingua franca in intercultural communication situations. By reading such collected narratives, students can increase their awareness about intercultural conflict situations and develop their intercultural communicative competence.
