The impact of a critical reading course in the Turkish High School context
Íçmez, Simla (2005) The impact of a critical reading course in the Turkish High School context. PhD thesis, University of Warwick.
WRAP_THESIS_Iymez_2005.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: http://webcat.warwick.ac.uk/record=b2083708~S15
Recent research, which argues that discourses shape and are shaped by social
reality, has contributed to the development of Critical Literacies and Critical
Language Awareness in education. Critical Language Awareness researchers argue
that, unless challenged, discourses reproduce dominant ideologies based on the
understanding that discourse is a social process and that it is inherently ideological.
Therefore, the social aspect of language should not be ignored in literacy
education. However, in the context of this study, i. e. Turkey, the current approach
to literacy, and in particular to reading, is a traditional one, which does not take the
social aspect of language into account. Sharing the principles of Critical Language
Awareness, this study seeks to find out the impact of a critical reading course in
the Turkish Anatolian High School context.
The first chapter opens by exploring the theoretical foundations of Critical
pedagogy, later on moving to the principles and practices of Critical Literacies and
Critical Language Awareness. In this chapter, student motivation and resistance as
a recurring theme in Critical Language Awareness practices is also explored
together with theories on motivation.
Chapter 2 reviews studies of Critical Discourse Analysis, where Critical Language
Awareness has its roots, together with the use of Systemic Functional Grammar as
a tool for textual analysis in Critical Language Awareness. In this chapter, I also
briefly consider the Sapir-Whorf hypothesis and Turkish language as a case of
linguistic relativism and linguistic determinism.
In Chapter 3,1 discuss the overall action research approach and particular research
instruments (questionnaires, interviews and repeated reading activity) adopted in
this study, and this is followed by an account of the critical reading course, given
in Chapter 4.
Findings of the research are presented in Chapters 5 and 6. In Chapter 5, the
findings are presented in relation to the impact of the course on students' approach
to written texts. 'Students involved in this study reported and showed in repeated
reading activity an increase in recognition of reading as a social process and of the
effect of lexicogrammatical structures in texts. In Chapter 61 present findings in
relation to the impact of the course on students' motivation. There was some
resistance to the course due to the current exam system, but the students who
participated in this study reported increased motivation for reading lessons.
in Chapter 7,1 present an overall discussion and implications of these findings.
Finally, in the Conclusion, which includes limitations to the study and implications
for further research.
|Item Type:||Thesis or Dissertation (PhD)|
|Subjects:||L Education > LB Theory and practice of education|
|Library of Congress Subject Headings (LCSH):||High schools -- Turkey, Reading (Secondary) -- Turkey, Critical pedagogy|
|Official Date:||September 2005|
|Institution:||University of Warwick|
|Theses Department:||Centre for English Language Teacher Education|
|Supervisor(s)/Advisor:||Gardner, Sheena ; Rixon, Shelagh|
|Sponsors:||Turkey. Millí Eģitim Bakanlıģı|
|Extent:||x, 316 leaves|
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