Hizmet öncesi İngilizce öğretmen eğitimi bağlamında bir Derlem Tabanlı Dil Öğretimi (DTDÖ) eğitim programının tasarlanması ve uygulanması

The present study implemented a 20-hour, 9-week systematic Corpus-based Language Teaching (CBLT) Training involving pre-service English teacher candidates with the use of corpora and investigated their perceptions before and after the training regarding the use of corpora in EFL classrooms and the CBLT training. Initially, quantitative and qualitative data were obtained from 102 participants through the Corpus Background Survey on familiarity and awareness of available corpora. Following the training, qualitative data were collected from the 20 participants of the CBLT Training via reflective logs, post-teaching reflective logs, and semi-structured interviews. Descriptive analysis was employed for the quantitative data, while the qualitative data were analyzed qualitatively by using the Constant Comparative Method (CCM). The findings revealed that the participants had very low prior familiarity and knowledge regarding corpora. The results highlighted the benefits (e.g., enhancing vocabulary and grammar instruction and error correction) and drawbacks (e.g., difficulties in finding appropriate language items, technical problems with different concordancers) of corpora use for language teaching. The participants also pointed out some benefits (e.g., raising their language awareness, creating a reflective and collaborative learning environment) and weaknesses (e.g., too much workload on production, need for more corpora practice) of the CBLT training. Finally, the results were discussed in the context of relevant literature, presenting pedagogical implications and suggestions for future research.