CEM ALPTEKIN
Biographic Data
| ID | 5997822 |
|---|---|
| NAME | CEM ALPTEKIN |
| GIVEN NAMES | CEM |
| FAMILY NAME | ALPTEKIN |
| SIGNATURE | ALPTEKIN C |
| AFFILIATIONS | Bogaziçi University |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 4 |
English as a lingua franca through a usage-based perspective
The focus on English as a lingua franca (ELF) has changed from one on form to one on function, with the interest shifting from the observed regularities of the code to multiple ELF uses in intercultural contexts. This article criticises both form- and function-oriented views on ELF for relegating an unprecedented linguistic phenomenon to the narrow confines of surface-level grammatical descriptions or pragmatically oriented strategic competencies…
Research on foreign language teaching and learning in Turkey (2005–2009)
This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, f…
Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading
This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas content familiarity was achieved through nativization of a narrative, that is, textual and contextua…
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Redefining multicompetence for bilingualism and ELF
Cook's construct of multicompetence has been criticized for not being usage‐based and for failing to account for language variation associated with different contexts and interlocutors. This paper argues that a usage‐based reconceptualization of multicompetence should involve not only bilingualism but also biculturalism, so that it can accommodate bilinguals' sense of their own reality as well as that of the native speaker. The paper then argues …
Assessing the relationship of working memory to L2 reading
The Effectiveness of a Theme-based Syllabus for Young L2 Learners
This paper reports a longitudinal quasiexperimental study that investigated the effectiveness of a theme-based syllabus versus an essentially grammatical syllabus with functional elements for young Turkish learners of English (aged 10–11) in a primary school setting. The theme-based syllabus rested on two different theoretical premises, one being Widdowson's (1990) notion of systemic versus schematic knowledge in language learning and the other b…
Cultural familiarity in inferential and literal comprehension in L2 reading
Towards intercultural communicative competence in ELT
This article questions the validity of the pedagogic model based on the native speaker‐based notion of communicative competence. With its standardized native speaker norms, the model is found to be utopian, unrealistic, and constraining in relation to English as an International Language (EIL). It is utopian not only because native speakership is a linguistic myth, but also because it portrays a monolithic perception of the native speaker's langu…
Lateral Preference and L2 Proficiency
This study investigates the relationship between the L2 proficiency of advanced EFL learners and biological lateral preference. The former is thought of as the person's advanced ability in English, developed within a school setting and involving both reading comprehension and grammatical and lexical knowledge - as represented by the Michigan Test of English Language Proficiency. The latter is conceptualized as a continuous and multifactorial cons…
The Role of Cognitive and Hemispheric Processing Styles in L2 Learning
L2 learners fall into two major categories in terms of their cognitive styles. The first group comprises the relatively analytical individuals, who are said to be predominantly field independent. The second group, on the other hand, embodies the relatively holistic persons, who are said to be chiefly field dependent. L2 learners are further classified in terms of their hemispheric processing styles. Some learners are left-hemisphere dominant whil…
Sociopsychological and Pedagogic Considerations in L2 Acquisition
In this article, Brown's (1980) optimal distance model of target language acquisition in its native milieu is criticized for having neglected the issue of the possibly harmful effects of sociocultural factors upon learners' psychological frame of mind and instead stressing the pedagogic aspects of the process of acculturation. Especially in those cases where the learners' original motivations are instrumental, it is suggested here that there will…
Assessing the relationship of working memory to L2 reading
Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading
This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas content familiarity was achieved through nativization of a narrative, that is, textual and contextua…
Cultural familiarity in inferential and literal comprehension in L2 reading
Research on foreign language teaching and learning in Turkey (2005–2009)
This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, f…
English as a lingua franca through a usage-based perspective
The focus on English as a lingua franca (ELF) has changed from one on form to one on function, with the interest shifting from the observed regularities of the code to multiple ELF uses in intercultural contexts. This article criticises both form- and function-oriented views on ELF for relegating an unprecedented linguistic phenomenon to the narrow confines of surface-level grammatical descriptions or pragmatically oriented strategic competencies…
Redefining multicompetence for bilingualism and ELF
Cook's construct of multicompetence has been criticized for not being usage‐based and for failing to account for language variation associated with different contexts and interlocutors. This paper argues that a usage‐based reconceptualization of multicompetence should involve not only bilingualism but also biculturalism, so that it can accommodate bilinguals' sense of their own reality as well as that of the native speaker. The paper then argues …
Sociopsychological and Pedagogic Considerations in L2 Acquisition
In this article, Brown's (1980) optimal distance model of target language acquisition in its native milieu is criticized for having neglected the issue of the possibly harmful effects of sociocultural factors upon learners' psychological frame of mind and instead stressing the pedagogic aspects of the process of acculturation. Especially in those cases where the learners' original motivations are instrumental, it is suggested here that there will…
Sociopsychological and Pedagogic Considerations in L2 Acquisition
In this article, Brown's (1980) optimal distance model of target language acquisition in its native milieu is criticized for having neglected the issue of the possibly harmful effects of sociocultural factors upon learners' psychological frame of mind and instead stressing the pedagogic aspects of the process of acculturation. Especially in those cases where the learners' original motivations are instrumental, it is suggested here that there will…
The Role of Cognitive and Hemispheric Processing Styles in L2 Learning
L2 learners fall into two major categories in terms of their cognitive styles. The first group comprises the relatively analytical individuals, who are said to be predominantly field independent. The second group, on the other hand, embodies the relatively holistic persons, who are said to be chiefly field dependent. L2 learners are further classified in terms of their hemispheric processing styles. Some learners are left-hemisphere dominant whil…
Lateral Preference and L2 Proficiency
This study investigates the relationship between the L2 proficiency of advanced EFL learners and biological lateral preference. The former is thought of as the person's advanced ability in English, developed within a school setting and involving both reading comprehension and grammatical and lexical knowledge - as represented by the Michigan Test of English Language Proficiency. The latter is conceptualized as a continuous and multifactorial cons…
Towards intercultural communicative competence in ELT
This article questions the validity of the pedagogic model based on the native speaker‐based notion of communicative competence. With its standardized native speaker norms, the model is found to be utopian, unrealistic, and constraining in relation to English as an International Language (EIL). It is utopian not only because native speakership is a linguistic myth, but also because it portrays a monolithic perception of the native speaker's langu…
Cultural familiarity in inferential and literal comprehension in L2 reading
The Effectiveness of a Theme-based Syllabus for Young L2 Learners
This paper reports a longitudinal quasiexperimental study that investigated the effectiveness of a theme-based syllabus versus an essentially grammatical syllabus with functional elements for young Turkish learners of English (aged 10–11) in a primary school setting. The theme-based syllabus rested on two different theoretical premises, one being Widdowson's (1990) notion of systemic versus schematic knowledge in language learning and the other b…
Assessing the relationship of working memory to L2 reading
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Redefining multicompetence for bilingualism and ELF
Cook's construct of multicompetence has been criticized for not being usage‐based and for failing to account for language variation associated with different contexts and interlocutors. This paper argues that a usage‐based reconceptualization of multicompetence should involve not only bilingualism but also biculturalism, so that it can accommodate bilinguals' sense of their own reality as well as that of the native speaker. The paper then argues …
Research on foreign language teaching and learning in Turkey (2005–2009)
This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, f…
Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading
This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas content familiarity was achieved through nativization of a narrative, that is, textual and contextua…
English as a lingua franca through a usage-based perspective
The focus on English as a lingua franca (ELF) has changed from one on form to one on function, with the interest shifting from the observed regularities of the code to multiple ELF uses in intercultural contexts. This article criticises both form- and function-oriented views on ELF for relegating an unprecedented linguistic phenomenon to the narrow confines of surface-level grammatical descriptions or pragmatically oriented strategic competencies…
Psychology (12 works) · Linguistics (10 works) · Computer Science (7 works) · EFL/ESL Teaching and Learning (6 works) · Pedagogy (6 works) · Mathematics education (5 works) · Second Language Learning and Teaching (5 works) · Sociology (5 works) · Cognition (4 works) · Cognitive psychology (4 works)