Current Discussions on Foreign/Second Language Education (e-kitap)

Millions of research articles and books are published every year. In this respect, researchers  in  any  academic  field  face  a  significant  problem.  Today,  it  is  more  challenging than ever to catch up with new scientific development, even in a speci-fic  field  of  study.  The  context  of  teaching  English  is  no  exception  to  this  global  trend. When we look at the history of language teaching and learning, we can see designer methods coupled with commercial concerns. New and fancy names are given to old and forgotten methods or techniques, and they are pushed into the markets for mass consumption. Obviously, this is a problem not just for researc-hers  in  the  field  but  also  for  language  teaching  practitioners.  At  this  point,  some  caution is required. Language teaching researchers and practitioners need to agree on what kind of research and related outcomes are more valuable, practical, and applicable. This book is intended to trigger discussions to overcome this issue to certain extents.

The  primary  audience  of  this  book  is  EFL/ESL  researchers  and  practitioners.  However, it is also accessible for graduate and undergraduate students. With this project, we wanted to provide some pointers as to current discussions in EFL/ESL context. We tried to take a broad and inclusive view to help those interested in catching up with what is new in the field. Therefore, we covered a wide range of topics such as teaching language skills, distance/online teaching, teaching English to young learners, teacher development, CEFR, translingual practices, culture capital, vocabulary size, test anxiety, English as a medium of instruction, literature in langu-age teaching and metamodernism.

Mehmet Bardakçı holds a Ph.D. in English Language Teaching, and currently, he  is  an  associate  professor  of  English  Language  Teaching  at  a  state  university  in  Turkey. His research interests include teacher training, teaching English to young learners, critical reading and reasoning fallacies.

İhsan Ünaldı holds a Ph.D. in English Language Teaching. Currently, he is an associate professor at a state university in Turkey. His areas of interest are corpus linguistics, non-native vocabulary, and testing & assessment.

Millions of research articles and books are published every year. In this respect, researchers  in  any  academic  field  face  a  significant  problem.  Today,  it  is  more  challenging than ever to catch up with new scientific development, even in a speci-fic  field  of  study.  The  context  of  teaching  English  is  no  exception  to  this  global  trend. When we look at the history of language teaching and learning, we can see designer methods coupled with commercial concerns. New and fancy names are given to old and forgotten methods or techniques, and they are pushed into the markets for mass consumption. Obviously, this is a problem not just for researc-hers  in  the  field  but  also  for  language  teaching  practitioners.  At  this  point,  some  caution is required. Language teaching researchers and practitioners need to agree on what kind of research and related outcomes are more valuable, practical, and applicable. This book is intended to trigger discussions to overcome this issue to certain extents.

The  primary  audience  of  this  book  is  EFL/ESL  researchers  and  practitioners.  However, it is also accessible for graduate and undergraduate students. With this project, we wanted to provide some pointers as to current discussions in EFL/ESL context. We tried to take a broad and inclusive view to help those interested in catching up with what is new in the field. Therefore, we covered a wide range of topics such as teaching language skills, distance/online teaching, teaching English to young learners, teacher development, CEFR, translingual practices, culture capital, vocabulary size, test anxiety, English as a medium of instruction, literature in langu-age teaching and metamodernism.

Mehmet Bardakçı holds a Ph.D. in English Language Teaching, and currently, he  is  an  associate  professor  of  English  Language  Teaching  at  a  state  university  in  Turkey. His research interests include teacher training, teaching English to young learners, critical reading and reasoning fallacies.

İhsan Ünaldı holds a Ph.D. in English Language Teaching. Currently, he is an associate professor at a state university in Turkey. His areas of interest are corpus linguistics, non-native vocabulary, and testing & assessment.