EDITORIAL WELCOME FOR VOLUME 12 ISSUE 1 (APRIL 2018)
This special issue offers a collection of five papers which, by looking at the diverse range of topics and contexts, give us insight on the current state of foreign language teaching. Authors in this issue examine such issues like effective teachers, semantic transfer, nature of activities in young learners’ classrooms, rhetorical organization and genre analysis.
Our first paper by Gülşah Külekçi examines the perceptions of 165 prospective English language teachers in terms of how they visualize of effective teachers. It is a timely research paper which aims to contribute to the growing research on ideal foreign language teachers.
The second paper is titled “A Psycholinguistic Analysis of Semantic Transfer by Turkish Learners of English” and is written by Görsev Sönmez Boran who interrogates how Turkish learners of English make use of semantic transfer.
The third paper titled “Embodied Resources in a Repetition Activity in a Preschool L2 Classroom” is written by Ufuk Balaman who describes a preschool L2 classroom in order to document the interactional management of embodied resources available at this specific setting.
The two following papers deal with rhetorical organization and genre analysis of research articles produced in Turkey. İsmet Öztürk and Hüseyin Kafes study a great number of research articles through a linguistic analysis in order to shed light on the specific language uses of Turkish researchers.
We are deeply grateful to the editorial board and to the external reviewers of this special issue.