Özet:

This study focused on conjunctive adverbial recognition problems of prospective English Language Teaching (ELT) teachers, and provided them a remedial teaching. The study adopted a quasi-experimental design, and pretest, posttest, and delayed posttest were implemented to the participants. The participants were 25 students studying at an ELT department. After the pretest, a remedial teaching comprising two class hours was conducted through explicit teaching. The posttest was implemented after two weeks from the pretest, and the delayed posttest was implemented nearly three and a half years after the posttest. The data collected from the participants were evaluated through IBM SPSS Statistic 22 software. The findings were presented in tables and diagrams. The study indicated that remedial teaching helped considerably the prospective ELT teachers to overcome their problems regarding conjunctive adverbials. The study also showed that remedial teaching has a consistent effect on the participants’ performances even after several years. The results highlighted importance of remedial teaching of this kind in foreign language teacher education programs. Based on the results, limitations and suggestions derived from the study were discussed, and several pedagogical implications for foreign language teacher education were provided at the end. 

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