Foreign language education
1,161 theses under this subject heading
The effectiveness of using morphological analysis as a vocabulary learning strategy
This study attempts to investigate the effectiveness of explicit instruction of morphological analysis on developing EFL high school learners' capacity to learn new vocabulary and the relationship between the morphological analysis and their learning styles. The study was a quasi-experimental research and a pre-posttest experimental and control group design was used. Prior to the implementation of the study, the participants (N=38) were administered Oxford's Quick Placement Test and Nation's Vocabulary Size Test in order to evaluate and compare their level of proficiency and readiness. To collect the data, Morphological Analysis Test was designed and implemented in order to test participants' existing morphological knowledge before the intervention and their acquired morphological knowledge at the end of the intervention. During the intervention, the experimental group was instructed fifteen prefixes and roots via morphological analysis while the control group only received a word list of the same target words and learned them through the traditional ways of vocabulary learning such as memorizing or using a dictionary. Following the instruction process, the experimental group was given a questionnaire about learning styles. Results revealed that the mean scores of the experimental group surpassed those of the control group in the post test condition. Thus, it can be suggested that morphological analysis is more effective in vocabulary learning than the memorization of the target words. According to the results of the questionnaire, experimental group has right-brain dominance and global learning style while morphological analysis is often related to analytical thinking and left-brain dominance. Considering all of these, this research study sheds light on the role of morphological analysis as an alternative vocabulary learning strategy in EFL high school curriculum.
The use of other-initiated self-repair patterns by adult learners in an English speaking course
English as a Lingua Franca (ELF) has a significant impact in order to be able communicate with native and non-native users of the language. In relation to this, it is clear that speaking has become one of the challenging and substantial skills in the process of teaching English as a foreign language (EFL). Although it is considered that the learners might be interrupted for the mistakes to be corrected by the instructors in English spoken interaction, it is noticed that the learners may modify the mistakes by themselves with the help of certain hints that is denominated as the other-initiated self-repair (OISR) organisation of conversation analysis (CA) methodology. Considering the studies in Turkey, it has been realized that there are certain studies in relation to the repair types. Nonetheless, OISR organisation in the English spoken interactions of the academicians who are adult learners are not researched in Turkey. Therefore, this study investigates the use of OISR patterns by the adult learners in a speaking course. The study also aims to discover presumptive reasons about why the adult learner utilise OISR organisation. The study was accomplished in the spring term of 2019 at Muğla Sıtkı Koçman University. 12 adult learners who were the academicians at the university attended to the B1 level English speaking course. For the study, the 16 hours of video-based recordings and 7 semi-structured interviews were utilised as instruments. The video recordings were transcribed in the method of CA with the Jeffersonian transcription notation and analysed in different categories of OISR whereas the interviews were transcribed and categorised under the terms of the content analysis. The study demonstrates that the adult learners utilise the different categories of OISR patterns in their interactions. Furthermore, it is notified that the troubles emerged by the adult learners are discovered by the scaffolding of the teacher and the classmates, and the flow of the speech and negotiation of meaning are provided by the self-repair.
Yabancı dil ağırlıklı beşinci sınıf İngilizce öğretim programına ilişkin öğretmen görüşeri
Bu çalışmanın amacı, Muğla ilinde Yabancı Dil Ağırlıklı Beşinci Sınıf İngilizce Öğretim Programı'nın bu programın uygulandığı ortaokullarda görev yapmakta olan öğretmenlerin görüşleri temel alınarak incelenmesidir. İnceleme dört yıldır uygulanmakta olan programın güçlü yönleri, uygulama sürecinde karşılaşılan sorunlar, ders kitabı sorunları, okul imkanları, temel dil becerilerinin gelişimi, programın öğrenci başarısına olan katkısı ve sürdürülebilirliğine ilişkin öğretmen görüşleri üzerinden gerçekleştirilmiştir. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Araştırmanın verileri görüşme tekniği yoluyla toplanmıştır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler içerik analizi ile kodlanmış, kodlardan kategorilere ve temalara ulaşılmıştır. Araştırmadan elde edilen sonuçlar; öğrenci odaklı uygulamaların dile ilişkin önyargıları kırma, özgüven gibi öğrenci özelliklerini geliştirdiği, öğrenme-öğretme sürecinde farklı uygulamalara yer verildiği, programa öğrenci seçiminde sorunlar yaşandığı, öğrencilerin İngilizce öğrenmeye ilişkin önyargılarının süreci olumsuz etkilediği, programın içerik olarak yoğun olduğu, hem ders kitabı hem de dijital ders kitabıyla ilgili sorunların olduğu, programın dil öğrenmeye olumlu katkılarının olmakla birlikte dört temel becerinin gelişiminin dengeli şekilde gerçekleştirilemediği, yazma becerisinin diğer becerilere göre daha zayıf kaldığı, konuşma ve özellikle dinleme becerisinin ölçme değerlendirilmesine ilişkin sorunlar yaşandığı şeklindedir. Ayrıca programın daha etkili biçimde sürdürülebilmesi için sınıflara öğrenci seçiminin belli kriterlere göre yapılması, programın uygulanmasında ortak bir anlayış geliştirilmesi, kazanım ve tema yoğunluğunun gözden geçirilmesi, programa uygun bir ders kitabının geliştirilmesi öğretmenlerin ortaya koyduğu temel önerileri arasındadır. Anahtar kelimeler: yabancı dil eğitimi, yabancı dil ağırlıklı İngilizce öğretim programı, temel dil becerileri
Çevrimiçi sosyal ağların yabancı dil eğitimini destekleme potansiyeli: Facebook örneği
Bu araştırmada sosyal ağ sitelerinin yabancı dil eğitimini destekleme potansiyelinin ortaya çıkartılması hedeflenmektedir. Bu bağlamda araştırmacı tarafından dünyanın çeşitli bölgelerinden öğrenen, öğreten ve anadili hedef dil olan katılımcıların yer aldığı "FaceLearning" adlı çok uluslu bir Facebook grubu oluşturulmuştur. Bu grup bünyesinde öğrenen ve katılımcıların daha önceden belirlenen veya doğal ortaya çıkan konular çerçevesinde hedef dilde iletişim ve etkileşim kurmaları sağlanmıştır. Nitel araştırma yöntemlerinden fenomelojik durum çalışmasının kullanıldığı bu araştırmada nitel anket ve görüşmelere ek olarak FaceLearning sayfası alıntılarından elde edilen verilerin söylem analizi, sosyal ağ sitelerinin, Facebook örnekleminde, yabancı dil eğitimi sürecinde destek araç olarak kullanılmasının öğrenme üzerine olumlu ve olumsuz etkileri olduğunu göstermektedir. Potansiyel olumlu etkiler arasında öğrenme bağlamında yapılandırılmamış öğrenme fırsatları sağlama ve işbirlikli öğrenme olanakları sunma yer almaktadır. Yabancı dil eğitimi bağlamında ise olumlu etkiler yabancı dil öğrenimine karşı olumlu tutum geliştirmeye katkı sağlama, yabancı dil öğrenme motivasyonunu arttırma, anlamlı dil etkinlikleri sağlama ve hedef dile maruz kalma fırsatları sunma yer almaktadır. Bunun yanı sıra, sosyal bağlamda öğrenme ortamına olumlu etkiler arasında ise öğrenen-öğrenen ve öğrenen-öğreten ilişkilerini geliştirme fırsatları sunma ve kültürel farkındalık gelişimine katkı sağlama yer almaktadır. Bunun yanı sıra, öğrenme üzerine olumsuz etkiler arasında aktif katılımın düşmesi, amaçtan sapma, siber zorbalığa maruz kalma, güvenlik ve gizlilik endişeleri ve son olarak teknik problemler gibi olumsuz etkilere rastlanmıştır.
FL listening comprehension strategy employment of high and low anxious listeners
The aim of this study was to investigate the relationship between FL listening anxiety and FL listening comprehension strategy use. Also, it was aimed to determine whether there existed a statistically significant difference between high and low anxious listeners in terms of FL listening comprehension strategy use. Furthermore, how high and low anxious listeners employed FL listening comprehension strategies also examined. A total of 79 first year ELT students in Anadolu University, Turkey participated in the study. In order to collect data for the purposes of the study, both quantitative (FLLAS and LCSI) and qualitative (learner diaries and guided interviews) were utilized. To determine FL listening anxiety level and FL listening comprehension strategy use of the participants, FLLAS and LCSI were distributed. Then, participants were trained on how to write effective diaries for the purposes of study. After diary keeping, which lasted for five weeks, participants were divided into three categories according to their FLLAS scores namely, high anxious, moderate anxious, and low anxious listeners. As the purpose of this study was to investigate the FL listening comprehension strategies used by high and low anxious listeners, learners with high and low levels of anxiety were invited to participate in guided interview sessions. As a result of the quantitative data analysis, a statistically moderate relationship was found between the two variables, in that participants FL listening anxiety level increased when their FL listening comprehension strategy use decreased or vice versa. It was also found that high and low anxious listeners employed FL listening comprehension strategies with a statistically significant difference. In other words, the results yielded that both group of listeners used FL listening comprehension strategies at some level however; low anxious listeners used more FL listening comprehension strategies than high anxious listeners. In order to demonstrate in which FL listening comprehension strategies (cognitive, metacognitive, and socioaffective strategies) high and low anxious listeners showed difference, qualitative data collected through learner diaries and guided interviews were analyzed through content analysis method in addition to quantitative data analysis. It was found that low anxious listeners outnumbered high anxious listeners in the employment of FL listening comprehension strategies in all categories i.e. cognitive strategies, metacognitive strategies, and socioaffective strategies. The analysis of the learner diaries and guided interviews demonstrated that high and low anxious listeners employed FL listening comprehension strategies in different manners. The findings of the current study yielded that FL listening anxiety and FL listening comprehension strategy use affected each other mutually. However, deciding which one affected the other one was a difficult task and beyond of the scope of the study. Nevertheless, as FL listening comprehension strategies can be taught to FL listeners, the strategies used by low anxious listeners can be taught to high anxious listeners to reduce their FL listening anxiety levels. The findings of this study might be viewed as one of the first steps into implementing explicit strategy training into FL listening classes. The findings of the study were presented and discussed with respect to the related literature. Bearing in mind the research findings, some implications regarding the FL listening anxiety and FL listening comprehension strategy use were proposed. Key words: FL listening comprehension, FL listening anxiety, FL listening comprehension strategies, first-year ELT students
An explanatory investigation on the Turkish EFL teachers' tpack and their attitudes toward the use of interactive whiteboards
The present study aimed to investigate (a) TPACK of Turkish EFL in-service teachers; (b) the attitudes of the in-service Turkish EFL teachers towards the use of Interactive Whiteboards (IWBs) in their classes; (c) the relationship between TPACK and teachers' attitude toward IWB use; (d) the relationship between gender of the participants and their TPACK levels; (e) the relationship between gender of the participants and their attitude toward IWB use; (f) the relationship between teaching experience and TPACK; and (g) the relationship between teaching experience and attitude toward IWB use. The research was carried out in the contexts of 24 Anatolian High Schools in Gebze, Darıca and Çayırova municipalities of Kocaeli at the beginning of the second term of 2014/2015 academic year. A total of 106 in-service EFL teachers from these schools responded to all of the questions in the instruments. Data was collected through two main instruments: (1) Attitude questionnaire; (2) ELT-TPACK questionnaire gathering information combining technology, pedagogy, and content knowledge. Additionally, teachers' demographic characteristics were also used in order to detect the participants profile in detail and to get information for investigating the relationships between the results of questionnaires and some of these variables. Quantitative data were analysed by descriptive statistics including frequency, percentage, mean and standard deviation, correlation analysis, and regression methods. The findings of the analysis of descriptive statistics indicated high levels of TPACK of the Turkish EFL in-service teachers. Additionally, the participants reported positive attitudes toward Interactive Whiteboard use in their classes. Furthermore, correlation analysis demonstrated a statistically meaningful positive relationship between the TPACK levels and attitudes of the teachers. In terms of the effect of gender and teaching experience on TPACK and attitude, further analysis were conducted. The results showed no meaningful relationship between gender and TPACK and similarly between gender and attitude. On the other hand, the analysis of the relationship between teaching experience and TPACK and teaching experience and attitude showed statistically meaningful relationships. As it was carried out to investigate the TPACK levels of the Turkish EFL in-service teachers in a certain geographical area and the attitude of the teachers' towards using IWB in their classes, and additionally exploring the effect of gender and teaching experience on TPACK and attitude for the first time, this study proved to have valuable contributions in getting a complete picture of TPACK levels of EFL teachers in a certain area and revealing the attitudes of these teachers towards using this technology in their classes. At the end of the study, there are some implications for educators, educational authorities and educational researchers.
The effect of extensive reading on the development of reading and writing skills of english preparatory class students
Language is considered to be learnt effectively in its native environment. However, another useful way is suggested to be reading extensively in that language. Extensive reading has been regarded as a good way of obtaining language proficiency as a supportive activity of language learning process as well. Recent studies (e.g. Davis, 1995; Mason & Krashen, 1997; Bell, 2001; Krashen, 2004; Eskey, 2005; Horst, 2005; Pigada and Schmitt, 2006) have shown that extensive reading is very useful in developing language proficiency and is an effective way of compensation for target language environment in foreign language context. Therefore, extensive reading can be used as an extracurricular activity to meet the need for authentic language input in foreign language teaching. English is taught as a foreign language in Turkey and extensive reading can be a useful way of practicing and developing foreign language skills in Turkey. The main aims of this study were to find the effect of extensive reading on the development of reading and writing skills, to reveal attitudes and perceptions of English preparatory class students and to uncover attitudes of preparatory class main course teachers about an extensive reading project carried out in a high school. Participants of the study were 141 preparatory class students and 6 English main course teachers. Reading logs and Preliminary English Test (PET) scores of the students were compared to find out the effects of extensive reading on reading and writing skills; two questionnaires were applied to the students and interviews were conducted with students and teachers to find out their attitudes and perceptions about extensive reading. The results of the study showed that there was a moderate positive relationship between extensive reading and the development of reading and writing skills of the students. It was revealed that the total number of pages read by the students did not have any significant effect on their reading or writing proficiency. However, there was significant positive relationship between extensive reading and test scores of the students when the results of the top level and lowest level students in PET exams were compared in overall language proficiency. It was also seen that students and teachers believed that extensive reading was beneficial to improve language proficiency, it was motivating and encouraging for students to learn English and improve their language proficiency and extensive reading was an effective way to compensate for the lack of target language environment.
Employment of stance adverbials as hedges and boosters in argumentative essays of native american and nonnative Turkish university students
The growth of discourse analysis as a key tool in understanding language use, has led to the idea of the importance of interaction in writing. Thus, the concept of metadiscourse has emerged as a way of representing the writer's awareness of the unfolding text as discourse. Metadiscourse is based on a view of writing as social engagement and especially considered to be essential element of persuasive and argumentative writing (Crismore & Farnsworth 1990; Hyland, 2004). Among the metadiscourse markers, hedges and boosters are two crucial devices helping writers to express their authorial stance in their products. Writing argumentative texts is a challenge for the students not only in their mother tongue but also in their foreign language(s). They seem to experience difficulties in producing texts, which clearly interact with the reader(s), guide the reader in the process of reception and interpretation of the text and convince the potential reader of the text. Research on students' argumentative writing is relatively little compared to descriptive, narrative, and expository writing (e.g. Stephens, 2003). For example, two of the related studies have focused on comparison of native speakers with advanced Spanish university writers (ICLE corpus) (Neff, Ballesteros, Dafouz, Martínez & Rica, 2004) and the Greek advanced learners of English (Hatzitheodorou & Mattheoudakis, 2007). More texts need to be analyzed to gain a deeper understanding about how and effective authorial stance is presented. In the Turkish context, the students are not offered an explicit instruction in authorial stance taking and employing stance devices, instead, they are provided with very general writing guidelines and there is a scarcity of study examining comparatively native American and Turkish non-native EFL learners' employment of stance devices as hedges and boosters in their English argumentative writings. Therefore, a detailed and comparative analysis needs to be conducted in order to gain a deeper understanding about how stance-taking is presented by non- native and native students. So this study aims to identify the stance adverbials used as hedges and boosters employed by native American and Turkish non-native students. This study specifically based on the stance adverbials as they expose the author's comment or attitude much clearer. The data of this study consist of the argumentative essays of the native American students (from the Louvain Corpus of Native English Essays - LOCNESS corpus) and of the Turkish non-native students from the corpus of argumentative essays written by Turkish students, majoring in the first year of English Language Teaching Department at Anadolu University. Simple random sampling is used in order to choose 200 argumentative essays (100 from each student group) and native corpus consists of 84,851 words whereas non-native corpus consists of 86,554 words. The data are analyzed both qualitatively and quantitatively, percentages, mean frequencies per 10,000 words and Log-likelihood results for each item are calculated and interpreted. The stance adverbials as hedges and boosters are identified with the help of a concordance program, Ant. Conc. 3.3.4. and analyzed in their own contexts manually using Hyland's (2005) interpersonal model of metadiscourse, checked twice and the results are inter-rated by another researcher by using peer debriefing system. The functional use of stance adverbials as hedges and boosters are analyzed in their own contexts and explained in detail. The results of the study show that argumentative essays of students are characterized by extensive use of boosters, and less limited use of hedges and it is found out that Turkish non-native students use more diverse hedges and boosters than native American students use in their argumentative essays. Functional uses of each adverbial are explained, examples from the essays are also presented. The results of this study are believed to create an awareness among both the teachers and the students both in theoretical and linguistic aspects. Keywords: argumentative writing, corpus, hedges and boosters, stance adverbials
İlkokul 2. sınıf İngilizce öğretim programının diller için Avrupa ortak başvuru metni doğrultusunda aydınlatıcı değerlendirme modeli ile değerlendirilmesi
Bu araştırmanın amacı 2013-2014 eğitim öğretim yılından itibaren uygulanmakta olan ilkokul 2. sınıf İngilizce öğretim programının Diller İçin Avrupa Ortak Başvuru Metni doğrultusunda aydınlatıcı değerlendirme modeli ile değerlendirilmesidir. Bu araştırma, aydınlatıcı program değerlendirme modelinin öngördüğü nitel ve nicel araştırma desenlerinin birarada kullanıldığı eşzamanlı çeşitleme karma araştırma yöntem ile gerçekleştirilmiştir. Bu yöntem kapsamında hem nitel hem de nicel veriler eş zamanlı olarak toplanmış ve iki tür veriye de eşit önem verilmiştir. Araştırmada ilkokul 2. sınıf İngilizce öğretim programına ilişkin öğretmen görüşlerinin elde edildiği ölçek ve ilkokul 2. sınıf öğrencilerinde ilkokul 2. sınıf İngilizce öğretim programı amaçlarının gerçekleşme durumunu ortaya koymaya yönelik yapılan başarı testi yoluyla nicel veriler toplanmıştır. Bunun yanı sıra, ilkokul 2. sınıf İngilizce öğretim programının Diller İçin Avrupa Ortak Başvuru Metni doğrultusunda incelenmesinde kullanılan doküman incelemesi, programda öngörülenler/önerilenler ile uygulamada gerçekleşen durumun uygunluğunun belirlenmesinde kullanılan katılımcı gözlem formları ve öğretmenlerin programa ilişkin görüşlerini belirlemek için yapılan yarı-yapılandırılmış görüşmeler yoluyla nitel veriler toplanmıştır. Araştırmada ölçek yoluyla elde edilen nicel veriler tabakalı örnekleme dâhil edilen 14 ildeki 768 ikinci sınıf İngilizce dersine giren öğretmenden ve Uşak ilinde gözlem yapılan iki sınıftaki 48 öğrenciye uygulanan başarı testinden elde edilmiştir. Araştırmada nitel veriler Uşak ilinde iki farklı ikinci sınıfta yapılan sınıf içi gözlem çalışması ve 21 ikinci sınıf İngilizce öğretmeniyle yapılan yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Veriler 2013-2014 eğitim öğretim yılı bahar döneminde toplanmıştır. Nicel verilerden ölçeğin analiz edilmesinde betimsel istatistiklerden aritmetik ortalama (X), frekans (f), yüzde (%) ve standart sapma (Ss); yordayıcı istatistiklerden ise Kruskal Wallis Testi ve Mann-Whitney U Testi kullanılmıştır. Ayrıca, ölçekte yer alan açık uçlu soruların analizinde içerik analizi kullanılmıştır. Başarı testinin analiz edilmesinde aritmetik ortalama (X) ve standart sapma (Ss) kullanılmıştır. Nitel verilerden dokümanların analiz edilmesinde içerik analizi kullanılmıştır. Bunun yanı sıra, görüşmelerin analiz edilmesinde ise betimsel ve içerik analizi gerçekleştirilmiştir. Gözlemlerin çözümlenmesinde frekans değerleri sayılmıştır. Doküman incelemesi sonucunda ilkokul 2. sınıf İngilizce öğretim programının duyuşsal kazanımlar, öğrenme-öğretme süreçleri ve ölçme-değerlendirme süreçleri açısından Diller İçin Avrupa Ortak Başvuru Metnine uyumlu olduğu sonucuna ulaşılmıştır. Bunun aksine, programın hedeflenen dil becerileri, bilişsel kazanımlar, öz değerlendirme ifadeleri ve içerik açısından başvuru metnine uyumlu olmadığı sonucuna ulaşılmıştır. İlkokul 2. sınıf İngilizce öğretim programında öngörülenler ile uygulamada gerçekleşen durumun uyumlu olmadığı sonucuna varılmıştır. Programın temel hedefleri olan dinleme ve konuşma becerilerine gereken önemin verilmediği belirlenmiştir. Ayrıca, derslerde hedef dilin bir öğretmen tarafından hemen hemen hiç kullanılmadığı ve iki öğretmen tarafından da dersin ağırlıklı olarak Türkçe işlendiği sonucuna ulaşılmıştır. Gerçekleştirilmiş gözlem çalışmaları sonucunda gözlem yapılan iki farklı sınıftaki öğrencilerin dinleme becerisi açısından birbirine yakın olduğu sonucuna ulaşılmıştır. Bunun yanı sıra, konuşma becerisi açısından bu beceriye daha çok odaklanılan sınıftaki öğrencilerin konuşma testi ortalamasının diğer sınıftan daha yüksek olduğu belirlenmiştir. Bu durum gözlem verilerini desteklemektedir. Görüşmeler sonucunda öğretmenlerin programın öğrencilere erken yaşta yabancı dil öğrenme fırsatı vermesi ve erken yaşta dil öğrenmenin öğrencilere sağladığı bilişsel ve duyuşsal faydaları nedeniyle programa ilişkin görüşlerinin genel olarak olumlu olduğu belirlenmiştir. Bunun yanında, öğretmenlerin ilk defa ikinci sınıf seviyesinde görev yapmanın sonucunda öğrencilerin seviyelerine inememe, programa ilişkin bilgilendirilmeme, hizmetiçi eğitim almama, ders kitaplarının okullara zamanında gönderilmemesi, ders saatlerinin yetersiz olması ve ders kitaplarının yetersiz olması gibi sorunlar yaşadıkları saptanmıştır. Ayrıca, öğretmenler programın görsel ve işitsel yöntem ve teknikleri dayanması nedeniyle teknolojik donanım olmayan ortamlarda ve kalabalık sınıflarda uygulanmasının zor olduğunu belirtmişlerdir. Araştırmada ölçek uygulaması sonucunda öğretmenlerin ilkokul 2. sınıf İngilizce öğretim programı kazanım ve içerik boyutu, öğrenme-öğretme süreci ve çevresel boyuttaki maddelerin gerçekleşme düzeyini yeterli ve ölçme ve değerlendirme boyutundaki maddelerin gerçekleşme düzeyini yetersiz buldukları belirlenmiştir. Bunun yanı sıra, Doğu Anadolu ve Güneydoğu Anadolu bölgelerinde görev yapan öğretmenlerin programın tüm boyutlarına ilişkin görüşleri diğer bölgelerde yaşayan öğretmenlerden anlamlı derecede olumsuz bulunmuştur. Ayrıca, herhangi bir yükseköğretim programı mezunu öğretmenlerin ikinci sınıflarda İngilizce dersine girdikleri belirlenmiştir. İlkokul 2. sınıf İngilizce öğretim programının etkili uygulanması için yapılan öneriler şöyledir: Türkiye'de tüm bölgelerdeki okulların fiziki imkânları iyileştirilmelidir. Öğretmenlere ilkokul ikinci sınıf İngilizce öğretim programının uygulama esasları, genç öğrenenlere yabancı dil öğretimi ve Diller İçin Avrupa Ortak Başvuru Metnine ilişkin nitelikli hizmetiçi eğitim fırsatları sunulmalıdır. Anahtar Kavramlar: İlkokul 2. Sınıf İngilizce Öğretim Programı, Diller İçin Avrupa Ortak Başvuru Metni, Aydınlatıcı Değerlendirme Modeli, Program Değerlendirme
Une etude de cas qualitative sur l'utilisation des consignes scolaires dans une classe de Fle
The instructions that exist in all areas of life have an important place in the field of education. Instruction is a fundamental tool that guide learning process both in classroom interactions and in the course of evaluation. The aim of the current study is to determine the role and the place of the instruction in French language class, and also to study more closely the teaching practices of learners and teachers. Therefore, this qualitative case study was conducted in order to better understand the perceptions and the tendency of the participants. Nine students and one teacher from the preparatory class of the School of Foreign Languages of Anadolu University took part in this study. The data were collected by means of semi participant observation, semi-structured interviews and document analysis techniques, all of which are the qualitative data collection methods. Firstly, a semi-participant observation lasting for 10 weeks was conducted and at the same time, written materials used in the class were gathered. Immediately after the observations were made, the interviews were conducted with seven students and one teacher who were already observed in their classrooms. After all the data were collected, they were analyzed by the researcher and two experts in the field of teaching/learning of French language. For the analysis, the codes and the themes were identified in the data. Four key themes and nine subthemes were revealed after the data analysis. The key themes emerging from this data are; (1) The transmission of the instruction by the teacher, (2) The reading of the instruction by the learner (3) The problems of understanding the instruction, (4) Learner's awareness level of using instructions and their attitudes towards them. Mots clés : Autonomie,Consigne, Etude de Cas,Français Langue Etrangère. Instruction.
Implementation and outcome evaluation of the Turkish primary school English language teaching program
The present study was designed (1) to reveal the views of the state primary school EFL teachers about their present textbooks and (2) question whether the 4th grade students have reached the goals defined by MoNE in 2013 ELTP in terms of listening skill. The research was carried out in Sincan in Ankara including 50 EFL teachers in 22 primary schools who were asked to reply 46-item Material Evaluation Form to evaluate their textbooks and 10 teachers in 7 schools were interviewed. Then, 20-item listening test prepared by the researcher was given to 650 4th grade students in 5 schools. The results of the teacher questionnaire indicated that the teachers were not satisfied with the textbooks in terms of their general appearance, layout and design, methodology, activities, language skills, language and topic content, teachability and flexibility, and assessment except for a few points. That is to say, they find the font size and type of the book suitable for the students, and think that the methodology implemented in the books is up-to-date. Furthermore, the participants tend to believe that the activities encourage meaningful language use and embody individual, pair and group work. Also, listening activities are thought to be well-recorded and the unit topics draw young learners' attention. This study was carried out to see the outcomes of 2013 ELTP via evaluating the textbooks and 4th grade students' listening skills in a certain geographical area, so it enabled to realize the strong and weak points of the program. At the end of the study, there are some implications for educators, educational authorities and educational researchers. Keywords: Program Evaluation, Outcome Evaluation, ELTPs.
Açık Öğretim Fakültesi Arapça ders kitaplarının temel dil becerileri açısından değerlendirilmesi
Bir dili öğrenmede temel dil becerilerinin edinilmesi çok önemlidir. Özellikle bu dil Arap Dili gibi Türkçe'den farklı bir yapıya sahip ise temel dil becerilerinin edinilmesi hayati öneme sahiptir. Türkçe ile Arapça arasında gramer yapısı, cümle kuruluşu, kelime türetme yöntemlerinin farklı olması ve her iki dilin farklı dil ailelerine mensup olması bunun önemini daha da artırmaktadır. Bununla birlikte dil bilgisi kuralları bir dilin iskeletini oluşturuken temel dil becerileri o dile hayat veren ruh mesabesindedir. Yabancı dil öğretiminin temelini teşkil eden dil bilgisinin yanı sıra, anlama ve anlatma becerileri olarak da bilinen dinleme, okuma, yazma ve konuşma becerileri temel dil becerilerinin özünü oluşturmaktadır. Bunun yanında Arap diline ait sözlü ve yazılı anlatıma dair eserlerin anlaşılması için temel dil becerilerinin geliştirmesi son derece önemlidir. Biz bu çalışmamızda Açık Öğretim Fakültesi Arapça Ders kitaplarını ele alarak, temel dil becerileri açısından inceleyip değerlendirmeye çalıştık. Ayrıca konuları ele alırken yeterli sayıda örnek vererek konuların daha iyi anlaşılması için çaba sarf ettik. Çalışmamızın Arap Dilinin öğreniminde karşılaşılan sorunların aşılmasında bir nebze de olsa katkı sağlamasını ümit ederiz.
EFL teachers' perceptions on task-based language teaching in the context of a preparatory school
This study was conducted to investigate the perceptions and practice preferences of teachers who teach English as a foreign language in a university preparatory class, about task-based language education, and to reveal their ideas about the task-based approach and preferences about using this approach in their classrooms or not, along with the reasons. In order to achieve these goals, the teacher questionnaire developed by Jeon and Hahn (2006) was applied to fifty teachers who participated in the study. The results were analyzed using IBM SPSS 22.0. Interviews were conducted with five people selected on a voluntary basis among the participants, and the results were analyzed by thematic analysis method. According to the results obtained from the quantitative and qualitative data, it was revealed that the majority of the teachers participating in the study had positive views about task-based language education and applied it in their classrooms. According to the other information obtained as a result of the analysis, it was understood that the most common factors preventing the implementation of task-based language education in classrooms were the high number of students in the classrooms and the inadequacy of course materials for task-based language education. Among the implications of the study, there are the reasons for not preferring task-based language education can be eliminated as a result of the improvements that can be made in the curriculum and materials proposed by the existing education system and the solution of the infrastructure-related problems of the university. Keywords: English language teaching, task, task-based language teaching, approach
The effect of Youtube on EFL learners in Turkey
The incorporation of learning exercises reinforced by technology into the foreign language program has emerged as a new developing trend in language teaching today. Many proposals have been stated on the usage of technology in education, and YouTube has grown increasingly popular among video-sharing websites (Alimemaj, 2010). Given the popularity of YouTube as a video sharing platform among many Turkish individuals, this research was designed to investigate Turkish EFL learners' opinions on YouTube's effectiveness on their language learning. Along the same line, this study attempts to examine EFL learners' perceptions on how effective YouTube is in improving four language skills and three language components along with its impact on their autonomous learning and motivation. The participants of the study contains 2109 EFL learners who are the subscribers of the researcher's YouTube channel on English teaching, and they used YouTube at least a few times as a language learning tool. The data was collected using two separate data gathering instruments: two questionnaries one of which consisting of closed-ended items and the other with open-ended questions. To provide greater insight into the themes, the researcher acquired quantitative and qualitative data, examined the results separately, and then combined the data to provide a thorough description of the study topics. The results showed that, according to Turkish EFL learners, YouTube videos make a positive impact on language learning in terms of the four language skills and the three language components. Almost all EFL learners agree that it is quite useful in order to develop their speaking and listening skills along with vocabulary and pronunciation thanks to the large variety of content it contains and it provides exposure to authentic language and native speakers' videos. In addition, the findings indicated that YouTube is a useful source for EFL learners that boosts their autonomous learning habits and it motivates them to take actions to take responsibility of their own learning. Lastly, according to Turkish EFL learners, YouTube videos are very valuable in terms of their motivation to learn the language as it is a more interesting and an intriguing source compared to traditional learning environments. They also stated that on YouTube, they find themselves in an interactive environment where lots of language learners help each other. Even though there is study on YouTube in the field of English language education, there is a huge gap in research about YouTube as a language learning website and how it helps to language learners' autonomous learning disciplines. The current study provides a thorough examination of how YouTube aids EFL learners' language learning in numerous ways.
Yabancı dil olarak Türkçe ve Sırpçanın öğretimine yönelik hazırlanmış ders kitaplarındaki kültürel unsurların karşılaştırmalı incelenmesi
Bu çalışmanın amacı yabancılara Türkçe öğretiminde yaygın olarak kullanılan temel düzey Yedi İklim Türkçe ders kitapları ile Sırpçanın yabancı dil olarak öğretiminde kullanılan Učimo Srpski 1 temel düzey ders kitaplarına ait okuma ve dinleme metinlerindeki kültürel unsurları tespit edip karşılaştırmalı incelemektir. Araştırmada her iki dilde kültür aktarımının nasıl yapıldığı ve kültürel unsurlara ne ölçüde yer verildiği de gösterilmeye çalışılmıştır. Nitel verileri doküman incelemesi yoluyla elde edilen çalışmada öncelikle farklı kaynaklardan yararlanarak inceleme taslağı oluşturulmuş, taslak metne göre Günlük Yaşam, Kişiler Arası İletişim, Değerler ve Eğitim, Edebiyat, Sanat, Müzik ve Spor, Gelenekler ve Folklor, Coğrafya ve Mekân ana kategorileri ile bunlara bağlı alt kategorilere ilişkin sosyokültürel nitelikli unsurlar tespit edilmeye çalışılmıştır. Çalışma sürecinde tespit edilen kültürel unsurlar yer yer metinlerden alıntılarla desteklenmiş ve kimi zaman her iki dilin kültürüne ait unsurların kimi açıklamalarına da yer verilmiştir. Yedi İklim Yabancılar İçin Türkçe temel düzey ders kitapları ile Učimo Srpski 1 ders kitabındaki toplam sosyokültürel unsur sayısının büyük farklılık gösterdiği tespit edilmiştir. Her iki dile ait sosyokültürel unsurların ders kitaplarına yansımasına bakıldığında da Sırpçanın yabancı dil olarak öğretiminde daha az oranda kültür aktarımına yer verildiği görülmüştür.
Analyse der metaphorischen auffassungen von Deutschlernenden über Deutsch im rahmen der mehrsprachigkeit
This study deals with the metaphorical perceptions of German learners about German language in the context of multilingualism. After the theoretical basis, the structure of the research, which included 503 participants from a high school, is presented. The results were divided into 14 different categories, and it was seen that the category that emerged for languages took the first place here by a large margin. Approximately 80% of the participants pointed out the similarities between German and English languages. They supported their arguments regarding this with reasons that went down to the phonological, semantic and syntactic levels of the two languages. According to these results, it is concluded that the learners are not new and inexperienced in the German course, on the contrary, they are people who should be constantly encouraged in line with the principles of multilingualism and who bring their previous experience and knowledge to this course.
Vocabulary learning through collocations and gamification in EFL classes
The use of technology and gamification tools have been in great use over a few decades in EFL classes, and their popularity has increased considerably during the COVID-19 pandemic period during which online education replaced face to face education completely or partially. Quizlet is one of the most popular applications used in EFL classes to teach vocabulary in a more effective and enjoyable way. Although there have been several studies conducted to seek the effectiveness of Quizlet among students learning English as a second language, there have been only a few studies carried out in Turkey at tertiary level to investigate the effectiveness of Quizlet in terms of vocabulary learning and retention, and also there have been very few studies which investigated the use of collocations on Quizlet both in terms of vocabulary learning and retention. The present study aims to investigate firstly, the effectiveness of Quizlet as well as the effectiveness of using collocations on Quizlet in comparison to traditional methods in terms of vocabulary learning, secondly the effectiveness of Quizlet and the use of collocations compared to traditional methods in terms of vocabulary retention, and finally the perception of the students regarding the use of Quizlet to study new vocabulary. In this study, 60 participants in three different groups studied the same target words over three weeks using different tools. Then, the results of pretest, posttest and delayed posttests of the participants were compared and also a semi-structured interview was conducted to learn about the perception of the participants concerning the use of Quizlet. The results of the study revealed that not only the use of Quizlet, but also the use of collocations contributed to both vocabulary learning and retention of the students significantly. The study also found that the participants regarded Quizlet as an effective, practical and enjoyable tool to study vocabulary. Keywords: collocations, gamification, Quizlet, vocabulary learning
Teacher questions in 6th grade EFL classes: An exploratory action research in online learning environments during the Covid-19
Teacher questions are crucial elements of teacher talk that provide a lot of detail about what happens in the lessons regarding classroom interaction. Different aspects of teacher questions have been frequently explored by researchers so far. However, teacher-researchers have not yet given sufficient attention to this topic and explored their questions by carrying out action research studies. Moreover, teacher questions have not been researched extensively in online classroom settings. In order to both fill out this gap in the literature and to develop an awareness of my questioning practices, I conducted this qualitative action study as a teacher-researcher. I collected data from the online lessons I had with two 6th grade EFL classes in a public secondary school setting. The data collection process took place for seven weeks, during which I recorded online lessons for six weeks and administered an open-ended questionnaire to my students in the final week. Then, I analysed data by identifying the frequency, types, and functions of the English questions I asked in 50 online lessons. My analysis revealed that I asked 1588 questions in total. Of these questions, I used epistemic questions more than echoic questions and display questions more than referential questions. Besides, my questions served mostly procedural function, followed by convergent function, and divergent function. The analysis also revealed that I hardly made use of questions enhancing the critical thinking skills of my students. Moreover, my students expressed in the questionnaire that they were content with my questions in general. However, they preferred referential questions to display questions. Consequently, this study was of great importance for me to reflect on certain aspects of my questions and take necessary actions to improve these aspects. Moreover, this study may inspire other teachers to take a step to develop consciousness of their questions as well by means of carrying out similar studies. Keywords: action research, classroom interaction, English as a foreign language, online learning, reflective teaching, teacher questions
An analysis of face-to-face education versus emergency-remote teaching: Readiness of ELT teacher trainees
Since World Health Organization (WHO) declared the virus called COVID-19 a pandemic in March 2020, the education system all around the world has gone into a total shutdown. Turkey was one of the countries that were negatively affected by this unexpected change of context. Emergency-remote teaching (ERT) was suddenly introduced to prevent the disruption of education and almost all countries adopted this alternative system that allows access to education through digital devices. Turkish teacher education institutions also switched to ERT during this phase. With the digitalization of education, being well equipped with digital users has gained more importance for student teachers studying in the English Language Teaching departments. Thus, the present study first aimed to find out the emergency-remote teaching experiences of ELT student teachers. The study also asked the 2nd, 3rd and 4th year students teachers to compare their ERT experiences and perspectives with that of the face-to-face education experiences they had before the epidemic. Secondly, the participants' readiness for and perceptions of ERT were scrutinized alongside analyzing the factors of student teachers' technical possibilities and digital competencies with their effect on readiness during this phase. The research took place in the fall semester of the 2020-2021 academic year, consisting of 194 English teacher candidates in their second, third and fourth years throughout Turkey. This mixed-method thesis study implemented four scales and a semi-structured interview to elicit rich information and thus provide a comprehensive and elaborate framework. Quantitative data were analyzed through descriptive statistics, independent samples T-test and one-way ANOVA analysis in SPSS while the qualitative data were transcribed, coded and presented with a flow chart. The findings showed the extent to which emergency-remote teaching shaped English student teachers' experiences, choices for a face-to-face context, readiness for online learning and remote learning perceptions. Although student teachers indicated neutral opinions about their ERT experiences, they are inclined to prefer face-to-face education. In addition, student teachers seem to exhibit a moderate level of readiness for ERT, which seems not to have been influenced by their perception of ERT, technical opportunities and digital competencies. The reason for this fact is that student teachers have already been familiar with the use of digital devices before the lockdown. Therefore, these factors did not have any significant effect on their overall readiness for ERT. The study also reported the strengths and weaknesses of the ERT in Turkish teacher training institutions. The results of the study have provided implications for teacher education programs and teacher educators regarding how better prepare them for wider use of digital educational technologies in the near future.
Der einsatz von wortbildung und wortbildungsübungen als ein motivationsfaktor zur förderung der wortschatzentwicklung von Deutschlernenden auf dem A-1 niveau
Vocabulary formation skills have crucial importance in foreign language acquisition, so a vocabulary building exercise can serve to develop students' specific skills or to support their language development. Word formation is one of the basic components of vocabulary development, because of this, students can be encouraged to improve their vocabulary. The aim of this study is to capture the motivating aspect of vocabulary building exercises that contribute to vocabulary development. This study determines how much the use of word formation motivates German learners to acquire new words and, consequently, develop their vocabulary. Within this research, word formation studies were carried out for one (1) semester with the students who participated in the German course in the foreign language course at the A1 level. To determine whether word formation exercises are a motivating factor in vocabulary development, a questionnaire study was conducted at the end of the term, with the contribution of 33 course participants. Based on students' subjective statements, a large number of criteria were recorded that had different effects on whether word formation exercises were found to be motivating for vocabulary development. In result, it was concluded that these exercises are not only have fundamental importance in terms of teaching, developing and consolidating vocabulary, but also have a motivating, improving and stimulating effect on vocabulary. It should be clearly stated that word formation exercises help to remember vocabulary more easily and therefore have a motivating effect. In addition, the structural recognition of language and facilitation during learning have a positive effect on the motivating aspect of word formation. In the following, it is clear that word formation exercises are a high source of motivation for German learners when they lead to fast, effective and active learning, shape student productivity and make students feel competent or encourage them to learn. Keywords: Vocabulary development, word formation, word formation exercises, motivation, German as a foreign language Wortbildungskenntnisse haben im Fremdsprachenerwerb einen hohen Stellenwert, demzufolge können Wortbildungsübungen zur Entwicklung spezifischer Kompetenzen der Lernenden dienen oder deren Wortschatzentwicklung hilfreich zur Seite stehen. Wortbildungsübungen sind eine wesentliche Form der Wortschatzerweiterung, im Zuge dessen können Lernende dazu angeregt werden ihre lexikalischen Kenntnisse zu erweitern. Der Bestandteil der vorliegenden Studie ist die Erfassung des motivierenden Aspektes von Wortbildungsübungen, die zur Förderung des Wortschatzes beitragen könnten. In dieser Hinsicht setzt sich diese Studie zum Ziel zu ermitteln, ob und wie/weshalb die Deutschlernenden durch den Einsatz der Wortbildung dazu motiviert werden neue Wörter zu erwerben und aufgrund dessen ihren Wortschatz zu entwickeln. Im Rahmen dieser Arbeit wurde im DaF-Unterricht mit den Deutschkursteilnehmenden auf dem A1 Niveau ein Semester lang mit Wortbildungsübungen gearbeitet. Zum Feststellen des Motivationsfaktors von Wortbildungsübungen, wurde am Ende des Semesters, an dem 33 Kursteilnehmenden Beitrag geleistet haben, eine Untersuchung an einer Stichprobe durchgeführt. Beruhend auf den subjektiven Äußerungen der Lernenden, wurden zahlreiche Kriterien erfasst, die auf verschiedene Weise einen Einfluss darauf haben, dass Wortbildungsübungen als motivierend für das Wortschatzentwickeln empfunden werden. Folglich wurde die Bilanz gezogen, dass Wortbildungsübungen nicht nur von essenzieller Bedeutung in Bezug auf die Vermittlung, Entwicklung und Festigung des Wortschatzes sind, sondern motivierend und anregend auf das Wortschatzerwerben wirken, den Wortschatz erweitern bzw. fördern, wenn diese zur Entwicklung der lexikalischen Kenntnisse führen. Deutlich ist auszudrücken, dass Wortbildungsübungen zur Einprägsamkeit des Wortschatzes dienen und deswegen motivierend wirken. Des Weiteren üben die strukturelle Erkennung von Sprache und die Erleichterung während des Lernens einen positiven Einfluss auf den motivierenden Charakter der Wortbildung aus. Im Folgenden erweist sich die Tatsache, dass eine Wortbildung für die Lernenden von hoher Motivation zum Wortschatzlernen ist, wenn diese zum schnellen, effektiven und aktiven Lernen führt, die Produktivität der Lernenden prägt und dazu führt, sich kompetent zu fühlen oder sie dazu ermutigt mehr zu lernen. Schlüsselwörter: Wortschatzentwicklung, Wortbildung, Wortbildungsübungen, Motivation, Deutsch als Fremdsprache
An evaluation of "Content-Based Instruction (CBI)"-oriented course material in teaching English as a foreign language at tertiary level: A case study on the students of software engineering department at a foundation university in Türkiye
Content-based Instruction (CBI) has taken the attention of foreign language educators as it enables learners to learn the target language and to absorb subject matter knowledge at the same time. Although there are various foreign language teaching materials on the market, it is quite challenging to find a suitable material designed and specifically developed for each unique expertise field. The present study aims to demonstrate the evaluations of the students and of the instructor regarding a CBI-oriented English language course material developed by the researcher for the computer and software engineering students at a foundation university in Türkiye. The study also aims to find out the evaluations of the participants regarding the in-class implementation of the material and investigates its effects on the students' English language skills and on their content knowledge. For the purposes of the study determined, both quantitative and qualitative data were gathered from 40 software engineering students studying at the same foundation university and from the instructor of the course who was the developer of the CBI-oriented language course material and the researcher of this thesis study. Therefore, the present study employed mixed-method research design. The quantitative data were gathered through the Materials Evaluation Questionnaire (Işık & Altmışdört, 2010), students' scores in the content sections in the midterm and the final exam of the course, and in the English Language Placement tests. The qualitative data, on the other hand, were collected from semi-structured interview sessions and the instructor's reflective journals. The findings demonstrated that students and the instructor were mostly satisfied with the course material and its in-class implementation. The material had positive effects on the students' content knowledge and their English language skills, except for their speaking skills, though.
Anadili Arapça olmayanlara Arap dili öğretiminde dinleme becerisinin rolü
Bu çalışmada, dil öğretiminde dinleme becerisi ve bu becerinin ana dili Arapça olmayanlara Arapça öğretimindeki rolü ele alındı. Çalışmaya işitme duyusunun önemi, oluşum aşamaları, Kur'ân-ı Kerim ve hadis-i şeriflerdeki yeri açıklanarak başlandı. Daha sonra dinleme becerisinin tanımına, doğasına, önemine ve diğer becerilerle olan ilişkisine yer verildi. Ardından dilsel düzeylere bağlı olarak bu becerinin amaçları açıklanıp yabancı dil öğretim teorilerindeki yerine değinildi. Dinleme becerisinin öğretiminde öğretmenin rolünün önemi üzerinde duruldu. Dinleme sürecinin şekil ve boyutları ihmal edilmeden bilinçli dinlemenin bileşenleri açıklanıp bu becerinin öğretimi için öneriler sunuldu. Dinlemeyi öğrenme stratejileri, strateji türleri, stratejinin yapısını etkileyen faktörler, strateji oluşturma teknikleri, strateji öğrenme adımları, stratejinin amacı ve stratejilere dayalı etkinliklerin özellikleri açıklanmaya çalışıldı. Ders planı ile müfredat hazırlayıcılarına, plan ve müfredatlarını hazırlarken katkı sağlayacağı ümit edilerek, stratejilerle birlikte tüm aşamaları ve detaylarıyla sesli eğitim materyallerinin hazırlanmasından bahsedildi. Daha sonra, dinleme becerisini öğretmek için, tüm teorik strateji ve kurallar - mümkün olduğunca - sınıf ortamına ve pratik hayata aktarılarak iki örnek ders planı sunuldu. Son olarak hem araştırmada bahsedilen hem de bahsedilmeyen bazı stratejiler kullanılarak, görsel (dizi seyretmeye dayalı) Arapça öğrenimi için alternatif bir program tasarımı sunuldu. Söz konusu program uygulamasında öğrencilerin Arapça öğrenimine ilişkin bilinen geleneksel yöntemlerden kaçınılıp Arapçayı hızlı ve kısa sürede öğrenebilmeleri için en güncel dilbilimsel teoriler dikkate alındı.
Improving speaking skills of primary school students through drama plays in English language lessons
The aim of this study is to observe drama activities in language classes and how they affect students' speaking skill. It also aims to apply suggested activities by Gillian Lazar and his method of using drama in English language classrooms. Literature and Language Teaching by Gillian Lazar is the handbook and a major resource for the study. This study took place in small, public school in Erciş /Van outside of city where there is very limited resources for students. Primary School 4th grade students were the subject of this study. Language outcomes had been measured by teacher based on observations and the data were collected according to teacher's observations regarding language outcomes of the related unit. The first chapter gives information about the background of the study, aims, subjects and the method. The second chapter presents related literature review, reasons of using drama, effects of drama in language classes and its relation to speaking skill. The third chapter contains methodology of the study including data collection and teachers' observations. The fourth chapter is about the findings of the study specific on anxiety, enthusiasm, improving speaking skill and speaking fluency. The final chapter provides summary of the study, suggestions, limitations and conclusions. The analysis of the collected data has pointed out that drama activities utilized in teaching English as a foreign language classes at elementary school affected students' speaking abilities. Furthermore, drama activities and their implementation in elementary level language learning programs could be utilized as an effective tool. Keywords: Role- play, act out, speaking skill, primary school students, drama.
Öğretmen adaylarının yabancı dil eğitiminin gerekliliğine ilişkin görüşleri
Günümüz küreselleşen dünyasında en önemli sorunlardan birisi iletişim sorunudur. Her gün binlerce akademik çalışma ve bilimsel makale yayınlanırken, aynı zamanda internet sayesinde bu makalelere eş zamanlı olarak ulaşabilmek mümkündür. İşte bu noktada ortaya güncel bilimi yakalayabilme durumu ortaya çıkmaktadır. Çünkü bilgisayar devrimi ve internetin yaygınlaşmasının ardından bu hızlı yarış kendisine evrensel bir dil olarak İngilizceyi seçmiş, yarışın ana dili İngilizce olmuştur. Teknolojinin ve bilimin takip edilmesi için yabancı dilin iyi bilinmesi zorunlu gibi görünürken, öte yandan temel bilimler ve mesleki bilimlerin anadilde olması gerekliliği de yıllardır süre gelen tartışmalardan ortaya çıkan bir görüştür.Bu nedenle yapılan bu araştırmada, öğretmen adaylarının yabancı dilin gerekliliğine ilişkin görüşlerinin araştırılmasına yer verilmiştir. Araştırmada sosyal bilimlerde veri toplama yöntemlerinden anket yöntemi uygulanarak 209 öğretmen adayından yabancı dilin gerekliliğine ilişkin fikirlerinin belirtilmesi istenmiştir. Araştırmada elde edilen veriler SPSS 17.0 Windows paket programı ile analiz edilerek, öğretmen adaylarının genel görüşleri çerçevesinde araştırma problemine yanıt aranmıştır.