Foreign language learning
753 theses under this subject heading
Historische Transformation der literarischen Werke im Kontext von neuen Medien: Vereinfachte deutsche literarische Hörbücher aus der Perspektive von Fremdsprachenstudenten
Der digitale Aufstieg und das steigende Bedürfnis nach unverzüglicher Information, Kommunikation, Authentizität und Aktualität sind die Anforderungen des gegenwärtigen Lebensstils. Da ein Leben ohne Computer und Internet in der heutigen Gesellschaft nicht zu vorstellen ist, ist auch nicht zu leugnen, dass die Nutzung der Werkzeuge der neuen Medien zur Erleichterung des Informationstransfers führt. Mit dieser Magisterarbeit wurde intendiert, die Auswirkungen des heute im Fokus stehenden Begriffs Neue Medien und deren Produkt das Hörbuch auf Fremdsprachenerwerb aus unterschiedlichen Sichten aufzuzeigen. Denn die neuen Medien sind in den aktuellen Unterrichtstheorien und bei der Gestaltung des Fremdsprachenunterrichts präsent. Es gilt aber zu beachten, wie und welche Sprachkompetenzen zur Geltung gebracht werden können. Um sich auf die entstehenden Fragen mit der vorliegenden Arbeit zu nähern und die Realität der Mediennutzung und ihre Defizite zu beleuchten wurde eine empirische Forschung im Rahmen der sprachlich vereinfachten Hörbücher durchgeführt. Diese Untersuchung wurde im Zusammenhang eines Seminars für das Leseverstehen mit Teilnahme von 54 Studenten gestaltet. Die Studie hat sich zum Ziel gesetzt, die Vor- und Nachteile vom Hörbuch im Fremdsprachenerwerb und zur Entwicklung der Fremdsprachenkompetenzen aufzuzeigen. Des Weiteren wird intendiert eine Antwort darauf zu finden, ob es ein Faktor den Unterricht zu bereichern, die Motivation zu steigern, Ermittlung von verschiedenen Didaktiken ist. Basierend auf die Befunde der aufgrund dieser Ziele durchgeführten Untersuchung wurde festgestellt, dass die Studenten mit dem Konzept des Hörbuchs nicht vertraut waren und daher im Prätest sich verzögernd zu dem Hörbuch äußerten. Dementsprechend bevorzugen mehrere Befragte im Nachtest ein Hörbuch gegenüber einem gedruckten Buch als ein Zusatzmaterial für die Entwicklung ihrer Sprachkompetenzen, für die Steigerung der Motivation fürs Lesen und für die Entwicklung ihrer Lesetechniken und- strategien. Außerdem sind die multimedialen Eigenschaften der Hörbücher hilfreich für die Verbesserung der Konzentration beim Lesen. Unter Berücksichtigung des Wunsches der Teilnehmer nach alternativen Medien und Anspruch auf mehrere Sinne der Materialien, lässt sich festhalten, dass die Zögerung gegenüber neuen Medienprodukte aufgrund Unkenntnis ist. Laut Ergebnisse der Studie sollte der Einsatz von Hörbüchern in den Unterricht für das Leseverstehen berücksichtigt und für die Entwicklung mehrere Kompetenzen im Fremdsprachenlernprozess angewendet werden. At the beginning of the elements that make up today's lifestyle are the increasing needs for instant access to information, communication, originality and actuality with the digital rise. Since a life without computers and the Internet cannot be imagined in today's society, the convenience provided by the use of new media in information transfer becomes undeniable. With this study, it is aimed to show the concept of new media, which has become the focal point in the current century, and to investigate the effects of audiobook, which is a product of it, on foreign language learning from different perspectives. Because new media is incorporated into contemporary teaching theories and design of foreign language teaching. However, the critical concern at this point is that it is necessary to pay attention to which language skills can be gained and how. Within the framework of linguistically simplified audiobooks, an empirical research was carried out in order to find answers to the questions raised by this study and to focus on the deficiencies of students by addressing their media use skills. The research was designed with the participation of 54 students who are enrolled in the reading comprehension course. The aim was to clarify the advantages and disadvantages of audiobooks in foreign language learning and development of foreign language learning skills. In addition, an answer is sought to the question of whether it is a factor in enriching the course content, increasing motivation, and acquiring different strategies in language learning. Based on the results of the research, it was determined that the students abstained from them in the first survey because they did not have full knowledge of audiobooks. Therefore, more participants in the second survey than in the first survey preferred audiobooks instead of printed books as additional material to improve their language skills. It was observed that audiobooks helped students to keep their learning motivation high and improved their reading skills. In addition, the multimedia feature of audiobooks helped to increase concentration during reading. Considering the participants' desire for alternative information transfer tools and the materials they use to appeal to many senses, it can be interpreted that their hesitations about new media stem from ignorance. Based on the results of the research, it is thought that it would be beneficial to use audiobooks as supporting learning material for in-class reading comprehension lessons, in the context of developing language skills.
Sunum-uygulama-üretim (PPP) tekniğinin ilkokul 4. sınıf öğrencilerinin İngilizce dersine ilişkin bilişsel ve duyuşsal öğrenme ürünleri üzerindeki etkisi
Bu çalışmanın amacı PPP(Sunum-Uygulama-Üretim) tekniğinin İlkokul 4. Sınıf öğrencilerinin İngilizce dersine ilişkin bilişsel ve duyuşsal öğrenme ürünleri üzerindeki etkisini inceleyerek bu yöntemin üstün ve sınırlı yanlarını ortaya koymaktır. Araştırma karma araştırma modelinde gerçekleştirilmiştir. Araştırmanın nicel boyutunda PPP tekniğinin akademik başarı, kalıcılık ve İngilizce dersine yönelik tutum üzerindeki etkisini belirlemek amacıyla 'ön-test son-test kontrol gruplu deneysel desen' kullanılmıştır. Araştırmanın nitel boyutunda ise katılımcıların PPP tekniğinin etkililiğine ilişkin görüşlerinin belirlenmesi amacıyla nitel araştırma yöntemlerinden olgubilim yöntemi kullanılarak açık uçlu anket yoluyla katılımcıların dersin işlenişi ve uygulamalara yönelik görüşleri alınmıştır. Araştırmanın evrenini İlkokul 4. Sınıf öğrencileri oluşturmaktadır. Araştırmanın örneklemini ise 2015-2016 eğitim-öğretim yılında Doluharman İlkokulu 4. sınıfa devam eden 14 kontrol grubu ve 14 deney grubu olmak üzere toplam 28 öğrenci oluşturmaktadır. Veri toplama araçları olarak Başarı Testi 1, Başarı Testi 2 ve İngilizce Dersine Yönelik Tutum Ölçeğinin uygulanmıştır ve elde edilen nicel verilerin analizinde parametrik olmayan analiz teknikleri kullanılmıştır. Deney ve kontrol gruplarından elde edilen ön test, son test, kalıcılık testi, ön ve son tutum verilerinin grup içi karşılaştırmalarında eşleştirilmiş gruplar Wilcoxon Signed-Rank testi, gruplar arası karşılaştırmalarında ise bağımsız gruplar Mann-Whitney-U testi yöntemleri kullanılmıştır. Araştırmanın nitel boyutunda, görüşme formlarından elde edilen verilerin analizinde ise nitel veri çözümlemelerinde ve metin analizlerinde sıkça kullanılan içerik analizi yöntemi kullanılmıştır. Nicel verilerin analizi sonucunda PPP tekniğine dayalı dil öğretiminin İngilizce dersine yönelik olumlu tutum geliştirmede öğrenci ders kitabında yer alan etkinliklere göre planlanan dil öğretimine kıyasla daha etkili olduğu gözlenmiştir. Nitel verilerden elde edilen bulgular ise katılımcıların tamamının PPP tekniği ve bu teknik kapsamındaki etkinliklere yönelik olarak olumlu tutum içerisinde olduklarını, PPP tekniğinin katılımcıların İngilizce dersine yönelik olumlu tutum geliştirmelerine katkı sağladığını göstermektedir. Anahtar Kelimler: PPP, sunum, uygulama, üretim, yabancı dil, öğretim yöntem ve teknikleri
An exploration of pre-service EFL teachers' self-efficacy development using the EPOSTL as a self-assessment tool
Language teacher self-efficacy beliefs are of paramount importance in the field of foreign language teacher education (LTE) to sustain a productive foreign language education. Self-reflection plays a key role in the development of teacher self-efficacy beliefs. One way of promoting self-reflection is the adoption of the EPOSTL in foreign language teacher education programs. Such an adoption may increase pre-service EFL teachers' beliefs of self-efficacy. However, using the EPOSTL and the development of teacher self-efficacy beliefs were not handled together in the existing body of literature. In this vein, the purpose of this study is to explore the potential relationship between the use of the EPOSTL as a self-assessment tool and pre-service EFL teachers' development of self-efficacy beliefs. The study adopts an interventionist experimental design with a control group using mix-method based on quantitative and qualitative data. The participants are 58 senior pre-service EFL teachers studying at a state university in Turkey. In the scope of the study, experimental and control groups were subjected to a pretest and posttest measuring their self-efficacy. In addition to writing reflective reports and attending semi-structured interviews, the experimental group assessed themselves three times by using the EPOSTL. The findings revealed that using the EPOSTL as a self-assessment tool may have potential in promoting pre-service EFL teachers' self-efficacy beliefs. It is suggested that the quality of LTE programs can be ameliorated with the integration of the EPOSTL since student teachers can be immersed in more reflection-oriented programs through which they can improve their autonomy and professionalism.
Directed motivational currents and individual differences: A mixed-method investigation in the Turkish EFL context
This study aimed at investigating the role of individual difference (ID) factors, namely self-regulatory strategy use, language learning effort, ideal L2 self, and imaginary capacity/vision in the long-term sustainment of Directed Motivational Currents (DMC). To do so, a longitudinal mixed-method sequential explanatory research design was employed. Quantitative data were collected from 305 tertiary-level EFL learners via a composite survey instrument and the structural interactions between the variables were analyzed via path analysis. Results displayed that self-regulatory strategy use and language learning effort directly and strongly predicted DMC. While the ideal L2 self exerted an indirect effect on DMC, vision exerted both direct and indirect effects. Qualitative data were collected through language learning diaries and first and follow-up interviews from 9 participants chosen via retrodictive qualitative modeling, and then analyzed utilizing content analysis. Findings supported the impact of self-regulatory strategy use and L2 learning effort in DMC. Volitional use of self-regulation by pure DMC cases was displayed. While the DMC group preferred meta-affective and meta-cognitive strategies to regulate the emotional and mental challenges of the current, cognitive strategies were the most favored ones in the DMC-like, No-DMC and starting in DMC-like, and ending in no-DMC groups. Language learning effort in the groups was mainly in line with their motivational and affective states. On account of these results, this study brings new insights into the individual level variability of the DMC construct and offers several pedagogical implications to ensure sustaining the intense motivational current for optimum benefit in the SLA context.
Enhancing peer collaborative oral interaction through interactional strategy training
This study aims to examine the effectiveness of interactional strategy training on the level of collaboration between pairs during peer interaction. The research sample consisted of 28 students, aged 18-22, who were divided into two groups: the experimental group, which received instruction in interactional strategies, and the control group, which engaged in the same pair-tasks as the experimental group but without strategy training. Employing a mixed-methods research design, quantitative and qualitative data were collected through pre-task, immediate post-task, and delayed post-task speaking activities, self-evaluation forms, and interviews. The interactions during pre-, post-, and delayed post-tasks were analyzed to identify the interactional strategies and patterns formed by the dyads. The self-evaluation forms and interviews provided additional insights into the participants' reflections and perceptions of the interactional strategy training. The analysis of dyadic interaction revealed that both groups showed increased collaboration and utilization of interactional strategies in the post-task. However, the experimental group exhibited a significantly higher level of collaboration and implementation of strategies during interactions. The examination of interaction patterns and strategy use demonstrated the positive impact of interactional strategy training in enhancing collaboration and promoting the use of interactional strategies. Furthermore, the analysis of self-evaluation forms and interviews revealed that participants in the strategy group experienced various benefits, including heightened awareness of their interactional behaviors, improvements in speech fluency, interactional skills, strategy usage, and affective factors such as motivation, self-confidence, and anxiety levels.
A longitudinal conversation analytic study on L2 construction learning in a kindergarten classroom
This study documents the intricate relationship between classroom interaction and L2 learning by bringing empirical evidence for L2 construction learning in a kindergarten EFL classroom. The longitudinal video-recorded data were collected from a face-masked kindergarten classroom during the Covid-19 pandemic and examined using Multimodal Conversation Analysis. The analysis showed the emergence of two L2 constructions as the immediate learning objects and the retrospective and prospective examination of the data allowed for the documentation of their gradual sedimentation into two different learners' L2 repertoires. For the better understanding of the learners' and the teacher's roles in shaping the learning processes, the analysis was organized as (i) teacher initiated L2 construction learning (i.e., little bit) and (ii) learner initiated L2 construction learning (i.e., me too). With the examination of the cases of little bit, interactional routines, embodied explanations, translanguaging, choral repetition, understanding checks, repairing dispreferred responses, and designedly incomplete utterances were found as the teacher practices deployed strategically for the introduction and circulation of the construction to facilitate L2 construction learning. The analysis of the construction me too indicated the learners' collaborative accomplishment of resolving an interactional trouble as the point of emergence, and the focal learner's peer-prompted and finally unprompted use of the construction in situ. Accordingly, learner initiated L2 construction learning was enacted as an outcome of the prominent role of peers, thus their learner initiatives, in creating learning opportunities. The findings bring new insights into L2 learning in kindergarten classrooms and provide rich pedagogical implications to kindergarten language teachers.
English language student teacher anxiety in online and face-to-face practicum
Language learning is an indispensable part of the current educational system. Researchers and educators are striving to discover the most effective methods of teaching and acquiring additional languages. In addition to studies on second language acquisition (SLA), extensive research has been conducted on various factors influencing this process, including affective factors such as anxiety. Numerous studies have explored anxiety in relation to foreign language learning, teacher and teaching anxiety, and the impact of anxiety on the teaching and learning processes. However, insufficient attention has been given to investigating EFL student teacher anxiety, necessitating further research in this area. Therefore, the present study aims to uncover EFL student teacher anxiety during their teaching practice and examine the changes in anxiety levels experienced by pre-service English teachers over time. A mixed-methods approach employing a sequential explanatory design model was adopted for this study. A total of 182 EFL student teachers participated, providing quantitative data through a 5-point Likert scale called the Foreign Language Student Teacher Anxiety (FLSTA) scale. Additionally, 14 participants were involved in qualitative data collection, which included interviews and reflective journals. The collected data were analyzed statistically to obtain descriptive and explanatory results. The findings revealed that participants in each group (junior and senior students in online practicum, and senior students in face-to-face practicum) exhibited a moderate level of anxiety. Furthermore, the sources of anxiety and the solutions to alleviate anxiety levels varied across different educational settings.
The relationship between high school students' l2 digital identities and their self-efficacy
Language learner identity is the core of learners' choices, perceived roles, and ways to portray themselves to the world in their learning process. With the rise of informal digital learning of English, many learners learn English on various platforms with diverse goals and motivations. This situation makes language learners create a second language (L2) digital identity by leading them to assume new roles suitable for these digital learning platforms. Numerous studies have been conducted to investigate the impacts of these constructed identities on learners' language skills or willingness to communicate. However, there is a scarcity of research on how language learners construct their L2 digital identities, and whether these identities affect learners' beliefs about their capabilities in the classroom. Therefore, by focusing on learners' experiences and feelings in digital language activities and their beliefs about their abilities in classroom tasks, this study uncovered the relationship between learners' L2 digital identity constructions and their self-efficacy. Adopting an exploratory sequential mixed method, this study used semi-structured interviews and structured questionnaires as the data collection tool which were collected from 116 high school students. Interviews were analyzed with thematic analysis and questionnaires were analyzed with correlation and regression analysis. The findings showed that there is a positive relationship between learners' L2 digital identities, their classroom involvement and English self-efficacy. The study will raise teachers' and educators' awareness of learners' needs and wants and help them to keep up with this era's changing needs through new digital-based language materials and methods supporting autonomous learning. Keywords: Language learning, second language (L2) digital identity, self-efficacy, informal digital learning of English, high school student
İkinci dil olarak Türkçe öğreticileri ve yabancı dil olarak İngilizce öğreticilerinin dijital yeterlilikleri
Dijital yeterlilik, bilgi teknolojilerini bilinçli bir şekilde kullanabilmenin yanı sıra, işlevsel olarak çalışan bir sistem oluşturabilme ve bu sistemi etkin, aynı zamanda verimli kullanabilme yetisidir. Özellikle Covid-19 salgını sonrası dijital ortam ve araçların kullanımının zorunlu hâle gelmesiyle dil öğretiminde bu araç ve ortamları etkili bir şekilde kullanabilme ve yönetebilmenin öğretim süreçlerine büyük etkisi olmuştur. Günümüzde yabancı dil öğretiminde dilin dört temel becerisinin geliştirilmesi, dijital araç ve ortamlardan bağımsız olarak değerlendirilememektedir. Bu nedenle bu tez çalışmasının amacı ikinci dil olarak Türkçe ve yabancı dil olarak İngilizce öğreticilerinin dijital yeterlilik seviyelerini karşılaştırmalı olarak nicel ve nitel veriler yoluyla incelemektir. Öğreticilerin yeterlilik seviyeleri nicel verilerle belirlenmiştir. Covid-19 dönemi, bireysel motivasyonlar ve farklı sepeplerin dijital öğreticilerin yeterliliklerine olan etkisi nitel bulgularla betimlenmiştir. Verilerin toplanmasında karma yöntemin tamamlayıcılık ilkesine uygun olarak nitel ve nicel veriler eş zamanlı ve eşit statülü olarak toplanıp karşılaştırılmıştır. Katılımcılar, ikinci dil olarak Türkçe alanından 51 öğretici, yabancı dil olarak İngilizce alanından 53 öğretici olmak üzere Türkiye'deki TÖMER ve YDYO'da çalışan öğreticilerden oluşmaktadır. Deneyimli öğreticilerden oluşan 31-40 yaş aralığında yoğunluk gösteren katılımcılar en az 4 yıldır öğretim amaçlı olarak dijital araçları sıklıkla kullanmışlardır. Ayrıca verilerin toplandığı akademik dönemde salgın sonrası kısıtlamaların değişmesiyle yaklaşık %25'i derslerini uzaktan vermektedirler. Avrupa Birliği Eğiticiler için Dijital Yeterlilik Çerçevesi'nden uyarlanmış ölçek yoluyla elde edilen nicel verilerde Türkçe öğreticilerin genellikle B1- Bütünleştirici seviyesinde, İngilizce öğreticilerin ise B1- Bütünleştirici ve B2 - Uzman seviyesinde dijital yeterliliğe sahip oldukları görülmüştür. Ayrıca dijital yeterlilik çerçevesinin tüm alt boyutları incelendiğinde, katılımcıların dijital yeterlilik seviyelerinde Türkçe ve İngilizce alanında çalışma durumuna göre anlamlı bir fark bulunmamıştır. Nitel veriler ise Hatay Mustafa Kemal Üniversitesi ve Hacettepe Üniversitesi, TÖMER ve YDYO birimlerindeki 20 öğreticiyle yapılan yarı yapılandırılmış görüşme yoluyla toplanmıştırtır. Nitel verilerin analizi MAXQDA, nitel veri analizi programı, kullanılarak oluşturulan kodlar yoluyla dijital yeterliliğin alt boyutlarında içerik analizi yapılmış ve Covid -19 dönemi ile öğretici motivasyonu başlıklarında tematik analiz yapılmıştır. Öğreticilerin motivasyon kaynaklarının çoğunlukla öğrenici temelli olduğu ve öğreticilerin özellikle Covid-19 dönemi edinmiş olduğu dijital yeterliliklerin salgın sonrası normale dönen öğretim sürecinde sürdürülebilir olmadığı ortaya çıkmıştır. Ayrı ayrı toplanıp analiz edilen nitel ve nicel veriler tüm değişkenlere göre tek tek bir araya getirilerek incelenmiş, sonuçta dijital yeterlilik alt boyutlarında Türkçe ve İngilizce alanında çalışma durumuna bağlı anlamlı fark bulunmamıştır. Nitel sonuçlar, ikinci dil olarak Türkçe öğretiminin yabancı dil olarak İngilizce öğretimine kıyasla yeni bir alan olmasından dolayı ve öğretim materyali, kurumsal kaynak, teknolojik alt yapı ve hizmet içi eğitimde var olan eksikliklerin bulunduğunu ve bu sebeple ikinci dil olarak Türkçe öğreticilerinin bireysel olarak kendi dijital içeriklerini ve çözümlerini üretmek durumunda kaldığını göstermektedir. Bunun aksine yabancı dil olarak İngilizce öğreticilerinin kurumsallaşmış sistematik eğitimleri, on yıllardır kullanılan dijital araç, ortam ve kaynakları bulunmaktadır. Bu sebeple, yabancı dil olarak İngilizce öğreticilerinin kendi öğrenicilerinin dijital yeterliliklerini iyileştirmede etkin bir rol üstlendiği görülmüştür. İkinci ve yabancı dil bağlamında kapsamlı ve çeşitli verilere dayalı olarak yürütülen bu çalışma Türkiye'deki öğretici dijital yeterliliklerine betimsel katkıda bulunmuştur. Toplanan veriler ışığında, her iki alan için öğretici dijital yeterliliklerini geliştirmeye dayanan kurumsal, bireysel ve öğrenici odaklı öneriler sunulmuştur.
Word search sequences in video-mediated task-oriented virtual exchange interactions
Telecollaboration enables geographically dispersed foreign language speakers to communicate with each other in the target language, and many researchers have investigated various interactional practices that L2 learners use in these online settings. However, word search practices as a common interactional practice at talk have remained underexplored in online interactional settings. The dataset of this thesis is based on a telecollaboration (also known as virtual exchange, online intercultural exchange) project between a Turkish and a Tunisian university. The project was carried out with the participation of 19 students from each university in a three-week period. Adopting conversation analysis as the research methodology and conducting a micro-analytic investigation into the screen recordings of two dyads' task-enhanced video-mediated interactions, this study describes the various practices that participants employ specifically at the onset of the search and when the search is in progress. The analysis shows that the participants use both verbal utterances and embodied actions such as gestures and screen- based actions to indicate the initiation of the search and request help from the co-participant when the speaker is unable to resolve the trouble himself/herself. Depending on how the co-participant responds to the invitation, two ways of accomplishing word searches become visible, (i) word searches are completed by the original speaker (self-initiated / self- completed) and (ii) co-participants are involved in the search in other cases (self-initiated / other-completed). However, not all word search sequences end with the resolution in the data of this study. Therefore, the abandonment of word searches has also been examined under the scope of this thesis. This study brings insights into video-mediated task-oriented L2 interactions and provides pedagogical implications for language teachers, language learners, and task designers. Keywords: word search; video-mediated interaction; telecollaboration, Conversation Analysis, task- enhanced L2 interaction
The effects of different corrective feedback methods on improving writing skills of teenage EFL students
This study aims to investigate the effects of different corrective feedback methods on improving writing skills of teenage EFL students, and it adopted a mixed method research design. 45 teenage low level (A1-A2) 11th graders, selected through convenient sampling, participated in this study. In the process, the participants were provided with written corrective feedbacks based on google translate, self-revision, teacher indirect feedback. The data were collected through picture story focused texts produced by the participants, a Likert type questionnaire, an interview form, and teacher observation logs. The obtained quantitative data were analyzed using Pearson Chi-Square, Fisher's Exact Test and Continuity Correction Tests, One Way ANOVA analysis, LSD post hoc tests, the Paired Sample T Test. The qualitative data were analyzed via a thematic analysis. The results obtained from all data collection tools were triangulated and revealed that SR method is not effective in developing writing skills of the target group whereas indirect teacher feedback method is a trusted and possibly an effective method, and GT can be an effective method with correct implementations.
Problematization sequences in pre-service language teachers' lesson plan adaptation talks in an online setting
Planning for the purpose of teaching languages has long been a research concern in the field of language teacher education. Despite such an interest, only a handful of studies have investigated what happens during the collaborative lesson planning processes. With this in mind, this thesis study examines the interactional practices a group of pre-service English language teachers use in collaborative lesson planning processes with a focus on problematization in an online interaction setting. Using multimodal conversation analysis for the examination of the screen-recorded lesson planning sessions, this thesis study analyses the pre-service English language teachers' interactions in online meetings conducted for the purpose of adapting the lesson plans for online instruction. The analysis showed that the pre-service English language teachers follow the interactional steps identified as topicalization, problematization, suggestion, and agreement. With a particular focus on these steps characterized as problematization sequences, the conversation analytic treatment of the data revealed that problematization might be delivered in an immediate manner or in a delayed way. Delayed problematization includes pre-problematization agreement, pre-problematization positive assessment, pre-problematization mitigation, pre-problematization question sequences. This study offers important insights into the interactional practices employed by pre-service English language teachers for the problematization and suggestion-giving practices. Lastly, the findings contribute to the growing body of literature on planning talk in the field of L2 teacher education and offer implications for L2 teacher education programs.
Yabancı dil olarak Türkçe öğretiminde/öğreniminde istek (rica) söz edimi
Tezde ana dili olarak Türkçe konuşurları ile B1 seviyesindeki yabancı dil olarak Türkçe öğrenicilerinin istek (rica) söz edimlerini kullanımları incelenmiştir. Bu amaçla, 12 durumdan oluşan bir Konuşma Tamamlama Testi uygulanmış, yanıtlar "doğrudanlık" ve "dolaylılık" açısından sınıflandırılmıştır. Bunun yanı sıra, her bir durum için seçilen duygu ifadeleri kullanım stratejilerine ve sıklıklarına göre değerlendirilmiştir. Çalışma bu açıdan nicel bir araştırmadır. Veriler SPSS programı aracılığıyla betimsel olarak çözümlenmiştir. İstatistiksel açıdan anlamlı farklar olup olmadığının tespiti içinse tek yönlü ANOVA ve post hoc testleri kullanılmıştır. Örneklemi 84 öğrenci oluşturmuştur. Katılımcıların 42'si Türk Hava Kurumu Üniversitesi hazırlık bölümünde eğitimlerine devam eden Türk öğrencilerdir. Diğer katılımcılar Gazi Üniversitesi TÖMER ve Kazakistan Ahmet Yesevi Üniversitesinde yabancı dil olarak Türkçe öğrenen B1 seviyesinde yabancı öğreniciler olup; 20 Kazak, 15 Afgan, 4 Arap, 1 Çinli, 1 Boşnak ve 1 Tacik şeklinde bir araya gelmiştir. Çalışmanın sonucunda, ana dili olarak Türkçe konuşurları ile yabancı dil olarak Türkçe öğrenicileri arasındaki çeşitli benzerlikler ve farklılıklar ortaya konulmuştur. Konuşma Tamamlama Testindeki 12 durumun 4'ünde ise istatistiksel açıdan anlamlı farklar bulunmuştur. Katılımcılar en fazla standartlaşmış dolaylı strateji kullanırken, Afgan katılımcıların standartlaşmamış dolaylı stratejiye diğer gruplara göre daha fazla başvurduğu gözlenmiştir. Kazak katılımcılar ise istek ifadelerini diğerlerine kıyasla daha çok kullanmıştır. Anahtar Sözcükler Söz edimi, istek, rica, kültürlerarası, duygu, yabancı dil olarak Türkçe
İkinci/yabancı dil olarak Türkçe öğrenenlerin sözel hatalarına ilişkin öğretici tercihleri ve tutumları
Bu araştırmanın amacı ikinci/ yabancı dil olarak Türkçe öğrenenlerin sözel hatalarına ilişkin öğretici tercihleri ve tutumlarının nasıl olduğunu ortaya koymaktır. Bu noktadan hareketle çalışmada öğrenicilerin başlangıç ve orta düzeylerinde ne tür hatalar yaptıkları, öğreticilerin hangi düzeltme geri bildirimlerini tercih ettikleri ve öğrenici tepkileri incelenmiştir. Çalışmada nitel araştırma türlerinden olan gözlem ve görüşme tekniği kullanılmıştır. Araştırmanın veri tabanını oluşturmak amacıyla Ankara'da bulunan Özel Mengütaş Dil Eğitim Merkezi'nden başlangıç ve orta düzey; Gazi Üniversitesi TÖMER'den (Türkçe Öğretim Merkezi) sadece orta düzeylerdeki sınıflarda gözlem yapılmış ve sınıflardan ses kaydı alınmıştır. Başlangıç ve orta düzeylerinde beşer sınıf olmak üzere toplam 10 sınıftan ses kaydı alınmıştır. Ayrıca geri bildirim tercihlerinin anlaşılması maksadıyla 8 öğreticiyle mülakat yapılmıştır. Elde edilen veriler ışığında, öğrenicilerin sözel iletişim süreçlerindeki hataları, Ranta ve Lyster'ın (1997) düzeltme geri bildirim stratejileri temelinde incelenmiştir. Sınıf içi gözlemler sonucunda elde edilen verilere göre öğrenicilerin başlangıç düzeyinde en çok söz dizimsel ve ses bilgisel hatalar; orta düzeyde ise söz dizimsel ve sözcüksel hatalar yaptığı gözlemlenmiştir. Sınıf içi gözlemlerde başlangıç düzeyinde en çok tercih edilen geri bildirimler açık düzeltme, söyletim ve üst dilsel geri bildirimken; orta düzeyde açık düzeltme ve yeniden biçimlendirme stratejileridir. Mülakatta verilen cevaplar incelendiğinde öğreticiler başlangıç düzeyinde açık düzeltme, yeniden biçimlendirme ve tekrar etme; orta düzeyde ise üst dilsel geri bildirim, söyletim ve açıklığa kavuşturma talebini sıklıkla kullandıklarını ifade etmiştir. Ancak öğreticiler tarafından uygulamalarda ve mülakatta tercih edilen geri bildirimlerin aralarında tutarlılık olmadığı tespit edilmiştir. Konuşma hatalarına yönelik geri bildirim verme sıklığı incelendiğinde uygun zamanda ve uygun şekilde verilen düzeltme geri bildirimlerinin öğreniciler üzerinde olumlu bir etkide bulunduğu kanısına varılmıştır. Ayrıca konuşma akıcılığını bozmamak ve öğreniciyi konuşmaya güdülemek amacıyla öğreticilerin her konuşma hatasına düzeltme geri bildirimi vermemesi gerektiği sonucuna varılmıştır. Anahtar Sözcükler: Hata, yanılma, yanlış, sözel hatalar, düzeltme geri bildirimleri.
The role of mass media tools on efl speaking skills
This study investigates the effect of mass media authentic materials on EFL students? success in listening and speaking accurately and fluently. Two elementary level classes of theEnglish Preparatory School were chosen randomly as the subjects of this study. There were 40students grouped into two, one as experimental and the other as control. The subjects in the experimental group studied mass media authentic materials designed for them only. The subjects in the control group studied the standard curriculum. Besides, to get to know the students better and observe their common perspectives towards listening and speaking, an attitude questionnaire was given to both groups at the beginning and a similar one was given to the experimental group at the end of the study to determine whether the students have developed a positive attitude or not. The Hypothesis put forward for this study was; `if I use authentic mass media tools such as television, radio, films, videos, songs, and teach the expressions used in daily life, my students will pick up the colloquial language and will be able to use them?. Data was gathered from two examination results and tests. As a result of data analysis, a statistically significant difference has been found between the scores of the first and the second examinations and tests. When the scores were analyzed, the findings indicated that mass media authentic materials were effective in foreign language listening and especially speaking skills development and these techniques raised awareness on how to speak accurately and fluently in a foreign language. Keywords: EFL, ELT, L1, L2, FL, mass media, authentic materials
Writing poems with target vocabulary and its effect on retention.
"The limits of your language are the limits of your world."(Tractatus Logico-Philosophicus, 1922) says Austrian Philosopher Ludwig Wittgenstein in his famous quote. Likewise we can say that "The limits of your vocabulary are the limits of your language". Vocabulary knowledge truly is the most solid indicator which determines the horizons of a language learner's freedom in target language. The expansion of vocabulary, therefore, is no doubt essential but as important is the ability to retain these words in long term-memory. For long-term retention of newly learned vocabulary, practice is necessary. This study was designed to investigate the effects of practicing new vocabulary by writing poems using them. Inspiration for the study came from an applied linguist H.G. Widdowson, for him the ideal task for language learners is writing poems because writing poems is tolerant of errors. In addition, his overarching ideas on 'use' and 'usage' claim to free language classrooms from textbook language and use a language natural to competent speakers of the target language ,guided this study(Widdowson cited in Davies,2011). The study was conducted at Bursa Police College in the spring semester of the Academic year of 2012/2013. Students, with no pre-existing academic differences, were randomly assigned to two experimental and two control groups. All groups, for two periods a week and in the same manner, studied vocational English for police. In addition to classroom studies, experimental groups composed poems using the newly words and phrases they studied in the class. The treatment continued for five weeks, subjects were tested before the treatment, immediately after the treatment and six weeks after the treatment. The results revealed that all groups significantly increased their scores from pre-test to post-test, due to the classroom studies, but experimental groups performed slightly better proving the positive effect of the treatment on the gain of the words. Six weeks later the delayed post-test was applied and the results showed that there was a significant drop in the mean scores of control groups. Experimental groups clearly outperformed control groups in the delayed post-test thus proving the clear positive effect of the treatment on the retention of the target vocabulary. As a result the findings of this study may serve as guide for other teachers of English to incorporate the study and production of poetry into the classroom or afterschool. Key Words: 1.Writing Poems 2.Vocabulary Gain 3.Vocabulary Retention 4.Literature 5.Language Teaching
Özgüvenin ikinci dil edinimindeki etkisi
Some of the English language students with learning difficulty are suffering from the problem of self-confidence. But the problem of this feeling hasn't been solved. This study aimed to investigate the relationship between lack of self-confidence and success of language acquisition. In this study we examined the assertiveness level of 178 students (female and male) from Atatürk University and İstanbul Aydın University. These students participated in the study during the 2013-2014 academic year.The Rathus Assertiveness Schedule was applied in this study. The statistical analysis of data is obtained by the inventory results and exam scores of these students who learn English language.178 students were randomly chosen from İstanbul Aydın University and Erzurum Atatürk Universty.89 of them were from İstanbul and the other 89 students were from Erzurum. The Rathus Assertiveness Schedule (RAS) was used first and then the relationship between these students' assertiveness and their exam scores were examined. Results are evaluated in terms of some sub-variables such as gender, sections, and universities. Keywords: Self-confidence, Acquisition of language, Assertiveness.
Implemented strategies of enhancing motivation among Iraqi students for learning English language
This study aimed to identify the motivational strategies that are used in the classroom by English teachers in high school in Northern Iraq. The problem of the statement is the teachers' teaching strategies which influence the learners to be motivated in learning foreign languages. Some teachers do not have experience in using motivational strategies; this will be demotivation of the learners. For this purpose, we specifically investigated the types of the motivational strategies that lead by the English teachers in the Northern Iraq. Moreover, it aimed at finding the students' perspectives on their teachers teaching strategies. The study examined three research questions. As data collection tools, we used questionnaires. The findings showed that most of the teachers of English are not aware of the motivational strategies to motivate their students to learn the English language in an effective way. Meanwhile, most of the teachers agree with all the aspects of the curriculum. They thought that the curriculum was available for the students to be motivated in learning the English language. Meanwhile, the students stated that their teacher's techniques were not enough to motivate them.
The role of watching English subtitled programs in the development of second language pragmatic competence
The present study examined whether using English subtitled program which consists of idioms and phrases, have an impact on enhancing English pragmatic competence for the fourth-year college students as foreign language learners and the effect of using videos in the language classroom on raising the students' awareness towards the cultural differences between the main and the target cultures. Furthermore, the study scrutinizes the impact of improving pragmatic competence through watching English program with subtitles on the participants' retention. The participants of this study consist of twenty fourth-year college students of schools of language at Sulaimaniyah University in Iraq. They watched twenty English programs that consisted of idioms with TL subtitles; each program is one minute.Two various tests were utilized to gather the data of the study as a pre-test and a post-test which are a sit-down exam that designed by the researcher herself and a Multiple-Choice Discourse Completion Tests (hereafter MDCT) which used twice; first as post-test and later as a retention test. In order to analyze the obtained data of the study two t-tests and one one-way ANOVA were run. The results showed that watching English subtitled videos helped the EFL learners to become more competent pragmatically, raised the awareness of the students towards the cultural differences between the main and the target cultures and improving pragmatic competence through watching English program with subtitles resulted in longer retention. Keywords: Audio-visual material, Subtitles, Pragmatic Competence, cultural awareness, idioms.
The impact of autonomous learning on graduate students' proficiency level in foreign language learning
The purpose of the study is to investigate the impact of autonomous learning on graduate students' proficiency level in foreign language learning. This study is based upon two types of research conducted at Balıkesir University in the academic years of 2014-2015. The first one is survey analysis on the graduate (Master of Arts) students' foreign language learning styles and strategies to find out what extent they are autonomous. The second one is an experimental study which compares the exam results of two groups of graduate students to find out the instructed and non-instructed learning differences. Two kinds of questionnaires were administered. The first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ) developed by Reid (1987). The two questionnaires were administered to 750 graduate students enrolled in the Institution of Social, Science Institution and the Health Institution at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded the questionnaires. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed (control group) and non-instructed (research group) on voluntary bases. The instructed group attended English classes but non-instructed group worked for YDS exam in their free times, on their own and did not receive any lectures. During the study, one more questionnaire SILL (Oxford, 1990)(the learning strategy inventory for language learners' survey) was also administered to the instructed and non-instructed groups of students (30) to see the learning and strategy differences of both groups. The duration of the study was six months. The results of data analysis showed that most of the participants preferred to learn English in class. But few students believed that they would be successful by self-study. The learners did not use strategies in high level (M:3,5-5.00) but they used them in medium (M:2,9) level. The findings revealed that there is not a significant difference between the instructed and non-instructed classes based on the results of the sample language proficiency tests (YDS) and real YDS scores. The mean of last formal YDS exam of the experimental group is 47, 25 and the mean of the control group is 48, 03. We can, thus, come to conclusion that YDS exam preparation is more teacher dependent than individual autonomous study.
An investigation on the influence of temperament on l2 achievement in Turkish intermediate level of efl speakers
Since the dawn of psychology, there have been studies conducted to understand human beings behavior and reason behind these actions and reactions and how it affects language acquisition, including L2 acquisition. This study examined the awareness of temperament types among Turkish L2 speakers, and went on to analyze if and how the various temperament affect language learning, acquisition and skills in intermediate level Turkish English language learners. The primary data consisted of 50 males and females to make a total of 100, all took a personality test to determine the category they belong to in their temperament, and in addition went through tests based on different language: vocabulary, grammar, comprehension, and reading, while also being tested in an oral interview for the speaking aspect of L2. The subjects for data collection were purposively selected, and the collated data were analyzed using SPSS (version 20.0) while utilizing ANOVA and Spearman's Correlation Analysis. The findings showed that there was a limited knowledge of what the four temperaments are by the respondents. However, some have an idea what their temperaments might be. This means that majority are aware of the differences in human behavior, and some actually took their time to study what temperaments may be and how it affects human behavior. There was the high awareness of sanguine-phlegmatic tendencies by the respondents. In addition, the role that temperament played in reading is important, which means that the temperament one has goes a long way to either positively or negatively influence the ability to read in English. However, when it came to writing, speaking and listening, the influence of temperament may not be important as they were not significantly correlated to any temperament type. The study concluded that the findings have serious implication for both the students of EFL and the language teachers, and that temperament shows some kind of role in the performance of the second language learning in Turkish learners. Also the teachers should encourage the most reticent students by increasing opportunities for communication and try to make sure that the most outspoken do not drown the latter or hinder them from learning. Keywords: EFL Speaking; Personality; Eysenck; Phlegmatic; Sanguine; Choleric; Melancholic; L2; L1; SLA
An evaluation of the role of using facebook on language learning among EFL university student
Nowadays, social networking sites are becoming popular throughout the world and have been quite popular among various age group users particularly the young users but small number of researches have been done, especially in Iraq, on how much these websites can contribute to language learning and teaching though they seem to offer plenty of opportunities. This study provides insight into EFL students' opinions and attitudes of participating in activities through Facebook for language learning. Therefore, it aims at examining students' views about the online learning atmosphere after having an eight-week course using Facebook, and to find the role of Facebook in language learning. In addition, the study discusses the overall effects and possible uses for Facebook in the field of foreign language learning and teaching. Forty-six students at the English Department, School of Languages from University of Garmian in the academic year (2015-2016) participated as the sample in this study. They were third year University students in northern Iraq, who voluntarily joined a closed Facebook group. This study used a one-group pretest-posttest design to examine its research questions. A questionnaire form using a 5-point Likert scale was used for both tests with research tasks based on any tasks and lessons to improve English language skills. The results indicated that there is a significant difference between participants' attitudes before and after the course and it showed positive attitudes toward most activities for language learning following the completion of the study compared to prior opinions. In the pre-test, the majority of participants considered Facebook to be generally useful because through this network, they can communicate and share knowledge. After the online course, most students indicated that, Facebook has high possibilities for being used as an effective formal educational tool. Furthermore, the posttest revealed that students' positive attitudes toward the usefulness of social networks increased under the influence of research tasks and activities. Finally, this study confirmed that every participant considered Facebook to be highly effective and potential educational tool, especially for improving language knowledge and performance in various online activities.
On the effectof mind mapping to improve reading comprehension skill of iraqi ESP learners
Over the last two decades using visual organizers such as mind mapping in teaching and learning English language has become one of the wide spread used techniques. The current study concentrated on the impact of using mind mapping as a meaningful learning technique in teaching reading comprehension among the ESP learners. The participants of the study consisted of forty Iraqi students at Erbil Polytechnic University who randomly selected in Technical College-Erbil /Department of Business Management. They were divided into two different groups; experimental group which taught by mind mapping and controlling group which exposed to the traditional methods of teaching reading comprehension, 20 students for each group. Their ages were ranged between (18-19) years. The participants are nineteen males and twenty-one females. At the beginning of the study they were given a pretest to measure their reading comprehension ability. Then, they were given the treatment for twelve weeks. After that, they were tested in the posttest to know whether the experimental groups' knowledge increased comparing to the pretest or not. Finally, the findings illustrated a statistically significance difference between experimental group and the controlling group in terms of posttest achievement in reading comprehension scores. Thus, the mind mapping proved to be beneficial in teaching reading comprehension.
The effect of oral corrective feedback on the article errors in l3 English: Prompts vs. recasts
This study examines the effect of prompts and recasts in providing CF for the article errors by Kurdish-Arabic bilingual adolescents who learn English as a third language. For this purpose, 39 lower-intermediate Kurdish-Arabic bilingual adolescent learners of L3 English were tested on three tests: pre-, post-, and delayed post-tests involving articles in four contexts; [+def, +spec], [+def, -spec], [-def, +spec], [-def, -spec], in L3 English. The participants were randomly put into three groups: (1) prompt group (n =15), (2) recast group (n = 14), and (3) no feedback group (n = 10). Each group completed 28 dialogues, which included articles in a forced choice elicitation task as a pre-test. The same test was given to the three groups as post- and delayed posttests. Between the pre-test and the post-test, the prompt group and the recast group took a treatment. The treatment involved an interactional activity (dialogue build) which aimed the FCET, eliciting the students to make dialogues in which the former took CF in the form of prompts, and the latter took it as recasts for their article errors in L3 English during the activity. Results of the FCET showed that both prompt and recast groups developed on the posttest. Whilst, prompt group significantly outperformed recast group on the long term, recast and no feedback performed equally at delayed posttest. A two-way ANOVA of the accuracy data showed that there were no significant differences among the three groups in the pretest and posttest. However, there were very significant differences between the prompt and the other two groups in the long term in which the prompt group outperformed the other two groups. Analysis of the error data revealed that the errors mostly fell in substitution, which indicated that the students were fluctuating between choosing the correct article to use in all the semantic contexts especially in [-def, +spec] context. Given the Fluctuation Hypothesis, L1 speakers of non-article languages will either fluctuate between definiteness and specificity when learning a language that encodes the features [+definite] or [+specific] or will select the appropriate value for the target language (Ionin, 2003, p. 23). However, L1 Kurdish and Arabic both are [+article] languages based on definiteness. Our results suggest that a specificity-based choice of articles can occur even when the L1 is an article-based language which is based on definiteness. Prompt group significantly made fewer errors than the recast and the no feedback groups in the long term.