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Scrutinizing inclusion in English language teaching: A comprehensive study of Turkish EFL teachers
The objectives of this descriptive mixed-methods study were five-fold: (1) determine Turkish EFL teachers' level of self-perceived knowledge concerning teaching the English language within the scope of inclusive education; (2) investigate EFL teachers' self-efficacy perceptions in inclusive classroom settings; (3) investigate EFL teachers' classroom practices in inclusive classroom settings; (4) identify the challenges, if any, that EFL teachers face in inclusive classroom settings; and (5) explore EFL teachers' self-perceived professional needs to overcome the difficulties they encounter in both planning and implementing the inclusive English language education practices in their classrooms. To this end, a total of 68 EFL teachers who taught the English language at mainstream schools in Yozgat Province during the 2023-2024 Academic year participated in the study. An adapted version of the survey that was developed by İlk and Açıkalın (2018) and the Short Form of the Teachers' Self-efficacy Perceptions Scale (TEIP-SF), (Sahli Lozano et al., 2023), were used to collect quantitative data. Qualitative data, on the other hand, were obtained via semi-structured interviews conducted with a sample of ten participants. The study's findings indicated that most EFL teachers have low self-efficacy perceptions in teaching English to students with special needs (SSNs) in the scope of inclusive education. Even though they are familiar with the description of the term inclusive education, they face difficulties due to inadequate training for planning and implementing their SSN in inclusive classroom settings. Though most of them are regulating their classroom practices in accordance with their SSNs, they do not consider themselves sufficiently competent in this area. The study's conclusions indicate that EFL teachers require in-service teacher training to overcome the challenges they face in inclusive classroom settings and to raise awareness of individual differences and various special needs of the students. Furthermore, the necessity of making inclusive education policies more practicable through collaborations with experts in the field and other stakeholders was emphasized.
English language teachers' perceptions of ELF in Turkey: Are they ready to embrace ELF in their teaching practices?
The study aimed at understanding in-service English language teachers' attitudes towards English as a Lingua Franca (ELF) paradigm which have arisen as a result of the use of English in the global world. The study investigated teachers' attitudes in relation to their own English learning, their students' English learning, and ELT environments along with their preferences for intelligibility and accuracy. A questionnaire, which consisted of 19 Likert-scale items, was adapted from Jaramillo (2014). The questionnaire results were also used in order to explore teachers' attitudes in terms of their experience and institutions (MoNE and HEC). Also, a Judgement Task was adapted from Dewey (2011) and 7 lexico-grammatically deviated sentences were rated in terms of a) correctness, b) acceptability, c) intelligibility and d) importance for classroom correction by the participants. The participants were chosen in line with convenience sampling method. 133 teachers who were teaching English at kindergartens, primary schools, secondary schools, high schools and universities took part in the study. Moreover, structured interviews were conducted with 7 of the participants in order to understand the reasons behind their preferences. The interviews were analyzed in accordance with qualitative data analysis procedures put forward by Creswell (2012) and the quantitative data obtained from questionnaire answers were analyzed in SPSS 25. The study revealed that teachers had a dual orientation in their perceptions of ELF and the varieties of English in that they favored native-like attainment in speaking both for themselves and for their students while they acknoewledged the importance of the integration of non-native varieties (Indian, Asian, etc) in English language classrooms. Considering the differences in teachers' preferences in terms of experience, Kruskal Wallis Test did not show any significant differences. However, Mann Whitney U Test revealed significant differences in terms of teachers' institutions (MoNE and HEC) for some of the items in the questionnaire. Furthermore, structured interviews showed that teachers emphasized the integration of elements from non-native varieties of English and they found the non-native varieties as acceptable and comprehensible. On the other hand, they labeled native varieties with correctness and intelligibility criteria. Also, the participants found the lexico-grammatically deviated sentences, which were common characteristics of ELF interactions, as acceptable and intelligible. These deviated sentences, on the contrary, were found to be incorrect and important for classroom correction. Another significant finding of the judgment task was that teachers found grammatically deviated sentences less correct than lexically deviated ones. The findings of the present study provided evidence for Turkish in-service teachers' current understanding of ELF and pedagogical implications in ELT were presented at the end of the study.
Türk ingilizce öğretmenlerinin TEOG sınavının İngilizce bölümünün öğretim plan ve uygulamalarına geri etkisine yönelik algıları
The primary aim of the present study is to find out how Turkish EFL teachers perceive the washback effects of English language section of TEOG exam on their instructional planning and practices regarding the dimensions of teaching content, methods, materials, syllabus, time arrangement and activities and classroom assessment practices, and how they actually teach at 8th-grade level. The second aim is to reveal to what extent the teacher and school-related factors (gender, school location, years of experience, academic degree, departments they graduated and class size) can interplay in the teachers' perceptions. Through random sampling, 97 8th-grade EFL teachers participated in the questionnaire survey, of whom 15 joined the semi-structured interviews while another 10 teachers were observed to gather data at public schools in different cities in Turkey. Quantitative (questionnaire) and qualitative (semi-structured interviews and classroom observation) data collection methods were performed to triangulate the data. The quantitative data were analysed through SPSS (23. version) and content analysis was carried out for the qualitative data. The findings demonstrated that English section of TEOG exam generated mostly negative washback on teaching content, materials, syllabus, methods, activity and time arrangement and classroom assessment practices. Positive washback was found only on teaching reading comprehension and vocabulary knowledge. As for the second aim, the teacher and school-related factors revealed no statistically significant differences in the teachers' perceptions of the washback effects of the exam except the choice of teaching methods were found to vary based upon where teachers work, that is their school location (.021, p<.05). As for the interview findings, teacher-related factors: prestige and feeling of responsibility and school-related factors: limited class hours, large class size, pressure put by stakeholders, discipline and students' low level proficiency were found to interplay in teachers' perceptions at different degrees. As also revealed in the interviews, most of the teachers were aware of the negative effects of the TEOG on their instructional planning and practices as well as the learners' English language proficiency, and they thus suggested improvements in the format and content of the examination towards the design of a communicative test involving four language skills. The present study revealed the mismatch among what the national ELT curriculum demands from the teachers, what actually the teachers perceived of the curricular and exam objectives, and how they actually taught. Finally, several implications were given for EFL teachers, Ministry of National Education and the design of TEOG as well as the suggestions made for further research.
Yabancı dil olarak Fransızca öğretiminde aracılık gelişimi için görsel-işitsel çeviri kullanımı
The aim of this thesis is to study the contribution of the active use of subtitling (and its combinations), one of the modes of audiovisual translation, to the writing and translation skills of learners of French as a foreign language. It also seeks to ascertain the use of mediation strategies (as presented in the companion volume of the CEFR, Council of Europe, 2020) by these learners and to understand their opinions regarding the topic. In alignment with these objectives, as part of this mixed methods study, a distance learning programme was designed by the researcher in which students progressed independently over a total period of eight weeks. The course was conducted as an extracurricular activity with the participation of fifteen final-year students from the French as a Foreign Language teaching department of a public university. The learners were required to complete an activity sheet on a weekly basis and to submit their opinions via the provided form at the conclusion of each activity sheet. For the analysis of the collected qualitative and quantitative data, after the evaluation of the pre-test and post-test analysis, it was found that there was a significant change between the two tests in the results of the students' French writing skills, while there was no significant change in the translation from Turkish to French and the summarising skills from French to Turkish. The qualitative analysis of the students' opinions revealed that, in general, they considered active subtitling in French to have a positive impact on their writing skills. They also perceived active subtitling as a motivating method. In conclusion, concerning the literature review and the findings of this study, this research has demonstrated that audiovisual translation modes can be employed in French as a foreign language course to facilitate the mediation of a text in class, enhance learners' language abilities, support their cognitive processes, ensure their autonomy and encourage their motivation.
İlkokul 2. sınıf İngilizce dersinde kullanılan 'Fun With Teddy' isimli ders kitabının İngilizce öğretmenliği alanındaki akademisyenlerin ve öğretmenlerin bakış açısından değerlendirilmesi
The purpose of this study is to evaluate the effectiveness of the coursebook "Fun With Teddy" in terms of different aspects by asking the teachers' and ELT academicians' ideas about the coursebook. In order to reach the aims of the study, 20 of English teachers who teach the second grades in public primary schools were asked eight interview questions related to the effectiveness of the coursebook "Fun With Teddy". With the participants' permission, the interviews were recorded as well as typed in the Word files. The modified interview questions were sent to the ELT academicians who work in different universities in Turkey by e-mail. The qualitative data collected from the teachers and ELT academicians were transcribed, content analysed, and categorised according to positive and negative answers. According to the results of the study, most teachers do not think that the coursebook is sufficient and effective to teach English to young children while all the academicians believe the coursebook is suitable for teaching English to young learners. Keywords: Coursebook Evaluation, Teaching English to Young Learners. English as a Foreign Language,
İngilizce öğretmen adaylarına edebi metinler yoluyla değerler öğretiminin etkililiği
This study aims to reveal the effects of value-based pedagogy on pre-service English teachers through literary texts. An explanatory sequential mixed-methods design was adopted in the study. In this perspective, the participants were selected from the ELT Department of a state university, which is situated in Turkiye. Fifty-three participants actively took part in the study. The study's first phase encompassed a pre-test of Portrait Values Questionnaire, which was given to the all participants. Then, the participants were divided into the experimental and the control group. It was followed by a six-week treatment period for the experimental group, and was finalized with the post-test of Portrait Values Questionnaire. The post-test design was given to all the participants to demonstrate the differences between the experimental and the control group. In the second phase, the focus group interview revealed the participants' perceptions of values. After the administration of pre-tests, a six-week value-based pedagogy was implemented. For this period, as course materials, literary texts (short stories) were systematically selected from six different authors depending on the rationale of multiculturalism. Twelve lesson plans for each week were arranged according to the task-based approach. The tasks in the lesson plans were also designed according to Bloom's Taxonomy. Following the treatment process, the post-test was administered to both groups in order to see the possible outcomes of the treatment period. Then, a focus group interview was conducted with the experimental group participants (N =12). Lastly, all participants were given imaginary situational dilemmas to gauge their perception and internalization of values. The Statistical Package for Social Sciences (SPSS), Version 22, was used to analyze the quantitative data. Thematic coding is employed to analyze the qualitative data. The results indicated that there was no statistical meaningful difference in terms of pre-test scores between the experimental and the control group. However, a six-week value-based pedagogy designed with the task-based approach depending upon Bloom's Taxonomy provided statistically meaningful differences in terms of post-test scores between the experimental and the control group. Additionally, when the post-test results of both groups are analyzed in terms of gender, only for the experimental group, there is a statistically meaningful difference between the male and female students. The qualitative data analysis yielded positive perceptions of value-based pedagogy for the participants. To conclude, value-based education is of great necessity for pre-service teachers to create awareness and consciousness. Additionally, teaching values as an integrated skill yields positive outcomes both for teachers and for learners. Rather than being taught separately, the integration of values with another subject may ease the process of learning and help create a better society. Moreover, to see the effect of values education through literary texts, a similar study should be applied to a larger population over a more prolonged period. In order to claim more precise implications and positive effects, the study should be extended to the other pre-service language teacher from different universities. The instructors' perception in terms of values cognition should be examined as well. Keywords: Values education, literary texts, morality, character education
Öğrenci yazımında sözcük öbekleri: Türk ve Kazakistanlı İngilizce Öğretmenliği Bölümü öğrencilerinin tartışmacı metinlerinin analizi
Recent publications have demonstrated how the advantageous use of lexical bundles is crucial in the forming of spoken and written discourse. Numerous studies are available in the literature that mentions the structural and functional differences between the use of lexical bundles by native speakers of English and non-native EFL students. This study examined the use of lexical bundles in Turkish, Kazakhstani and English L1 speakers' writing, in the form of argumentative essays with the aim of unveiling the differences in the use of lexical bundles by these three groups in terms of frequency, structures and functions. In the light of the findings of this study, they confirmed the general tendency of lexical bundles tradition that native speakers demonstrate to have less multi-word expressions than non-native speakers. In terms of structural categorization, overall numbers reported that noun phrases were prevalent in all four corpora. Anadolu University students and native speakers most frequently employed referential expressions. Eskişehir Osmangazi University and Ablai Khan University students mainly preferred discourse organizers. Native speakers' functional and structural analysis yielded almost similar results with non-native students. Statistical analysis revealed that non-native speakers overused frequently recurring word sequences in comparison with native speakers.
İngilizce öğretmeni adaylarının dijital yerlilik, teknoloji kabulü ve sınıfta teknoloji kullanımına ilişkin tutumlarının araştırılması
This study aimed at investigating prospective English teachers' digital nativity, technology acceptance, and attitudes towards technology use in the language teaching and learning processes as well as uniquely examining the possible relationship between digital nativity and technology acceptance. Digital nativity and technology acceptance were measured using Teo's (2013) Digital Nativity Assessment Scale (DNAS) and Teo's (2010) Technology Acceptance Measure for Pre-service Teachers (TAMPST). The results of the study showed that the majority of participating prospective teachers are digital natives, and that they are accepting of technology, indicating that prospective teachers are eager to incorporate technology in their professional lives as future language teachers. The calculation of Pearson's Correlation Coefficient showed that the relationship between digital nativity and technology acceptance is positive and moderate. Prospective teachers' attitudes were examined through semi-structured interviews. The analysis of qualitative data indicated that teacher candidates are active users of technology for both personal and educational purposes, that they used technology during their language learning process, and that prospective teachers think that technology should be a part of language teaching and learning because of its advantages, such as interesting content, and fun and game-like learning experience. However, prospective teachers also think that technology can have its disadvantages and that its use should not be unlimited.
Öğrenme ortamını ve öğretmen motivasyonunu etkileyen öğrenci davranışlarına dair öğrenci ve öğretmen algılarının karşılaştırmalı bir incelemesi
This study investigated the differences between students' and English teachers' conceptions of disruptive behaviours during English lessons and the impact of these behaviours on teachers' motivation. Quantitative data were collected from 222 secondary school students (private school, Antalya) and 82 English teachers (state and private schools, Antalya) and analysed using descriptive statistics, t-tests, Kruskal–Wallis tests, chi-square tests, and correlation analyses. Qualitative data were collected through semi-structured interviews and were analysed thematically. Students most frequently reported behaviours such as teasing, talking without permission, and off-topic discussions, while teachers highlighted behaviours such as coming to school without any preparation, talking without permission, and complaining about peers; overall, teachers reported higher levels of disruptive behaviour than students, and the differences at the item level were significant. Male students had higher total disruptive behaviour scores; differences between classes were not significant, but 6th grade students showed the highest averages. State school teachers tended to report higher scores for behaviours, while interview data showed that the exclusive use of the target language increased disruptive behaviours for some students; state school teachers emphasised student/family reasons and relationship-building strategies, while private school teachers emphasised family/school management reasons and behaviour control strategies. The findings point to practical needs for awareness raising, targeted teacher training, and context-sensitive classroom management policies. The study is limited by the absence of state school student data, and this issue should be addressed in future research.
Web 2.0 teknolojisinin Fransızca öğretimi/öğreniminde kullanımı (Gazi ve Kırıkkale üniversiteleri örneği)
La technologie, en constante mutation, est devenue partie prenante dans notre vie quotidienne. La base de l'influence mutuelle de la science et de la technologie est apparue à partir du 19e siècle. La science et la technologie, qui sont devenues deux concepts complémentaires au fil du temps, contribuent mutuellement à leur développement. Les opportunités technologiques ont permis aux gens de partager très rapidement des informations et des données instantanément. Les nouvelles technologies se développent continuellement dans plusieurs domaines tels que la santé, la vie sociale, l'art, la culture et l'éducation. Avec l'accroissement quantitatif et qualitatif de la connaissance, il était essentiel de procéder à des rénovations comportementales et physiques dans l'éducation afin d'assurer l'efficacité de celle-ci et de saisir l'ère de la technologie. Les évolutions de la technologie dans les environnements éducatifs ne représentaient plus non seulement le courrier électronique, les forums, les tableaux interactifs ou la vidéo, mais également de nombreuses applications basées sur différents outils tels que les ordinateurs, les tablettes et les smartphones. Les innovations ont principalement touché la technologie Web 2.0. Le fait que les applications basées sur Web 2.0 soient les applications les plus développées et les plus utilisées et qu'elles soient impliquées dans l'éducation grâce à leurs nombreuses fonctionnalités communicatives nous ont échappé et elles nous ont donné l'envie de nous diriger vers cette étude. De plus, cela nous a permis de rechercher l'interaction entre la technologie et l'éducation sous un angle différent. Ce développement, appelé les technologies Web 2.0 ou les applications Web 2.0, est un réseau d'informations connu en tant que le Web social offrant des plates-formes de partage varié. Grâce à cette nouvelle technologie, on a permis de dénommer les utilisateurs comme les internautes. C'est ainsi que la technologie Web 2.0 a rendu possible de créer, de modifier, de partager et de composer des contenus dans un environnement numérique. D'une part, l'apprenant a découvert son autonomie avec un accès au stade de l'enseignement/apprentissage dans son endroit autonome grâce aux contenus fonctionnels de la technologie Web 2.0. La facilité de son accès a permis de développer de nouvelles compétences: s'évaluer dans un domaine, produire des outils numériques ou résoudre n'importe quel problème de manière indépendante. D'autre part, l'enseignant a remarqué le manque de matériel de cours avec des supports colorés et animés donc plus authentiques et il a eu l'occasion de vérifier et de corriger rapidement les rétroactions des apprenants. La technologie Web 2.0 a eu des effets positifs sur de nombreux domaines de l'éducation avec toutes ses nombreuses potentialités. Dans cette étude, les effets indéniables ont été également observés dans le domaine de l'enseignement/apprentissage des langues étrangères traversant de nombreuses étapes, ce qui nous a intéressé comme sujet principal. Notre thèse repose donc sur l'utilisation de la technologie Web 2.0 dans l'enseignement/apprentissage du FLE. Nous aborderons les principaux apports ainsi que l'état actuel de l'intégration et de l'influence de celle-ci dans l'enseignement/apprentissage des langues étrangères notamment du FLE; sa contribution à l'apprentissage, ses fondements, son développement, ses changements dans le cadre de l'enseignement/apprentissage des langues étrangères. Nous avions donc pour but de concrétiser l'importance de son usage, ses apports et ses possibilités en classe de langue, surtout en classe de FLE en traitant les obstacles et les facteurs influençant l'introduction du Web 2.0 dans le domaine de la didactique des langues. De plus, la technologie Web 2.0 basée sur des théories constructivistes et socio-constructivistes et sa contribution au développement du FLE sous ces théories minutieusement. Cette thèse se compose de sept chapitres dont le premier a été consacré à l'objectif, à la problématique, à l'importance, à l'hypothèse et aux délimitations de l'étude. Les recherches réalisées dans le domaine ont été traitées sous le deuxième chapitre. Après avoir abordé le développement de la technologie de la communication et de l'information (TIC), la contribution des TIC à l'éducation plus particulièrement à l'enseignement/apprentissage des langues étrangères et l'intégration de la technologie de la communication et de l'information pour l'enseignement (TICE) dans l'enseignement/apprentissage des langues en Turquie, ensuite, nous avons continué à traiter sous ce chapitre le sujet primordial de l'étude: la technologie Web 2.0. Les TICE et le parcours de la technologie Web 2.0, ses caractéristiques, ses spécificités ont été analysés en détail. Ce chapitre de l'étude nous a donc permis de connaître la technologie abordée et sa nature, l'évolution de l'enseignement/apprentissage du FLE au sein de celle-ci. Dans le quatrième chapitre, les théories constructivistes et socio-constructivistes ainsi que l'interaction entre celles-ci et la technologie Web 2.0 ont été présentées dans le contexte de l'enseignement/apprentissage du FLE. Quant aux deux derniers chapitres, ils comprennent la partie empirique de l'étude. L'élaboration de l'échelle, l'étude préliminaire de celle-ci et ses analyses ont été abordés dans le chapitre cinq. La sixième partie a été complétée par une étude qualitative réalisée au moyen d'une échelle élaborée par la chercheuse et administrée en ligne. L'objectif de l'étude était d'identifier l'utilisation de la technologie Web 2.0 chez les apprenants, leur niveau de développement des compétences langagières et leur utilisation de cette technologie en fonction de l'apprentissage du français. Nous avons voulu également découvrir s'il existe une différence significative entre les participants selon les variables d'âge, de sexe, de département et de niveau de classe. L'univers de l'étude s'est formé donc des étudiants du Département de la Didactique du FLE ainsi que ceux du Département de Traduction et d'Interprétation de Français. Quant à l'échantillon, celui-ci s'est composé de 253 apprenants de FLE faisant leurs études supérieures dans le Département de la Didactique du FLE, de la Faculté Pédagogique de l'Université Gazi et le Département de Traduction et d'Interprétation de Français de la Faculté des Lettres et des Sciences de l'Université de Kırıkkale. Les données ont été recueillies à l'aide d'une échelle réalisée en ligne et ont révélé les caractéristiques générales des étudiants, leurs niveaux d'utilisation de la technologie Web 2.0 et ceux du développement des compétences en français tout en traitant leur disponibilité en fonction de l'apprentissage et du développement de la langue. L'échelle mise en place par la chercheuse est composée de 32 items au total. Les analyses des données ont été réalisées par le moyen des méthodes statistiques descriptives et sémantiques. Les résultats de validité et de fiabilité de la recherche nous ont permis de constater que la valeur d'Alpha Cronbach pour toute l'échelle est à 0.94, toutes ces valeurs calculées supérieures à 0.6 sont des valeurs Acceptables pour la fiabilité et la cohérence interne. Dans le dernier chapitre, nous avons présenté les conclusions générales de l'étude. En guise de conclusion, nous avons découvert que les apprenants de FLE se servaient de la technologie Web 2.0 pour améliorer leurs compétences langagières plus particulièrement celles de la compréhension orale, lexicale et grammaticale. En ce qui concerne les réticences à l'utilisation de la technologie abordée chez les apprenants, cela réside dans le fait qu'ils ne connaissaient pas assez de sites, d'applications ou d'outils dont ils peuvent profiter dans l'apprentissage du FLE. D'ailleurs, en observant les résultats obtenus concernant les variables d'âge, de sexe et de département de l'échelle, il est remarquable qu'il n'y ait pas eu de différences significatives. Néanmoins, selon les analyses, nous avons remarqué la différence significative procédant des scores moyens entre la classe préparatoire et la 4e année. Il s'agissait d'une disparité entre celles-ci au niveau d'utilisation. Finalement, les participants des 4e années avaient à plus d'autonomie par rapport aux classes préparatoires. Ils ont développé leur autonomie technique et informationnelle plus que les classes préparatoires.
Kamel Daoud'un Meursault, Karşı Soruşturma adlı romanında sömüren ve sömürülen
Since Antiquity, colonialism has left traumatic traces in the history of humanity. During the period when the colonialism was most widespread, in other words, in the nineteenth century, there was a race of power between the great colonial powers. The France we interested in as part of our master's thesis was probably one of the great powers of that time. Of course, this colonial expansion has strongly reflected its effects in many literary works, especially as in other fields. Even today, it remains on the main sources of inspiration for many authors. As in the case in other fields, French literature is undoubtedly the area most affected by colonialism. Above all, the colonization of Algeria and its consequences have become the subject of several novels and critics. On our side, during this research, we aimed to examine the novel of the Algerian writer Kamel DAOUD, "The Meursault Investigation", which he wrote as a sequel to "The Stranger" by Albert Camus. Specifically, our research aimed to discuss the issue of colonist and colonized of Daoud's novel. For this purpose, we wrote our master's thesis with the help of "The Stranger" and making references to the novel. Our research is based on qualitative data's and we took as a basis the intertextuality during the realization of our work. As to the content of our thesis; in the first part, we have studied the history of colonial Algeria in outline. As a result, we studied Albert Camus and "The Stranger" in parallel with our research. Recently, we commented on the innuendo of settlements and colonization by examining certain terms and structures of "The Meursault Investigation".
Anadolu Üniversitesi çift dilli öğrencilerin sözlü iletişim stratejisinde: Kod değişim durumu
Today, to speak more than one language has become essential. In fact, with the globalization, migration and international exchanges, people have been forced to face to other cultures and languages. Indeed, bilingualism had become an universal phenomenon as it's affecting more and more people. This is why our research aims to study immigrant bilingual students of French Language Teaching Department of Anadolu University. Our main objective was to analyse code switching as a communication strategy in interaction between turkish-french bilinguals. In order to do that we have used a case study of the quantitative method. In fact, we used observation in order to analyse the interaction between bilingual students, especially code switching utilization we used observation. In this perspective, interactions between 5 turkish-french bilingual participants have been observed and this observation allowed us to collect data and to analyze the interactions in which code switching is used. Then, we realized with 4 of our observed bilingual semi-directive interview in order to deepen our research and to validated our previously obtained results with observation. According to our results, turkish-french bilinguals used code switching as a communication strategy. However, using code switching may have many different motivations, which can differ from the speaker, the interlocutor, the goal and the communication subject.
Sesletimin planlı ve plansız konuşma sınavı sonuçları üzerindeki etksisi
This study aims to figure out the effect of pronunciation and its segmental and suprasegmental features on two different speaking exam tasks: unplanned and planned genres. For this aim, a mixed-method research design was used. For the quantitative part of it, a total of 82 Turkish EFL learners were invited to spontaneous tests and presentations. As for the grading, a speaking rubric including a detailed pronunciation part was developed and utilized. For the qualitative part of the data, 18 of the participants were invited to a semi-structured interview aiming to reveal their perceptions on their pronunciation performances and preferences regarding the test types. The results revealed that pronunciation has a significant effect on both the exam types and the most influencing aspect of it was found to be intonation. All the results were interpreted that suprasegmental features have a bigger role than segmental features on students' exam scores. Hence, allocating time for practicing suprasegmental features in the classroom was suggested. Strikingly, the results also revealed that students perform better in unplanned exam task in terms of pronunciation compared to their performances in planned exam tasks. The present study also showed the interference of orthography, limited attention capacity and anxiety on pronunciation performance and possible solutions were suggested. Implementing audio articulation method for fossilized errors that the students complained about and as a result of the participants' suggestions, teaching International Phonetic Alphabet in the lessons for phonemes and word stress were recommended, as well. Keywords: The effect of pronunciation, Pronunciation testing, Planned speaking exam scores, Unplanned speaking exam score
Bütüncül fiziksel tepki metodu ile şarkılar kullanmanın çocukların İngilizce kelime edinimi üzerine olası etkileri
Today, people around the world can communicate easily. English is one of the most popular communication tools. Learning a second language, which is mostly English, is one of the requirements for communicating with the world. For this reason, teaching English to children in their early lives is crucial, since knowing English as a second language can be a constitutive factor in a child's career and social life. Various methods have been suggested by linguists to teach English as a second language. One of these methods is teaching English through songs, which I will address in this thesis. In this thesis, the data was gathered through a mixed methods from a private school in Istanbul. The study population consisted of 40 students, 6-7 ages. The teachers used the songs to teach vocabulary. The data collected during the study were analyzed to determine whether the use of songs in language teaching positively affects very young learners. The results of the analysis showed that using songs could have a positive impact on teaching the second language, English, to very young learners. Keywords: Language Learning, Very Young Learners, VYL, Total Physical Response, TPR
Türk lise öğrencilerinde kelime öğrenimi için öz-düzenleme kapasitesi: Deneysel bir çalışma
This study intended to investigate the general attitudes of a group of high school EFL students towards language learning strategies, particularly vocabulary learning strategies, and to investigate whether or not one month awareness-raising program for self-regulated vocabulary learning can increase the use of vocabulary learning strategies autonomously and the rate of success among the students. At the time of the study all the participants were in the same proficiency level (B1). The data were gathered through inventory, the self-regulated capacity for vocabulary learning (the SRCvoc) prepared by Tseng, Dörnyei and Schmitt (2006), which was translated to Turkish by a researcher with a PhD in ELT.The instrument, based on the notion of self-regulation drawn from the field of educational psychology by Tseng, Dörnyei and Schmitt (2006), is composed of 20 items in five subscales. The participants responded to the inventory during B1 level. The data were analyzed through SPSS (17.0) to find (a) the construct validity of the SRCvoc with the current sample, (b) the theSRCvoc use profile of the current sample, (c) the effect size of one month raising-awareness program for self-regulated vocabulary learning on the success of the experimental group, (d) self-regulated vocabulary learning behaviour displayed in the journals of the participants, and (e) significant differences between the weekly quiz results of the control group and experimental group before and during the awareness raising sessions.The findings of the study revealed that after conducting, EFA to get valid data, six items of the inventory were taken out, and five categories decreased to four categories named; commitment, meta-cognitive, satiation, and emotion control. It is revealed that one month raising awareness program did not achieve to increase the SRCvoc level of the experimental group significantly. Also it was found that although there is significant difference between the pre-test and the post-test results of the experimental group, they could not outperformed the control group significantly in the post-test. The last finding was that while the control group was significantly more successful than the experimental group in the pre-training weekly vocabulary quizzes, the experimental group was more successful than the control group in the post-training weekly vocabulary quizzes, yet the difference was not statistically significant.Keywords: Language, Self-Regulation, Vocabulary Learning Strategies
İngilizce okutmanlarının stres ve öz yeterlikleri üzerine karşılaştırmalı bir araştırma
This study aimed at investigating the level of stress and self efficacy levels of English instructors who work at the English Preparatory Schools of Universities in provincial and metropolitan universities. Two scales which consist of a demographic inventory; Stress Factors Questionnaire for English Language Instructors (Petek, 2008), English Teachers' Sense of Efficacy Scale (ETSES) (Chaco´n, 2005) were used. This data gathering instrument was implemented on 151 English instructors working at 7 universities in Turkey. Data gathered from 35 English instructors from Zonguldak Karaelmas University, 10 English instructors from Abant İzzet Baysal University .17 English instructors from Karabük University; 15 English instructors from Düzce University, 22 English instructors from Ege University, 32 English instructors from Yıldız Technical University, 20 English instructors from Gazi University. In analyzing the data SPSS.19 was used to find descriptive statistics and frequency, percent, average, and standard deviation, and inferential statistics. The results of the study revealed no significant differences in stress and self efficacy levels between instructors working at the English preparatory schools of Turkish state universities according to their gender, education level, or whether these universities are in metropolitan or provincial cities.
7. sınıf İngilizce ders kitaplarındaki kültürel öğelerin karşılaştırmalı analizi: Rusya ve Türkiye örneği
One of the goals in learning and teaching English as a foreign language is to increase intercultural competence, therefore, culture must play a key role. In addition, English learners may encounter people from different cultural backgrounds, and accordingly, in order to achieve good communication, students must become familiar with other cultural characteristics such as values and traditions. In this context, coursebooks play an important role in helping students recognize cultural knowledge more easily; Therefore, special attention should be given to cultural elements in coursebooks. This study aims to examine the representation of cultural dimensions from different aspects in the 7th grade coursebooks used in Russia and Türkiye, and to determine the dominance and frequency of cultural dimensions. The "Starlight" coursebook is used in Russia and is recommended by the MESRF (Ministry of Education and Science of the Russian Federation). "Let's Learn English" coursebook has been prepared for secondary schools and İmam Hatip secondary schools in Türkiye and has been offered by the MoNe (Ministry of National Education). A descriptive content analysis was employed to examine cultural aspects of coursebooks from two different countries. In the procedure of data analysis, an interactive model by Huberman and Saldana (2004) was carried out. Within the scope of the study, frameworks such as the culture categorization of Cortazzi and Jin (1999), the culture models of Chastain (1988), Tomalin's and Stempleski (1993), and CEFR (2001) were used. The findings revealed that in both coursebooks the most dominant culture was target culture. As for the other findings, larger half of the coursebook 'Starlight' is dedicated to Big 'C' with the category 'geography'. However, in the coursebook 'Let's Learn English' a great part is occupied by small 'c' with the category 'values, beliefs, and attitudes. The last findings showed that reading skill was the most prominent skill in both coursebooks. The results of the research revealed that coursebooks were quite rich in terms of a variety of cultures. Furthermore, the findings of the study may help teachers, coursebook authors, and designers to fill the necessary and important gaps in the coursebooks.