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A corpus-based analysis of lexical collocations in English textbooks taught in secondary schools in The Ministry of National Education
One of the main challenges in foreign language teaching is the abstract nature of the target language. Given this, textbooks play a crucial role in helping students visualize and contextualize linguistic structures in meaningful ways. In Türkiye, English textbooks are extensively used as instructional and reference materials, supporting not only classroom interaction but also independent learning beyond the classroom. Their ability to accurately reflect the grammatical and lexical features of the target language is essential to ensure effective learning outcomes. In this context, the present study analyzes four compulsory English textbooks used in state-run lower secondary schools under the authority of the Ministry of National Education. Focusing on lexical collocations, the study investigates their structural patterns and usefulness scores based on the Corpus of Contemporary American English (COCA). Adopting a quantitative document analysis approach, the research evaluates the pedagogical relevance of these collocations in relation to their frequency and contextual range. Findings indicate that the majority of collocations featured in the textbooks have low usefulness scores and demonstrate limited alignment with authentic language usage as captured by the COCA corpus. This suggests that many collocations presented in the textbooks offer insufficient pedagogical support for vocabulary development. The study highlights the need to revise and improve the collocational content of textbooks using corpus-informed principles. It concludes by emphasizing the importance of integrating corpus-based approaches into textbook design and offers specific recommendations for policymakers and material developers. Keywords: Collocation, Textbook analysis, COCA, Lexical instruction, Document analysis.
A study on second language writing through a process-genre-based lens: Examining EFL learner development in tertiary level preparatory classes
The purpose of this action research study is to explore L2 writing experiences of 25 EFL students within a process-genre-based instructional framework. Initially, the views of 17 purposefully selected EFL instructors were gathered to identify the writing needs and challenges of B1 level learners. Over ten weeks, a specially designed teaching-learning cycle, in which three genres were taught explicitly through a range of genre-awareness raising activities, was adopted. The research questions specifically addressed four key areas: EFL instructors' views of learners' writing needs, the development of genre awareness with a focus on rhetorical and lexico-grammatical competence in students' writings, students' views on the process-genre approach; and the teacher-researcher's reflections on instructional practices. Data were collected through semi-structured interviews, students' written works and self-annotation papers, and teacher-researcher's field notes. The study adopted a multi-phased procedure involving the piloting and actual application of process-genre-based instruction and various qualitative data collection techniques. Semi-structured interviews with EFL instructors highlighted learners' challenges in motivation, content development, organizational structure, language use, as well as their text-based needs. Besides, the findings evidenced that explicit genre teaching created genre awareness among the students considering the rhetorical move-step development and lexico-grammatical choices observed in the students' revised drafts. The study also provided a detailed account of both the facilitating aspects and the difficulties faced during the instructional process, from the perspectives of both the students and the teacher-researcher. This study contributes to EFL writing pedagogy by demonstrating the benefits of process-genre-based instruction in creating rhetorical, lexico-grammatical and process-based awareness.
Mediating role of motivation towards teaching profession in the relationship between teacher identity and personality traits
This quantitative study aims to investigate the formation of professional identity among English as a Foreign Language (EFL) pre-service teachers (PTs) enrolled at Inonu University and Fırat University concerning personality differences and the mediating effect of motivation towards the teaching profession. The study, which makes use of the Big Five Model, focuses on how personality traits—like openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism—shape the identity of teachers. Recognizing that the period throughout their undergraduate education is a crucial time for identity development, the research attempts to provide empirically validated insights into the relationship between personality variations and EFL PTs' teacher identity formation. The study intends to provide a comprehensive understanding of the complex elements affecting the formation of teacher identity in the particular context of EFL teaching by including motivation as the mediating variable. To include as many participants as possible, convenience sampling method was employed. Data collected through adapted versions of the "Early Teacher Identity Measure" (Arpacı & Bardakçı, 2015), "the Big Five Personality Traits Scale" (Horzum et al., 2017), and "Motivation on Profession and Field Choice Scale" (Atav & Altunoğlu, 2013). Based on the results, while intrinsic motivation towards profession plays the mediating role extrinsic motivation did not play a mediating role in the relationship between teacher identity and personality traits.
Fakir Baykurt' ta kadın imajı: Irazca Kara Kezik Acar
Bu çalışmada Fakir Baykurt'un Irazca'nın Dirliği ve Yarım Ekmek eserlerindeki Irazca Kara ve Kezik Acar karakterleri incelenmeye çalışılmıştır. Çalışmanın başında Fakir Baykurt'un çocukluk, gençlik ve meslek hayatı incelenerek yazar Fakir Baykurt'un dili birçok yönüyle, örnekler verilerek köylünün dilini nasıl ustaca kullandığı belirtilmiş, ardından da Fakir Baykurt' un edebi kişiliği ve bu kişiliğin oluşmasındaki etkenler hakkında bilgi verilmiştir. Türk toplumunda kadının yeri ve göçmen Anadolu kadını öncelikle ele alınarak Fakir Baykurt' un eserleri incelenmiştir. Fakir Baykurt' un bu eserleri ele alınırken Anadolu kadınının köy hayatından göç hayatına uzanan yolculuğundaki değişen ve sabit kalan yönlerinin eserlerindeki öne çıkan öğeler olduğu gözlemlenmiştir. Yazar Fakir Baykurt' un Türkiye' de yazdığı eserlerinde Türk köylü kadınını en iyi ve açık şekilde ele alınması açısından Irazca' nın Dirliği eseri ve bu Türk köylü kadınının göçmen kadını olarak ortaya çıkmasındaki aşamayı en iyi örnek oluşturduğu için Yarım Ekmek eserleri incelenmiştir. Bu eserler aracılığı ile 50' li yıllardan başlayarak Almanya yıllarına kadar olan yazarın hayatındaki ve gözlemlerindeki köylü kadını ve bu kadınların göçten sonraki durumları hakkında bilgi verilmeye çalışılmıştır. Roman İncelemesi ve Öğretimi dersi alan öğrencilerin, Fakir Baykurt ve Göçmen Edebiyatı ile ilgili araştırma yapan kişilerin bilgi edinmesi, eleştirel bakış geliştirmesi açısından bu çalışmanın yararlı olacağı düşünülmektedir.
The effectiveness of computer glosses on vocabulary learning . l1 or l2 glosses: With or without pictures?
The study, investigated the effectiveness of L1 glosses (Turkish definitions) and LLglosses (English definitions) on vocabulary learning in a multimedia environment.Additionally, it investigated whether pictures attached to L1 glosses or L2 glosses havemaximizing effects on vocabulary learning.79 high school learners of English were randomly assigned to L1 gloss, L2 gloss,Ll+picture gloss and L2+picture gloss and were required to read a computerized text witheleven glossed words. They were given three vocabulary recognition post tests immediatelyafter reading and two weeks later. Subjects' clicks on target words were recorded and used toverify that each subject clicked on target words. Moreover, whether there is any correlationbetween subjects click on words and their post test scores was examined.General Linear Model-GLM (MANOVA) results indicated that the group that receivedL1 gloss performed significantly better on immediate and delayed post tests than the groupthat received L2 gloss. GLM results revealed no significant differences between picturegroups and no picture groups. The retention of picture glosses and no picture glosses showeddifferent patterns of retention over time. Ll+picture group decreased their vocabulary scoresin all of the three tests over time. However, L2+picture group did not significantly increasetheir vocabulary scores in all of the three tests. Students' click on target words and theirvocabulary scores did not reveal any correlation.Findings suggest that L1 glosses are more effective than L2 glosses for vocabularylearning of high school subjects studying English as a foreign language in Turkey. However,addition of pictures to glosses can best be provided via L2+picture, but'training on how to usevisual and verbal information effectively should be given previously.
Auftretende phraseologische Fehler bei der Sprachübertragung im Deutschunterricht der DaF-Studenten/innen
The tongue of Wikipedia is defined as "the communication tool, which serves for the members of the linguistic community with the helps of principles and system of units. Each language has its own system. To know only the principles of language system is insufficient for language acquisition in education and training of language. It is highly obvious, that german language derives from the Indo-Germanistic family, when it is classified by its features. However, Turkish has a distinctive structure unlike German as it is included in Ural-Altaic. The Transfer of the phraseologisms from the german speech, the aquisition of the grammatical-specific german language system, which have an impact on the sentence structures and the combinations of joint occurrened lexems, results in translations from Turkish into German with semiotic-structuralist and relevant collocative interference errors. Phraseology has been scrutinized in this study. Thereupon, during the translation, the collcation mistakes of the students of the faculty of German Teaching in Anatolian University have been investigated. To prove this investigation, a test has been given to the teacher candidates, who are studying at first and seventh semester in the faculty. Apart from the test, a survey, which is related to whether the students have an experience or background in the German spoken countries has also been done. Thanks to this survey, students' knowledge and intention about collocations have been evaluated. All in all, the reqirement of being given co-occurrences as a new lecture in the faculty has been debated in the recent times Keywords: Phraseology, Co-occurrence, Collocations, Phrases, Foreign Language Teaching and Learning strategies, Language systems, Feeling for Language, Idioms, Transfer, Interference errors
Challenges faced by english language teachers in teaching English to young learners in public primary schools
Knowing English has gained great significance since it is the lingua franca for global communication. Consequently, many countries introduced Teaching English to Young Learners in their primary curriculum to raise people with English competency. Owing to this decision many problems came out globally. The purpose of this study is to find out challenges faced by public primary school English teachers in Teaching English to Young Learners in a certain district of Istanbul from English teachers' and administrators' perspectives and encourages stakeholders involved that setting to suggest solutions to overcome the problems. As for the purpose of this study qualitative research design was implemented. The data was collected through open-ended questionnaire and semi-structured focus group interviews. Data was collected from 45 English teachers and 53 administrators from all 21 schools in that district. Results showed that challenges of English teachers are mainly about five themes: institutional, instructional, teacher-related, learner-related, and community-related challenges. Participants provided many applicable solutions to the problems. Moreover, the study proposed guiding implications. To illustrate, it provided evidence to the urgent need for training of primary school English teachers on TEYL in the certain context. It is found that the number of hours students are exposed to language should be improved, infrastructure at schools should be checked regularly, textbooks provided by the Ministry of National Education should be revised and include interesting, entertaining, hands-on activities to be used with young learners and TEYL curriculum should be applicable and simple. Besides, parents- school cooperation should be strengthened. Decisions, policy changes and adaptations on education should not be made suddenly without conducting the necessary actions to guarantee the effective implementations in classrooms. It is strongly recommended that the communication between administrators and teachers should be improved so that problems faced by teachers can be conveyed to upper management in order to solve them in communication with teachers. Key Words: Teaching English to Young Learners, challenges of teachers
İngiliz Dili Eğitimi bölümlerinde edebiyat öğretimi için öğrenci-merkezli bir yaklaşım
ÖZET Bu tezde sunulmak istenen konu, bir süreç içinde öğrencilere edebi metin okuma ve yorum yapma olgusunu geliştirmeye yönelik olarak düzenlenen araştırmadan elde edilen gözlem, uygulanan sınıf teknikleri ve sonuçta toplanan verilerin analizidir. Herkesçe bilindiği gibi edebiyat dersleri edebi metni okuma, anlama ve yorum üretme olgularının bir bütünüdür. Ülkemizde yabancı dille ( özellikle İngilizce ile ) eğitim yapan orta ve lise düzeyindeki okullarda okuma derslerinde İngiliz Edebiyatı metinleri kullanılmaktadır. Bu derslerde öretmenler çoğu kez öğrencilere verilen metinleri nasıl algılayıp, yorum getireceklerini öğretmek yerine metnin yazıldığı dönem, yazarın üslup özellikleri gibi birtakım ezber bilgiler sunmaktadırlar. Öğrencileri metni anlamak yerine ezbere yönelten bu öğretim tarzının temelinde üniversitelerin İngilizce Öğretimi bölümünde öğretmen adayı öğrencilere edebi metne farklı yaklaşım ve yorum metotlarının öğretilmemesidir. Dolayısı ile üniversite düzeyindeki öğrencilerin okuma alışkanlığı, analitik düşünme ve yorum üretebilme yetenekleri eksik kalmaktadır. İşte biz de birer araştırmacı ve eğitimci olarak görev yapmakta olduğumuz Trakya Üniversitesi Eğitim Fakültesi Yabancı Diller Bölümü öğrencilerinde bu tür problemlerin varlığını saptadık, öğrencilerin bu problemlerini çözebilmek için bir araştırma düzenledik. Araştırmayı daha sağlam bir temele oturtmak için edebi metin analizi ile ilgili anlatıları açıklayan, anlamları değerlendiren çeşitli yirminci yüzyıl eleştiri ve yorum kuramlarından fenomenoloji, yapısalcılık ve okur-merkezli eleştiri kuramını yönlendirici kuramlar olarak seçtik. Bu kuramların seçimi ilk bölümde sunduğumuz okur-yazar-metin arasında kurduğumuz ilişki sonucu düzenlediğimiz "okuma süreci" 'ne bağlı olarak yapılmıştır. Araştırmada, bu kuramlar ışığı altında bazı sınıf teknikleri düzenlenmiş ve üçüncü sınıf öğrencilerine Edebiyat Dersi dahilinde uygulanmıştır. Elde edilen veriler niteliksel olarak değerlendirilmiştir.
A comparative study into the effect of using short story in EFL courses on vocabulary instruction
Given that short story serves as an effective tool in the EFL classroom, this study aims at investigating the impact of the use of short stories on vocabulary instruction through making a comparison between the two basic vocabulary learning strategies, dictionary use and contextual guessing. For this purpose, a quasi-experimental design was used and the words used in the experiment were selected out of the short story ?The Cask of Amontillado? by Edgar Allan Poe. It was the 3rd year class of the ELT department at Çanakkale 18 Mart University to read this short story during the experiment. The class was divided into two groups; contextual guessing group; the other dictionary group. Accordingly, for the purpose of the study, the participants took a test called ?Vocabulary Levels Test?, first devised by Paul Nation (2000) to measure their vocabulary knowledge, so we could discover if learners with more vocabulary items in their memory do better in contextual guessing and/or dictionary use. Further, the study also attempted to reveal what kind of factors actually hinder or facilitate learning a word in context.To this end, the results of the experiment provided answers to the three research questions below; 1) Which vocabulary learning technique is more effective in acquiring a vocabulary item? Guessing or dictionary use? 2) What factors make it difficult for the students to learn a word through guessing and dictionary use? 3) Does acquiring a large vocabulary capacity have any effect on the success in guessing from context and learning vocabulary through dictionary use?
Sözlü iletişim becerileri dersinde kullanılan 'Conversations Pratiques De L'Oral' kitabındaki Fransızca söz kalıplarının Türkçeye çevirisinde öğrencilerin izledikleri çeviri stratejileri
Bu çalışmanın amacı Sözlü İletişim Becerileri dersinde kullanılan `Conversations Pratiques De L'Oral' Kitabındaki Fransızca söz kalıplarının Türkçeye çevirisinde öğrencilerin izledikleri çeviri stratejilerini araştırmaktır.Bu araştırma 2010-2011 eğitim öğretim yılında Gazi Üniversitesi Fransız Dili Eğitimi 1.,2.,3.,4., sınıf öğrencilerine ve 1. ankette 52, 2.ankette 65 öğrenciye uygulanmıştır. Fransızca söz kalıpları, araştırmacı ve ayrıca iki uzman tarafından Türkçeye çevrilmiştir. Öğrencilerin çevirileri belirlenen çeviri stratejilerine göre sınıflandırılmıştır. Öğrencilerin bu söz kalıplarını çevirirken hangi çeviri stratejilerini kullandıkları tespit edilmiştir.Strateji kullanım oranları her sınıfa göre farklılık göstermektedir. Bütün sınıflar söz kalıplarını daha çok boş bırakmayı tercih etmişlerdir, cevaplamamışlardır. En çok kullanılan çeviri stratejileri sırasıyla; söz kalıbını hedef dilde söz kalıbı olarak çevirme, birebir çeviri, yanlış anlama, diğer çeviri stratejileri, açımlama ve çıkarma stratejileridir.Ayrıca kitap birinci sınıfta okutulduğundan çeviri eşdeğerliğine en yakın birinci sınıflardır, en uzak ise dördüncü sınıflardır. Söz kalıpları her sınıfta aşamalı olarak öğretilirse, sınıflar arasında çeviri eşdeğerlik farkı fazla olmayacaktır.Araştırma verilerinin analizinde yüzdelik hesaplama kullanılarak istatistiki çözümleme yapılmıştır.
Fransızca öğretiminde iletişim bilişim teknolojilerinin kullanılması
Bu araştırma, iletişim bilişim teknolojilerinin özellikle fransızca öğretimi alanında kullanım şekilleri ile ilgili literatür taraması üzerinden yürütülen betimsel bir çalışmadır. Öncelikli olarak birinci bölümde kısa bir giriş yapıldıktan sonra eğitim teknoloji kavramının tarihsel ve felsefi süreci işlenmeye çalışılmıştır. Daha sonraki bölümlerde ise sırayla;İletişim bilişim teknolojileriyle temel kavramlar açıklanmış, bu teknolojilerin eğitime neler getirebileceği üzerinde durulmuştur. Yine bu bölümde, geleneksel ve teknoloji zengini ortamların yarar ve sınırlılıkları karşılaştırılmaya çalışılmış ve bu yeni teknolojilerin öğretmene biçtiği yeni roller üzerinde durulmuştur.Dördüncü bölümde ise, yabancı dil öğretiminde iletişim bilişim teknolojileri üzerine yoğunlaşılmaya çalışılmış, bu teknolojilerin yabancı dil öğretiminde kullanım sebepleri ve şekillerine değinilmiştir. Yine bu bölüm başlığı altında her biri farklı bir alanı temsil eden uygulama örnekleri incelenmiştir.
An evaluation of the new english course book of the fourth grade of state schools in Turkey and preparing supplementary materials in reference with the new English curriculum
This study has been carried out to analyze and evaluate the new English course book ?Time for English?. Workbook and materials of the course book which accompany the new English curriculum that are being used in the fourth grades of also evaluated in terms of their form and content.The first chapter attempts to give the background to the study as well as the aim and the scope. The second chapter reviews literature relevant to the subject and provides the definition of curriculum and the history of foreign language education and English curriculum in Turkey, the role of course books in the classroom, course book evaluation and adaptation, language teaching materials, the definition of young learners, general characteristics of young learners, how they acquire language, their needs in English classes and kinds of materials that young learners like, the definition of learning style and types of learning styles.In the third chapter methodology of the study is presented and the data collection techniques used in the present study is introduced and the interpretation of results is presented along with remarks on the results. Chapter four contains the suggested activities that are compatible with the new curriculum and supplementary materials and ideas for the teacher?s book. The fifth chapter includes a brief summary and the conclusion of the study. The present study has five appendices. The first Appendix is the English version of the student questionnaire. The second Appendix is the Turkish version of the student questionnaire. The third Appendix contains the English version of the teacher questionnaire. The fourth Appendix contains the Turkish version of the teacher questionnaire. The fifth Appendix displays a sample checklist for evaluation and selection of a course book.
An analyis of cultural content of the elt coursebook "Teenwise"
The use of English as a lingua franca in such a cross-cultural world where the borders between countries lose its significance with the effect of globalization has increased the importance of intercultural communicative competence in foreign language education. Therefore, integration of intercultural contents into coursebooks has become one of the main concerns in language education. In this sense, analysis of coursebooks is essential to evaluate whether they are qualified enough to represent intercultural elements. The study aimed to analyze the representation of cultural contents in English coursebook set "Teenwise" published by Ministry of National Education for 9th grade students in secondary education. Within the scope of the study, a content analysis exploiting quantitative method was employed to investigate cultural contents in terms of 'categories of culture' (source, target and international culture), 'aspects of culture' (products, practices, perspectives and persons), and 'themes of culture' (Big "C" and little "c" culture). The results obtained in the study indicated that a wide range of cultural contents promoting students' intercultural perspectives were portrayed in various forms as representatives for international culture. Yet, it was inferred that source culture (Turkish culture) was underrepresented. It was found that products and persons comprised great majority of cultural contents; however, practices and perspectives that are necessary to gain a clear understanding in daily life routines and worldviews of different cultures were poorly displayed. A well-balanced distribution was observed in representation of Big "C" and little "c" themes despite a slight tendency toward little "c" themes. However, great majority of activities were identified as culture free contents. This study indicates that although the coursebook set, to some degree, promotes students' intercultural communicative competence, its authors and publishers should revise and improve it in order to eliminate the existing imbalance in representation of cultural contents.
La dimension culturelle dans l'enseignement du FLE: la place et la fonction de la publicité dans la phase de la transmission de la culture française
In our study we try to find out the place and the role of printed advertisement handouts in transferring French literature. In recent years, culture has gained significance while teaching French. Foreign language teaching is no longer solely regarded as word knowledge, grammar, etc., as it also encompasses socio-cultural values of the country in which the language is spoken.Part one is given to culture as a concept. For characterizing, culture is a broad and unsteady concept. We have found out that we need to analyze the relationship between language, society, and culture. We have found out that these concepts are strongly interrelated with each other and inseparable.In part two, we have tried to found out types of cultures that will be thought in foreign language classroom, and then we have tried to understood the place of image and culture in the methodologies which are used in teaching French. We have ascertained that there are various kinds of culture and we have tried to classify them through giving examples from handouts. When have come to then point of the place of image and culture in the methodologies which are used in teaching French; we have focused on these two concepts in the history of methodology. We have found that image has been used since the beginning of the history of methodology. The significant point is to make the relationship between culture and image beneficial through modern methods.In part three, we have focused on the perception of image. We think that this plays a significant role in our study. That is the reason why we have tied to understand the position of the reader in view of image as the meaning of the image depends upon the reader. Then we have classified image in two parts: constant and active images. We have thought that this classification would help us to find out the meaning of constant image. After we have done the classification, we have tried to understand the relationship among image, media, ideology and culture. We have found out that image gains strength through allocation tool.Part four is composed of advertisement as a form of message. As advertisement serves to a certain audience it can be regarded as a message. Giving information to public on a product is part of its targets. As a result of that we have decided to analyze advertisement as a communicative message. As advertisement aims at giving message to a certain audience, we can talk about this communication. However, this communication is separate and chilly. We have tried to analyze advertisement posters in relation with various communication theories. Later, we have analyzed these posters as rhetorical message. Advertisement depends upon persuasion and convince of the consumer. Advertisers, through using convincing techniques and also through adding various figures of speech, they benefit from rhetoric. After having analyzed advertisements as rhetorical messages, we have analyzed them as allegation act. Situation of utterance gains significance in advertisement posters as illocutionary. We have tried to analyze the situation of utterance in advertisement posters through three dimensions: dimensions of locutionary, illocutionary, perlocutionary. Finally, in order to understand the detailed form of advertisement posters we have analyzed them through using semiotics. We have understood that the meaning hidden in the posters depends upon the contrast of various concepts such as (fat / thin, ill / healthy, etc.) We have presented the prescribed contents and part of contents.
Investigation of information literacy levels of EFL teachers
The study investigated the information literacy levels of English as a Foreign Language (EFL) teachers based on such variables as age, gender, faculty of graduation, education level, level of school and years of experience in profession. 208 EFL teachers participated in the study by filling in the scale shared either online or face-to-face. Mixed method was applied in the study. For the quantitative data, demographic information survey and Information Literacy Scale (Adıgüzel, 2011) were used. The data obtained were analysed on IBM SPSS 22 package program, and descriptive statistics were used to provide the scores of the participants. As the measurement didn't fit normal distributions, Kruskal Wallis and Mann Whitney U tests were utilized in order to test the relationship between the independent and dependent variables. For the qualitative data, 20 of the participants, who volunteered to take part in the interview, were asked four open-ended questions and follow-up questions in order to determine their opinions about 21st century skills, information literacy and its impacts on professional development and the way EFL teachers teach the language. The quantitative data showed that there was no statistically significant relationship between information literacy levels of EFL teachers and age, gender, faculty of graduation, education level, level of school and years of experience in profession. However, in the legal and ethical regulations in information use subscale, the statistics indicated that female EFL teachers had higher information literacy level than their male counterparts. The qualitative data showed that most of the interviewees had heard of the term 21st century skills, yet only one of them stated information literacy as a 21st century skill. Most of them also stated that they were familiar with the term information literacy, but they were unable to define the term broadly. The interviewees were asked whether information literacy levels of EFL teachers had an effect on their professional development, and the way they teach the langauge, and nearly all of them stated that it would positively affect them.
Self-assessment of writing skills: A comparative study on teacher assessment and self-assessment of prospective efl teachers' writing skills and their perceptions of self-assessment
This study aims to investigate the prospective EFL teachers' perceptions on self-assessment; accordingly, their conceptualization of self-assessment, attitudes towards and perceived benefits of practicing self-assessment of their writing skills. In addition, the study also aims to find out the level of consistency of the prospective EFL teachers' self-assessment of their writing skills with the teacher assessment in general and regarding different components of writing skills. The study was designed as convergent parallel mixed method research including a group of freshman students enrolled in a Writing Skills 2 course in an ELT program. The participants were administered a self-assessment questionnaire both before and after including self-assessment practices to their essay writing tasks to elicit their views and experiences considering the use of self-assessment, and a self-assessment rubric to determine whether there is a significant difference between prospective EFL teachers' self-assessment and the teacher assessment scores. While the qualitative data obtained from the self-assessment questionnaire were analyzed via multiple-phased systematic content analysis, the quantitative including prospective EFL teachers' self-and the teacher- assessments were analyzed using SPSS. The results show that freshman prospective EFL teachers who participated in the study had limited level "self-assessment literacy" and lacked the awareness of and experience in using self-assessment to improve their English writing skills. The data analyses also reveal that the freshmen prospective EFL teachers' conceptualization of self-assessment as a skill that can be developed through guided applications on a regular basis and have positive attitudes towards practicing self-assessment in their writing classes and using self-assessment in their future assessment practices. Besides, practicing self-assessment is shown not only to improve prospective EFL teachers' writing skills but also their language assessment literacy skills. For this reason, prospective EFL teachers suggested teacher educators to incorporate self-assessment practices into their curriculum to promote their students' understanding of the concept of formative assessment and writing assessment. Moreover, while the results show that there is no statistically significant difference between prospective EFL teachers' self-assessment scores and the instructor's scores in assessing their writing skills considering final scores, there is a significant difference between the self- and instructor assessment scores regarding different components of writing skills.
EFL instructors' perceptions of student engagement and their use of student engagement strategies in blended learning
This study aimed to understand EFL instructors' perceptions of student engagement and their use of student engagement strategies in blended learning in a preparatory school in Turkey. Moreover, the study also aimed to find out the problems they encountered for student engagement and the solutions recommended to the mentioned problems. In this narrative case study, 10 EFL instructors were interviewed to collect the data. The data obtained from the interviews were analyzed using Creswell's (2013) systematic content analysis framework. The findings revealed that the EFL instructors' definition of student engagement referred to students' observable behaviors: behavioral engagement, which implies that the instructors have a narrow understanding of the multidimensional construct. It was found that emotional and cognitive engagement indicators might escape the instructors' attention, which mistakenly results in misinterpreting the level of student engagement for some individual learners. This might be a call for expanding instructors' conceptualization of the student engagement to have a good grasp of the dimensions of engagement for better teaching supported by in-service trainings. Despite their narrow understanding of the construct, EFL instructors implemented a wide range of strategies in face-to-face and online teaching to engage students behaviorally, cognitively and emotionally. Moreover, the findings also revealed that the problems they encountered for student engagement were learner-based and institutional-based; however, the solutions they recommended were institutional-based. Taking the results of the study into consideration, several implications and suggestions were made for foreign language instructors, curriculum designers, teacher trainers and language program administrators as well as further studies.
EFL instructors' and learners' perceptions on and preferences for oral corrective feedback: Do they overlap?
The purpose of this study was to investigate the EFL teachers' and students' perceptions on and preferences for Oral Corrective Feedback (OCF) with a comparative view as well as EFL instructors' conceptualization and practices of OCF. In this mixed method research, For the quantitative phase of the study, 30 EFL instructors working in the preparatory school of a private university in Ankara completed the teacher version the OCF questionnaire, and 247 preparatory school students with different proficiency levels filled out the student version of the OCF questionnaire. For the qualitative phase of the study, a semi-structured interview was conducted with EFL instructors purposefully selected among those who also filled out the questionnaire. The data obtained from the questionnaire were analyzed using SPSS through descriptive statistics and Chi-square analysis, and the qualitative data were analyzed by using Creswell's (2014) systematic content analysis framework. The results indicated that recast, hinting, elicitation, and repetition were expressed as the most used OCF techniques in the classroom by the EFL instructors. While hinting was identified as the most beneficial OCF techniques, explicit correction, clarification request, and recast are the least effective OCF techniques. The perceptions of EFL students on OCF showed that they preferred to be corrected by their instructors for grammar, vocabulary, pronunciation errors, and pragmatic failures. Another key finding of the study revealed there is a statistically significant difference between the OCF preferences of EFL instructors and students for grammar, vocabulary, and pronunciation errors. On the other hand, their preferences for pragmatic failures showed more similarities. Both groups perceived that OCF should be provided for the spoken errors. The results of this study are believed to contribute to a deeper understanding of the OCF through the lenses of EFL instructors and students as well as to more effective and personalized and localized applications of OCF according to the educational culture and needs of the learners.
Teaching critical thinking skills through the use of short stories
The term "critical thinking" has been defined by numerous scholars in a variety of ways and there is no widely accepted standard definition. It is believed that using critical thinking skills in English classes enhances students' performance. The purpose of this study is to tackle whether critical thinking skills can be enhanced through short story teaching or not. Two high school classes which participated in the study were assigned into two experimental groups, control group and intervention group, and were given Cornell Critical Thinking Test, Level X both as pretest and posttest. In the intervention group, students dwelt upon four short stories through critical thinking skills. Their structured class discussions paved the way for them to be exposed to the critical thinking use through Mr. Loveday's Little Outing by Evelyn Waugh, Miss Brill and The Fly by Katherine Mansfield, and A Family Supper by Kazuo Ishiguro. The results of the study highlight the importance of the synergy between critical thinking strategy use and short story teaching. Keywords : Critical thinking, short story teaching, English language teaching
The Effects of CEFR - based ESP speaking and listening activities on the success of students in Faculties of Tourism
This study aimed to increase the success of Tourism and Hotel Management students in developing their speaking and listening skills through the use of the suggested ESP speaking and listening activities based on the principles of the CEFR. This study was carried out with the students from the Tourism and Hotel Management Department in the Akdeniz University Faculty of Tourism. The students were randomly assigned as members of the experimental and control groups, with 9 male and 5 female students, making a total of 14 students in each group. To accomplish the aim of the study, the quantitative research method was used. In this experimental study, a pre-test and post-test control group design was applied, and self-assessment checklist was also administered to the students both at the beginning and end of the study to find out the language proficiency level of the students from their own perspectives, and to make the whole process more learner-centered. The data collected through the self-assessment checklist are presented in the form of percentages. During the 12-week implementation of the study, the experimental group studied the suggested speaking and listening activities for English for Tourism at B1 level based on the principles of the CEFR, while the control group followed the traditional teaching method using the current coursebook. Both groups were administered speaking and listening skill pre-tests at the beginning of the study and post-tests at the end of the study in order to assess the effects of the suggested activities. The data obtained from the pre-tests and post-tests were analyzed by using t-test. The findings in the study indicate a significant difference between the experimental and the control groups in terms of speaking and listening skill achievements. It was observed in this study that the improvement in the speaking and listening skills demonstrated by the experimental group was noticeably greater than the improvement found in the control group. In the light of this research, it can be suggested that implementing CEFR-based ESP speaking and listening activities in the English language lessons in the Faculty of Tourism were effective in increasing the achievement levels of the students in those skills.
Learning grammar with edutainment activities in high schools
This study consists of quantitative and qualitative parts. English Grammar lessons are found to be more monotonous and boring than the other skills such as reading, listening and speaking. The purpose of the study is to investigate the effects of extra?curricular Edutainment activities (activities which both entertain and educate) which are thought to do away the boredom and monotony of the Grammar lessons on the students? attitude towards English lessons. The study was carried out in the Süper Lise part (Foreign Language centred High School) of Buca Lisesi (Buca High School) on the preparatory classes ( prep-A and prep-C) in the second term of the 2004?2005 academic year. The quantitative parts of the study consist of the extra?curricular edutainment activities prepared by the researcher after determining the weak and strong points in the students? Multiple Intelligences and taking into consideration students? age and level of English, a Multiple Intelligences Inventory and an English attitude scale developed by Assistant Prof. Dr. Ugur ALTUNAY. Two preparatory classes were randomly assigned as experimental and control groups; prep-C as the experimental and prep-A as the control groups. Prior to the initiation of the study the extra?curricular edutainment activities were prepared in line with the subjects of the course book units taken into consideration. After the results obtained from the Multiple Intelligences Inventory, edutainment activities such as songs and music, games, poetry and humour and jokes were chosen as the primary activities to be infused in the curriculum. In both of the preparatory classes the lessons were delivered by the researcher, who followed lessons enriched with extra?curricular edutainment activities in the experimental group and lessons only following the course book in a traditional communicative methodology in the control group (New Bridge to Success 2). Both the experimental and control group were given the English Attitude Scale as pre-test and post-test. In the qualitative part of the study after the treatment semi-structured interview questions were prepared to investigate the students? thoughts on the application of the edutainment activities in their Grammar lessons. For the analysis of the data gathered from the English lesson attitude scale the SPSS computer program 11.0 was used. For the analysis of the M.I. Inventory the criteria provided by Özden (2003) was used. For the qualitative part a descriptive analysis was used to summarize and comment on the data. The findings obtained from the pre-application and post-application English attitude scale indicate that the difference is insignificant (p < 0.05). This is to say that the extra?curricular edutainment activities did not have a significant effect in changing the students? attitude towards the English lessons in a positive way.
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.
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 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".
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
The possible effects of using songs through tpr on young learners' vocabulary acquisition in English
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.