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Factors Influencing Teachers' Professional learning: A Study of Turkish EFL Teachers
The primary aim of this thesis was to investigate the factors influencing teachers' professional learning the most under four factors; (a) teacher cognition and beliefs, (b) teacher emotions, (c) teacher motivation, and (d) contextual variables and find out whether or not there is a difference between gender, teacher experience, teaching level (primary school, secondary school, and high school), degree (Bachelor's degree, Master's degree, and PhD), age and teaching level. The research sample consisted of 1015 teachers of English from different cities, teaching levels, and various ages in Turkey. In order to find out what factors influence English Teachers' professional learning the most, English Language Teacher Learning Scale (ELTLS) which was developed by Aliakbari and Malmir (2017) to measure only English teachers' learning was used. The data collected through this instrument was analyzed by using Statistical Package for the Social Sciences (SPSS 21.0). Frequencies, percentages, mean and standard deviation values were calculated for the analysis of the data, and to find out the differences, independent samples t-test and one way ANOVA were used. According to the results, teacher cognition and beliefs factor influenced teacher learning the most with a mean of 3.98 and contextual variables were the second influencing factor with a mean of 3.52. Teacher cognition and beliefs factor consists of some sub-dimensions which are subject matter knowledge, pedagogical knowledge, prior learning experience, teaching experience, personal theories, teacher commitment, teachers' awareness and sensitivity, peer observation, and self-reflection. When examined the differences it was found out that there was statistically significant difference only between teacher cognition and beliefs, and teacher experience. The post-hoc test revealed that there was statistically significant difference between 21 and above year-experienced teachers and 0-5 year-experienced in teacher cognition and beliefs factor (p<.05).
On the role of short films in enhancing reading comprehension skills: Critical discourse analysis of perceptions of EFL students
The historical background of using technology in EFL classrooms has an important role for the development of 21st century perspectives. This study aimed to investigate whether short films have a role in improving English reading comprehension skills of preparatory school students in a state university in Turkey. Also, this research aimed to analyse the students' perceptions on the effects of short films which were integrated into the classes for 12 weeks. This study employed an experimental research design based on a mixed approach. For quantitative data, a reading test which was given as pre-test and post-test was benefitted to investigate whether the students enhance their English reading comprehension skills and do better after the treatment, namely watching short films during the targeted period. For qualitative data, semi-structured interviews including a set of open-ended questions were conducted with randomly selected 13 students at the end of the treatment period. The analysis results of the quantitative data collected through pre-test & post-test which had been applied to both control group and experimental group demonstrated that there was a statistically significant difference between the experimental group and the control group (t=-13.805; p=.000). Besides, the critical discourse analysis of the qualitative obtained from semi-structured interviews made with randomly selected 13 participants at the end of the 12-week treatment period revealed that integration of short films was an effective and useful method in enhancing English reading comprehension skills of EFL learners. Key Words: Reading comprehension, short films, EFL classrooms, critical discourse analysis
A study on sympathetic tendency of efl learners through competition games
Sympathy which is an emotion that is required for people to direct their lives since it enables to build healthy relationships by experiencing the same feeling with other persons (Decety & Chaminade, 2003) differs from empathy that means putting oneself in another's place (Tuncay & İl, 2009). Sympathetic tendency is also a term used to express the penchant towards people or things that is a new term in educational field. This study is the first experimental research working on sympathetic tendency in ELT field. This research aims to seek answer whether there is a relation between various competition games played in ELT classrooms and sympathetic tendency of EFL learners towards English lesson. The study was carried on 302 participants consisting of 9th grade students from Istanbul Gaziantepliler Anatolian High School, Gaziantep. These participants were divided into two groups by random sampling as experimental and control groups. Within the 15 weeks of experimental process of the study, various competition games designed by the researcher according to participants' and English curriculum' needs were played with the experimental group unlike the control group which continued their lessons without playing games. The sympathetic tendency questionnaire was applied at the 14th week so as to discover whether there is a relation between the various competition games and sympathetic tendency of participants towards English lesson and a vocabulary knowledge test was applied as pre and post-test to see the progress and find whether there is an effect of various competition games on students' vocabulary knowledge. According to the T-test results used to analyze the collected data from sympathetic tendency questionnaire, the sympathetic tendency of students did not change when experimental and control groups' results were compared. However, according to sympathetic tendency results compared to genders (t=3.599; p=.000), female participants' results (M=139.68) were higher than males participants (M=128.78). The results demonstrated that when the groups were examined according to gender separately, the female participants' results (t=3.400; p=.001) (M=141.26) were higher in experimental group, but there were no significant differences according to genders in control group. The results indicated that female participants had higher sympathetic tendency towards English lesson than males. According to T-Test results of vocabulary test revealed that there were no significant differences according to pre-test results between the groups; however, post-test results (t=12.762; p=.000) illustrated that post-test results of experimental group (M=34.23) were higher than the post-test results of control group (M=24.18). One of the other results of the study demonstrated that various competition games were practical to improve vocabulary knowledge EFL learners in Turkey. In addition to that, the results stated that various competition games were effective to improve participants' collaboration skills that help improving sympathetic tendency according to T-test results between the experimental (M=4.57) and control group (M=4.29) (t=2.484; p=.014). Keywords: Sympathy, competition games, sympathetic tendency, empathy
The effect of the use of dictogloss technique on the acquisition of passive voice
English, which is used as a lingua franca, has become a necessity to gain a seat various fields of business including both private and public sectors. Thus, the studies in English language teaching have gained popularity and increased noticeably. These studies, majority of which have been conducted on EFL learners, investigate different aspects of language teaching. Based on the extensive studies previously conducted in the field, this study investigated the effects of dictogloss technique on teaching passivity. Passive voice is one of the language structures that is expected to cause difficulties for Turkish EFL learners due to the syntactic differences between their native language and foreign language. This study investigated the difference between the effects of dictogloss task and classical language teaching method on the acquisition of passivity. Moreover, the effects of collaboration during dictogloss task acquisition were examined. The participants were grouped into a control group instructed with classical teaching method and two experimental groups that worked individually and collaboratively during dictogloss tasks. The participants were 59 high school students. A quasi-experimental pre-test post-test research design was used for this research. According to the results of the analysis, the control group outperformed the experimental groups in the comprehension test. However, a statistically significant difference among the groups was not found in the production test. Furthermore, there was not a significant difference between the experimental groups. In conclusion, it was found out that dictogloss tasks did not have a facilitative effect on learning passive voice in English. In the meantime, it was revealed that there was not a significant difference between individual and collaborative work during the reconstruction task.
An analysis of lexical stress in English pronunciation of indo-european words loaned to Turkish by Turkish speakers of English
This study intended to investigate lexical stress placement in English pronunciation of Indo-European words loaned to Turkish by Turkish speakers of English. Furthermore, it was aimed to increase awareness on prosodic features since the misusage of primary stress may cause breakdowns in communication. The sample of this study consists of 20 students in the English Language Teaching Department of the Education Faculty at Gaziantep University and 10 native English speakers. Non-native speakers were chosen from among the sophomore and junior students of the department. In order to achieve the aim of this research, participants were asked to read the 30 words in isolation and in sentences while their speech was being taped. The audio files were analyzed through Praat by the researcher to determine where the participants placed the primary stress. The accuracy of primary stress placement for each word was determined according to IPA transcriptions. After acoustic analyses with Praat, statistical analyses were conducted through SPSS. The findings of the study revealed that there is a statistically significant difference in primary stress placement between native speakers and Turkish speakers of English. None of the Turkish speakers could pronounce the selected words without negative L1 transfer or the negative effect of their previous experiences with the words. The non-native speakers were divided into two groups for the purpose of observing the effect of treatment on lexical stress patterns of English. The results showed that the participants who were subjected to the treatment made a significant progress. As a result of analysis, no statistically significant difference between isolated utterances and in-sentence utterances of these words was found.
A language learning needs analysis for Syrian EFL learners in Gaziantep city
This study was conducted in the 2018-2019 academic year in Gaziantep city. It casts lights upon the significance of needs analysis of the Syrian students in Gaziantep-Turkey who mainly want to enter universities where the medium of instruction is English.Some Turkish universities demand some certificates like (SAT or TOEFL, etc.) if foreign students want to get better opportunities to enter and study Medicine or Engineering faculties. Medicine or engineering faculties of Gaziantep University, teach their courses in English, which require a good level of English language in order to study in one of these faculties or even in many other faculties all around Turkey. Because of the previously mentioned circumstances, Syrian and other foreign students have to pass the English exams universities do, and so as to pass this exam they have different needs to fill the gaps and weak points and to improve their English language level in order to go to universities that have programs in English. Many studied similar researches that deal with the needs of the first year preparatory students, but the current study focuses more on Syrian students who are high school students or finished high school and preparing to enter universities. On the other hand, the results of this research can be generalized to cover similar cases of all foreign students who want to continue their university studies in many Turkish universities, which have their medium courses mainly or partly in English language. The purpose of this study is to identify the language learning needs of Syrian students in Gaziantep-Turkey who were high school students. The main objective of this study is to recognize the target needs of the students and to investigate whether the materials they study and use fit these needs or not. To reach this end, the researcher used both a structured questionnaire and a semi-structured interview. In this study, the data was collected using needs analysis questionnaire and interview protocols. Group interviews and individual ones inside classrooms were made, in which the researcher asked questions and students gave their opinions and answers one by one. A larger number of participants (N=183) participated in m questionnaire which gave statistical data to conclude the results. There were four groups from three different high schools in this study. The first and second groups were composed of female students. The third and fourth groups were composed of male and female students from the same high school. All those students were high school students of the 2019 academic year, who were possible university students in the following year. Other teachers also helped me to do the questionnaire after the researcher explained the procedure they should follow. The study found that the highest two needs for learning English among students were to continue with their university studies and for their future career. The majority of the participants agreed that their study provides well-written exercises. In the interview, most of the participants stated that their study focuses heavily on grammar. On the other hand, most of the participants think that they could not meet all their needs at school because of the relatively low course hours.
The relationship between English teachers' self-efficacy beliefs and their classroom practices: A Southeastern case from Turkey
The aim of this study was to determine the relationship between the levels of English teachers' self-efficacy beliefs and their classroom practices. The research sample consisted of 152 English teachers working at different schools in Nizip, district of Gaziantep. In this study, the mix method research design was utilized. The questionnaire used to obtain quantitative data consisted of two parts. The Teacher Self-Efficacy Scale (TSES), developed by Tschannen-Moran and Hoy (2001) and adapted by Choi and Lee (2018), determined the levels of English teachers' self-efficacy beliefs. The Teaching Practices Scale developed by Choi and Lee (2018) determined the teaching practices employed in the classroom. SPSS version 20.0 was used to analyze the data obtained through the questionnaire. Means, standard deviations, percentages and frequencies were calculated through this program. Then, Pearson correlation was utilized to examine the relationship between self-efficacy and teaching practices. Independent sample t-test was used to determine whether there was statistically significant difference between gender in terms of these two concepts and one way ANOVA was used to unearth if there was statistically significant difference among experiences and teaching levels in terms of English teachers' self-efficacy and their classroom practices. In the qualitative study, 14 teachers who volunteered among the teachers participating in the questionnaire were interviewed and in order to analyze the data obtained through the interview, the content analysis was used. The results show that the levels of English teachers' self-efficacy beliefs are quite high. As for the teaching practices employed by English teachers in the classroom, it was determined that they use both teaching practices, although the frequency of employing communicative teaching practices is higher. Moreover, while there is a significant positive relationship between self-efficacy and communicative teaching practices, no significant relationship was determined with non-communicative teaching practices. That's to say, as the self-efficacy of English teachers increases, the tendency to employ communicative teaching practices in the classroom increases. Finally, when examined the differences, it was found out that there is no statistically difference among demographic characteristics in terms of English teachers' self-efficacy and their classroom practices.
Adopting CDIO method on English language teaching
This experimental study is an attempt to bring a new perspective and a new teaching method CDIO (Conceiving, Designing, Implementing and Operating) to the ELT field. The CDIO method was applied on the 11th grade in a private high school in Diyarbakir, Turkey. The total number of the participants in this experimental research is 120 students, 60 in the experimental group and 60 in the control group. The students were subjected to a pretest before the treatment process and to a posttest after the process. The treatment procedures and materials were prepared according to the CDIO curriculum and standards. The treatment process lasted for fifteen weeks for the experimental group while the control group continued learning English without being exposed to CDIO teaching method. Subsequently the collected data was analyzed with the assistance of IBM SPSS Statistics 23.0 to see whether the CDIO methodology has effective results on the students' performance or not. After the data was collected and analyzed, the results showed that the students performed better after learning English using CDIO in the rate of 14.45%, where the mean score of the pretest was 71.66 while the mean score of the posttest was 86.23. Moreover, the results exhibit that the participants' fulfillment developed in grammar in a rate of 4.60% where it was 29.80% in the pretest and it increased to 34.20% in the posttest. Similarly, the participants' achievement developed in vocabulary in a rate of 4.20% where it was 32.00% in the pretest and it increased to 36.20% in the posttest. On an equal footing, the participants' performance raised in a rate of 5.73% where it was 10.06% in the pretest and it promoted to 15.80% in the posttest. Accordingly, there is a great improvement in the students' performance of the experimental group. Also, the outcomes show that the CDIO has played a big role in developing the students' level and has showed a positive effect in learning English. It is expected from this research to open the door for schools and faculties of teaching English to adopt the CDIO approach and apply it in their programs. Besides, it is expected from this research to be the start whistle for the Turkish schools and universities to adopt this new method for teaching English and cultivate the outcomes of it. Key words: CDIO method, CDIO standards, grammar, vocabulary and reading skills, experimental research.
A descriptive research on speaking problems faced by Turkish EFL learners: A case study in a high school
This study was carried out to investigate the difficulties in speaking skills experienced by Turkish EFL learners. The reasons for these difficulties are also in the scope of the current study. The problems were considered from both teachers' and learners' perspectives. The study was conducted at a high school in Diyarbakır, Turkey. The participants were 135 Turkish EFL students from 9th and 10th grades of the same school and 30 English teachers from various public high schools in the city. A quantitative approach was taken, and a 5-point Likert-scale questionnaire was used to collect data, and the data were analyzed through SPSS ver. 21. The findings showed that some social factors, the curricula of the education system, lack of classroom facilities, linguistic factors, and some teacher-related problems were the most common reasons that affect the 9th and 10th graders' speaking skills adversely. Moreover, teachers noted that psychological factors also negatively affect students' desire to speak. Based on the total scores, t-test calculations yielded statistically insignificant results for students in terms of their grade and gender. On the other hand, there were statistically significant differences between students and their teachers. Based on the t-test results for each category, significant differences were observed between male and female students concerning social factors, while no significant differences were noticed between teachers and students in this matter. Besides, significant differences were observed between the grades in terms of some perceptions concerning speaking skills. Key words: English speaking problems, English as a foreign language, gender, EFL teachers
A study on the relationship between musical aptitude levels and pronunciation skills of EFL learners
The main purpose of the present study is to investigate if there is any relationship between musical aptitude and pronunciation performance, and to what extent musical aptitude, measured by the AMMA, affects judgments of pronunciation performance of EFL learners. This study was conducted at Gaziantep University in the department of English Language Teaching with 51 sophomore students in the 2019-2020 academic year. The data were collected in two phases. Firstly, the participants' musical aptitude levels were measured via AMMA. Secondly, the data for pronunciation were collected through comments on a silent film, and these data were recorded via a voice recorder. Finally, three native English raters judged the pronunciation performance of the participants holistically. In this step, TESOL pronunciation rubric, a component of speaking rubric, was adopted. The current study's data analysis is descriptive in nature. All results were analyzed via Pearson product-moment correlations, independent samples t-tests and one-way ANOVAs. The findings of this correlational study showed that there is a statistically significant moderate positive correlation between participants' musical aptitude and their pronunciation performance. Furthermore, it was found out that musical aptitude explains the success in pronunciation, which is meaningful considering many variables affecting the language learning process. This result pointed out the important role of musical aptitude on foreign language pronunciation ability. The findings supported the idea that music and language are mutually dependent phenomena. Implications and suggestions for further research are given based on the obtained findings. Keywords: Musical aptitude, Foreign language pronunciation, EFL learning, Pronunciation performance
Effects of song-based lessons on English learning motivation and attitudes toward the English language and foreign culture: A case of 12th grade foreign language students in Turkey
The power of music as a source of inspiration and expression has been recognized throughout history. Motivation and cultural components in foreign language teaching has also been widely regarded by both teachers and researchers as the key factors that affect the success of foreign language learning. Authentic English songs in this case can offer potential materials to increase students' foreign language learning motivation and cultural awareness of the target language. This research aimed to determine whether using authentic English songs in foreign language classrooms in Turkey affected language learning motivation and awareness of the target culture. Data collection was conducted through a mixed-method research design. The research was an action research through employing convenience-sampling method. The participants of the study were 12th grade foreign language students from an Anatolian High School in the province of Gaziantep, Turkey. The data was collected through two data collection tools. The first one was a Questionnaire on Appreciation of English Songs (QOAOES). It was employed to 22 participants for quantitative data. Secondly, semi structured interviews were conducted to gain a deeper understanding of the effects of authentic songs on language learning motivation and cultural awareness of the target language. The findings of the paired-samples t-test indicated that the song-based lessons did not provide statistically significant increase in student motivation and cultural awareness although there was an improvement in mean scores. Three English teachers including the researcher himself coded the interviews. The qualitative data were analyzed inductively using content analysis. According to the qualitative data, it was found that most of the participants showed an increase in their motivation to learn English. The findings also revealed that most of the participants gained cultural awareness of the target culture thanks to authentic English songs. These songs were also reported to have provided different perspectives toward various issues in the target culture such as human affairs and traditions.
The relationship between occupational professionalism and job satisfaction of EFL teachers: Kilis sample
Today, occupational professionalism and job satisfaction have an important place in education as in all sectors. Teachers' occupational professionalism and job satisfaction are important factors that increase the quality of education. It is thought that occupational professionalism affects job satisfaction and job satisfaction also affects occupational professionalism. In this context, the purpose of this study is to reveal the relationship between English teachers' occupational professionalism and job satisfaction. The research sample consists of 150 English teachers working at different schools in Kilis province. In this study, quantitative and qualitative research methods were used together and thus mixed design was preferred. Two scales were used to obtain quantitative data which were Occupational Professionalism of Teachers Scale and Teacher Job Satisfaction Scale. SPSS Statistics 23 was used to analyze the data obtained through the questionnaire. Means, standard deviations, percentages and frequencies were calculated through this program. Spearman's rho correlation coefficient was used to examine the relationship between occupational professionalism and job satisfaction. In addition, one-way ANOVA and Kruskal Wallis H test were used to find out whether the occupational professionalism and job satisfaction of English teachers differ according to demographic characteristics. In the qualitative dimension of the study, interviews were conducted with 15 teachers according to the scale scores among the English teachers who participated in the survey. The findings showed that English teachers' occupational professionalism level is high and their job satisfaction level is medium. Besides, a significant positive relationship was found between the occupational professionalism of English teachers and their job satisfaction. Based on the demographic characteristics of the participants, there was no significant difference between their occupational professionalism and job satisfaction. Finally, the results obtained from the interviews with the teachers also support the quantitative results.
Textbook dependency and teacher autonomy in EFL classes
Teaching materials are one of the important elements of the EFL teaching process. In particular, textbooks are of particular importance as they are the most common and widely used teaching materials in EFL classes. The textbook dependency concept, which has been scarcely investigated in EFL, can be defined as the implementation of textbooks by teachers in in-class and extracurricular activities faithfully without making any modifications. Another important focus of the study is teacher autonomy, teachers' freedom to make decisions on matters related to their profession such as planning and management besides the implementation of education. The current study aimed to determine the dependency of EFL teachers to the textbooks and find out any possible relationship between textbook dependency and teacher autonomy. Participants were 250 EFL teachers (130 male and 120 females) who teach at different levels and at different types of institutions. Quantitative data were collected through two different data collection tools, namely the Coursebook Dependency Questionnaire and the Teacher Autonomy Scale. Qualitative data collection was done with a semi-structured interview protocol with 5 EFL teachers. The results of the independent samples t-test analysis showed that male and female participants did not differ in terms of their Coursebook Dependency Questionnaire and Teacher Autonomy Scale scores. On the other hand, one way Anova tests showed that teachers in 0-10 group had statistically higher means of the Coursebook Dependency Questionnaire than 20+ year experience group. Another Anova test was conducted for difference among teaching experience groups and results showed there was not a statistically significant difference among the participants. A Pearson Correlation test was done to find out any possible relationships between the means scores of the Coursebook Dependency Questionnaire and the Teacher Autonomy Scale. The results illustrated that there was a negative statistically significant correlation between these two concepts. Qualitative analysis of the semi-structured interview data showed that teachers perceived two main considerations for the relationship between textbook dependency and teacher autonomy, namely formal consideration and high stakes tests.
Les traces des strategies d'apprentissage au milieu scolaire du Lycee Saint-Joseph d'Istanbul: 1923-1968
In the history of the teaching and learning of foreign languages, the concept of need far from losing its importance for human existence has nonetheless found his place in the ranks of science in developing more. From past to present, the language that enables communication among communities, nations, and individuals with the variety in the world, gained a different dimension with links between languages established through the global economy and industry, with the merger of companies under the umbrella of communication and with the first stages of globalization. The concept of foreign language has increased its importance, convergence of these countries and their learning need as a result of this linguistic diversity. And need to learn the language (in our study we will try to examine mostly second language) required the necessary learning strategies in order to reach effectively a goal of education. In light of the above information we can determine by examining the historical process of language in a society by the means the fact that we can teach effectively a foreign language. Indeed, it is necessary to do extensive research in Turkey on the importance of the teaching and learning of foreign languages in the areas of education, in the context of the history of Turkish Education. For this reason, the purpose of the research undertaken on the history of Turkish education is to identify beliefs about education and the teaching of Turkish schools, applications, to investigate the agents of the educational environment and to discuss if we draw lessons from the past or not to take precautions in advance and to solve our problems the best way today (Akyuz, 2011:1). Teaching a second language in our country has gained importance in recent years, as evidenced by the teaching of second languages German and French as a compulsory secondary education. This means why teaching French must be examined under a linguistic perspective, cultural and learning strategies through the use of history education. In our study, we aimed to examine the traces of learning strategies in school environment of St. Joseph High School in Istanbul for a period covering the years from 1923 to 1968. Strategies have been studied based on the work entitled
An investigation on the sociolinguistic competence of English language teacher trainees: A comparative study on native and non-native English speakers
The aim of the present study was to investigate sociolinguistic abilities of Turkish EFL learners who studied in 4th grade of ELT departments in comparison to native speakers of English. 50 Turkish and 25 American students participated in the study. The study was carried out in three aspects: (1) The differences of refusal and complaint strategies , (2) the differences in modality markers and (3) how their performances were perceived by a native interlocutor for the same social situations with two variables of interlocutors: higher ? equal, familiar ? unfamiliar. The data were collected qualitatively and quantitatively by means of two tools; a DCT involving 6-paired situations with two interlocutors, in total 12 items, separated as 3 refusal and 3 complaint situations was used for the qualitative analysis. The responses of all participants for each pair were coded, analysed and compared in SPSS program. Quantitative analysis was done by a communicative rating scale. An American rater graded Turkish students? responses according to the 5-point scale to assess their performances in sociocultural, sociolinguistic and register appropriateness criteria. The results showed that Turkish EFL learners could use a range of speech act strategies and modality markers, but they deviate from native speakers in content. Also it was seen that they lacked some sociolinguistic and sociocultural knowledge that might cause sociopragmatic failure.
Yabancı dil olarak Fransızca öğretiminde edebi çeviri
Bu araştırmanın amacı yabancı dil öğretiminde, öğrencilerin dil yetilerini en yetkin şekilde kullanmalarını sağlamak, dilbilgisi öğrenmelerini doğru bir şekilde somutlaştırmak ve zenginleştirmek amacıyla yabancı dil sınıflarında öğrencilerin seviyelerine uygun edebi metinler kullanılarak edebi çeviriye yer verilmesini sağlamaktır. Bu çalışma yabancı dil Fransızca sınıflarında edebi metin kullanımının gerekliliğini ortaya koymayı amaçlamaktadır ve edebi çevirinin yabancı dil Fransızca sınıflarında başarı sağlayacağını göstermektedir.
İmam hatip ortaokulları 5. sınıflarda Arapça öğretiminde karşılaşılan sorunlar ve çözüm önerileri
Giriş, iki bölüm, sonuç ve iki ekten oluşan ?İmam Hatip Ortaokulu 5. Sınıflarda Arapça Öğretiminde Karşılaşılan Sorunlar ve Çözüm Önerileri? başlıklı bu çalışma ülkemizde İmam Hatip ortaokullarında Arapça öğretiminde karşılaşılan sorunları belirleyip, gerekli görülen yerlerde önerilerde bulunmayı amaçlamaktadır. Giriş bölümünde, çalışmanın önemi, amacı ve alanı üzerinde durulmuştur. Birinci bölümde, İmam Hatip Ortaokulu 5. Sınıflarda Arapça Öğretiminde Karşılaşılan Sorunlar; Türkçe ve Arapçanın yapılarından kaynaklanan sorunlar, kitaplardan kaynaklanan sorunlar, öğretim programından kaynaklanan sorunlar, öğretmenlerden kaynaklanan sorunlar, öğrencilerden kaynaklanan sorunlar olmak üzere beş alt başlık altında incelenmiştir. İkinci bölümde, öğretmen anketinden elde edilen veriler değerlendirilmiş ve önerilerde bulunulmuştur. Sonuç bölümünde ise çalışmanın genel bir değerlendirmesi yapılmış ve varılan sonuçlar hakkında bilgi verilmiştir. Ek-1?de öğretmenlere uygulanan anket, Ek-2?de Milli Eğitim Bakanlığının 5. Sınıf Arapça dersi Öğretim programı verilmiştir
Kur'an-ı Kerîm'deki bazı deyimlerin çeviri stratejileri açısından değerlendirilmesi
Bu araştırmanın amacı, Kur'an-ı Kerim'in Türkçe çevirilerinde deyimlerin aktarılmasında kullanılan çeviri stratejilerini saptamak, çevirmenlerin verdikleri eşdeğerliklerin nedenlerini ortaya koymaktır. Bu araştırmada mevcut durum analizi için betimsel metot izlenmiş ve ayrıntılı literatür taraması yapılmıştır. Çalışmanın evrenini Kur'an ve İncil çevirileri çevirileri oluştururken, örneklemini on farklı meal çerçevesinde incelenecek olan Kur?an?daki deyimler oluşturmaktadır. Eşsüremli yaklaşım uygulanmış olan bu çalışma, kaynak taraması yöntemine dayanmaktadır. Bu çerçevede, analiz edilecek on Kur'an meali ışığında daha önce belirlenen Kur'an'daki deyimler yapısal ve anlamsal yönden incelenmiştir. Araştırma sonunda elde edilen bulgular, Kur'an çevirmenlerinin Kur'an'daki deyimleri çevirirken genel bir yöntem benimsemediklerini, benzer deyimlerde çok farklı stratejiler kullandıklarını ortaya koymuştur. Ayrıca meallerin kullandıkları yöntemler içeresinde en çok biçim aktarımının bulunması, çevirmenlerde kaynak dili erek dile aktarama endişesinin ön plana çıktığını ifade etmektedir. Ekleme ifadelerin yoğun bir şekilde verilen eşdeğerliklerde yer alması çevirmenlerin anlamsal alandan kopmak istemediklerini ifade etmesinin yanı sıra doğrudan anlamı temel alan stratejileri tercih etmelerindeki düşük yüzdelik oran, çevirmenlerin, mümkün olduğunca, erek dilin tüm imkânlarını kullanmadıklarının göstergesi olmuştur.
Promoting intercultural competence of teacher trainees in english language teaching departments via web 2.0 tools: A case study
This study aims at finding out whether Twitter is effective in promoting intercultural communicative competence of teacher trainees with the help of Twitter. The study involves five main chapters. The first chapter includes the problem, the aim of the study, the importance of the study, assumptions, limitations, and definitions. In the second chapter, the review of literature is involved. In the review of literature part, there are subheadings about intercultural communicative competence, culture, information and communication technologies, web 2.0, social networking, and Twitter. The third chapter comprises the methodology of the study involving research design, sample and population, data collection tools, and data analysis. The forth chapter includes findings and discussion of data. The fifth chapter involves summary of the study, and pedagogical implications and suggestions. The sample group of the study includes 4th grade teacher trainees studying at Gazi University, English Language Teaching Program (N=21). The study was carried out in the 2012-2013 spring semester and the process took six weeks. Using a qualitative method, an interview and reports have been designed, and they were presented to the experts. The interview and reports were analyzed by content analysis. The analysis of the interview and reports revealed that teacher trainees considerably promoted their intercultural communicative competence in terms of knowledge and attitudes with the help of Twitter. Therefore, it was concluded that Twitter is effective in developing intercultural communicative competence of students regarding knowledge and attitudes dimension.
İkinci yabancı dil olarak Arapça öğretiminde bir öğretim programı denemesi
Bu araştırma, ikinci yabancı dil olarak üniversitenin üç ve dördüncü sınıflarında Arap dili öğretimi yapan Ankara'daki üniversitelerin ders programlarının incelenmesi ve alternatif öğretim programı oluşturulması kapsamında yapılan bir çalışmadır. Bu amaçla Ankara'da ikinci yabancı dil olarak Arap dili dersini veren Hacettepe Üniversitesi, Kara Harp Okul Komutanlığı, Ortadoğu Teknik Üniversitesi, Polis Akademisi, TOBB Ekonomi ve Teknoloji Üniversitesinin ders programları incelenmiştir. Araştırmada veri analizi, Avrupa Dilleri Öğretimi Ortak Çerçeve Programı (ADÖÇ), yabancı dil öğretimi ve öğrenme düzeyleri için verilen göstergeler tablosu ve geçerliliği onaylanmış dil yeterliliği ölçütleri baz alınmıştır. Bu kapsamda veriler içerik analizi yöntemiyle incelenmiştir. Araştırmanın ikinci bölümünde, birçok öğretim üyesi ve akademisyenin eserlerinden istifade edilerek dil eğitimi sürecinde yapılması gerekenler konusunda bilgi aktarılmış, uzmanların bilgi ve tecrübesi ışığında alternatif öğretim programı hazırlanmıştır. Programda öğrenciyi en az orta düzeye (B1, B2) ulaştırmayı hedefleyen bir çok çalışmadan istifade edilmiş ve çok sayıda literatür çalışması taranmıştır. Yabancı dil öğretiminin tüm aşamaları göz önüne alınarak bütün boyutları ortaya konulmaya çalışılmıştır. Zaman sınırlılığını telafi etme adına öğrencilerin öğrenme istekliliği, öğretmenin öğrenme çaba ve gayretleri mahfuz ders sonrası öğrenci ve öğretmenlerin yapmaları gereken hususlar ifade edilmiştir. Alternatif ders programında zamanın sınırlılığı dikkate alınarak dil öğretimi ve öğreniminde temel beş becerinin; dinleme, okuma, karşılıklı konuşma, sözlü anlatım, yazılı anlatım hususlarının öğretim programında yer almasına özel önem verilmiştir. Anahtar Kelimler: Arapça öğretim programı, ikinci yabancı dil, yabancı dil öğretiminde beş temel beceri.
Karl May / Franz Kandolf'a ait "In Mekka" adlı romanın çevirisinin biçimsel, içeriksel ve kültürel Açılardan analizi ve dil öğretimine yansımaları
Yaşantımızın her alanında önemli ve vazgeçilmez bir yere sahip olan çeviri, dünyaya açılan bir kapı, bireyleri, toplumları ve uygarlıkları birbirine yaklaştıran, aralarında diyalog ve iletişim kuran, birbirlerini anlamaya ve tanımaya yardımcı olan, sadece bugünlerle sınırlı değil, geçmişten günümüze de uzanan kültürler arası bir köprüdür. Amacım Franz Kandolf'un yaklaşık bir asır önce, yazar Karl May'ın üslubuna uygun olarak kaleme aldığı "In Mekka" adlı Almanca eserin, günümüze Çiğdem Canan Dikmen tarafından Türkçeye nasıl aktarıldığını çeşitli dilsel boyutlarının yanı sıra, oryantalizm yönüyle de ortaya çıkarmaktır. Böylece, hem bu tür yapıtların üzerine dikkat çekmeyi, hem de çeviri araştırmalarına ve yabancı dil öğretimine mütevazi bir katkıda bulunmayı hedefledim. Bu araştırmada, başta Koller'in gerçek (dinamik) çeviri eleştirisi yaklaşımı olmak üzere, muhtelif çeviri ve eleştiri kuramlarından, ayrıca nesnel ve öznel birikimlerden de yararlanmak suretiyle bir çalışma gerçekleştirildi. Bu çerçevede, yazın çevirisi ve sorunları ele alındıktan sonra, kaynak metnin yazarı, yapıtı ve çağı hakkında bilgiler verildi, yazar ve eserinin oryantalizmle bağlantısı gösterilmeye çalışıldı. Kaynak ve hedef dil metinlerinin karşılaştırılmasının ardından analiz edilen çeviri metninin değerlendirilmesi yapıldı. Ayrıca, kaynak ve erek metinlerden, yabancı dil öğretimine özgün katkı sağlayacağı düşünülen bazı kesitler seçilerek önerildi. Anahtar kelimeler: Çeviribilim, yazın çevirisi, eş değerlilik, çeviri eleştirisi, oryantalizm.
The effects of teaching negative politeness strategies on oral communication skills of prospective EFL teachers
This study investigates the effects of teaching negative politeness strategies in Oral Communication Skills course for the development of oral communication skills of prospective EFL teachers. The randomized pre-test post-test control group design as an experimental research design was used in this study. The study was carried out in the Spring Semester of 2012-2013 academic year and the treatment process took ten weeks to complete. The study group of the research comprises two groups of freshmen pre-service teachers at Gazi University, English Language Teaching Program. The quantitative data were gathered through a discourse completion test applied as pre and post-tests and through a written interview form conducted at the end of the treatment process. The analysis and comparison of pre- and post-test results indicated that the pre-service teachers improved their oral communication skills after the treatment process. The written interview form results showed that they had positive opinions towards learning negative politeness strategies. They also emphasized the necessity of teaching these strategies in one of the courses at ELT curriculum. Therefore, it was concluded that teaching negative politeness strategies in Oral Communication Skills course is effective for developing oral communication skills of prospective EFL teachers. According to the findings, suggestions are made for further studies.
A suggested Brain-based syllabus for very young EFL learners
The study, an experimental design with a pre-test and a post-test, aims to develop an English language teaching syllabus within the scope of Brain-based learning for very young EFL learners. Thereto, it utilizes a mixed approach uniting the quantitative and qualitative research methods. It includes the feature of descriptive method via developing a suggested syllabus and materials in addition to the collected and analysed numerical data. The research has been implemented with 18 children (N=18) in the pre-school section of Hendekyanı Primary School chosen via simple random sampling technique for 3 hours a week. In total, there are 12 units designed and applied. All the lessons and tests have been recorded with a camera to be observed and evaluated by three language experts for the reliability and validity of the study by means of two checklists run over by three language experts. The analysis of the data is provided via correlational analysis, T-test, and Anova test in SPSS for Windows version 16.0. Besides, percentages of the students' performance during the process have been presented via Microsoft Excel 2007 in graphs. The findings indicate that the syllabus designed within the procedure covering Brain-based learning principles may be effective to start teaching English to very young EFL learners and also to start the acquisition process in a state school to help to increase both their cognitive and motor skills. Thus, very young EFL learners may be capable of dealing with another language if the program is applied in observable and appropriate conditions. Key Words: Very young EFL learners, syllabus and material development, mixed approach, qualitative and quantitative methods, descriptive method, experimental design
Übersetzungskritische analyse des Romans 'Buch der Enttäuschungen' von Margit Schreiner
This study has analyzed how Ogün Duman has translated the novel ?Buch der Enttäuschungen? by Margit Schreiner, a famous name in Austrian literature, into Turkish. By having kept the aesthetic and artistic values of literary texts in mind, examples were examined that might have caused difficulties in translation. Furthermore, one has focused if the term is transferred equivalent into the target text. Since metaphors and anaphora are culturally specific linguistic elements, for the translator it can be difficult from time to time to transfer so that the source text loses its artistic and aesthetic value. By keeping this fact in mind, the attitude and method was analyzed with an objective approach, of how he transferred the source text into the target text and the causes for translation problems were examined.
L'analyse de la traduction des elements culturels dans le roman "le Rocher de Tanios" d'Amin Maalouf d'apres la theorie interpretative
In this study, the cultural elements in the Turkish translation, by Işık Ergüden, of the novel titled The Rock of Tanios by Amin Maalouf were analyzed according to interpretative theory. The interpretative theory of translation aims to translate the original text into the target language not only at the linguistic level but also semantic and idiomatic levels. This study is limited to the cultural elements found in examples translated from French into Turkish and the cultural elements were analyzed according to this theory based on equivalence phenomenon. The study is grounded on the transfer of meaning in the analyses of the cultural elements and the examples were analyzed and interpreted according to the theory at hand. In sum, it has been seen that Işık Ergüden transferred the cultural elements from the original text into the target language with their equivalents.
Deutsch Ist Spitze ve Prima adlı ders kitaplarının incelenmesi
Bu çalışmada yerel ders kitaplarından
Johann Wolfgang von Goethe'nin Genç Werther'in Acıları romanının Türkçeye çevirisinin dil öğretimine yansıması
Kültürlerarası iletişimin çeviriyi günden güne zorunlu hale getirdiği bir gerçektir. Yazılı metinlerin günümüzde fazlalığı çeviriyi de sürekli olarak bir gelişmeye doğru itmektedir. Teknolojinin ilerlemesi geçmişteki kültürlerin araştırma ve irdelenmesini kolaylaştırmaktadır. Yeni fikirler doğurmakta olan kültürlerarası iletişim, geçmiş savaş dönemlerini yargılayan bir nesil oluşumu meydana getirmektedir. Çeviri, kültürlerarası barışı zorunlu kılmakta ve tüm insanlığın geleceğine ışık tutmaktadır. Alman şair, tiyatro yazarı, yazar ve aynı zamanda bilim adamı. Goethe 28.8.1749 da Frankfurt am Mein'da doğdu. 1768'e kadar Leipzig'de hukuk öğrenimi yaptı. Dönemin ideallerine göre yetiştirmek isteyen babası, Goethe'nin küçük yaşta Fransızca, Latince ve eski Yunanca öğrenmesini sağladı. Goethe'yi üne kavuşturan eserlerinden Genç Werther'in Acıları romanını 1774'te yazdı. Strazburg'da Herder'le tanışarak dostluk kurdu. 1775'te tanıdığı genç Weimer Dükü Karl Agust, Goethe'yi Weimar'a çağırdı. Onu kendine özel elçilik danışmanı atadı. Ve
Constant cycle in nature and existential dread in Shakespeare's Hamlet and Khayyam's Rubaiyat
This study endeavours to present a comparative analysis of Omar Khayyam's Rubaiyat and William Shakespeare's Hamlet, aiming to demonstrate the similar approaches both authors adopt in examining issues such as the human condition, the sense of being thrown into existence, the transitory nature of life, and the enduring material cycles in nature. Despite the significant temporal and geographical differences between Khayyam and Shakespeare, it can be argued that they draw from a shared intellectual heritage rooted in ancient Greek thought. Through Islamic scholars like al-Farabi and Avicenna, the influence of Hellenistic philosophy might be observed in Khayyam's metaphysical and sceptical reasoning. Similarly, the intellectual climate shaped by the Renaissance—a revival of Greek and Roman classics— permeates Shakespeare's works. These cultural and intellectual contexts not only influenced both writers but also contributed to the emergence of shared existential imagery in Rubaiyat and Hamlet. Objects such as skulls, wine jugs, beer barrels, stoppers, handles, and dust, recurrent in both works, serve as symbols of mortality awareness and ultimately evoke a profound sense of futility. The notion that these objects might contain remnants of a once glorious king or a deceased lover astounds both authors, offering a deep awareness of death's inevitability, nature's indifferent mechanisms, and the transient nature of existence. This awareness occasionally manifests in a tone of irony, functioning as a grim forewarning of their own material demise. Consequently, existential conditions such as "thrownness," "absurdity," "anxiety," and "alienation"—concepts central to existentialism—are discernible in both works. In conclusion, this study compares Rubaiyat and Hamlet through the lens of existentialism, highlighting how these two works, centuries before philosophers like Søren Kierkegaard and Martin Heidegger, addressed similar existential dilemmas in remarkably similar ways. It also emphasizes the possibility of both works drawing from a shared intellectual tradition. Keywords: William Shakespeare, Omar Khayyam, Hamlet, Rubaiyat, existentialism, death, existential anxiety, alienation
An alternative path for professional development: Exploring the effects of etwinning projects on teachers' professional growth
Professional teacher development has been widely investigated in educational settings as it ultimately affects the student achievement. In recent decades, the nature of teacher professional development has evolved into a more dynamic and self-regulated process, largely due to the technological advances. This shift leads to the recognition of online learning communities as effective tools for enhancing professional knowledge. The eTwinning platform, funded by the European Commission, encourages teachers to engage in collaborative European projects and online communities for professional growth. These projects provide teachers with opportunities for peer learning, exchanging practices, and building networks within a safe digital environment. Employing an explanatory sequential mixed-methods approach, this study investigates how participation in eTwinning projects contributes to teacher professional development. An online questionnaire was utilized to gather a broad overview of teachers' perspectives, which was supported by focus group interviews to gain a detailed understanding of individual experiences and insights. The participants of the study were volunteer teachers from various European countries, including Italy, Spain, Croatia, Poland, and Türkiye, all of whom had participated in at least one eTwinning project. The findings highlight the value of eTwinning as a tool for continuous professional development, underscoring its potential to foster collaboration, innovation, and create a sense of community among educators. The identified challenges were also presented to provide a comprehensive understanding of the subject matter. The study contributes to the growing body of literature on the effects of eTwinning, an online learning community, on teacher development, offering insights for educators, policymakers, and educational institutions aiming to utilize technology for professional growth.
The use of artificial intelligence in l2 reading test development: A study of language instructors' perceptions and experiences in an English preparatory school
This exploratory case study aimed to investigate English language instructors' experiences and perceptions of using ChatGPT-4 for L2 reading test development. To this end, four language instructors working in an English preparatory school of a state university in Türkiye, with testing experience, participated in the study. They were asked to use ChatGPT-4 to prepare an L2 reading test, including two reading tasks with five multiple-choice questions: one at the elementary level and the other at the intermediate level. Data were collected through screen recording of instructors' test development process, think-aloud protocols, and ChatGPT conversation transcripts. Data were analyzed using a content analysis approach. The findings demonstrated some variation among the instructors in how they engaged with ChatGPT-4 for L2 reading test development, despite the small number of participants. A large proportion of all instructors' prompts dealt with item quality and distractor quality, rather than text quality, where they tried to fix more item and distractor issues in the intermediate-level reading task than in the elementary-level task. The way the instructors carefully checked the ChatGPT output for several aspects made it obvious that human agency and expertise have a crucial role in ensuring that the AI-generated test materials meet the required standards. While their perceptions were mostly positive about the reading texts that ChatGPT generated, except for a few length issues, their comments during test development with ChatGPT-4 revealed negative perceptions regarding several aspects. The instructors perceived their intermediate- level reading task development experience more negatively than their elementary-level reading task development experience.
Enhancing English language teaching in indonesia: A cultural approach through target language integration
This study investigates the integration of target language culture in English Language Teaching (ELT) in Indonesia, a topic of growing importance as intercultural competence becomes essential in global communication. Despite the recognition that language and culture are inherently interconnected, cultural content is often underrepresented in ELT practices, particularly in diverse educational settings such as public and private schools in Indonesia. A key problem addressed by this research is the lack of empirical studies comparing how target culture is incorporated across different types of schools and how these differences affect teaching strategies, student engagement, and language acquisition outcomes. The primary aim of this study is to explore how Indonesian English teachers perceive and implement the integration of target culture in ELT and to examine the institutional, pedagogical, and contextual factors that shape these practices. The study employs a qualitative research design using thematic analysis. Data were collected through semi-structured interviews with ten English teachers each five from public and private or international schools and selected through purposive and convenience sampling methods. The data were analyzed using Braun and Clarke's (2006) six-phase thematic analysis framework. Six key themes emerged: language-culture correlation, sociocultural influences in learning, institutional and curricular factors, teacher preparedness and attitudes, student outcomes and motivation, and equity and resources disparities. The findings revealed significant contrasts between public and private school contexts, particularly in terms of access to cultural materials, curriculum flexibility, and professional training. Teachers in private schools demonstrated greater ease in incorporating cultural elements, while those in public schools faced structural limitations. These results suggest that culturally responsive ELT in Indonesia requires targeted policy support, improved teacher training, and more equitable resource allocation. Future research should include classroom observations and a more diverse sample, including urban public schools, to capture a broader representation of teaching practices.
Discourse markers and spoken English: Nonnative use in the Turkish EFL setting
This dissertation aims at identifying the discourse markers used by Turkish nonnative speakers of English, their occurences in their spoken English discourse by comparing them with the ones used in native speakers? spoken discourse and their use of functions. For these purposes, the study used both quantitative and qualitative research methods. Within the quantitative side of the study, a research corpus was composed with the course presentations of the Turkish undergraduate students studying at Gazi University throughout transcription process. To compare the data, transcripts of student presentations from University of Michigan with the help of MICASE Corpus were also attained. The occurences of the discourse markers in both corpus were determined. The results show that Turkish nonnative speakers of English have a lack of variety in using discourse markers in their spoken English and use discourse markers in a limited number. As for the qualitative side of the study, the functions of the discourse markers were given examples from two corpus, which revealed that nonnative speakers do not benefit from the variety of functions of the discourse markers in spoken discourse. Along with these findings, the study highlights the importance of the need for awareness-raising of Turkish nonnative speakers in using discourse markers in their spoken English discourse and recommends considerable implications for English language teaching.
Arapça öğretiminde telkin yöntemi ve uygulaması
Arap dili eğitimi çok boyutlu bir süreçtir. Arapça öğretimi programlarını oluşturan öğrenme yöntemleri, motivasyon, iletişimsel durum, derse katılım, öğrenme, öğretmenin tutumu, öğrencinin tutumu, sınıf ortamı, öğretime değer verme, ortam uygunluğu, hedef dile ilgi gibi etkenler Telkin Yöntemi ile yakından ilgilidir. Tezin amacı, Arap dili eğitiminde Telkin Yöntemini kullanarak, öğrencilerin Arapça öğrenimine karşı olan önyargılarının ortadan kaldırılmasını sağlamaktır. Giriş bölümünde problem amaç, önem, varsayımlar, sınırlılıklar ve tanımlar sunulmaktadır.Birinci Bölüm'de, Telkin Yöntemi anlatılmıştır. Arapça öğretiminde Telkin Yöntemine değinilmiş öğrenme aşamaları açıklanmış, öğretmen ve öğrencilerin rollerine değinilmiştirİkinci Bölüm'de, araştırma modeli, yöntemi ve veri toplama teknikleriyle ilgilidir. Bu bölümde Telkin Yöntemi ve onu oluşturan parçaları Arap dili eğitimi bağlamında kapsamlı bir biçimde açıklanmıştır.Sonuç Bölümü'nde ise, konuyla ilgili çıkarımlar ve çalışmanın bir özeti yer almaktadır.Anahtar Kelimeler : Telkin Yöntemi, motivasyon, iletişimsel durum.
Yaratıcı drama yönteminin üniversite öğrencilerinin akademik başarılarına ve Fransızca konuşmaya yönelik tutumlarına etkisi
Ülkemizde öğrenciler yıllarca yabancı dil eğitimi aldıkları halde çeşitli nedenlerden dolayı öğrendiklerini günlük yaşama taşıyamamaktadırlar. Öğretim tekniklerinin yetersiz oluşu, ezbercilik ve yeterli çalışmama bunlardan bazılarıdır. Bu araştırmanın amacı, yaratıcı drama yönteminin üniversite Fransızca hazırlık sınıflarında okuyan öğretmen adaylarının Fransızca akademik başarılarına ve Fransızca konuşmaya yönelik tutumlarına etkisini araştırmaktır.Araştırma ile ilgili uygulama, Ankara'da bir devlet üniversitesinde, Fransızca hazırlık sınıfı öğrencileri ile üç hafta boyunca gerçekleştirilmiştir. Uygun örnekleme tekniğiyle oluşturulan örneklem gruplarından biri (N= 15) kontrol grubu, diğeri (N= 16) ise deney grubu olarak atanmıştır. Nicel bir çalışma olan bu araştırmada, öğrencilerin Fransızca başarılarını tespit etmek için zayıf deneysel desenlerden sontest kontrol gruplu deneysel desen ve öğrencilerin Fransızca konuşmaya yönelik tutumlarını tespit etmek için de yarı deneysel desenlerden öntest-sontest kontrol gruplu deneysel desen kullanılmıştır.Araştırmanın verileri, başarı testi, tutum ölçeği ve deney grubuna ders sonunda yazdırılan günlüklerden elde edilmiştir. Öğrencilere, başarı testi ders sonlarında, tutum ölçeği ise uygulama öncesinde ve sonrasında uygulanmıştır. Toplanan nicel verilerin analizinde ortalamalar arasındaki farkları saptamak için parametrik analiz türlerinden t-Testi ve ANCOVA testi uygulanmıştır.Bulgular, deney grubu öğretmen adaylarının Fransızca başarılarında istatistiksel olarak anlamlı bir farkın olduğunu, öğrencilerin Fransızca konuşmaya yönelik tutumlarında ise anlamlı bir farkın olmadığını göstermektedir. Deney grubu öğretmen adaylarının günlüklerine dair bulgular, yapılan sınıf içi öğretim uygulamalarının yararlı ve etkili olduğuna işaret etmektedir.Bu bulgular ışığında, yaratıcı drama yönteminin öğrencilerin Fransızca öğrenme başarılarına olumlu yönde etkisi olduğu söylenebilir.
An analysis of the impact of metaphorical feedback on english language teaching classroom discourse
The relationship between classroom discourse and learning a foreign language is important. Feedback has an important role among the various components of the classroom discourse. The use of effective feedback has a crucial role in developing retention, thinking skills, and motivation. The role of metaphor, which is among the most crucial components of cognitive mechanisms, is worth investigating.This study explores the contribution of metaphorical feedback to prospective teachers? beliefs and attitudes. A 13-item scale which includes three factors was used to collect data. Through this scale; retention, higher order thinking skills and motivation were investigated. The participants were treated for seven weeks in the course of Language Teaching Skills at English Language Teaching Program, Gazi Faculty of Education, Gazi University. In this study, both quantitative and qualitative research tools were used. Metaphorical feedback questionnaire was implemented as a pre-test and post-test. In order to observe the possible changes on students? beliefs and attitudes, a semi-structured interview was also administered as a qualitative tool. The quantitative results of the study indicate that there is a significant development in retention, higher order thinking skills and motivation of the experimental group while there is not in the control group. Also, the qualitative findings were the same as the quantitative findings.According to the results, it can be concluded that metaphorical feedback develops students? retention, higher order thinking skills, and motivation.Keywords: English Language Teaching, Classroom Discourse Analysis, Metaphorical Feedback, Retention, Higher Order Thinking Skills, Motivation
Kur'an'daki deyimler, Kırgızca karşılıkları ve Arapça öğretiminde kullanımı
Bu çalışmada, deyim konusu ele alınarak, çeşitli dillerdeki örnekleri verilmek suretiyle deyimin dildeki asıl konumu belirlenmeye çalışılmıştır. Bu şekilde deyimin ne olduğu, deyimin özellikleri, diğer söz sanatları ile benzer ve farklı yönleri, genel olarak deyimbilim çalışmalarının günümüzdeki durumu üzerinde durulmuştur. Araştırmamızda konuyla ilgili çeşitli bilimsel çalışmaların değerlendirilmesi sonucu kapsamlı bir "deyim" tanımı da verilmeye çalışılmıştır.Ayrıca çalışmamızda Kur'ân'daki deyimlerin tespit edilmesi ve onların Kırgız Türkçesine aktarımının nasıl olacağı, deyim çevirisinin eşdeğerliğin önemi üzerinde durulmuştur. Tezin amacı Kur'ân'daki deyimlerin anlamlarının Kırgız Türkçesine kazandırılmasının yanı sıra deyim aktarmalarında karsılasılan problemlerin çözümüne katkıda bulunmak ve bu çerçevede Arapçadaki karmaşık olan deyim olgusunun sınırını çizmektir. Bu doğrultuda da genel olarak Arapçadaki, özel olarak Kur'ân'daki hangi ifadelerin deyim olup olmadığı tartışması yapılmış, bazı kriterlere göre de 206 deyim tespit edilmiştir. Arapçadaki deyimler ve bunların Kırgızcadaki karşılıkları konusu, bugüne kadar tam olarak ele alınıp değerlendirilmemistir. Metin aktarmalarında, dilin en zor aktarılan kısımları deyim, atasözü gibi kalıp sözlerdir. Dolayısıyla deyimlerin anlamını hedef dile aktarmada zorluklarla karsılaşılmaktadır. Bu sorun için gerekli önerilerde bulunulmuştur. Ayrıca deyim öğretiminin önemi ve sorunları, bu bağlamda dil öğretimi alanında deyim öğretiminin nasıl olacağı ve bu doğrultada yapılacak eğitim sürecine az da olsa katkı sağlanmaya çalışılmış, bu konuda bir ders önerisi sunulmuştur.
Analyse des erreurs des productions ecrites chez les apprenants Turcs dans l'enseignement du FLE suivant l'approche communicative
La linguistique/l?analyse contrastive examine les différences et les ressemblances existantes entre la langue maternelle et la langue cible. Toutefois ces analyses se concentrent davantage sur la différence. Chaque langue possède sans aucun doute une structure qui lui est propre. Donc l?objectif est de comparer la langue cible et la langue maternelle, d?identifier les différences entre les deux langues, et ainsi, de déterminer à l?avance les difficultés que l?étudiant confronterait.Dans le cadre de l?enseignement du français langue étrangère la grammaire possède une place importante dans l?acquisition des capacités de lecture, d?écoute, d?écriture et de conversation. Les étudiants rencontrent des problèmes différents lors de l?apprentissage du français. Le français est une langue étrangère pour les Turcs. Vu l?impossibilité d?analyser chaque difficulté, dans notre modeste travail de recherche nous avons essayé d?analyser essentiellement six parties de discours ; l?article, l?adjectif possessif, l?adjectif démonstratif, l?adjectif qualificatif, le pronom objet, le participe passé, l?ordre des mots, l?interrogation et la négation dans chacune des deux langues.La base théorique de cette recherche est constituée par l?analyse des données empiriques (les enquêtes, les copies des étudiants), la linguistique contrastive et l?analyse d?erreur qui est une branche de la linguistique appliquée. Le but de cette recherche est de fournir des solutions didactiques concrètes, efficaces et réalisables.Tout d?abord, nous avons demandé à 110 étudiants turcs de remplir un questionnaire langagier (sur l?âge, le sexe, le niveau d?éducation, le motif d?apprentissage du français et la biographie langagière) suivant des cours de français au niveau débutant et intermédiaire à TÖMER, Centre de Recherches et d?Application du Turc et des Langues Étrangères de l?Université d?Ankara, dans la Succursale de Kızılay entre les années 2008-2011, et nous les avons évalués sur les 100 étudiants qui nous les ont rendus.Par la suite, nous avons effectué trois examens pour ces étudiants: 50 examens pour le niveau débutant 4, 30 pour le niveau intermédiaire 3 et 30 pour l?intermédiaire 6. Ces examens ont été proposés aux étudiants sous forme de tests qui contrôlaient leur bagage de connaissance de l?accord en genre et en nombre dans les parties de discours mentionnées auparavant. D?après les résultats des tests nous avons constaté 1295 erreurs produites par les trois groupes. Dans le groupe niveau débutant nous avons constaté 1026 erreurs produites au total. Pour le groupe niveau intermédiaire 3 ; 223 erreurs produites et pour le groupe niveau intermédiaire 6 ; 146 erreurs produites au total. Nous avons essayé de déterminer les raisons de ces erreurs. Nous nous sommes rendu compte que plusieurs erreurs relevées étaient dues à l?interférence du turc, la langue maternelle, et de l?anglais. Nous avons également constaté que les erreurs provenaient du fait de généraliser certaines règles grammaticales. Nous avons aussi remarqué que le taux d?erreurs diminuait aux niveaux élevés. Toutefois les erreurs étaient par rapport au genre.
Gazi Eğitim Fakültesi Arap Dili Eğitimi Anabilim Dalı hazırlık sınıfı için Avrupa ortak başvuru metnine uygun ve moodle eğitim yönetim sistemi destekli müfredat önerisi
Eğitim programı, bir eğitim kurumunun bireyler için sağladığı ulusal eğitimin ve kurumun amaçlarının gerçekleşmesine yönelik tüm etkinlikleri içermektedir. Buna göre öğretim; ders dışı etkinlikler, özel günlerin kutlanması, geziler, kısa kurslar, rehberlik ve sağlık gibi hizmetler ve etkinlikler bu tanımı kapsamaktadır. İçerisinde bulunduğumuz devirde planlı ve programlı çalışmak zorundayız. Gelişen tekniklere ve yöntemlere ayak uydurmak zorundayız.Bu çalışma da bir ihtiyacı karşılamak üzere Gazi Üniversitesi, Gazi Eğitim Fakültesi, Arap Dili Eğitimi Anabilim Dalı hazırlık sınıfı için Avrupa Ortak Başvuru Metnine uygun, Moodle eğitim yönetim sistemi destekli bir müfredat geliştirmeyi amaçlamaktadır.Giriş bölümünün ardından birinci bölümde program geliştirme kavramı birçok açıdan açıklanmış, Avrupa Birliği tarafından ana dilleri farklı olan kişilerarası iletişimi geliştirmek ve kültürel bağlamı göz önünde tutarak etkili iletişim kurabilmek için öğrenenlerin hangi bilgi ve dil becerilerine sahip olmaları gerektiğini tanımlayan Avrupa Ortak Başvuru Metni detaylı olarak incelenmiş ardından internet destekli eğitim ve Moodle eğitim yönetim sistemi ele alınmıştır.İkinci bölümde araştırmada bulunan verilerin toplanması ve analizi konusu işlenmiştir. Burada hazırlık sınıfını bitiren öğrencilerin hangi düzeyde Arapça bildiklerini belirlemek amacıyla Avrupa Ortak Başvuru Metni düzey belirleme ve ?yapabilirim? anketleri uygulanmıştır. Buna ek olarak öğrencilerin ders kitaplarında görmek istedikleri konu başlıklarını belirlemek amacıyla ilgi anketi yapılmıştır.Üçüncü bölümde önerilen eğitim programı çok yönlü incelenmiştir. Bu bölümde hazırlık sınıfı kazanımları, dil yapıları ve ölçme değerlendirme aşaması ele alınmıştır. Önerilen müfredata uygun bir ders programı ve örnek bir ünite geliştirilmiştir.Sonuç bölümünde elde edilen veriler ışığında araştırmacılara önerilerde bulunulmuştur.
L'analyse du rôle, dans l'apprentissage d'une langue étrangère, des textes écrits figurant dans les méthodes de français langue étrangère intitulées Francofolie (2005) d'après la perspective actionnelle
La compréhension est le premier pas de la communication. Si, aujourd?hui, on vise à établir une communication efficace, on doit profiter aussi de la compréhension écrite tant qu?orale. La compréhension écrite qui est l?une des compétences langagières existe depuis toujours et garde sa place prépondérante dans l?apprentissage d?une langue étrangère.Dans ce travail, nous avons tâché d?analyser les textes écrits dans les manuels « Francofolie I, II « d?après la perspective actionnelle qui est une approche méthodologique retenue par le Cadre Européen Commun de Référence (CECRL) du Conseil de l?Europe.Le travail se compose de cinq chapitres principaux. Dans le premier chapitre, nous avons essayé de présenter le contenu du Cadre Européen Commun de Référence (CECRL).Dans le deuxième et troisième chapitre, nous avons tenu à nous pencher sur l?évolution des méthodologies dans l?enseignement du français langue étrangère (FLE) sans oublier la perspective actionnelle.Dans le quatrième chapitre, nous avons étudié la compréhension des écrits au sein du Cadre Européen Commun de Référence (CECRL) après avoir l?expliquée d?une manière globale.Quant au cinquième chapitre, nous avons étudié les textes écrits du manuel appelé « Francofolie I, II « d?après la perspective actionnelle.Mots-clés : la compréhension écrite, la perspective actionnelle, Cadre Européen Commun de Référence pour les Langues (CECRL), français langue étrangère (FLE).
Deutsche Pronominaladverbien und deren Erscheinungsformen im Türkischen - eine kontrastive Untersuchung -
This thesis entitled ` German Pronominaladverbs and their equals in the Turkisch language. A kontrastiv analysis?This thesis considers the contrastive analysis of the German pronominal adverb on a syntactic, semantic and pragmatic level in comparison to Turkish language. For this German literary texts and daily texts and their translations are compared and contrasted. The aim is to remove conflicts and to create a basis to which the teaching staff can refer, because the Turkish language doesn?t know the structure of pronominaladverbs.In the study, we use the descriptive method. By this, the reflections of text linguistic theories to German and Turkish texts are studied with respect to similarities and differences between them via descriptive and synchronic methods.For this , the first part of the study gives an overview of the related literature. The second part gives explanations of German pronominaladverbs and their use in Türkish both structurally and semantically in the lights of the rules. The last part gives a review of the study and takes the results of the comparisons and contrast of the use of pronominaladverbs in texts and advices were given.
Ameli Mukalemat ve Temrinatı Arabiyye isimli eserin günümüz arapça pratik konuşma kitapları ile karşılaştırılması
Bu çalışmamızın giriş bölümünde Osmanlı İmparatorluğu döneminde Arap Dili Öğretiminin nasıl yapıldığı hakkında bilgiler verilmiştir. Problem ve amaç belirtildikten sonra, çalışmanın önemi, sınırlılıkları, varsayımları, tanımları ve terimleri açıklanmıştır. Sınırlılıklar kısmında Amelî Mukâlemât ve Temrînât-ı Arabiyyedeki Arapça Konuşma Öğretimi yöntemlerini karşılaştırabilmek için günümüzde yazılmış olan Arapça pratik konuşma kitaplarından seçmiş olduğumuz ?Yaşayan Arapça? (Hüseyin Günday, Şener Şahin, Cüneyt N. Şimşek), ?Aktif Arapça? (Mehmet Hakkı Suçin), ve ?Arapça Konuşma Dersleri ? Hazırlık - 1-2-3? (İsmail Hâmetî B. Osman) isimli kitaplarhakkında bilgiler verilmiştir. Tezin yöntem bölümünde araştırma modeli, evren ve örneklem, veri toplama tekniği ve verilerin analizi ile ilgili bilgiler aktarılmıştır. Birinci bölümde, eserin yazarı olan Mehmet Zihni Efendi?nin hayatı, eserleri ve Arapça öğretimine katkıda bulunan eserlerinden söz edilmiştir. İkinci bölümde AmelîMukâlemât ve Temrînât-ı Arabiyye?nin üzerinde durduğu pratik cümle kuruluşları ile Arapça pratiğe katkısı olabilecek bazı gramer kuralları yukarıda ismini zikrettiğimiz 3 Arapça pratik konuşma kitabı ile karşılaştırılmış ve değerlendirme sonuçları 25 başlık altında sunulmuştur. Son olarak Amelî Mukâlemât ve Temrînât-ı Arabiyye? nin hazırlanış yöntemine, içinde yer alan konulara ve konu anlatım tekniğine dikkat çekilmiş, eserin Arapça öğretimindeki yeri ve önemine değinilmiştir
İletişimsel yöntem ışığında yazınsal bir tür olan kısa öykü ile yaratıcı çalışma biçimleri
Bu çalışmada yazınsal bir tür olan kısa öykünün yabancı dil Almanca öğretiminde nasıl kullanılacağı incelenmiştir. Geleneksel metin analiz yönteminin aksine, Alman yazınından seçilen kısa öyküler, iletişimsel yöntemde de arzu edildiği gibi öğrencilerin ders süreci boyunca merkezde ve aktif olmalarının sağlanacağı yaratıcı çalışma biçimleriyle ele alınmıştır. Çalışmanın amacı, yazınsal metinlerin, özellikle de kısa öykülerin, yabancı dil Almanca öğretimindeki öneminin bilimsel literatür ışığında vurgulanarak, yaratıcı çalışmaların yardımıyla dersin nasıl daha zevkli ve verimli bir hale geleceğinin kanıtlanmasıdır.Araştırmanın evrenini, Gazi Üniversitesi Gazi Eğitim Fakültesi Yabancı Diller Eğitimi Bölümü Almanca Öğretmenliği Bilim Dalı öğrencileri oluşturmaktadır. Araştırmanın örneklemini ise 2010-2011 yılı bahar döneminde Almanca Öğretmenliği programı üçüncü sınıf öğrencileri oluşturmaktadır.Bulgular, yabancı dil öğretiminde sadece kurma metinlere dayalı bir yabancı dil öğretiminden ziyade, yazınsal metinlerin de ele alındığı bir öğretim sürecinin önemini ortaya çıkarmıştır. Ancak, yazınsal metinlerin yabancı dil öğretim sürecinde öğrencileri pasif kılan geleneksel metin analizi yöntemi yerine aktif roller alacakları ve yaratıcılıklarını kullanacakları yaratıcı çalışma biçimleriyle ele alınmasının gerekliliği belirtilmiştir. Dört temel dil becerisine göre sınıflandırılarak, dil becerilerinin birlikte ve koordineli bir şekilde gelişmesi sağlanmıştır. Öğrencilerin kişilik gelişimleri de hem yazınsal metinlerden, hem de yaratıcı çalışma biçimlerinden olumlu yönde etkilenmiştir. Bu bulgular ışığında yazınsal metinlerin doğru kullanımının yabancı dil öğrenimine büyük ölçüde katkı sağladığı anlaşılmış ve bu konuda somut öneriler verilmiştir.Anahtar Kelimeler: Yabancı Dil Öğretimi, İletişimsel Yöntem, Yazınsal Metinler, Kısa Öykü, Yaratıcı Çalışma Biçimleri
Yabancı dil öğretiminde kullanılan bilgisayar programlarının tasarım ve uygulama süreçlerinin değerlendirilmesi
Bu çalışmada yabancı dil öğretiminde kullanılan bilgisayar programlarının tasarım ve uygulama süreçleri değerlendirilerek elde edilen bulguların yeni hazırlanacak programların daha etkin bir şekilde üretilmesine ve daha verimli bir şekilde kullanılmasına, bunların sonucu olarak daha etkin öğrenmeler gerçekleştirilmesine katkıda bulunması amaçlanmıştır.Çalışmanın kavramsal çerçevesi dört bölümde ele alınmış ve literatür tarama, gözlem ve örneklem yöntemleri kullanılarak veriler toplanmıştır. Birinci bölümde teknoloji ile dil arasındaki ilişki öğretim yaklaşımları temel alınarak incelenmiş ve geçmişten günümüze kadar yabancı dil öğretiminde kullanılan teknolojik icatlar anlatılarak gelinen noktaya işaret edilmiştir. Ayrıca teknolojik gelişmelerle yabancı dil öğretimi arasındaki ilişki tarih içerisinde ele alınarak bu gelişmelerin dil öğretiminde ne gibi yöntem değişikliklerine yol açtıkları ortaya konulmaya çalışılmıştır.İkinci bölümde yabancı dil öğretiminde kullanılan programlar pedagojik unsurlar açısından ele alınarak tasarım aşamalarının hangi süreçleri takip ettiği ve tasarım yapılırken hangi pedagojik unsurların programlara ne şekilde yansıtıldıkları konusu üzerinde durulmuştur. Bunun yanında pedagojik açılardan isabetli bir programın hangi kıstasları içermesi gerektiği değerlendirilmiş, değerlendirme yapılırken hem programlarla hem programı kullanacak hedef kitleyle ilgili bulgular ortaya konulmuştur.Üçüncü bölümde programlar tasarım metodolojisi açısından ele alınmıştır. Bilgisayar programı tasarım ilkeleri dört başlık altında incelenmiş ve her başlık kendi içerisinde alt başlıklar halinde ele alınmıştır. Bu alt başlıklar için tezimizin uygulama aşamasında incelediğimiz programlardan örnek bölümler seçilerek bir program içerisinde daha isabetli ve daha etkili kullanımına yönelik dikkat edilmesi gereken noktalar üzerinde durulmuştur.Tasarım süreciyle ilgili aşamalardan sonra dördüncü bölümde uygulama sürecine geçilmiş ve yabancı dil öğretiminde kullanılan bilgisayar program türleri için birer uygulama örneği sunulmuştur. Öncelikle programların özellikleri tanıtılmış daha sonra programda yer alan etkinliklere geçilmiştir. Etkinliklerin yapısı ile ilgili değerlendirmelerde bulunularak gerek öğretmenlerin gerekse öğrencilerin bu programlardan daha üst düzeyde ve daha etkin bir biçimde yararlanmalarına katkı sağlanmaya çalışılmıştır. Seçilen bu programların güncel ve tercih edilen programlar olmasına dikkat edilmiştir.Anahtar Kelimeler: Bilgisayar destekli yabancı dil öğretimi, tasarım, teknoloji, bilgisayar programı, programlı öğretim.
Çağdaş Fransızca öğretimi yöntemlerinde drama tekniklerinin kullanılması
Bu araştırma, Çağdaş Fransızca Öğretimi Yöntemlerinde Drama Tekniklerinin Kullanılmasının önemi üzerinde duran, yeni bir kaynak oluşturabilecek uygulamalar öneren betimsel bir çalışmadır. Çalışmamızın evreni özellikle son yıllarda dil öğretim yöntemi olarak dikkat çeken İletişimsel Yaklaşımda drama tekniklerinin kullanılmasıdır.İlk bölümde, kısa bir giriş yapıldıktan sonra araştırmanın problem durumu, amacı, önemi, varsayımları, sınırlılıkları ve tanımları belirtilmiştir.İkinci bölümde, dil olgusu ve yabancı dil öğretiminin üzerinde durulmuş ve yabancı dil öğretiminde kullanılan yöntem ve bu yöntemlerdeki teknikler hakkında kısa bir özet sunulmuştur.Üçüncü bölümde, dramanın ne olduğu açıklanmaya çalışılmıştır. Dramada kullanılan teknikler hakkında bir özet sunulmuştur. Eğitimde dramanın önemi vurgulanmıştır.Dördüncü bölümde ise, iletişimsel yaklaşımın ayrıntılı özellikleri verilerek Fransızca eğitiminde dramını uygulanması üzerinde durulmuştur.Sonuç bölümünde ise, yapılan çalışmalar ışığında konu ile ilgili sonuca varılmış ve Fransızca sınıflarında uygulanacak olan drama etkinliklerine öneriler getirilmiştir.
Übersetzungskritische Analyse von literarischen Texten
Intercultural elements, which transferred by literary texts that is a means of communication and the translation of these literary texts, have gained importance In our age that intercultural communication requirements are increasing day by day. In this study it has been emphasized on the translation problems caused by the translation of literary texts and intercultural differences, and the contribution that will be provided to language learning by eliminating these problems. Primarily translation process was studied and then the problems emerging in translation process of literary texts was dealt with a specific emphasize on the characteristics of literary texts.In the final part of the study, Heinrich Böll?s ?Billiards at Half-past Nine?, translated by Ciğdem Bozdoğan, and Max Frisch?s ?Bluebeard?, translated by Esin Önol, were chosen as the examples of literary text.The translations from German into Turkish of both examples were compared and their literary wealth considered in the light of translation theories and comparative translation criticism. In this regard, the forms of expression arising from the cultural and social differences in language learning and the characteristic of language performance were referred by focusing on the emerging problems during the transfer of the source language into the target language. The new conditions and contributions that will be provided by the forms of expression and characteristic of language performance were also emphasized.Key Words: Literary texts, translation criticism, cultural and social differences.
Türkçe ve Fransızcada zaman bildiren zarf tümleçlerinin karşılaştırılarak incelenmesi
Bu araştırmada, Türkçe ve Fransızcada Zaman Bildiren Zarf Tümleçleri Karşılaştırmalı olarak incelenecektir. Bu araştırmanın genel amacı, Türkçeden hareketle, zaman bildiren adlar, ad öbekleri, zarflar, edatlar, edat öbekleri, bağlaçlar, ortaçlar, ulaçlar ve ulaç öbekleri gibi dilsel birimlerin her iki dilde de incelenmesi ve karşılaştırılması sonucu iki dil arasındaki benzerlikler, farklılıklar ve eşdeğerlikleri tespit etmektir.Türkiye'de şimdiye dek dilde zaman kavramını anlatan ve Fransızcadan tercüme edilerek yapılan birçok dilbilgisi çalışmasına rastlanmıştır. Disiplinler ve kültürler arası çalışmaların giderek önem kazandığı bilim dünyasında Türkçeden hareketle yapılmış sınırlı sayıdaki çalışma bizi böyle bir inceleme yapma konusunda cesaretlendirmiştir.Tezimizde öncelikle bireyler arasında vazgeçilmez bir iletişim aracı olan dil konusu ve kavramı kalın çizgileriyle incelenmiş, daha sonra zaman kavramı konusunda bilim adamlarının düşüncelerine yer verilmiştir. Zaman ve mekân, günlük yaşamımızın bu ayrılmaz iki parçası; dilsel, sosyal, felsefi boyutlarıyla ele alınabilir. Çalışmamızda zaman konusu biçimbilimsel (morfolojik), görev tanımsal (fonksiyonel) ve sözdizimsel yaklaşımla dilbilgisel yönden irdelenmiştir.Herkesin ortak kanısı zamanın dört ana ayağı olduğudur: öncelik, sonralık, eşzamanlılık ve süreklilik. Bu dört kavramı anlatabilmek için bütün diller ad öbeklerinden, zarflardan, edat, bağlaç ve bunların türevleri olan dilsel öbeklerden yararlanmaktadır. Her dil kendine özgü kurallar içerisinde bu anlatım biçimlerini kullanmaktadır. Bu genel bilgilerin ışığında, çalışmamızı dört ana eksen üzerine oturtmaya çalıştık.Ad öbekleri ve zarflar ile zaman kavramının her iki dilde de zengin bir anlatım biçimi olduğunu saptanmıştır. Ancak edat öbekleri konusunda Fransızcanın ?flexionnel? bir dil olmanın verdiği avantajla daha geniş bir yelpazede zaman kavramını ifade edebildiği görülmüştür. Türkçede bağfiiller adı verilen bağımsız bir çatı altında ele alınan zaman bildiren zarf tümleçleri ile ilgili anlatım biçimlerinin, Fransızcada yan cümle bağlaçları, gérondif, participe (présent, passé) biçimindeki bağımsız sınıflandırmalar içinde değerlendirildiği sonucuna varılmıştır.Araştırmamızın uygulamalı bölümünü destekleyecek biçimde hem Türkçe hem de Fransızcadan seçtiğimiz örnek cümlelerle konu sergilenmiştir. Sınırları, amacı iyi çizilmiş dilbilimde ?corpus? denilen kısa cümlelerle çok karmaşık gibi gözüken zaman kavramı, iki dil arasında yapılan karşılaştırmalarla, yabancı dili öğrenen ve öğretenlerin kafasındaki soru işaretleri ortadan kaldırılmaya çalışılmıştır.Araştırmamız sırasında Türkçenin sanıldığının aksine, özellikle zaman kavramını anlatım konusunda söz varlığının oldukça zengin olduğu tespit edilmiştir. Türkçenin sondan eklemeli bir dil olması, sınıflandırma konusunda güçlükler çıkarmakla birlikte dile bir anlatım zenginliği vermektedir. Özellikle Fransızcada olmayan ikilemeler Türkçeye ince, ayırt edici ifade biçimleri kazandırmaktadır.Anahtar kelimeler: Zaman kavramı, zarf tümleci, dilbilim, Fransızca dilbilgisi, Türkçe dilbilgisi, karşılaştırmalı dilbilim.
İngilizce öğretmenlerinin yapay zekayı sınıf değerlendirmesine entegre etmelerinin incelenmesi: Şanlıurfa ili örneği
Language teaching has many components, one of which is classroom assessment. As technology evolved around the years, language assessment evolved as well. With the development of artificial intelligence (AI), its integration into language assessment was inevitable. As teachers are the primary agents in assessment, examining their perceptions regarding the integration of AI tools in assessment is essential. This study examines the perceptions, experienced benefits, encountered challenges, and needs of English as a foreign language (EFL) teachers regarding the integration of AI tools into classroom assessment. This study used a mixed method research design to capture both broad and in-depth data. The data was collected from 52 Turkish EFL teachers who answered a questionnaire with Likert-scale items, "select all that apply" questions, and open-ended questions. The emerging quantitative data was analysed descriptively using SPSS 30, whereas the qualitive data was analysed thematically. To enrich the findings, semi-structured interviews were conducted with 7 participants, which was also analysed using thematic analysis. The findings revealed that the majority of teachers' use AI tools for assessment with varied frequencies, however none of them use it always. The main reasons for not using AI tools were uncovered to be limited knowledge and limited infrastructure. On the other hand, it was found that teachers mainly used it for providing feedback and generating questions. Moreover, benefits such as practicality, objectivity, and increased student engagement were frequently mentioned. However, challenges including no courses, high cost, and inadequate infrastructure were also identified. Participants mentioned needs of professional development courses and a developed infrastructure to facilitate wider adoption. Therefore, the study concludes that effective integration of AI tools depends on not only teachers, but on all stakeholders. Considering all, this study offers implications and recommendations for teachers, institutions, and policy developers regarding AI tools integration in language assessment.
Understanding the grounds of translanguaging in EFL classrooms: Scrutinizing the perceptions and practices of English teachers
The rise of bilingualism and multilingualism has transformed language teaching approaches from the ground up, and this is a salient factor in EFL contexts in particular. Regardless of the fact that known current pedagogical trends foreground teaching methods that are responsive to assorted contexts, a great deal of EFL classrooms still abide by traditional monolingual practices, which creates a disconnection between theory and classroom reality. In this vein, translanguaging, which enables one to use their full linguistic repertoire, acts as a reinforcer to reach language-related learning outcomes, resulting in better understanding in the target language. However, research on its practical application in EFL classrooms, especially from EFL teachers' perspectives, remains limited and prompted the development of this study as a result. This research, adopting an explanatory sequential mixed methods design, attempted to investigate this issue by scrutinizing the relationship between teachers' perceptions and their self-reported translanguaging practices; in addition to this, it brought forth the relationship between teachers' beliefs and their classroom practices, including their reasons for employing translanguaging pedagogy. The data were collected from 84 EFL teachers using a 6-point Likert scale questionnaire and analyzed descriptively via SPSS 23. Supplementary inferences came from open-ended questionnaire responses and in-depth interviews with seven participants, both of which were analyzed by way of inductive content analysis. Consequently, the results revealed notable contradictions between teachers' opinions for English-only policy and their actual teaching practices. Namely, it was found that teachers supported the idea of maximizing English use, yet they regularly incorporated their first language for teaching grammar, teaching complex concepts, teaching pronunciation, preparing for tests, and developing metalinguistic awareness. Furthermore, it was also discovered that teachers frequently used translanguaging to create supportive learning environments, reduce anxiety, and address students with varying proficiency levels. Moreover, it was observed that EFL teachers tend to take a utilitarian approach to language use, which means that they adapt their methods based on various classroom contexts, and try to balance different languages in their classrooms according to students' needs. Therefore, the study suggested that maintaining sufficient English language exposure is possible with judicious translanguaging, which can promote student engagement and achievement in EFL settings. Considering these, this research offers many implications and recommendations for EFL teachers, stakeholders, and curriculum designers in relation to the pedagogical merits of translanguaging.
Students' attitudes towards translanguaging in higher education in an EFL context
This study analyses the perspectives of English as a Foreign Language (EFL) students about translanguaging strategies in higher education, aiming to evaluate its impact on language learning experiences, comprehension, and engagement. This research seeks to improve the understanding of effective translanguaging strategies by analysing students' perspectives and reactions, hence fostering inclusive multilingual learning environments. A mixed-methods approach was employed, combining quantitative data from a 5-point Likert scale questionnaire with qualitative insights from open-ended interviews. Statistical studies, encompassing both descriptive and inferential methods, were conducted on data from 461 participants, accompanied with thematic content analysis of interview responses. Research demonstrates that students hold diverse views on the exclusive use of English compared to the incorporation of their native languages. While many acknowledge the benefits of translanguaging for understanding intricate topics and reducing anxiety, some express concerns regarding an overreliance on their native language, believing it may hinder English immersion. Gender and proficiency level were recognised as significant factors, with female students demonstrating more positive attitudes and lower-proficiency learners employing translanguaging strategies more extensively. The research demonstrates that translanguaging often occurs naturally as students switch languages while note-taking and collaborating with classmates. Interviews emphasised its role in clarifying complex topics, fostering social connections, and boosting self-confidence. However, concerns about overuse highlight the need for a balanced approach. Recommendations include the prudent application of translanguaging, tailored strategies for diverse proficiency levels, and teacher training in effective bilingual practices. By addressing these characteristics, translanguaging can function as a successful tool for promoting inclusive, multilingual EFL classrooms and enabling broader application in global higher education contexts
The place of ESP education in English language teaching programs in Türki̇ye: The case of MAKU ELTEP
This study provides a general overview of English for Specific Purposes (ESP) and its significance in English Language Teacher Education Programs (ELTEP). ESP is a specialized form of language instruction that focuses on teaching ESP, such as in specific occupations or academic fields. The study highlights the emergence of ESP after World War II due to the economic power of the United States and the increasing need for English language skills. ESP is based on learners' needs and aims to address specific language requirements. It is categorized into subcategories such as English for Occupational Purposes (EOP) and English for Academic Purposes (EAP). ELT programs in Türkiye typically include theoretical and practical courses, with an internship in vocational schools where ESP plays a crucial role. However, there is a lack of dedicated ESP courses in ELT programs, despite the importance of ESP education for English teachers. Studies from different countries, including Türkiye, the United States, and the United Kingdom, highlight the need for ESP training in ELTEP. The study aims to explore the importance of ESP in an ELT program at Mehmet Akif Ersoy University in Türkiye. The research questions focus on the extent of ESP representation in the ELTEP and the perspectives of teacher educators and pre-service teachers on the role of ESP. The study adopts a mixed-method design, incorporating questionnaires, semi-structured interviews, and documentary analysis for data collection and analysis. For the questionnaire 36 students participated and 3 academic staff, 8 students were interviewed. The findings of the study contribute to understanding the significance of ESP in ELTEP and provide insights for potential solutions to cover the deficiency of ESP in ELT programs. Based on this research's findings ESP is recognized as essential in ELTEP, but its implementation is still inadequate. At Burdur Mehmet Akif Ersoy University, the mandatory ESP course offered in the final semester is seen as insufficient for meeting students' professional language needs. Both pre-service teachers and teacher educators recommend integrating ESP earlier and progressively throughout the curriculum. Barriers to full ESP implementation include limited faculty expertise and overcrowded curricula. Survey and interview results highlight strong support for ESP's role in career readiness and skill development. The study emphasizes the need for curriculum adjustments, faculty training, and region-specific ESP tracks to better equip pre-service teachers for professional demands. These insights are crucial for improving ELTEP and addressing the need for specialized language instruction. The study's limitations include the limited number of participants and the potential bias in the questionnaire responses. Further research can expand the sample to include participants from other universities and departments. Overall, this study emphasizes the importance of ESP education in ELTEP and the need for further investigation in this area.