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Emine Sevgi Özdamar'ın Mutterzunge adlı eserindeki kalıp ifadeler ve Türkçe çevirisindeki karşılıkları
Bu çalışma, Emine Sevgi Özdamar'ın "Mutterzunge" adlı eserde geçen atasözü, deyim ve diğer kalıp ifadelerin hedef dile çevirisi üzerine odaklanmıştır. Çalışmada çeviri teknikleri tespit edilerek, bu teknikler sırasıyla örneklendirilip, analiz edilmiştir. Çalışmamızın uygulama bölümünde "Mutterzunge" adlı eserde geçen atasözü, deyim ve kalıp ifadeler hem kaynak eserde, hem de hedef eser olan "Anne Dili" adlı eserde sırasıyla taranarak tablolaştırılmıştır. Her bir kalıp ifadenin hangi çeviri tekniğine göre hedef dile aktarıldığı sayısal verilerle açıklanmıştır. Bunun yanı sıra tercih edilen çeviri tekniğinin eserin anlamsal bütünlüğünü koruması açısından uygunluğu da bu çalışmada tartışılmıştır. Çalışmada eserin göçmen edebiyatı türünde yazıldığından hareketle, göçmen edebiyatının tarihçesi, temel özellikleri, kuşaklar ve temsilcilerine ilişkin ayrıntılı bilgi verilmiştir. Emine Sevgi Özdamar'ın da hayatına, eserlerine ve eserlerinde kullandığı biçem hakkında da bilgiler aktarılan çalışmamızda, Emine Sevgi Özdamar hakkında çalışılan kitap, tez ve makalelere ilişkin bir literatür taraması da yapılmıştır. Anahtar Sözcükler: Emine Sevgi Özdamar, Göçmen Edebiyatı, Çeviri Teknikleri, Kalıp İfadeler, Atasözü, Deyim
The integration of drama and video use to increase the vocabulary knowledge of English language learners
The present study aimed at investigating if the implementation of the integration of drama and video use is effective to develop the English vocabulary knowledge of the seventh grade students at a primary state school in Malatya, Turkey. It was a quasi-experimental study in which the integration of drama to video use was compared with traditional teaching and learning methods. This study was conducted in a primary school, in Malatya. The participants of the study were from the researcher's two English classes of 7th grade in the second semester of 2011-2012 education year. One of the classes was determined as an experimental group and the other one was determined as control group. The experimental group had a learning experience through the integration of drama and video use while the control group experienced just traditional teaching and learning methods. The quasi-experimental study lasted for twelve-week period. The data in this study was gathered through pre-test and post-test activities. While analyzing the data from the pre-test and post-test results Mann Whitney-U test, as a non-parametric analyzing method, was used. The data analysis showed that while the respondents of the experimental group increased their vocabulary knowledge on the daily situations of English language, the respondents of the control group either decreased their vocabulary knowledge on daily situations or kept it at the same level. The experimental group outscored significantly the control group on post-test, by showing the supremacy of the integration of drama to video use over traditional teaching and learning method.
Wolfgang Borchert ve Ömer Seyfettin örneğinde kısa öykü türünün yapısal ve içerik analizi
Bu çalışmada Türk ve Alman Edebiyatının önemli temsilcilerinden Ömer Seyfettin ve Wolfgang Borchert'in kısa öykülerinin biçem özellikleri karşılaştırmalı olarak analiz edilmiştir. Öncelikle Türk Edebiyatında kısa öykü türünün incelendiği bu çalışmada, Ömer Seyfettin'in hayatı ve eserleri ile birlikte Bomba, Zeytin Ekmek ve Acaba Ne İdi? öyküleri biçem yönünden incelenmiş, ardından aynı yöntemle Wolfgang Borchert'in Die Kirschen, Das Holz für morgen ve Das Brot adlı öyküleri incelenmiştir. Sonuç olarak her iki yazarın biçem özelliklerindeki benzerlikler ve farklılıklar karşılaştırmalı bir şekilde gözler önüne serilmiştir. Türk Edebiyatının önde gelen öykücülerinden biri olan Ömer Seyfettin ile Alman Edebiyatının öncü kısa öykü temsilcilerinden biri olan Wolfgang Borchert'in kısa öykülerinin karşılaştırmalı analizi üzerine odaklanan çalışmamızda nitel araştırma tekniklerinden biri olan karşılaştırmalı betimsel yöntem kullanılmış, bu yöntemden hareketle aşağıdaki sorulara cevap bulunması amaçlanmıştır: • Türk ve Alman Edebiyatında kısa öykülerin gelişim evreleri aynı mıdır? • Türk ve Alman Edebiyatında kısa öykü türünde eserler kaleme almanın amaç ve gerekçeleri aynı mıdır? • Türk ve Alman Edebiyatında kaleme alınan kısa öykülerin temel özellikleri, işlenen konu ve motifler benzerlik göstermekte midir? • Ömer Seyfettin ile Wolfgang Borchert'in ortak ve farklı yönleri nelerdir? • Ömer Seyfettin ile Wolfgang Borchert savaş konusuna nasıl yaklaşmıştır? • Ömer Seyfettin ile Wolfgang Borchert'in öykülerinde ideolojik yaklaşım var mıdır? Çalışmamız neticesinde ortaya çıkan sonuçlar ışığında yukarıdaki sorular cevaplanmış, Türk ve Alman Edebiyatı kısa öykü bağlamında karşılaştırılmıştır. İki ülke edebiyatının birbirini etkileme durumu, benzer konulara yaklaşım tutumları, yazarların edebi türlere yükledikleri misyon gibi pek çok konuda bilgiler elde edilmiştir. Anahtar Sözcükler: Türk Edebiyatı, Alman Edebiyatı, Kısa Öykü, Ömer Seyfettin, Wolfgang Borchert.
Albert Camus'nün Caligula adlı oyununda absürd ve başkaldırı kavramlarının analizi
Yirminci yüzyılın önde gelen düşünürlerinden biri olan Albert Camus, yaşadığı dönemin savaş dönemi olması nedeniyle, hayata olan tutumunu, bakış açısını, yaşanmışlığın verdiği deneyimler ile eserlerine yansıtmıştır. Eserlerinde karşımıza çok sık çıkan iki ana kavram bulunmaktadır. Bunlar; absürd ve başkaldırıdır. Camus için, kitle halinde ölümlerin yaşandığı, sürgünlerin görüldüğü, insan hayatının hiçe sayıldığı bir dönemde, insanın hayatın anlamını sorgulaması kaçınılmazdır. Bu sorgulama sonucu karşılaşılan absürd ve onunla başa çıkmanın en etkin yolu olan başkaldırı, Camus yapıtlarının merkezinde yer alan çok önemli kavramlardır. Bu çalışmada, Albert Camus'nün ölüm temasını en yoğun işlediği "Caligula" adlı tiyatro oyununda absürd ve başkaldırı kavramlarını incelenmesi amaçlanmıştır. İmparator Caligula'nın sevdiği insanı kaybetmesi sonucu, ölüm gerçeği ile yüzleşmesi, onun zalim birine dönüşmesine neden olur. Ölüm gerçeğinin yaşandığı böylesi acımasız bir dünyada "acımasız" olmayı tercih eden imparator Caligula'nın bundan sonraki asıl görevi, halkına içinde bulunulan durumun ne denli saçma olduğunu anlatmaktır. Bunun en güzel örneğini kendi ölümüyle verecektir. Anahtar Sözcükler : Camus, Caligula, Absürd, Başkaldırı, Absürd Tiyatro, Varoluşçuluk.
Alman dili öğretiminde masalın yeri
Masal, çoğunlukla olağanüstü durum ve olayların anlatıldığı halk hikâyeleridir. Masalın öğretici bir yönü vardır ve dinleyenlerin masaldan zevk alması amaçlanır. Almanca dersi ortaöğretim kurumlarında ikinci yabancı dil olarak öğretilmektedir. Bu çalışmada öğrencilerin Almanca dersine karşı tutumları ölçülmektedir. Çalışmanın amacı, masal kullanılarak yapılan etkinlik temelli öğretim ile masal kullanılmadan yapılan etkinlik temelli öğretim arasındaki farkı tespit etmektir. Bunun için Almanca Tutum Ölçeği Diyarbakır Bağlar ilçesinde 4 farklı okulda uygulanmıştır. Bu okullar; Birlik Anadolu Lisesi, Güler Şevki Özbek Anadolu Lisesi, Necip Fazıl Kısakürek Anadolu Lisesi ve İMKB Fen Lisesidir. Bu ölçek, 9, 10 ve 11. sınıflar olmak üzere 820 kişiye uygulanmıştır. Araştırma 2017-2018 Eğitim-Öğretim yılı İMKB Fen Lisesi ikinci yarıyılı Almanca dersinde yürütülmüştür. Araştırmaya 11. sınıf öğrencilerinin bulunduğu iki şube seçilmiştir. Şubelerden biri deney, diğeri kontrol grubunu oluşturmuştur. Deney grubu 26 öğrenci, kontrol grubu ise 28 öğrenciden oluşmak üzere 54 katılımcı ile gerçekleşmiştir. İki grupta da etkinlik temelli ders işlenmiştir. Fakat deney grubu masal ile ilgili etkinliklerin yer aldığı öğrenme ortamında öğrenim görmüş; kontrol grubunu oluşturan öğrenciler ise ders kitabından etkinlik temelli öğrenim görmüşlerdir. Oluşturulan öğrenme ortamları Almanca ders konuları üzerine kurulmuş ve 6 hafta sürmüştür. Araştırmada tutum ölçeği analizinde ön test ve son test kullanılmıştır. Deney verileri, tutum ölçeği ve görüşme formu yardımıyla toplanmıştır. Tutum ölçeği, öğrencilere deney öncesi ve sonrası verilmiştir. Uygulama analizi ilgi, ön yargı ve uygulama boyutundan oluşmaktadır. Öğrencilere dağıtılan ön test ve son test tutum ölçeği verileri incelendiğinde, kontrol grubunda ön test ve son testte her üç boyutta da anlamlı fark olduğu görülmektedir. Bu anlamlı farklılığın son test lehine olduğu görülmektedir. Öğrencilere dağıtılan ön test ve son test tutum ölçeği verilerine bakıldığında, deney grubu öğrencilerinin araştırma öncesi ve sonrası Almanca dersine olan tutumlarında, ilgi boyutunda anlamlı bir fark olduğu görülmüştür. Araştırma sonunda masal ile işlenen dersin öğrenme ortamında öğrenim gören öğrencilerin Almanca dersine yönelik tutumu ile ders kitabından öğrenim gören öğrencilerin derse olan tutumu arasında anlamlı bir farklılık bulunmamıştır. Daha sonra, deney grubundan 11 öğrenci seçilerek görüşme anketi yapılmıştır. Görüşme anketine verilen cevaplardan öğrencilerin masalla işlenen dersten zevk aldıkları gözlemlenmiştir. Ayrıca öğrenciler masal kullanılarak derse devam etmek istediklerini vurgulamışlardır. Sonuç olarak, masal kullanılarak işlenen dersin, öğrencilerin Almanca dersine olan ilgilerini arttırdığı gözlemlenmiştir. Ayrıca öğrenciler Almanca dersinin işleniş şeklinden keyif aldıklarını belirtmişlerdir. Bu yüzden Almanca dersi işlenirken, masal etkinliklerine yer verilmesi önerilmektedir. Anahtar Kelimeler: Masal, masal ve eğitim, masalla öğretim, Almanca masal öğretimi, Almanca ve masal ve Alman dili eğitimi ve masal.
Alfred Döblin'in Berlin Alexanderplatz romanının montaj tekniği açısından incelenmesi
Mevcut Yüksek Lisans Tezi, Alfred Döblin'in "Berlin Alexanderplatz" adlı ünlü eseri ile ilgilidir. Bu çalışmanın amacı, Alfred Döblin'in Berlin Alexanderplatz romanını montaj tekniği açısından incelemektir. Bu, özellikle ünlü eserlerini ayrıntılı olarak anlamak için yazarın biyografik tarafını anlamakla mümkündür. O zamanlar büyük bir şehir olarak Berlin sadece günlük yaşam için önemli değildi; o ayrıca şairler, ressamlar, yazarlar için siyasi ve ekonomik bir şehirdi. Yirminci yüzyıl boyunca metropol, sanatsal eserlerin sayısını artırdı ve Berlin şehri, şehrin kendisinin eylem olaylarına aktif olarak katıldığı kişisel ve tarihi olayların belirlendiği bir ticaret bölgesi oldu. Bu çalışmada ünlü roman Berlin Alexanderplatz'a ait tekniklerden özellikle montaj tekniği üzerinde durulmuştur. Montaj tekniği, Berlin dili, Ganoven Jargonu, doğrudan konuşma, dolaylı konuşma, deneyimli konuşma, iç monolog ve bilinç akışı gibi teknikler incelenmiştir. Alfred Döblin bu teknikleri çok profesyonel ve derin kullanmıştır; kişi romanı okuduğunda ve bitirdiğinde bu profesyonelliği açıkça görebilmektedir. "Berlin Alexanderplatz" çalışmasında şehir hayatı eleştirilmektedir ve şehrin kaosu oldukça iyi tarif edilmektedir. Montaj tekniğinin iki çeşidi vardır; entegre ve demonstrasyon montajı. İlişkisel bir bağlamda, kahramanın tüm algıları, izlenimleri, kararları ve fikirleri deneyimli konuşma ve entegre montaj yoluyla yapılmaktadır. Yazar tarafından kullanılan bir diğer önemli araç doğrudan konuşmadır. O, diyalog sahnelerini doğrudan konuşma yoluyla oldukça fazla tanımlamıştır ve okuyucu yazarın başarılı çabaları ile sahnelerde yer almıştır. Yazar, okuyucunun sürece girmesine izin vermek için olayları diyaloglar şeklinde vermektedir. Karakterlerin gerçekliğini ve yaşam atmosferine aracılık etmek için konuşma dilinden faydalanmaktadır. Berlin ve Ganoven jargonu, yazar tarafından profesyonel bir çizgide kullanılan diğer farklılıklardandır. Schimmer'ın görüşüne ve hâkim çevresine göre Berlin diline ek olarak sosyo-dilbilimsel olarak en alakalı dil katmanı, Jiddisch'ten çok etkilenen Ganoven Jargonudur. Romanda dolaylı konuşmanın etkili örnekleri vardır ve yazar kişisel konuşmayı ağırlıklı olarak doğrudan konuşma şeklinde yeniden üretmektedir.
An evaluation of sunshine, 4th grade English textbook from the teachers' perspective: The sample of Diyarbakir city
This study aimed to evaluate Sunshine, 4th Grade English Coursebook from the teachers' perspective in the sample of Diyarbakır city. It was conducted in the state primary schools located in the District of Kayapınar in Diyarbakır. The participants of this descriptive study were 102 teachers who were using the coursebook or had used it at any time of their career. In the study, a "Coursebook Evaluation Questionnaire" consisting of 53 Likert scale questions under 6 categories and 4 open-ended questions were used to gather data about the coursebook. The questionnaire that was developed by the researchers revealed attitudes of the English teachers towards the coursebook in terms of the categories composed of general appearance, organisation, supporting materials, aims, topic contents, linguistic contents, skills, activities and exercises. The data collection was carried out by the researcher in the spring term of 2016-2017 academic year. The quantitative data, obtained from the administration of the questionnaire, were analysed by using SPSS. The descriptive analyses including frequencies, percentages, standard deviations, and mean scores of the questionnaire reflecting the attitudes of teachers towards the coursebook were calculated. In addition, in order to determine the statistical methodology to be used to find the significant differences in teachers' opinions on the coursebook with respect to the independent variables, Kolmogrov-Smirnov Z test was used for normal distribution analysis and Levene test was used to determine the homogeneity status of the data. According to the results of these tests, t-test for independent samples in gender variable; One-Way ANOVA for teaching experience and graduation variables; Kruskal Wallis-H test in the teaching in primary school variable were used. In the analysis of the qualitative data obtained from open-ended questions, content analysis was used. In order to analyse the data, the responses from the participants were categorized depending on their similarities, and sub-categories were created from similar ones. In order to support the ideas that were prominent in sub-categories, the responses from the participants were given as they were. The findings of the study revealed that, in general, the teachers were undecided towards Sunshine, 4th Grade English Coursebook, although they sometimes displayed slightly positive attitudes. When the results were considered in detail, it was revealed that some aspects of the coursebook were found to be incomplete, and the teachers had difficulty in having access to some materials. The findings also revealed the suggestions of the participants about what should be done to improve the coursebook. Keywords: Coursebook, materials evaluation, using coursebooks in language teaching, Teaching English as a Foreign Language
Soziokulturelle hintergründe der verwendung von sprichwörtern und redensarten bei Herta Müller. am beispiel vom werk Niederungen
Herta Müller 2009 yılında Nobel Edebiyat Ödülünü alan ünlü rumen asıllı alman yazardır. 2009'dan sonra bir anda dünya çapında ünlenmiş ve eserleri en çok satanlar arasına girmiştir. Bu çalışmada Müller'in biçemi bağlamında kullandığı deyim ve atasözleri ele alınmıştır. Çalışmanın amacı aşağıda listelenen sorulara yanıt aramaktır: Müller'in temel anlatım özellikleri nelerdir? Hangi anlamda ve hangi ölçüde eserlerinde deyim ve atasözü kullanmıştır? Herta Müller tarafından kullanılan atasözü ve deyimlerin sosyokültürel arkaplanı var mıdır? Varsa nelerdir? Müller'in kullandığı deyim ve atasözlerinde hangi kültürün izlerine rastlanmaktadır? Yukarıda listelenen dört soru Herta Müller'in Niederungen adlı eseri bağlamında analiz edilmiştir. Analiz sonucunda 135 sayfadan oluşan eserde 111 defa deyim kullanıldığı tespit edilmiştir. Bu 111 deyimin 59'unun (%53) rumen kültürü ve dilinden Almancaya aktarıldığı görülmüştür. Bu sayı eserde kullanılan toplam deyim sayısının yarısından fazlasına karşılık gelmektedir. Bu rakamlar kullanılan deyimlerin arka planında rumen kültürünün yattığını net bir şekilde gözler önüne sermektedir. Deyimlerin bazılarının ise rumen kökenli olduklarından dolayı anlamları tamamen belirsizdi. Diğer taraftan yazarın kullandığı 52 (%47) deyimin Alman dili ve kültürünü yansıttığı gözlemlenmiştir. Bu durum Müller' in hem Almanca hem de Rumenceye eşit derecede hakim olduğunu ve her iki dili edebi dil olarak kullanabildiğini göstermektedir. Anahtar Sözcükler: Herta Müller, Göçmen Edebiyatı, Deyimler, Atasözleri, Niederungen.
Balzac'ın insanlık komedyası'nda paranın rolü
Bu çalışmanın amacı, dev bir külliyat olan İnsanlık Komedyası'nın bazı romanlarında Honoré de Balzac'ın para konusunu nasıl işlediğini tematik olarak incelemektir. Araştırmamız nitel özelliktedir. Para konusunu irdelemeye başlamadan önce, yazarımızın hayatını incelemek, yazarımızı daha yakından tanımaya çalıştık. İnsanlık Komedyası adı altında edebiyata kazandırdığı birbirinden farklı eserlerle hiç şüphesiz para temasını Balzac'tan dinlemek okuyucu için dönemi tanımak adına çok gerçekçi bir çalışma olacaktır. Bazı karakterlerini bir diğer romanında da bizle buluşturan ve sonunu merakla beklediğimiz eserlerini bir araya getirdik. Bu eserler Goriot Baba, Eugénie Grandet, Parfümcü Cesar Birotteau'nun Yükselişi ve Düşüşü, Sönmüş Hayaller ve Kibar Fahişelerin İhtişamı ve Çöküşü. Melankolisini, para sıkıntısı ve bunalımlarını karakterlerinde yaşattığını düşündüğümüz Balzac'ın romanlarını ele alırken, gerek kendi yorumlarımızla gerekse alıntılarla konunun bütünlüğünden çıkmadan tezimizi hazırlamayı planladık. Balzac, kendi eserlerinde döneminin eğilimlerini, davranış ve tutumlarını, hukuki ve para meselelerindeki ayna vazifesini üstlenirken, 19.yüzyıl Fransız toplumunu merak edenler için, bu eserlerin muhteşem gücünü fark ettik. Bir tarihçi gibi kronik ve sosyolojik olarak ilerleyen eserlerinde, okuyucunun da v merak edeceğini varsaydığımız "Bu yazar kimdir?" sorusunu yanıtlamaya ve belki de eserlerinden çok kendi hayatının merak edildiği bir yazar olması sebebiyle de tezimizde kendisine çokça yer vermeye çalıştık. Taşra, Paris karşıtlığı üzerinden, hemen her eserinin ana konusu olarak seçilen "para, hırs ve düzenbazlık", belirli bir yüzyıla mahsus olmayan ve tüm zamanların meselesi olduğunu bize düşündürdüğü için Balzac eserlerine bu şekilde yaklaşmayı uygun gördük. Sonuç olarak yazarımız kendi kadar dikkat çeken karakterleriyle 19.yüzyıl realist romanın öncüsü olmakla kalmamış, fark etmeden otobiyografik romanlar yazdığını da okuyucuya hissettirmiştir. Anahtar Sözcükler : Balzac, Para, İnsanlık Komedyası, Hırs, Açgözlülük
An exploratory study on the relationship between motivation types, metacognitive awareness, and EFL listening proficiency
Even if listening plays a crucial role in both daily life and language learning process, it is generally underestimated by language teachers. It is usually considered as a means to be used while grammar and other language skills are taught. Thus, language learners do not receive enough support about how to control the process of listening. That is why it is significant to focus on listening skill and provide insight into it. This study explores the relationships between the motivation types, the metacognitive awareness and the listening proficiency of English as a foreign language (EFL) learners. Additionally, the study examines whether gender and year in school (freshmen, sophomores, juniors, and seniors) affect the motivation types, the metacognitive awareness and the listening proficiency of EFL learners. The participants were 240 Turkish undergraduate students majoring in English Language Teaching (ELT) at Dokuz Eylül University. They completed two scales and a listening proficiency test: The Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal, and Tafaghodtari, 2006), the Language Learning Orientations Scale (LLOS) (Noels, Pelletier, Clément, and Vallerand, 2000), and the listening section of the TOEFL. First, the listening section of TOEFL was applied to the participants in group sessions at classrooms by the researcher. Immediately after the administration of the listening test, the MALQ and the LLOS were conducted. The analysis revealed a significant positive relationship between learners' metacognitive awareness scores and listening performance. Moreover, listening performance was associated positively with more self-determined forms of motivation (intrinsic motivation and its types), but negatively with less self-determined forms of motivation (amotivation, external regulation, and introjected regulation). Although correlations were not as high as expected, intrinsically motivated students had more tendency to utilize problem solving, directed attention, and planning and evaluation strategies than extrinsically motivated and amotivated learners. Key words: Listening, metacognitive awareness, metacognitive strategies, motivation types, self-determination theory.
Almanca öğretmenliği bölümü öğrencilerinin Almanca öğrenimleri sırasında kullandıkları dil öğrenme stratejilerinin incelenmesi:Dicle Üniversitesi örneği
Bu çalışmada Eğitim Fakültesi Almanca Öğretmenliği Bölümü öğrencilerinin, Almanca öğrenimleri sürecinde, İngilizce önbilgilerinden nasıl yararlandıkları ve hangi dil öğrenme stratejilerini kullandıklarının belirlenmesi amaçlanmıştır.Araştırma, Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Yabancı Diller Eğitimi Bölümü Alman Dili Eğitimi Anabilim Dalında öğrenim gören 199 öğrenci üzerinde yürütülmüştür. Tarama modelindeki bu araştırmanın verileri, araştırmacı tarafından O'Malley ve Chamot'un dil öğrenme stratejileri sınıflandırmasından yararlanılarak geliştirilen 22 maddelik ?Yabancı Dil Öğrenme Stratejileri Anketi? ile toplanmıştır. Elde edilen verilerin çözümlenmesinde SPSS 16.0 programından yararlanılmıştır.Araştırma üç bölümden oluşmaktadır. Birinci bölümde, dil öğrenme stratejilerinin oluşumunda etkileri olan çeşitli öğrenme kuramlarına değinildikten sonra, yabancı dil öğrenme stratejileri tanımlamaları ve sınıflandırılmalarına odaklanılmıştır. İngilizceden sonra ikinci yabancı dil öğreniminde kullanılan dil öğrenme stratejileri hakkında bilgi verilip, ülkemizde ve yurt dışında yapılmış olan ilgili araştırmalardan örnekler sunulmuştur.İkinci bölümde, öğrencilerin kullandıkları dil öğrenme stratejilerini tespit etmek üzere uygulanmış olan, 3 alt boyutlu ?Yabancı Dil Öğrenme Stratejileri Anketi? nin cinsiyet, mezun olunan okul türü ve öğrenim görülen sınıf değişkenlerinden elde edilen betimsel istatistikleri ve bu istatistiklere ait yorumlar bulunmaktadır.Araştırmanın üçüncü bölümünde, önceki bölümlerden elde edilen bulgular ve yapılan yorumlarla ilişkili olarak, araştırmanın sonuçları ve buna bağlı olarak geliştirilen öneriler yer almaktadır.Yapılan araştırma sonucunda öğrencilerin Almanca öğrenirken, birinci yabancı dil İngilizce öğrenimlerinde uyguladıkları stratejilerden yararlandıkları görülmüştür. Dil öğrenim stratejileri bağlamında, cinsiyet değişkenine göre stratejilerin kullanım sıklığında anlamlı bir fark bulunamamış olup, her iki cinsiyetin üst düzeyde kullandığı stratejilerin sosyo-duyuşsal stratejiler olduğu tespit edilmiştir. Mezun olunan okul türüne göre, Anadolu liselerinden ve Yabancı Dil Ağırlıklı liselerden mezun olan öğrencilerin sosyo-duyuşsal stratejileri üst düzeyde kullandıkları, bilişsel ve üstbilişsel stratejilerin ise tüm okul türlerinden mezun olan öğrenciler tarafından orta düzeyde kullanıldığı belirlenmiştir. Öğrenim görülen sınıf değişkenine göre, hazırlık sınıfı öğrencilerinin sadece sosyo-duyuşsal stratejilerde yüksek, 1. ve 2. sınıf öğrencilerinin bütün stratejilerde yüksek; buna karşın 3. ve 4. sınıf öğrencilerinin en az strateji kullanım oranlarına sahip oldukları görülmüştür.Anahtar Sözcükler: Yabancı Dil Öğretimi, Đkinci Yabancı Dil Öğrenme Stratejileri, Bilişsel Stratejiler, Üstbilişsel Stratejiler, Sosyo-duyuşsal Stratejiler, Đngilizceden Sonra Almanca
An examination on the Washback effect of the Interuniversity Board Foreign Language Test (The example of Dicle University)
In this study, the effect of a problematizing foreign language test in Turkey, called IBFLE, is studied through a technical perspective called ?washback effect?. IBFLE is a proficiency test, which is essentially taken by university faculty members and their candidates to prove their linguistic competence. According to the ?Exam Regulations for the Candidates of Associate Professor?, the candidates are required to get a score of 65% or over to apply for the position of associate professor. Based on this fact, the population of the study included the full-time faculty members working at Dicle University, Diyarbakir. The total 575 faculty members were targeted, but a total of 161 participants took part. Of these, 144 were visited in person and the remaining 17 participated via e-mails. The participants were randomly chosen from 13 different faculties / schools located in the main campus of the University, and the majority of the respondents consisted of Assistant Professors.Quantitative data was collected by means of a questionnaire, consisting of open-ended and multiple-choice sections as well as Likert-type items. For qualitative data, semi-structured face-to-face interviews were conducted with 10 participants. Statistical analysis of the quantitative data was performed using SPSS 17.0, and the analysis of the qualitative data was carried out by means of content analysis.The results revealed that private tuition is the most common study style for IBFLE takers. In terms of IBFLE success, females seem to be better than males, the participants taking English do better than the ones choosing German and French, and the group of Health Sciences have a higher success rate than the other two groups. Among the question types in IBFLE, the vocabulary questions are revealed as the most challenging and also as the ones that are most emphasized in IBFLE preparations. For the changes proposed for IBFLE, the respondents are most positive in the need for an all-inclusive test which would assess all four skills in the language. As regards the washback, it was revealed that the IBFLE is best useful in promoting the reading skill and that the remaining skills, i.e. listening, speaking, and writing are often ignored in IBFLE preparations.Key Words: Washback, Impact, Positive Washback, Negative Washback, IBFLE
Die rolle und bedeutung der nominalisierung bei der erlernung des Deutschen als fremdsprache
Die vorliegende Arbeit besteht aus zwei Teile:Theoretische und Empirische. Im theoretischen Teil wurde das Phänomen der Nominalisierung unter den Gesichtspunkten Grammatik und Wortbildung behandelt. In Bezug auf Wortbildung wurden die Arten der Derivationen, die Arten der Konversionen und die nativen Suffixe, welche die Substantive aus Verben und Adjektiven ableiten, kurz vorgestellt. Im Hinblick auf die Grammatik wurden die Grammatikstoffe wie Konjunktionen und Präpositionen, die mit der Nominalisierung eng verbunden ist, bearbeitet.Unter Teilnahme der 33 Studenten wurde die vorliegende Arbeit an der Abteilung für Deutschlehrerausbildung in Dicle Universität im Lehrjahr 2011-2012 im Frühling Semester durchgeführt. Im empirischen Teil wurde ein Vor-Test am Beginn der Behandlung durchgeführt. Die Behandlung dauerte sechs Wochen. Im Verlauf der Behandlung wurde Nominalisierung sowohl hinsichtlich der Wortbildung als auch hinsichtlich der Grammatik im Kontext gelehrt. Denn mit dieser Arbeit wurde beabsichtigt, anhand der Nominalisierung die Wortschatzkenntnisse der Teilnehmer zu erweitern und zu ihren Schreibfertigkeiten Beitrag zu leisten. Nach der Behandlung wurde ein Nachtest durchgeführt.Die Ergebnisse des Vor- und Nachtest wurden mit der Anwendung von Statistical Package for Social Sciences (SPSS 16.0) analysiert. T- Test für gepaarte Stichproben wurde angewandt. Im Hinblick auf allgemeine Punkte wurde eine statistische Signifikanz zwischen den Mittelwerten auf dem Vor- und Nachtest (p=.000, p<.05) gefunden. Danach wurde ein semi-strukturierter Interview, an dem 10 Studenten beteiligt waren, durchgeführt. Die durch den semi-strukturierten Interview Daten bestätigten die Ergebnisse des T- Tests für gepaarte Stichproben.Schlüsselwörter: Wortbildung, Derivation, Nominalstil, Nominalisierung, Suffixe,
Analyse du couple dans le théâtre d'Eugène Ionesco
Eugène Ionesco, un des plus importants écrivains du théâtre de l'absurde, traite les couples dans la plupart de ses pièces, qui n'ont pas la conscience de leur vie qui se banalise à cause de la solitude et de l'angoisse. En général, un objet extraordinaire et une personne du monde extérieur accompagnent ces couples. Le but de Ionesco est de présenter l'absurdité dans laquelle se trouve l'humanité en basant sur d'abord la relation entre lui-même, la relation avec l'objet, et la relation avec la personne qui symbolise le monde extérieur.Dans notre étude, nous visons à analyser les couples Smith, Martin et Buccinioni des pièces : La Cantatrice chauve (1950) et Amédée et comment s'en débarrasser (1954). Il est vrai qu'on ait fait plusieurs études sur le théâtre d'Eugène Ionesco, mais nous pensons que s'il y a encore des choses à dire, c'est probablemet dû à la richesse du théâtre de l'absurde. Surtout, le fait qu'il n'y ait pas une recherche détaillée sur la notion du couple et le fait qu'on n'ait pas abordé la relation des couples avec l'objet et le monde extérieur, nous ont conduit à une étude dont le titre est l'analyse du couple dans le théâtre d'Eugène Ionesco.Les mots clés: Eugène Ionesco, La Cantatrice chauve, Amédée, Le couple, Absurde
A comparative study of critical thinking strategies in reading in Mongolia and Turkey
A large number of the world's population is reported to read and it is safe to say that the majority of people are able to read in their first language at some basic levels. In the globalized world, productive and educated citizens will require stronger literacy abilities, including reading and writing. Most of the societies and countries around the world are multilingual, and people are facing an increased need for speaking well in more than one language. Within this larger context, reading in the second language (L2) settings continues to take on increasing importance. English is not only considered as a global language for communication but also it is a language for science, technology, literature and advanced academic research. Benefits of learning a second language give us a greater global understanding of the world such as knowing many fascinating cultures around the world, and academic achievement. Besides that, nowadays, the purpose for most college and university tends to prepare critical thinker and critical readers in the first language (L1) and L2. So, the importance of critical thinking skills has been set as a primary goal in higher education in the world. As an important part of learning process, especially in reading, critical thinking enables students to analyze, evaluate and draw a conclusion. Therefore, this study is devoted to the understanding of reading comprehension and critical thinking skills in reading. The purpose of this study is to analyze current literature based on critical thinking, reading comprehension, critical reading and to investigate the level of Turkish and Mongolian English pre-service teachers' critical thinking skills, the level of reading comprehension and their use of reading strategies. Second, to investigate the relationship between critical thinking skills and reading strategies and to what extent critical thinking skills affect the level of reading comprehension and to what extent reading strategies affect the successful reading comprehension. The research was carried out as a correlational research among 3rd and 4th grade English pre-service teachers in two universities, one in Turkey and the other one in Mongolia. In order to conduct the research, we administered Background Information Questionnaire, Survey of Reading Strategy, Reading Comprehension Test, and Cornell Critical Thinking Tests among the participants. In the analysis of the data, the Pearson product- moment correlation was used to find out the realtionship between critical thinking and reading comprehension. Besides, Pearson Correltion, a t-test was also employed to explore the differences between male and female students' critical thinking skills. Thus, a t-test was used to explore the differences between Turkish and Mongolian students. As a result, first, Turkish and Mongolian English pre-service teachers showed high and medium uses of reading strategies in reading. They used Problem Solving Strategies more frequently than Global and Support Strategies. Second, overall use of the reading strategies was not significantly related to their reading comprehension. Third, the findings reveal that there was not a significant relationship between Turkish and Mongolian English pre-service teachers' critical thinking skills and reading comprehension. The importance of critical thinking in education cannot be ignored. Many studies were conducted to determine the effect and relationship of critical thinking with different areas of language. Key words: Critical thinking, reading comprehension, reading strategy, global, problem solving, and support reading strategies, creative thinking, critical reading.
Student's attitudes towards enhancing english reading comprehension via an internet-based computer program
The aim of this study is to examine the attitudes of students towards enhancing reading skills in a foreign language with the help of computers. In the course of the study, a computer program (www.passagework.com) aimed at improving the reading comprehension in a foreign language was employed by the students, and students' attitudes (before and after the study) towards both this program and Computer Assisted Language Learning were evaluated and compared. The study was conducted with the participation of 60 students attending YDS (Examination of Foreign Language) preparation course that was run at the School of Foreign Languages at Dicle University. The students' attitudes towards both Computer Assisted Language Learning and the computer program used during the study were examined through questionnaire and interviews. While the interviews were conducted only after the study, the questionnaires were administered both before and after the study, and the results elicited from the questionnaires were analysed through SPSS program. The results obtained from the questionnaires and interviews provided information on what kind of attitudes the students had towards Computer Assisted Language Learning and the program they used before and after the study, and indicated what kind of changes these attitudes underwent. The results elicited from the study revealed that students had neutral attitudes towards Computer Assisted Language Learning before and after the study, and no significant change stood out in their attitudes. The results also indicated that although the students had neutral attitudes towards CALL, their attitudes towards the program aimed at enhancing reading skill were quite positive both before and after the study. When the results are evaluated holistically, it can be concluded that the program employed in this study (www.passagework.com) is unable to replace traditional classroom education and can be used only as a support. Key Words: Computer Assisted Language Learning, Teaching Reading in English
An exploratory study on the relationship between the ambiguity tolerance and participation of English language learners
Ambiguity tolerance is considered as a disposition that influences the individual in terms of his perspectives, his choices and his perception of the world. It could be defined as the embracement of the obscure and uncertain situations that we encountered in life. A certain level oftolerance is preferred as it helps to overcome these situations. Ambiguity tolerance also has an effect on language learning on the assumption that language learning is a complicated process that has several components. Ambiguity tolerance is manifested in language learning environments when learners are faced with the differences between their mother tongue and the target language. These differences may occur in various learning areas that are necessary for the progress of language skills and achievement.Language learning is an observable process which requires active participation of the learners. Participation during the activities is believed to be one of the best ways of learning a language as active involvement improves language learning abilities.It is significant to encourage participation in the classrooms and increase the participation frequency of the students to provide an effective learning environment. The purpose of this study is to reveal the relationship between ambiguity tolerance and participation frequency of English language learners. The possible relationship between ambiguity tolerance and gender differences is also aimed to be found out. The study was conducted with 62 sixth grade students who were studying at Menemen Emiralem Atatürk Secondary School during the education year of 2016-2017. Second Language Tolerance of Ambiguity Scale was applied to determine ambiguity tolerance levels of the participants individually. After the implementation of the scale, the students' participation frequency was identified through a 5-likert rubric. The correlation results indicated that there is a weak correlation between ambiguity tolerance and participation frequency of the learners which means that ambiguity tolerance is insufficient in predicting the students' participation frequency. Participation may be influenced by various factors such as classroom environment or the teacher rather than ambiguity tolerance. In addition, the results of independent samples t-test demostrated that there is no meaningful difference between ambiguity tolerance levels of males and females.
Doğu-Güneydoğu Anadolu bölgelerindeki üniversitelerin eğitim ile fen-edebiyat fakülteleri Alman dili eğitimi-Alman dili ve edebiyatı bölümü öğrencileri üzerine bir araştırma
ÖZET Diyarbakır Dicle Üniversitesi,Erzurum Atatürk Üniversitesi ve Van 100. Yıl Üniversitelerinin Eğitim ile Fen-Edebiyat Fakülteleri Alman Dili Eğitimi Anabilim Dalı ile Alman Dili ve Edebiyatı Bölümlerinde kayıtlı öğrencilerin Dil donanımları ile öğ retmenlik mesleğine yaklaşımlarını irdelemeye, sorunları ortaya koymaya,oradan hare ketle çözüm önerileri geliştirmeye çalıştık. Sözkonusu öğrencilerin aile geçmişle- ri,eğitim düzeyleri ile gelir dağılımları,bölümü tercih ederkenki tutum ve davranışlarını ortaya koyan bir anket uyguladık. Öğrencilerimiz, şehirlerde yaşamalarına rağmen kırsal alanlardan göç etmiş,eğitim düzeyleri düşük,dar gelirli ailelerin çocuklarıdır.Bu çocuk lar,kısıtlı imkanlarla Üniversite'ye hazırlanıyorlar. Ortaöğretimde Almanca eğitimi alan öğrenci hemen hemen kalmadığı bilinen bir durumdur.Bu yüzden,Almanca Eğitimi ile ilgili bölümleri tercih eden çok az oluyor ve puanlar da bir hayli düşük olu- yor.Çalışmamızda ortaya koyduğumuz gibi,öğrenciler ya hiç Almanca bilgisi olmadan veya çok az alan bilgisiyle sınavı kazanıp yerleştiriliyorlar. Oysa,B loom,bir öğrenci nindir konu,ders, veya üniteyle ilgili alan bilgisi anlamına gelen "Bilişsel Giriş Davra nışlarına sahip değilse,o konuyu, dersi,üniteyi tam öğrenmesi beklenemez,hele bir de "Duyuşsal Giriş Özellikleri"diye tanımladığı, öğrencinin o konu,ders,ünite hakkındaki ilgi ve tutumları olumlu değilse başarısızlık kesindir, demektedir. Öğrencilerimiz hem Almanca bilgisi olmadan gelmekteler,hem de "Nasılsa Almanca öğretmeni değil, Sınıf Öğretmeni olacağım!" diyerek ilgi ve tutumlarının olumsuzluğunu ortaya koyuyorlar.Dolayısıyla başarısızlık kaçınılmaz oluyor.Bu noktada öğretici çevre başarısızlık ile vicdani muhasebe ikilemine sürükleniyor. Çalışmamızın sonunda,istihdam edilen öğretici çevre,zaman ve mekan gözönünde bulundurularak Üniversitelerin Almanca eğitim veren bölümlerine yerleştirme sınavıyla ilgili sorunun çözümüne ilişkin öneriler geiştirilerek sunulmaktadır.
From mythos to epos the rebellion of tragedy against the doctrines
Everything began in Ancient Greece in 5th century. Through their myths, the ancient Greeks built up the world. From these myths, tragedy was born and it became a reflection of myths and religion into people's lives. Why do we exist? Why do we have to suffer? What were the good and evjll, truth and untruth? In ancient times, its purpose was a true expression of the human nature. This role is still present today in our contemporary drama which is a development of that primitive form of theatre. In that process, why were the state government and some official or public institutions interested in the theatre? How did they ban it? What were the reasons to condemn or ban the theatre in connection with its own strength, function and contribution due to political, religious and social factors in certain times? How did the theatre overcome all these obstacles? Theatre was created from the rituals dedicated to or worshipping the god of wine and fertility, Dionysus in Ancient Greece. It also had a theological characteristic in 5th BC. The City of Dionysia is an important part of the social life putting the Athenians together from servants to masters. So 'theatre' was an activity that affects the whole public. Some wealthy patrons whom the government selected took part in the competitions of tragedy and comedy in Dionysos festivals. In Ancient Greece, the players were noble persons and sometimes they were chafged with the relationship of interstate. But Roman actors were usually slaves and had no standing in a society in which, by and large, they were not even citizens. In Rome, the theatre had no interrelation with religion. Ludi Romani was the most important festival in public demonstration and entertainment and was supported by the government. The government financed Aediles, who were the masters of the troupes. Before the performance of the plays, they were watched by Aediles several times. It is an intent on a kind of supervision more than worrying about the quality of the plays. Demonstrations and entertainments in festivals were usually free and open to all classes of public. After the establishment of Christianity, theatre was accepted as the Shrine of Venus and a pagan ritual which was polytheistic. Until the fall of the Roman Empire, many struggles between paganism and Christianity, theatre and the Church, emperors and clergy continued for a long time. Theatre was in dark between 5th - 10th century.IV The church, which caused the theatres to be outlawed as the Roman Empire, declined and in the 10th century the theatre was used as a way to teach the church doctrine. In 963 AC, Bishop of Winchester proclaimed a law called Regularis Concordia attached with a religious play called "Quern Quaeritis", in which the clergy took part. This meant that the Catholic Church started performing a kind of theatre - liturgical theatre - with a didactic goal, which lasted for about 600 years. That was exactly getting theatre under the church's supreme authority due to the great influence of theatre on public. The church performed its religious plays within its own censorship until 1300 AC. As the plays got secular and stepped out of the church, in 1210 Pope Innocent IH's edict forbade the clergy to act in churches because of the type of characters in these plays which were not proper for the clergy. But the Miracle and the Mystery plays were acted by the Church in the direction of its religious aim. When we look at Britain, the suppression of the Christian Church and Monarchy on theatre went oa In 1534, Henry Vin rejected the authority of the Catholic Church and abolished the Papal power in England with the Act of Supremacy. This researcfî is a glance in general over the theatre from its birth as a ritual till the time it was accepted as 'theatre' as a genre. Traditionally, genres include the tragedy, comedy, epic, lyric, pastoral. Currently, genre divisions might also include absurd theatre, children theatre, opera, avant-garde, melodrama and radio play. While "theatre" can mean a physical performance, as a genre "theatre" refers to dramatic representations between human beings. Such presentations of a story by actors on a stage address human concerns. Theatre exists only when a dramatic work is presented in front of an audience which obtains communication between performers and spectators. A theatrical performance does not have only actors and audiences but also playwrights, directors, lighting, designers, costumes, makeup, managers and musicians. In addition, being an effective communicator and a critical thinker, it has to respond to social, political and personal issues. The theatre also incorporates knowledge and uses problem solving skills. It describes, compares, analyzes, interprets and evaluates diverse examples of the performing act. Only after the stage was taken over by the guilds in about 16th century that it started to acquire these important characteristics although the 17th century Spanish dramatists Lope de Vega described theatre in general as "three boards, two actors, and a passion."
English language needs assessment of the students at İçel Anatolian Hotel management and tourism vocational high school
11 ABSTRACT This study has been conducted to investigate the current English language teaching programme at İçel Anatolian Hotel Management and Tourism Vocational High School. The aim of the study is to find out whether English language teaching to the students at İçel Anatolian Hotel Management and Tourism Vocational High School is satisfactory enough for the students to use the language in the target situation sufficiently and efficiently. Another purpose of the study is to assess the English language needs of the students and to reveal the difficulties they encounter while using the language in the target situation. The study has been conducted with the staff managers of different hotels and the students and English teachers at İçel Anatolian Hotel Management and Tourism Vocational High School. In this study, the current English Teaching Programme has been investigated in the following aspects: What are the contents of the textbooks? What techniques and activities are preferred in language teaching? What language skills are improved most? What about the teachers' professional background? What are the students' English language needs from a professional stand point? What difficulties do the students encounter while using the language in the target situation? Data have been collected through 3 questionnaires. The subject group consists of 83 third grade students, 55 second grade students, 8 English language teachers and 7 hotel staff managers. The analysis of the findings have revealed that the textbooks used can partly meet the students' needs while working in the target situation. Audio-Lingual Method and Grammar-Translation Method are preferred in teaching English language by most of the teachers. Due to time limits, the Communicative Approach is rarely preferred by them. Consequently, the lessons offered at school improve the students' reading and writing skills more than their listening and speaking skills. As the students need listening and speaking skills more while serving the tourists at hotels, the main goal should be to help the students achieve at least intermediate level of oral proficiency and to improve communicative competence in English.
La dimension culturelle dans l'enseignement du FLE: La place et la fonction de la publicité dans la phase de la transmission de la culture française
ABSTRACT In our study we try to find out the place and the role of printed advertisement handouts in transferring French literature. In recent years, culture has gained significance while teaching French. Foreign language teaching is no longer solely regarded as word knowledge, grammar, etc., as it also encompasses socio-cultural values of the country in which the language is spoken. Part one is given to culture as a concept. For characterizing, culture is a broad and unsteady concept. We have found out that we need to analyze the relationship between language, society, and culture. We have found out that these concepts are strongly interrelated with each other and inseparable. In part two, we have tried to found out types of cultures that will be thought in foreign language classroom, and then we have tried to understood the place of image and culture in the methodologies which are used in teaching French. We have ascertained that there are various kinds of culture and we have tried to classify them through giving examples from handouts. When have come to then point of the place of image and culture in the methodologies which are used in teaching French; we have focused on these two concepts in the history of methodology. We have found that image has been used since the beginning of the history of methodology. The significant point is to make the relationship between culture and image beneficial through modern methods. In part three, we have focused on the perception of image. We think that this plays a significant role in our study. That is the reason why we have tied to understand the position of the reader in view of image as the meaning of the image depends upon the reader. Then we have classified image in two parts: constant and active images. We have thought that this classification would help us to find out the meaning of constant image. After we have done the classification, we have tried to understand the relationship among image, media, ideology and culture. We have found out that image gains strength through allocation tool. 7 Part four is composed of advertisement as a form of message. As advertisement serves to a certain audience it can be regarded as a message. Giving information to public on a product is part of its targets. As a result of that we have decided to analyze advertisement as a communicative message. As advertisement aims at giving message to a certain audience, we can talk about this communication. However, this communication is separate and chilly. We have tried to analyze advertisement posters in relation with various communication theories. Later, we have analyzed these posters as rhetorical message. Advertisement depends upon persuasion and convince of the consumer. Advertisers, through using convincing techniques and also through adding various figures of speech, they benefit from rhetoric. After having analyzed advertisements as rhetorical messages, we have analyzed them as allegation act. Situation of utterance gains significance in advertisement posters as illocutionary. We have tried to analyze the situation of utterance in advertisement posters through three dimensions: dimensions of locutionary, illocutionary, perlocutionary. Finally, in order to understand the detailed form of advertisement posters we have analyzed them through using semiotics. We have understood that the meaning hidden in the posters depends upon the contrast of various concepts such as (fat / thin, ill / healthy, etc.) We have presented the prescribed contents and part of contents. While coming to the final points our study, we have decided to suggest a book called, "the perception and value of printed advertisement posters." We think that this book will contribute to French teaching through filling a missing part and serve as a source to semiotics researches.
Poésie dans l`enseignement du Français
Today, knowledge has become easily accessible thanks to the various technologies and as the result the world has changed and developed rapidly. This has increased the importance of learning a foreign language. In ancient times, learning a language was a luxury, but today it`s a necessity. For this reason, access to knowledge has also taken some importance. People need to better communicate in order to get accurate knowledge. Hence the fact that one can not underestimate the importance of our topic work,
Le discours publicitaire et l'enseignement des verbes et des adjectifs subjectifs à l'aide des textes publicitaires
Teaching a foreign language is an essential key in all the modern societies. But the teaching of a foreign language, French in our case, in its environment of non French-speaking learning is not an easy process and, consequently, always requires improvement by developing new methods and materials. All aspects of the target language should be evaluated to best teach it either in a school or at university level.The subjectivity, being an intrinsic property of the human language and having an important role in the process of the communication, must be part of the process of teaching of a foreign language. This is what we tried to show in this present study,under the light of the linguistic studies on the subjectivity.An effective learning is not only made out of grammatical rules. Moreover, the evaluations and the exercises proposed in a class of language integrate more and more the theory of the statement. What is important here is that the learner can learn a foreign language in its discursivity. Consequently, in our study, we examined the verbs and the subjective adjectives used in the advertising posters from the linguistic point of view.On the other hand, in the process of the teaching of a foreign language, the recognition of the culture of the target language is an undeniable fact. Thus, the advertising posters, which we examined, reflect the French culture and the everyday language and also carry marks of the subjectivity.As it is in the other domains, it is true that using visual elements in the foreign languages teaching is a fact which makes the task easier and more effective. We believe that the advertising texts are going to contribute to language skills of the learners and to improve their vocabulary.
Le role du dialogue romanesque dans la didactique du FLE
In society, people always find themselves in communication or in ?dialogue?. The dialogues contain some specific linguistic features and utterance forms. Such features that the dialogues have make it appropriate to use them in foreign language teaching as well. The approach that see dialogues in foreign language teaching as the forms that transfer the communication statements to the student in the most realistic and effective way, strengthens the relation between dialogues and foreign language teaching. Is it possible to add a new dimension to the relation between these two phenomenon? Does taking the dialogues, those used in foreign languages teaching, from contemporary novels, make it easier for the teachers to reach the determined aims? arallel to newly developed methods and new technological developments, in foreign language teaching, using reality-based material is focused on and thus the desire of the student is rised and a more efficient learning is enabled. These new and contemporary approaches give priorization to using reality-based material has not changed the role and importance of the written materials in foreign language teaching. Using written texts is always important. One of the written texts is novel. The novel is a written text that contains two types of utterance product; first one is the part in which the narrator narrates the incidents (fr. recit), and the other one is the part in which there are the speeches of the characters and has the features of discourse (fr. discours). These speeches play a vital role just as the reality-based materials do. Because of this reason, analysing the relation between foreign language teaching and the dialogues is the aim of this study. While analysing the relation between the dialogues and foreign language teaching the novel containing generally daily French, Zazie in the metro, which is by Raymond Queneau in 1959 will be our corpus. For this reason, with the dialogues taken from the novel giving the student appropriate utterance forms in foreign language and by contributing his communicational, cultural and social progress, setting an example in using the dialogues in the field of teaching French will be the main aims of this study. Key Words: (novel) dialogue, French teaching, literature, interaction, daily language.
Etude des stratégies argumentatives dans le discours journalistique et FLE
The world has become a big village due to globalization, where the mixing of sexes of the people gains more and more ground within the numerous societies which composes it, but also that cultural interbreeding invites each other regularly in our daily life in which the practice of one or several foreign languages has become unavoidable to communicate. Communication is also a mean of collectivization, a window opened to the world, as well as to other cultures, other civilizations and other social practices. Obviously, knowing a foreign language helps people to point the way to tourists, but it has many other benefits than that. In spite of its importance, communication alone is not enough, because it develops and becomes more and more complicated to decipher, sometimes for better understanding. Since there is a real correlation during an exchange in foreign language, it is important to understand beyond words, to read beyond sentences; it is necessary to go beyond phrases, and to attach greater importance to the coherence and the sense of the text. In this study, we offered to analyse journalistic discourse about the membership of Turkey in the EU in order to enable students to decipher French words better « between lines » and to arrest better parties linked to the text or else the consistent parties of the text,. To complete this analysis successfully, we chose, as corpus, certain French newspapers among the most reading materials. These types of articles will help enrich the vocabulary of the students, allow them to differentiate the purely explicative texts of argumentative texts, without forgetting that such journalistic documents develop their ability to take position and foster a critical attitude, which is very important to bring one against argumentation and to create scales needed for the mastery of the discourse analysis. The membership of Turkey in the EU, a subject that often appears among the titles of French and Turkish mass media, could be an efficient tool for this purpose. Hence, a topic of study for our learners in lessons on how to write an essay during which they learn argumentative strategies in written and oral forms will enable them to learn how to convince the other side about their point of view. Key words: journalistic analysis, the discourse analysis, argumentative strategies.
Bilgisayar-destekli öğretimin sözcük başarısına etkisi
In recent years, computer assisted language learning has come to the forefront of language learning and teaching. Computer assisted vocabulary instruction has been considered to be one of the most common applications of CALL. The purpose of this study is to investigate the effectiveness of computer assisted instruction on students? vocabulary achievement. The study compares computer assisted instruction with communicative language teaching in terms of their effects on vocabulary achievement. Additionally, the study explores student perceptions of CALL. The subjects of this quasi-experimental study consisted of 52 freshmen studying in the ELT Department of Balıkesir University in the spring semester of 2012-2013 academic years. Before the experiment, the students were randomly assigned to one of the groups; Computer Assisted Instruction or Communicative Language Teaching and they were given a pre-test. Following the pre-test, the CAVI group studied 20 target words by using a Moodle in a computer laboratory whereas the CLT group was instructed the same words by their teacher in a communicative classroom atmosphere. Both groups were given the post-test immediately after the experiment. The same test was also used as the delayed post-test which was administered to the freshmen five weeks after the experiment in order to test the retention. The Attitudes towards CALL Questionnaire was also administered to the CAVI group. The results revealed that both CAVI and CLT groups had some kind of vocabulary gain as a result of the treatments. However, there was no significant difference between the groups in vocabulary gains. Moreover, the results of the present study indicated that the freshmen had positive attitudes towards the use of CALL. Based on the findings of the study, it can be concluded that computer assisted instruction may not always offer better learning experience to students with respect to vocabulary learning contrary to what is believed. Keywords: Computer assisted language learning, computer assisted vocabulary instruction, vocabulary achievement, communicative language teaching
The effects of grammar translation method and communicative language teaching on vocabulary teaching
The aim of this study was to investigate whether there is a significant difference in learners? vocabulary development and retention depending on the teaching method, Grammar-Translation Method and Communicative Language Teaching, at tenth grade. The quasi-experimental research, which was done for this investigation, took place in 2011-2012 academic year by the attendance of 50 learners at tenth grade in Şanlıurfa Vocational High School. One control group and one experimental group were determined for this study and both groups took pre-test before treatment process in which learners were taught vocabulary through teaching methods previously clarified. In treatment process, one group studied on activities based on translation, definition, fill in the blanks, antonym and synonym according to Grammar-Translation Method; while other group was busy with more communicative activities based on information gap activities, games, role-plays suitable to Communicative Language Teaching Method. At the end of four-week treatment process, learners were presented post-test and delayed-post-test one month after the post-test to measure the development and retention levels of vocabulary. It was aimed with these applications to find out whether Grammar-Translation Method or Communicative Language Teaching was more effective teaching method for vocabulary teaching. The results, analyzed in SPSS program on computer, let us present Communicative Language Teaching Method as more effective when compared to Grammar-Translation Method and no significant difference was found between genders in terms of vocabulary development and retention. According to the data and analysis of this research, it is possible to claim that foreign language teaching programs should be shaped according to the principles of Communicative Language Teaching especially at tenth grade.
An evaluation of the pragmatic competence of pre-service English language teachers: Politeness strategies used in making requests in the academic context
The current study aimed to examine, from an interlanguage pragmatics perspective, how Turkish pre-service EFL teachers fulfill the speech act of request in terms of politeness strategies, levels of directness, internal and external modifiers, perspectives, and address terms in the academic context. To collect data, a discourse completion test (DCT), including ten scenarios, was developed, and 89 pre-service EFL teachers studying in a private university in Turkey were asked to write what they would say in response to the situations described in the DCT. The data-the request tokens- were first analyzed qualitatively using an adapted model of the CCSARP framework developed by Blum-Kulka et al. (1989). Then, the results of the request strategies were quantized, and the data were analyzed through descriptive statistics and chi-square. The study's findings demonstrated that the tendency to use conventionally indirect request strategies was high in situations where the degrees of impositions were both high and low in academic contexts. This indicated that the choice of request strategies was parallel for both degrees of imposition. Additionally, it was found that the use of external modifiers was high, mostly occurring as 'grounders' to mitigate the requests. As for internal modifiers, pre-service EFL teachers preferred 'please' as politeness markers to soften the force of the requests on the hearers. Moreover, the tendency to address instructors remained low, highlighting the need for being more formal and polite when making requests in the academic context. Hence, it was observed that the participants mostly made speaker and hearer-oriented requests in the academic context; however, speaker- oriented requests were made more. This suggested that the participants mostly tended to impose benefits on the hearers, where social power and distance are high among the interlocutors. The study's findings indicated that pre-service EFL teachers perform the speech act of request politely to some extent; nevertheless, they need to gain pragmatic competence to make authentic ways of making requests by integrating appropriate mitigating strategies in the academic context. In conclusion, integrating the pragmatic aspects of language into English Language Teaching programs is significant to improve the pragmatic awareness and competence of prospective language teachers regarding the fulfillment of requests in academic contexts in particular and other speech acts in various contexts of conversations in general. Keywords: Pragmatics, Interlanguage Pragmatics, Pragmatic Competence, Requests, Politeness
The utilization of debate instruction using a learning management system to understand the effects on Turkish EFL learners' L2 speaking anxiety
Speaking has been regarded by many students as the most difficult skill to master yet it is essential for communication and learning a foreign language. Because they cannot prepare their speech beforehand, especially in real-life situations, most language learners are afraid of making mistakes when speaking a foreign language. Although numerous research has attempted to utilize different methods to lower the degree of L2 speaking anxiety, there still has been a heavy emphasis on helping students get past this problem. The researcher of the current study chose debate instruction as one of the efficient methods that can aid students in communicating effectively and encourage them to talk confidently as debating gives students the opportunity to participate in a variety of cognitive and linguistic skills. Therefore, the aim of this study is to understand the effects of debate instruction on Turkish EFL students regarding their speaking anxiety, speaking performance and willingness to communicate. The study has been conducted at a foreign language school of a foundation university in Turkey. 189 students and 5 instructors participated in the study. As for the quantitative part of the study, the Turkish version of Foreign Language Speaking Anxiety questionnaire (T-FLSAQ) has been implemented to students as a pretest and posttest. Additionally, a survey regarding learners' perceptions on the learning management system has been given to students. In order to create the descriptive statistics of the survey results, quantitative data have been analyzed by IBM SPSS Statistics 22.0. Qualitative data, on the other hand, have been analyzed by descriptive content analysis. Results of the study show that there is a statistically significant difference between the foreign language speaking anxiety levels before and after the debate instruction. In other words, the participants' foreign language speaking anxiety levels have decreased after the debate instruction. Moreover, the findings show that the use of LMS increases the motivation and satisfaction with the course. In conclusion, researcher of the study suggests the use of debate instruction with the LMS as a medium of teaching in order to lower the level of speaking anxiety of students and to increase their speaking performance as well as their willingness to communicate in English.
Motivation in English language learning: A study on preparatory school students at universities
This study aimed to investigate the role of motivation in English language learning, taking into consideration age groups and genders, and shed light on their effects. Additionally, this study attempted to determine whether the type of high school they attended and the current university they were enrolled in (public or private) had influence on students' internal and external motivation. The study was conducted at foundation and public universities in Ankara, with a total of 212 student participants. Among the participants, 108 were studying at private universities, and 104 were studying at public universities' preparatory schools. The students were at least at the pre-Intermediate level in the preparatory schools of their universities. The participants' ages ranged from 18-40, with an average age of 29, and there were 103 males and 108 females. Language Learning Orientations Scale (Noels et al. 2003) was used to measure students' motivation type. The Social Sciences Statistics Program was used for result analysis, and the validity was assessed through Cronbach's Alpha Coefficient (Cronbach, 1951). The results indicated no significant difference between genders and age groups, while differences were observed based on the type of high school they graduated and university they were currently studying at.
Investigation of the factors that demotivate eap learners at a foundation university
This study investigates the demotivation levels of junior and senior students enrolled in a general English course at a foundation university in Türkiye, who have not undergone a preparatory class. Additionally, it examines whether demotivation levels vary based on demographic variables, including age, gender, high school type, and university study year. Adopting a mixed methods approach, the research utilizes both surveys and semi-structured interviews to collect data from a sample of 104 students and conducts interviews with 15 participants. The data were analyzed using SPSS 29 and content analysis. The findings highlight the complexity of demotivation resulting from a combination of internal, external, and contextual factors. The quantitative analysis reveals a significant difference in demotivation levels between female and male students, with female students reporting higher levels of demotivation. However, no statistically significant differences are found based on the students' year of study or high school type. The qualitative findings generated five main factors influencing students' demotivation: curriculum and instruction, learner attitudes and characteristics, teacher attitudes, learning environment and facilities, and institutional policies and course policies. Overall, this study contributes to the understanding of demotivation in English language courses and offers practical implications for educators and policymakers to address and alleviate the challenges faced by students in their language learning journey.
The effects of collaborative learning on the autonomy of university preparatory school students
This study aims to investigate the effects of collaborative learning on the autonomy of prep school students from the teachers' perspective. Mixed-method approach was applied for this study. The participants of this study consisted of 71 instructors who worked at the prep school of a foundation university. They participated in this study by completing the survey online and attending the interview sessions. For the quantitative data, the Likert scale questionnaire was taken by the survey of Borg and Al-Busaidi (2012). The questionnaire has 37 questions and the 5 options of 1=strongly agree, 2=agree, 3=neutral, 4=disagree and 5=strongly disagree. The Statistical Packages for Social Science (SPSS) was used to analyze the data collected and generate participant scores. For the qualitative data, 10 volunteer instructors were interviewed to obtain more specific, deep and detailed knowledge and perspective about the effects of collaborative learning on the autonomy of prep-school students. For the interview, open-ended questions were asked to understand their consideration for the effects of learner autonomy on prep school students and the effects of collaborative learning on prep school students' autonomy. The results of this study showed that learner autonomy has positive effects for the prep school students and collaborative learning has a huge impact on promoting autonomy for the learners at prep school. The instructors stated that autonomous learners are more likely to be more successful through an English language learning journey. They also indicated that learner autonomy can be promoted and fostered better with collaborative activities such as pair-work, group work and shared tasks. Key Words: learner autonomy, collaborative learning, self-discipline, self-control, self- awareness
Investigating the relationship between parental involvement and attitudes towards english language learning
This study explored the relationship between parental involvement and parental attitudes in their children's process of learning the English language. The research involved 307 parents of elementary school students as participants. As the research approach, sequential explanatory mixed method design was employed. As the data collection tool, two questionnaires "parental involvement" and "parental attitude" were administered for the quantitative part of the study and semi-structured interviews were conducted with 11 participants for the qualitative part. The collected data were then analyzed using SPSS software. During the analysis of the data, Pearson correlation was used to examine the relationship between family involvement and attitude. Arithmetic mean, standard deviation, frequency and percentage analyses were used for the descriptive analysis of the questionnaire items. Considering the normal distribution of the data, one-way ANOVA and Independent samples t-tests were applied to determine the effect of independent variables on both involvement and attitude. In the qualitative phase of the study, content analysis was used to interpret the interview data. When the findings obtained from the quantitative data were examined, a moderate, positive and significant correlation (r = 0.478; p < 0.01) was found between parental involvement and parental attitude, indicating that a stronger level of parental involvement corresponds with a more positive attitude toward their children's English language learning. The qualitative data added depth by revealing varying levels of parental involvement due to various constraints expressed by the participants, while also highlighting a generally positive attitude towards English learning.
Different stakeholders' localized conceptualization of technology-enhanced language assessment literacy in higher educational context in Türkiye
This quantitative study investigates the localized conceptualization of Technology-Enhanced Language Assessment Literacy (TELAL) within the higher education context in Türkiye. Focused on a foundational university, the research explores TELAL perspectives across four crucial stakeholder groups: EFL language instructors, administrators, testing unit members, and EFL teacher trainers. Utilizing purposeful sampling and an adapted questionnaire, the study engages 139 participants. Methodologically, using SPSS, the research employs descriptive and inferential analyses, including Multivariate Analysis of Variance (MANOVA) and radar graphics. The findings emphasize a general belief in the effectiveness of technology in language testing, accompanied by varying degrees of integration of online resources. It is noteworthy that the study reveals that participants' roles within the language assessment process do not significantly impact their proficiency across all dimensions of TELAL. The study reveals a significant need for training in web-based technologies for language assessment. Key Words: Technology-Enhanced Language Assessment Literacy (TELAL), Language Assessment, Educational Technology, English as a Foreign Language
Demotivation among middle school students in English classes and teacher strategies to overcome it
To help students succeed in English classes, it is important to know and overcome the factors that reduce students' motivation. Therefore, this study investigated the factors that demotivate middle school students in English classes as well as teacher strategies to overcome demotivational factors. To achieve this goal, the study was carried out across four distinct schools situated in different cities in Turkiye—Ankara, Istanbul, Samsun, and Erzurum—during the spring semester of 2022-2023. A mixed-method design was employed to ensure a comprehensive acquisition of data. In the quantitative part of the study, data was collected from 632 middle school students in grades 5th to 8th using the Foreign Language Demotivation Scale (FLDS) developed by Acarol (2020). This scale featured 32 items rated on a 5-point Likert scale and encompassed five sub-dimensions: Teaching Material, Teaching Methods, Teacher Attitudes, Negative Experiences, and Failure Experience. Results indicated that Teaching Materials ranked as the most demotivating factor, while Teacher Attitude emerged as the least demotivating. Notably, these factors varied across several variables such as gender, grade level, city, academic performance, and learning experiences. Additionally, in the qualitative part of the study, 10 EFL teachers were interviewed to gain valuable insights into their strategies for identifying and overcoming demotivation factors. Teachers stressed the importance of using authentic and technological materials to motivate students, along with student-centered approaches featuring interactive elements such as using games. Positive teacher attitudes, clear rules, and personalized interventions were identified as crucial for re-motivating students based on their interests and learning paths. This study offers valuable insights into student motivation by examining four schools, though its limited scope suggests opportunities for further exploration. Future research could delve deeper into students' perspectives on demotivation, the role of cultural influences, and external factors. This expanded research would enrich our understanding and enable the development of targeted strategies for boosting student motivation in English classes, ultimately leading to more effective and engaging learning environments.
An investigation of young adolescent students' foreign language anxiety levels and their causes
This thesis endeavors to delve into the foreign language anxiety experienced by young adolescent students and explore its underlying causes. The ultimate goal of this research is to provide valuable insights that can aid teachers in comprehending and effectively managing the foreign language anxiety of their young learners, thereby mitigating negative emotional impacts. The study was conducted across both private and public schools in Ankara during the spring semester of the 2022-2023 academic year. A mixed method was used in the research methodology to obtain more in-depth and comprehensive results. Quantitative data collection utilized the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al., (1996) and translated into Turkish by Aydın (1991) and involved 414 students from 5th to 8th grades. Simultaneously, qualitative data were acquired through semi-structured interviews conducted with 12 students exhibiting high levels of anxiety according to FLCAS results. After analyzing the results, it was evident that young adolescents exhibited a moderate level of foreign language anxiety, which was influenced by factors such as age, parental expectations, gender, learning experiences, school type, and academic achievement. The effects of these variables on foreign language anxiety were thoroughly discussed and analyzed. Following semi-structured interviews with 12 anxious students, the causes of their anxiety were identified as speaking activities, teacher manners, peer reactions, parental pressure, and fear of receiving low grades in exams. Consequently, all the findings were comprehensively discussed and summarized, and potential suggestions were offered for teachers and future studies. It is important to note that while this study offers valuable insights, its scope is limited to 226 students from a single public school and 188 students from a private school in Ankara. Therefore, caution must be exercised in generalizing the findings beyond this specific context. Future research endeavors may benefit from diversifying data collection tools, including input from teachers to enrich the understanding of foreign language anxiety, and exploring additional perspectives to develop comprehensive strategies for addressing student anxiety in language learning environments.
Analysis of primary school students' attitudes towards reading skills supported by in-class and extracurricular resources
This case study investigates elementary students' attitudes toward reading skills in a private primary school setting in Northern Eastern Arabia, considering gender differences. It examines whether their performance improves over a 20-week period, using a sample of a personalized e-learning tool— a tailored and interactive learning program—recognized for its innovative approach. A mixed-method design was employed for the research methodology. The participants include 125 second-grade students and 5 teachers. Data were collected through a 20-question survey known as 'Elementary Reading Attitudes' (ERAS) by McKenna and Kear (1990). Additionally, structured interviews with teachers, utilizing the ERAS framework, captured educators' perspectives. T-tests were used to determine significant differences between the mean scores of male and female groups. SPSS was employed for data analysis. The study revealed statistically significant variations in total scores, recreational reading, and academic reading sub-dimensions based on classroom variables. Furthermore, female students demonstrated a higher degree of positive attitude compared to their male counterparts. Further research is recommended to examine general reading attitudes among elementary students, explore potential gender-based discrepancies with larger groups, and assess the effectiveness of IXL in phonics instruction to enhance early reading abilities. Keywords: teaching phonics, reading skill, foundations of early teaching literacy, ERAS
An evaluation of an EFL coursebook in terms of Bloom's Revised Taxonomy and critical thinking skills
This study aims to analyze and evaluate the effectiveness of an EFL coursebook used in an English preparatory school at a foundation university in Ankara, Türkiye, in promoting EFL learners' critical thinking skills. As a coursebook evaluation study, the study adopts a mixed-methods research design since it utilizes Bloom's Revised Taxonomy and a 4-point Critical Thinking Likert scale adopted from Selvihan Demir (2008) to analyze the units to reveal the extent to which activities address critical thinking skills. For the first phase of the study, all unit activities were analyzed following the cognitive steps of Bloom's Revised Taxonomy. For the study's second phase, 30 EFL instructors using the coursebook evaluated the coursebook's effectiveness in fostering critical thinking skills using the Likert scale. This particular study is unique from prior research in the field because the participant instructors performed as evaluators after receiving the necessary training. Using coding techniques from Bloom's Taxonomy for systematic content analysis, the study reveals how well the coursebook aligns with the higher-order thinking needed for critical thinking objectives. The data collected via the scale were analyzed using descriptive statistics. The findings highlight areas for improvement in the book's design, emphasizing the importance of integrating higher-order thinking skills even though the book includes a specific part called "Critical Thinking". This research provides valuable insights into the field of English Language Teaching regarding the effectiveness of coursebooks in promoting critical and higher-order thinking skills. It is believed that it will serve as a resource for educators, curriculum developers, materials developers, and other stakeholders seeking to enhance critical thinking skills in Turkish educational contexts.
The relation between EFL teachers' mindset and their strategies, opinions and preferences on corrective feedback in speaking
This study investigates the relationship between EFL teachers' mindsets and their strategies, opinions and preferences about corrective feedback in speaking. The participants of this study are EFL (English as a Foreign Language) teachers in public and private primary, middle and high schools in Ankara, Türkiye. The research design of the study is a quantitative study consisting of a two-part online questionnaire. The quantitative data of the study was collected through the mindset scale developed by Carol Dweck to examine the mindset preferences of EFL teachers. The second questionnaire was developed by Eva Kartchava and adapted by Ali Hashemi to find out English teachers' strategies, opinions and preferences for corrective feedback in speaking. A total of 171 English teachers working in public and private primary, middle and high schools in Ankara participated in the online survey. The data obtained from the questionnaire were evaluated in SPSS (Statistical Package for Social Sciences; SPSS Inc., Chicago, IL) 22 package programs. Chi-square analysis (Pearson Chi-square) was used to compare categorical variables between groups. The compatibility of continuous variables with normal distribution was evaluated by Kolmogorov-Smirnov test. Student's t test was used to compare paired groups, and One Way ANOVA analysis was used to compare more than two variables that fit the normal distribution. The Pearson correlation test was used to examine the relationship between continuous variables. Linear regression analysis was used to determine the predictive power of the dependent variable. The results show that 84% of the EFL teachers who took part in the study disagree that corrective feedback is a waste of time when it comes to speaking practice. 16.1% of EFL teachers, however, disagreed or were unsure. Though they remain in the minority, a sizable majority of EFL teachers still think that all language learners' errors should be fixed. The score of growth mindset elements of English teachers working in public institutions was significantly higher than the score of those working in private institutions. A significant portion of EFL instructors have a mindset of development because they assume intellect. EFL teachers are typically concerned with and appreciative of speech correction comments. However, it is also evident that other individuals showed no emotion at all or showed little interest in receiving constructive criticism. It is believed that the results of this study will contribute to the field by providing a more detailed understanding of English teachers' preferences, views and strategies between the concepts of growth mindset and verbal feedback, and by enabling English teachers to have more informed approaches and practices. Although the study will be conducted with EFL teachers in various public and private schools in Ankara, this study is limited in terms of the number of participants in terms of generalization to all EFL teachers in Türkiye. Keywords: English teachers, Mindset, Oral Corrective Feedback Preferences, Strategies
The impact of ARCS-based vocabulary instruction with an online presentation tool on EFL students' achievement and motivation
The current study aimed to investigate the impact of ARCS based vocabulary instruction with an online presentation tool on EFL students' vocabulary achievement and motivation. The study employs a quasi-experimental research design. A 4-week intervention was planned to gather necessary data. 43 high school students studying at a state high school participated in the study. A pre-test as a vocabulary achievement test was applied to determine the vocabulary knowledge of students in both the experimental and the control groups before the intervention process began. The number of students in the experimental group was 21 and they were taught vocabulary with an online presentation tool for 4 weeks. The course design for the experimental group was prepared according to ARCS motivational model developed by Keller (1987). The control group, consisting of 22 students, learned the same vocabulary items with traditional methods, and ARCS model was not applied for this group's lesson plan. After the intervention process ended, a post-test as a vocabulary achievement test and the Instructional Materials Motivation Survey, prepared by Keller (2010) and adapted into Turkish by Kutu and Sözbilir (2011) were implemented in both groups. The results of the study revealed that both groups' vocabulary knowledge improved and there was not a significant difference between them. However, there was a significant difference between the motivation scores of these groups in favor of the experimental group. In conclusion, integrating ARCS model of motivational design with technology is significant to improve motivation of EFL students. Key Words: Information Communication Technologies, Online Presentation Tools, ARCS Model of Motivational Design, Vocabulary Instruction
Intelligibility, accentedness, and comprehensibility of different English accents in Turkish context
Native-like accents or foreign accent concepts are also very popular in the Turkish context, as most of the speakers tend to have foreign accents, possess a foreign accent, and indicate their first language through a transfer of sound and intonation. Also, prior studies in Türkiye suggest that the Turkish foreign accent is generally viewed more negatively than native accents. However, there is a lack of clear evidence on whether these negative perceptions are attributed to the intelligibility, comprehensibility, or accentedness of TFA. This study investigated the intelligibility and comprehensibility of the Turkish foreign accent and explored its connection to accentedness by comparing it with native accents for Turkish EFL listeners. The study was done with 30 Turkish EFL students with similar backgrounds at a foundational university in Ankara. In accordance with the aim, this study was done using a mixed-method design to have a coherent and well-defined analysis of the collected data. There were two tasks for the numerical data and a semi-structured interview in order to have a better understanding of the participants' ideas and as well as the accentedness concept. The data was collected through participants listening to three recordings from three different accents during the tasks and having an interview afterwards. Pearson correlation was used for the correlation between the intelligibility task and a comprehensibility scale, whereas a thematic analysis was done for the semi-structured interview. According to quantitative studies, the correlation between intelligibility and comprehensibility was found to be more on TFA compared to native accents. In order, the Turkish foreign accent was higher than the American accent, and the British accent was the least for both in intelligibility and comprehensibility. However, in terms of intelligibility, AA and TFA were found to have similar levels of intelligibility, with the TFA demonstrating a slightly higher degree. Also, it was found that most of the participants favored the TFA and did not have a problem understanding it. The familiarity with the Turkish foreign accent had a significantly positive influence on the participants. Only a few participants were disturbed by the Turkish foreign accent, and the reason for this issue was social attractiveness and competence rather than understandability of Turkish foreign accent. In that sense, pronunciation, intonation, and stress issues could be taught to all learners more explicitly, and Turkish foreign teachers could be preferred more in the educational setting since these findings highlight the importance of intelligibility and comprehensibility in pronunciation instruction. Lastly, it is possible to suggest that a native-like accent may not be a crucial point in the Turkish context and having all the stakeholders face different accents from all over the world is needed.
An analysis of the alignment of English textbooks in Turkish primary schools with the 21st century skills
This thesis aims to analyze the extent to which the 2nd, 3rd, and 4th grade English textbooks used in Turkish public primary schools align with 21st-century skills. The study focuses on key competencies such as communication, critical thinking, problem-solving, collaboration, and creativity. Conducted as a qualitative study, it employs document analysis to examine the textbooks systematically. The findings reveal that only a limited number of activities directly promote these skills. The study concludes that there are significant shortcomings in the current textbooks regarding the development of 21st-century skills, and recommends a revision of instructional materials accordingly.
Mapping the interface between pragmatics and EFL teaching in Türkiye: A review study of current research trends and gaps
This systematic review study aims to depict the status-quo of research on pragmatics in teaching English as a Foreign Language (EFL) in Türkiye in an effort to reveal trends and gaps in the literature. To this end, it examines relevant master's theses (M.A.) and doctoral dissertations (Ph.D.) conducted in Türkiye over the last 10 years, thoroughly investigating their scope, research design, participants, and data collection instruments through systematic content analysis. The findings revealed that 84 theses on pragmatics in the context of EFL teaching were conducted in Türkiye within the past decade. Results also demonstrated that the studies primarily focused on cross-cultural pragmatics and speech acts, showing a great interest in various communicative aspects of language and how language operates in various cultures. Considering methodology, most studies adopted a mixed-methods research design, displaying a preference for relying on both qualitative and quantitative data. A variety of data collection tools were found to be used in the studies, predominantly surveys and discourse completion tasks. Moreover, cross-cultural pragmatics and speech acts (i.e., apologies, refusals, and requests) were explored more than other topics of pragmatics (i.e., pragmatic failure, politeness, and implicatures). It can be concluded that the studies conducted over the past decade in Türkiye tend to be more conventional, while recent global research trends in pragmatics in the EFL context have deflected the focus into topics such as digital communication, intercultural communicative competence, and assessment of pragmatic competence. This study is believed to yield valuable insight for researchers in applied linguistics by identifying gaps in the relevant literature and offering recommendations for further research in deficient areas of study.
The impact of multiple intelligence tendencies and learning styles on the academic achievement of English language teaching students at university
Learning is important and differences are valuable. Today's understanding of education is now aware of this value of difference and in the design process of education, these differences are taken into consideration with great care. The theories such as Learning Styles and Multiple Intelligences which have been emerged from such a perceptive have been widely used in learning environments in recent years. Experiential Learning Theory" firstly dealt by Kolb in 1970's. After by Grasha and Reichmann the learning styles which was handled with a different typology was also widely accepted and adopted as multiple intelligences theory. As a result of these new developments and paradigms, it is inevitable that learning and teaching environments might be also become indispensable to the changes. Knowing the multiple intelligence theory and learning styles of the stakeholders gained importance in terms of planning and evaluating instruction all processes. Considering its importance, this research aims to discuss a problem of the relationship between academic success and students' multiple intelligence tendencies, and their learning styles. So as to reach the answers to the problems, "Learning Style Scale" by Grasha and Reichmann and "Multiple Intelligence Scale" by McClellan-Conti were used. The study was conducted in two universities, one a vocational and one a public university. 257 students (183 female and 74 male), who were studying English language teaching, participated in the study. Data were analysed with SPSS-24 package program. As a result of this analysis, it was determined that the normal distribution was given and the results were reached by using parametric methods. In the research, it was seen that the distributions of cooperative learning and competitive learning styles of the students, who are studying English language teaching, were significantly higher than the other learning styles. Additionally, it is concluded that the students, who are studying English language teaching, have a higher tendency for existential intelligence. While there is a positive relationship between existential intelligence tendency and academic achievement, three learning styles that increase academic achievement in terms of learning style, are independent, collaborative and participant styles. This research aims to explain fourteen sub-problems in terms of gender, age, class and type of university Key Words: Grasha-Reichmann Learning Style Scale, McClellan- Conti Multiple Intelligence Scale, English Language Teaching, Academic Achievement
Examining the relationship between pre-service English language teachers' perceived level of self-assessment and self-efficacy in professional knowledge-base
Being an effective language teacher needs both theoretical knowledge and practical knowledge in their professional knowledge-base. Since the combination of these two variables promote teacher effectiveness, the relation between these two factors needs to be investigate for moving the teacher effectiveness one more step further. In this study, theoretical knowledge of participants associated with their self-assessment perception level, and practical knowledge associated with perception level of self-efficacy. The present study aims to examine the relationship between pre-service English language teachers' self-assessment and their self-efficacy. Following a quantitative research design, the research used quantitative data collection methods and the sample group of the study was chosen by convenience sampling method of the non-random sampling strategy. Self-assessment and self-efficacy questionnaires were administered to a sample of 137 pre-service English language teachers (106 females and 31 males). The data were analyzed by utilizing SPSS version 25 software program. To find out the strength and direction of the relationship between the self-assessment and self-efficacy variables, the Pearson product-moment correlation coefficient (coeff. = 0.649, sig. value =0) was calculated. The results indicated that there was a significant relationship between pre-service English language teachers' self-assessment and their self-efficacy perception. Lastly, simple regression test was performed for determining the functionality between self-assessment and self-efficacy perceptions of participants. The R square value was calculated as 0.421 with 0.0 level of significance, which reveals a functionality between these two variables. Key words: Pre-Service English language teacher, Self-Assessment, Self-Efficacy, Teacher effectiveness
A suggested syllabus for speaking course at an aviation vocational school in accordance with CEFR B1 level
The purpose of this study is to design a syllabus for English Speaking II course at an aeronautical vocational school based on Common European Framework of Reference for languages (CEFR) criteria and tailored to the needs and interests of aviation students. In order to achieve this purpose, both qualitative and quantitative methods were used in this study. First, B1 self –assessment checklists of CEFR were administered to the students in second grade taking English Speaking course to explore their needs and goals about the speaking course. Second, an open-ended questionnaire was administered to the students to obtain their viewpoint and expectations of the course. The data were collected from 97 cabin services and transportation management students. After the data were analyzed, an English Speaking course syllabus was designed by the researcher. The findings of the study revealed that aviation students place high value on Aviation English and aim to enhance their speaking skills especially for their professional development. Another key finding is that cabin services students feel more competent themselves in speaking than transportation management students. It was also found that lesson hours of speaking course should be increased to meet the students' speaking needs. This study aims to contribute to the field of ESP, particularly to Aviation English for both students and course designers. Key words: English for Specific Purposes, the Common European Framework of Reference for languages (CEFR), speaking, needs analysis, aviation students
Autonomy of English teachers with refugee students in their classes
The purpose of this research was to investigate the autonomy of English teachers with refugee students in four different dimensions, which are teaching and assessment, school management, professional development and curriculum development. 121 English teachers working in state secondary schools in Ankara participated in the study. Data were collected through questionnaires and open ended questions. The results showed that in teaching and assessment and professional development participants had generally high autonomy. However, in school management and curriculum development their autonomy were lower. When compared to English teachers without refugee students, t-test results showed that overall autonomy of English teachers with refugee students in their class were lower. Furthermore, the results also showed that number of refugee students in the class did not affect the autonomy of teachers contrary to the expectations. Additionally, it was concluded that professional experience of teachers did not affect the autonomy of English teachers. In open ended questions teachers mainly stated that they could not select textbooks, even though they could use their autonomy in the amount of homework they gave, disciplining students and setting rules and norms for their classes. Moreover, majority believed that they were not involved in school management. Furthermore, most of the participants thought that they were not autonomous regarding the content of in-service professional development programmes, and they generally could not attend these programmes according to their needs. Finally, vast majority of the participants stated that they were not involved in curriculum designing process.
The effect of model United Nations conferences on secondary education students' attitudes and anxiety about speaking English
The aim of this study is to investigate the effects of Model United Nations Conferences (MUN) on students' English speaking anxiety and their attitudes towards English. MUN conferences constitute one of the most important academic activities that develop the middle school, high school and university students' diplomatic skills and international relations, foreign language development and leadership, teamwork, critical thinking, creative thinking, problem solving and public speaking skills. MUN Conferences play an important role in the development of students, mostly in the form of club work in Turkey, and both as club work and as an elective course abroad. This research was conducted on the students who attended the "YUKOMUN -Yükselen College Model United Nations" conference organized by Yükselen College in the 2019-2020 academic year. A total of 150 students attended the conference and 33 students who attended an MUN conference for the first time were included in this study. In order to collect data, "Foreign Language Class Anxiety Scale" developed by Horwitz in 1986 and translated into Turkish by Dalkılıç in 2001, and "Attitude towards English Scale" developed by Aiken in 1979 and translated into Turkish by Tunç in 2003 were used. The study was conducted through online surveys in the fall semester of 2019-2020. According to the results of the study, the English speaking anxiety of the students who attended the MUN conferences decreased significantly and their attitudes towards English increased positively. In addition, a semi-structured interview was conducted with students to explore the effects of MUN conferences on their personal development.
The perceptions of English language lecturers toward the effectiveness of the Communicative Language Teaching (CLT) in teaching grammar at Zawiya University in Libya
This study explores the perceptions of English language lecturers toward the effectiveness of using the Communicative Language Teaching (CLT) in teaching grammar at Zawiya University in Libya. A quantitative research design particularly the descriptive survey design is adopted and to collect the required data, a questionnaire from Bani Taha (2016) was used and distributed to participants (n=203) to reveal their perceptions toward the effectiveness of using CLT in teaching grammar. The results showed that the majority of English language lecturers at Zawiya University were positive toward using CLT to teach grammar (mean= 4.04). The results also unveiled that they preferred using a variety of communicative activities in grammar classes (mean= 3.52). Further, the current research investigated the challenges that hinder the effective use of CLT to teach grammar and found that large classes, difficulty in assessing grammar communicatively, and students' low English proficiency are the most common challenges. The findings also indicated that most participants recognize the Communicative Language Teaching as an effective way to teach grammar, but due to several challenges, the teaching process becomes more difficult. Therefore, this study aims to provide education authorities like stakeholders and syllabus designers with the information needed regarding the effectiveness of CLT in teaching grammar at tertiary level in order to develop an effective syllabus for better English grammar teaching.
A case study: Exploration of Generation Z students' EFL learning environment in tertiary education
As of 2019-2020 academic year, there are almost 8 million students at tertiary education in Turkey including vocational, undergraduate, and graduate students (Yükseköğretim Bilgi Yönetim Sistemi, 2020). Hence it is crucial to acknowledge the existence of Generation Z students (born between 1996-2010) in higher education. The fact that different cohorts; Baby Boomers, Gen X, Gen Y and Gen Z are working and studying together necessitated this study, which aimed to explore Gen Z students' EFL learning environments. The study was conducted at a foundation university's School of Foreign Languages in Turkey. Data were collected during 2020-2021 academic year employing focus group meetings, semi-structured individual interviews and field notes. The data were examined through qualitative inquiry methods and data analysis software. The findings revealed that although there was no change in teaching philosophies of instructors, they had to go through a process of adaptation with Gen Z students. It was also found out that different instructors belonging to different generations had dissimilar attitudes and practices towards Gen Z students. Although the essence of teaching and learning still stayed the same, Gen Z students were noted to have more elevated interest in the language learning due to their close contact with technology and internet. Therefore, traditional methods of teaching are no longer suitable for Gen Z, and along with instructors, institutions and publishing houses have to share their parts in establishing an effective learning environment for Gen Z students. Keywords: Gen Z EFL learning environment, Gen Z learning preferences, Gen Z student characteristics, technology incorporated lessons, cohorts of instructors, Gen Z teaching philosophies, infrastructure in establishing Gen Z learning environment