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Stefan Zweig'ın Satranç isimli eserindeki deyimlerin, atasözlerinin ve kalıp ifadelerin çevirilerinin Mona Baker'in çeviri stratejileri bağlamında incelenmesi
Çeviri, insanlık tarihi boyunca var olan bir faaliyettir. Geçmişten bugüne tarih boyunca çeviri uygulamaları insanlıkla birlikte ilerlemiş ve gelişmiştir. İnsanlık tarihinde tek bir evrensel dilin olmaması ve toplumlar arasında farklı dillerin kullanılmasıyla çeviri etkinliği kaçınılmaz olmuştur. Bu doğrultuda da farklı milletler arasındaki iletişim devam ettiği müddetçe çeviri faaliyetlerinin de süreceği açıktır. Bu çalışmada, Stefan Zweig'ın "Satranç" adlı eserinin Almancadan Türkçeye çevirisinde karşılaşılan kalıp ifadeler, atasözleri ve deyimler, Mona Baker'in Çeviri Stratejileri çerçevesinde ele alınmıştır. Her dil ve kültürde yazılı veya sözlü iletişimde, birkaç kelimeyle çok şey ifade eden ve kültürün önemli bir parçası olan atasözleri ve deyimler bulunmaktadır. Bu araştırmada nitel araştırma yöntemi kullanılmıştır. Nitel araştırma, sosyal olguları bağlı bulundukları çevre içerisinde araştırmayı ve anlamayı ön plana alan bir yaklaşımdır. Ayrıca çalışmada doküman analizi yöntemine başvurulmuştur. Doküman analizi, araştırma verilerinin birincil kaynağı olarak çeşitli dokümanların toplanması, gözden geçirilmesi, sorgulanması ve analizi olarak tanımlanabilen bilimsel bir araştırma yöntemidir. Bu bağlamda Duden yayın evine ait, Duden Band 11 Redewendungen ve Ömer Asım Aksoy'un, Atasözleri ve Deyimler Sözlüğü 1-2 temel kaynak olarak kullanılmıştır. Ogün Duman tarafından 2018 Nisan baskılı Stefan Zweig'ın Satranç isimli eserinin çevirisindeki Türkçe ve Almanca deyimler taranmıştır. Seçilen örneklemler içerik analizi yöntemiyle incelenmiştir. Çalışma boyunca Stefan Zweig'ın 'Satranç' isimli eserinde geçen toplam 112 Almanca ifade, onların Türkçeye çevirisi ve kullanılan çeviri yöntemleri verilmiştir. 60 Deyim ve 52 kalıp ifade ele alınmıştır. Hem kaynak metinde hem de çeviri metninde atasözüne rastlanmamıştır. Yarı Eşdeğerlik (%50), en yaygın kullanılan yöntem olarak öne çıkmaktadır. Bu, kaynak metindeki ifadelerin hedef dile genişletilerek aktarılmasının tercih edildiğini göstermektedir. Tam Eşdeğerlik (%38), ikinci sırada yer almakta olup, özellikle terimlerin veya kavramların doğrudan karşılıklarıyla çevrildiği durumlarda başvurulduğu anlaşılmaktadır. Çıkarma Yoluyla Çeviri (%5) ve Açımlama (%7) ise daha az tercih edilen yöntemlerdir. Bu yöntemlerin, metinlerin yapısına veya bağlamına bağlı olarak sınırlı kullanım alanı bulduğu söylenebilir. Sonuç olarak, çeviri sürecinde Yarı Eşdeğerlik ve tam eşdeğerlik yöntemlerinin ağırlıklı olarak benimsendiği, buna karşılık diğer yöntemlerin daha nadir uygulandığı tespit edilmiştir.
Almanca öğretmenliği mezunları ve son sınıf öğrencilerinin Yabancı Dil Sınavı'na (YDS) yönelik düşünceleri: Nevşehir Hacı Bektaş Veli Üniversitesi örneği
Bu çalışma, Türkiye'de yabancı dil öğretmenlerinin karşılaştıkları sorunları genel hatlarıyla ortaya koymayı ve özellikle Almanca öğretmen adaylarının YDS sınavına ilişkin algı ve deneyimlerini incelemeyi amaçlamaktadır. Yabancı dil öğretimi, diğer ders alanlarından farklı olarak iletişimsel becerilerin kazanımını hedefleyen karmaşık bir süreçtir. Ancak öğretmenlerin eğitim, istihdam ve uygulama aşamalarında çok çeşitli yapısal ve pedagojik sorunlarla karşılaştıkları görülmektedir. Bu bağlamda çalışma; atama politikaları, müfredat ve materyal yetersizliği, öğrenci motivasyonu, fiziksel altyapı eksiklikleri, öğretim yöntemlerine ilişkin problemler, hizmet içi eğitimlerin yetersizliği ve ölçme-değerlendirme eksiklikleri gibi temel başlıklarda sorun alanlarını incelemektedir. Bununla birlikte Almanca öğretmen adaylarının YDS sürecinde yaşadıkları kaygılar, sınava dair algıları ve sosyal baskı unsurları da bu çalışmanın inceleme alanına dahil edilmiştir. Araştırma, nitel araştırma yöntemlerinden fenomenolojik desen ile gerçekleştirilmiştir. Katılımcı grubunu, 2024-2025 eğitim öğretim yılında YDS Almanca sınavına hazırlanan farklı yaş, cinsiyet ve akademik geçmişe sahip 21 Almanca öğretmen adayı oluşturmaktadır. Katılımcılar amaçlı örnekleme ile seçilmiş, veriler yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Elde edilen veriler, içerik analizi yöntemiyle çözümlenmiş; katılımcı ifadeleri temalar hâlinde gruplandırılarak analiz edilmiştir. Çalışma sonucunda, Almanca öğretmen adaylarının YDS'ye dair yüksek düzeyde kaygı yaşadıkları, sınavın öğretmenlik becerileriyle örtüşmediğini düşündükleri ve sosyal çevre beklentilerinin başarı algılarını etkilediği tespit edilmiştir.
An in-depth analysis of perceptions about the relationships between Turkish pre-service EFL teachers and their mentor teachers in terms of classroom management skills
AN IN-DEPTH ANALYSIS OF THE PERCEPTIONS ABOUT THE RELATIONSHIPS BETWEEN TURKISH PRE-SERVICE EFL TEACHERS AND THEIR MENTOR TEACHERS IN TERMS OF CLASSROOM MANAGEMENT SKILLS ABSTRACT Teaching practicum is a process that aims to prepare prospective English teachers for their future professions by enhancing their teaching skills. Teaching skills is an umbrella term that includes many subskills. Classroom management skills are one of the most essential ones because classroom management affects all aspects of teaching and learning activities. Because of this undeniable effect, giving the necessary importance is inevitable to improve it during the teaching practicum. However, other stakeholders of the practicum play a vital role in improving pre-service English teachers' classroom management skills, especially the mentor teachers who are assigned to guide them in the practicum. To this end, the study focuses on an in-depth analysis of the relationships between pre-service English as a Foreign Language (EFL) teachers and mentor teachers in terms of classroom management skills. A qualitative research design was used to conduct the study. Although semi-structured interviews were used as the main data collection tool, focus group interviews, which were used as a source of data triangulation, were conducted immediately before the semi-structured interviews with six prospective English language teachers and six mentor teachers to frame the questions asked in the semi-structured interviews and to observe the effects of group dynamics and group culture on the way the participants answered the interview questions. Focus group interviews were used as a data triangulation source. Apart from focus group interviews, 15 pre-service English teachers and 15 mentor teachers were interviewed separately for semi-structured interviews for a detailed investigation of the research topic. Before these interviews, pilot interviews were conducted with a prospective EFL teacher and a mentor teacher, and these interviews were also included in the data collection process. Finally, a research journal kept by the researcher, which aims to present the thesis writing process, was used for data triangulation. In the data analysis process, an inductive approach and thematic analysis were applied, and expert opinion was consulted regarding the results of the analysis. The findings of the study demonstrated that the relationships between prospective English teachers and mentor teachers affect the productivity of the teaching practicum process regarding classroom management skills. However, the way it is affected by these interactions depends on the mentees' and the mentor teachers' perceptions and approaches to constructing relationships during teaching practicum. The findings showed that having positive and supportive relationships with mentor teachers provides opportunities for mentees to enhance their classroom management skills through guidance, support, and instructions from them. Yet, constructing negative and unsupportive relationships with mentor teachers prevents them from learning from a more knowledgeable other and improving their classroom management skills. Considering the details that the findings presented about the relationships between these two significant components concerning classroom management skills, this study may contribute to the field by giving special attention, which is necessary for in-depth analysis and comprehensible understanding of the topic. Keywords: Pre-service EFL Teachers, Mentor Teachers, Classroom Management.
English teachers' and students' opinions about English speaking and listening exams in secondary schools: problems and solutions
Since English has emerged as the universal language of communication, language education must include the development of communicative skills. Writing and grammar-based practices have historically dominated foreign language assessment and teaching in Türkiye. However, the implementation of performance-based speaking and listening assessments formally started in secondary schools in 2023. Despite its goal of improving students' communication skills, this reform presented several difficulties during implementation. This study aims to explore the perceptions of English teachers and secondary school students regarding the newly implemented speaking and listening exams. Semi-structured interviews were conducted to gather data from 15 students attending an Imam Hatip secondary school in Kahramanmaraş and 14 English teachers employed in various provinces, utilising a qualitative research design. Additionally, observations were made in the classroom. Content analysis was used to examine the data. The results showed that the exams had a positive impact on students' motivation, confidence, and language proficiency. Nevertheless, several issues also emerged, including inadequate class time, overcrowded classrooms, a lack of technology, teachers' inadequate preparation, and students' exam anxiety. To guarantee the successful administration of the examinations, teachers emphasised the need for standardised procedures, in-service training, and enhanced technology tools. In conclusion, this study highlights both the strengths and weaknesses of the new assessment system, providing valuable insights for practitioners and policymakers. The findings highlight the critical importance of creating fair, reliable, and standardised assessments, as such assessments are essential to ensure the system's long-term sustainability and its alignment with Turkey's broader educational objectives.
The impact of digital gamification on vocabulary development of the 8th grade students
This study investigates the effect of digital gamification on improving vocabulary acquisition among 8th grade secondary school students. In the study designed with a quasi-experimental method, the vocabulary acquisition results of the experimental and control groups consisting of students in a public school at the secondary school level were compared. For the research, an experimental and control group were created from 8th grade students. There were 20 students in the experimental group and 24 students in the control group, which include equal proportions of both female and male students. The main goal of the study is to compare the impact of digital gamification, which integrates interactive and context-rich vocabulary activities into technology, with traditional vocabulary teaching methods based on memorization and exercises in the textbook. Digital gamification was applied to the experimental group in the study. Data obtained from pre-test and post-test were used to measure the effect of the independent variable on the dependent variable. Both groups were given a certain amount of time to implement digital gamification after completing the vocabulary pre-test. Differences in vocabulary acquisition in the two groups were evaluated by applying a post-test. Moreover, the participants in the experimental group shared their thoughts about the process on the Padlet platform after each lesson. Based on both qualitative and quantitative data, it was revealed that the vocabulary acquisition of the gamification group was significantly improved compared to the control group. On the other hand, the results support that the students in the experimental group exhibited considerable enjoyment and demonstrated high levels of motivation throughout the session. The findings of the research show how these interactive teaching strategies, ensuring student participation in the lesson, can increase vocabulary acquisition.
Yabancı dil olarak Almanca öğretiminde fiilimsilerin yazma becerilerinin amaca uygun geliştirilmesine katkısı
Bu çalışmada dilbilgisi alanında önemli bir yere sahip olan fiilimsilerin hem kaynak hem de yapı bakımından farklı iki dil olan Almanca ve Türkçedeki kullanımı ile bu kullanımın yazma becerilerinin amaca uygun geliştirilmesine katkısı ele alınmıştır. Türkçe ve Almancada fiilimsilerin kullanım farklılıkları ve benzerlikleri tespit edilmeye çalışılmıştır. Yabancı dil olarak Almanca öğretiminde önemli bir yere sahip olan fiilimsilerin Türkçede karşıladığı anlamı ve kullanımı tespit edilerek Almancada fiilimsiler konusunu anlamayı ve öğretmeyi kolaylaştırmak esas alınmıştır. Literatür taramasının esas alındığı bu tezde genel tarama modeli kullanılmıştır. Çalışmanın amacına ulaşabilmesi için Türkçe ve Almanca dilbilgisi üzerine yazılmış bazı yayınlar esas alınmıştır. Türkçe ve Almanca yazılmış dilbilgisi kitapları, bu konuda yapılmış lisansüstü çalışmalar, makaleler, Almanca ve Türkçe yapılmış çalışmalardan faydalanılarak bilgiler bir araya getirilmiş, bu bilgiler tasnif edildikten sonra iki dilde fiilimsilerin kullanım farklılığına değinilerek fiilimsilerin yabancı dil olarak Almanca öğretiminde yazma becerilerinin amaca uygun geliştirilmesine katkısı incelenmiştir. Türkçe ve Almancada fiilimsilerin detaylı olarak ele alınması sonucunda her iki dilin dilbilgisi alanında önemli bir yere sahip olan fiilimsiler konusunun daha çok fiilden türetilmesi, çoğunlukla geçici isimler oluşturmaları, cümlede değişik öğeler şeklinde görev almaları iki farklı dildeki temel benzerlikler olarak dikkati çekmektedir. Ayrıca, Türkçe ve Almanca arasında mevcut olan kaynak ve yapı farkından dolayı mevcut olan özellikleri, yani Türkçenin eklemeli, Almancanın bükümlü dil olması, sözdizimlerinin farklılığı, Almancanın Türkçede mevcut olmayan cinsiyet ve çokluk ifadelerine sahip olması gibi, bazı genel farklılıklar, fiilimsilerin öğrenilmesi konusunda güçlüklerin başlıca kaynağını oluşturmaktadır. Ana dili Türkçe olan ve yabancı dil olarak Almanca öğrenen öğrencilerin fiilimsiler konusuyla ilgili olarak yazma becerilerinin geliştirilmesi konusunda karşılaşacağı problemlerin önüne geçmek amacıyla genel olarak şu yöntemler kullanılabilir: Yabancı dil olarak Almanca öğretiminde ana dildeki dilbilgisi konularını hedef dildeki dilbilgisi konuları ile karşılaştırarak öğretmek ve konuyla ilgili çok sayıda alıştırma yaptırmak; Almancadan Türkçeye, Türkçeden Almancaya konu ile ilgili çeviriler yaptırmak; iki dil arasındaki farklılığı karşılaştırma yaparak anlatmak ve dört temel beceriden biri olan yazma becerisinin önemine değinmek gibi yöntemler öğrenme ve öğretme sürecinde kolaylık sağlayabilmektedir. Yazmanın öğrencilere dil öğrenme konusunda büyük katkısı tartışılmazdır. Yabancı dilde yazma, bu dilde öğrencilerin doğru yapıları, deyimleri, kelimeleri, noktalama işaretlerini kullanmalarını ve geliştirmelerini sağlar. Nitekim yazma ile nasıl ve ne şekilde yazılacağı öğrenilir ve bu şekilde bilgilerin nasıl yazıya aktarılması gerektiği deneyimi kazanılmış olur. Söz uçar yazı kalır deyiminden yola çıkarak yazının yabancı dil olarak Almanca öğretiminde fiilimsilerin cümle içerisindeki görevleri ve kullanışları konusunda önemli bir yere sahip olduğu araştırmanın sonucunda ortaya çıkmıştır.
Eine analyse von lehrwerken "Menschen A1" und "Menschen A2" im hinblick auf das interkulturelle lernen im fremdsprachenunterricht
The aim of this study is to examine the Menschen A1 and Menschen A2 books, which were prepared by Hueber publishing house according to the questions selected from the Stockholmer Criterion catalog and the criteria catalog prepared by Hermann Funk and taught in the preparatory classes of many universities, in the context of intercultural learning. Today, it is accepted that cultural transfer is of great importance as well as the four basic skills in foreign language teaching. For this reason, the prepared questions were tried to be answered as a result of a detailed examination. The books selected in the research were examined by the analysis method. As a result of the findings, it was determined that Menschen A1 and Menschen A2 textbooks contributed greatly to intercultural learning. The books reviewed have supported the transfer of culture with exercises for all four skills and provide the student with the opportunity to make comparisons with their own culture. The better the student masters the counterculture and understands the difference with his own culture, when he goes to the country where that language is spoken, he will not have difficulty in communicating in that country and will have the ability to communicate without prejudice without causing misunderstandings. As a result of the examinations, it has been seen that although the Menschen A1 and Menschen A2 books are especially focused on Germany, they also provide information about Austria and Switzerland, which are other German-speaking countries. In addition, the textbooks have been prepared in a way that will attract the attention of young adults and adults, who are the target audience, by addressing various issues that are of great importance in the transfer of culture. The Menschen A1 and Menschen A2 books, which are briefly reviewed, largely meet the selected questions for intercultural learning and enrich the student culturally.
Eine analyse zum lehrwerk "Menschen A1" im hinblick auf sprechfertigkeiten
In this study, the German textbook Menschen A1, which belongs to the Hueber publishing house, will be examined in the context of speech skill acquisition. The textbook used in the research will be examined in terms of the elements of speech skill acquisition included in the framework of the European common recommendations. In addition, based on the study of Funk's (2006) quality indicators, it will be attempted to determine the conformity of speech skill transfer in a German textbook with current criteria.
Awareness on 21st century skills two sides of a coin: Prospective teachers of English and teacher trainers of English
With this study, it is aimed to investigate the 21st century skills awareness levels of prospective teachers of English and teacher trainers of English and to examine the perceptions of participants about their awareness on 21st century skills. This study, which was carried out in a mixed design, was carried out with 63 3rd and 104 4th grades, a total of 167, prospective teachers of English studying in English Language Teaching undergraduate program of Necmettin Erbakan University in Konya in the 2022-2023 academic year, and all (8) teacher trainers of English currently teaching in English Language Teaching department at Necmettin Erbakan University. Quantitative data of the research were used by using the '21st Century Skills Efficiency Perceptions Scale for Teacher Candidates' consisting of three sub-dimensions as 'Learning and Renewal Skills', 'Life and Career Skills', and 'Knowledge, Media, and Technology Skills'; qualitative data of the research were collected by using a semi-structured interview including open-ended questions prepared by the researcher by taking and expert opinion in order to validate the quantitative data. Four different focus groups, including five prospective teachers of English in each group, were formed purposely for the interview which was conducted online with 20 prospective teachers of English. Besides, for the interview, which was conducted with teacher trainers of English, 4 teacher trainers of English were randomly selected, and the interviews were conducted online individually. While the quantitative data collected through the scale were analysed through the SPSS 26.0 package program, the qualitative data collected through a semi-structured interview including open-ended questions were analysed using the content analysis method. The results of the study showed that 21st century skills awareness levels of prospective teachers of English were at a moderate level, and there were no significant differences between 21st century skills awareness levels of the prospective teachers of English and gender and monthly income level variables, however, there was a significant difference between 21st century skills awareness levels of the prospective teachers of English and grade levels. That is, the 21st century skills awareness levels of the 4th-grade prospective teachers of English were found to be higher than the 21st century skills awareness levels of the 3rd-grade prospective teachers of English. It was also concluded that 21st century skills awareness levels of teacher trainers of English were at a moderate level.
Turkish EFL instructors' self-reported use of productive feedback
This study delves into the intricate realm of productive feedback practices among English as a Foreign Language (EFL) instructors in Turkish universities using a mixed-method approach. By concurrently employing qualitative and quantitative methodologies, this research aims to offer a comprehensive understanding of prevalent productive feedback practices within diverse educational contexts. The study embraces a multifaceted methodology, integrating the English Teacher Productive Feedback Inventory (ETPFI) and in-depth interviews with instructors from various universities across Turkey. Quantitative data, obtained through the ETPFI, illuminates prevalent trends and patterns in feedback provision among EFL instructors. Statistical analyses reveal a consensus among instructors regarding the pivotal role of specific, timely, and actionable feedback. Challenges associated with offering feedback in expansive class settings emerge as prominent themes. These quantitative findings serve as a foundational framework for understanding prevalent practices. Concurrently, qualitative insights obtained through in-depth interviews with five instructors enrich the study by providing contextual depth and nuanced understanding. Thematic analysis of these interviews uncovers underlying rationales, experiences, and contextual intricacies surrounding feedback practices. The qualitative data highlight the complexities faced by instructors and emphasize the significance of feedback in fostering learner autonomy and motivation. The convergence of quantitative prevalence and qualitative depth generates a robust understanding of feedback practices among Turkish EFL instructors. The interplay between these methodologies provides invaluable implications for refining feedback strategies in EFL classrooms. This comprehensive approach not only benefits instructors by enhancing their pedagogical approaches but also serves as a guiding tool for educator training programs. By incorporating these findings, such programs can better equip future EFL instructors to navigate the complexities of feedback provision and optimize student learning outcomes. In essence, this study's integrative approach, merging statistical prevalence with qualitative depth, presents a comprehensive exploration of productive feedback practices in Turkish EFL educational settings, offering substantial insights and avenues for pedagogical improvement.
A new strategy to develop EFL learners' speaking skills and to increase willingness to communicate: Translanguaging pedagogy
In the Turkish context, speaking has received the least attention throughout the language learning process. Although Turkish students receive an English as a foreign education for several years, most students still think they cannot speak English fluently or competently. Thus, this study investigated the effect of translanguaging strategy on EFL preparatory students' willingness to communicate and oral fluency. The study was carried out with 76 participants in a private university in Konya. It had a quasi-experimental and mixed-method research design which both qualitative and quantitative methods were implemented. For the students in experimental group, translanguaging as a teaching strategy was applied for four weeks, while traditional teaching methods was conducted for the students in control group. In the intervention phase, the groups had two hours of speaking classes, and task-based activities, presentations, and discussion techniques were used for the students in experimental groups. A modified version of the likert-type willingness to communicate questionnaire, adapted by Mystkowska-Wiertelak and Pawlak (2016), were employed before and after the intervention for both groups. In the data analysis process, whether there was a significant difference between the experimental group and control group and within the groups after the treatment process was checked. For the qualitative part, a semi-structured interview was applied for nine students who were chosen purposefully in the experimental group to find out the effect of translanguaging as a teaching strategy on students' oral fluency. The data were analyzed with the SPSS program and content analysis method. The findings of the pre and post-test showed that there was a significant difference between the students' willingness to communicate in the experimental group and the control group after the intervention. The qualitative data gathered through content analysis revealed that most of the students in experimental group found translanguaging as a teaching strategy rather effective for their speaking fluency since it reduced anxiety, increased motivation and participation during speaking classes. It was stated by the interviewees that through the translanguaging strategy they did not have pauses while speaking and it was also very beneficial for expressing cultural and idiomatic expressions. Keywords: Willingness to communicate, Speaking fluency, EFL learners, Anxiety, Participation, Motivation
The effects of semantic mapping strategy on learning performances of prep students: Digital vs paper-based
This study aims to compare the effects of semantic mapping strategy between digital and non-digital means on vocabulary learning in ELT. A quasi-experimental research design was used to conduct the study. The study involved 42 students from the School of Foreign Languages at Dokuz Eylül University studying at various departments such as engineering, international relations, tourism management and international trade in two regular prep classes for English. The participants were divided equally between the two experimental groups. Digital semantic mapping was used by the Experimental group 1 while paper-based semantic mapping was employed by the Experimental group 2. The implementation lasted for six weeks. Quantitative data was collected by a pre-test and a post-test developed and organized by the researcher. The same reading materials and procedures were applied to both groups throughout the process of the implementation. The results of the statistical study were calculated using the T-test. Scores from the pre-tests and post-tests were compared to see how well the implementation worked. Also, a structured interview was employed in order to collect further data. At this stage, a total of 10 students were interviewed, five students from the digital semantic mapping group and five students from the paper-based semantic mapping group. The analysis of the quantitative data demonstrated that there was not a significant difference between the two experimental groups. The positive results of the digital semantic mapping group and the paper-based semantic group have suggested that semantic mapping is an effective strategy for learning new vocabulary no matter how it is applied, with digital means or paper-based. However, the interview results showed that students who used the semantic mapping strategy with digital means were found to be comparatively more eager and motivated to utilize the semantic mapping strategy for vocabulary learning after the implementation as they are digital natives. Key words: Semantic mapping strategy, digital semantic mapping, paper-based semantic mapping, vocabulary learning, digital natives.
Die analyse des lehrwerks "Wie Bitte?" A1.1 bezüglich der steigerung der fertigkeit sprechen im fremdsprachenunterricht
Ziel dieser Studie ist die Analyse der Sprechfertigkeit in den Übungen des Fremdsprachenbuchs „Wie bitte? A1.1" nach den Katalogen des Mannheimer Gutachtens und der Stockholmer Kriterien. Sprechen, Hören, Schreiben und Lesen sind vier sehr wichtige Grundfertigkeiten einer Fremdsprache. Die schwierigste dieser vier Grundfertigkeiten ist das Sprechen, denn das Sprechen ist aus der Sicht der Lernenden und der Lehrenden eine schwer zu erlernende und zu übende Fertigkeit. Die Schüler haben oft Angst zu sprechen und trauen sich nicht, im Unterricht zu sprechen. Die Lehrbücher, die im Unterricht verwendet werden, spielen daher eine große und wichtige Rolle im Fremdsprachenunterricht. Sie ermöglichen es den Schülern, ihre Sprachkenntnisse zu entwickeln. Die Übungen, Bilder, das Seitenlayout, die Farben, das Niveau und das Zusatzmaterial des Lehrbuchs sollten ihre Aufmerksamkeit erregen und sie zum Sprechen anregen. Die Methode des Lehrbuchs und die Sozialformen, die im Fremdsprachenunterricht eingesetzt werden können (Gruppenarbeit, Partnerarbeit oder Einzelarbeit), spielen ebenfalls eine unbestreitbar wichtige Rolle, wenn es darum geht, die Lernenden zum Sprechen zu bringen und das Gelernte im Alltag anzuwenden. Im Rahmen der Items dieser Kriterienkataloge sollen im Laufe dieser Studie folgende Fragen beantwortet werden: 1. Welche Auswirkungen hat das Lehrbuch „Wie bitte? A1.1" im DaF-Unterricht auf die Entwicklung der Sprechfertigkeit der Schüler? 2. Welchen Einfluss haben die Bilder des Lehrbuchs „Wie bitte? A1.1" zur Entwicklung der Sprechfertigkeit der Schüler? 3. Wo liegen die Schwӓchen des Lehrbuchs „Wie bitte? A1.1" in Bezug auf die gezielte Entwicklung der Sprechfertigkeit der Schüler? 4. Wo liegen die Stӓrken des Lehrbuchs „Wie bitte? A1.1" in Bezug auf die gezielte Entwicklung der Sprechfertigkeit der Schüler? 5. Wie können die Übungen und Aufgaben zur Sprechfertigkeit in diesem Lehrbuch bereichert werden? Am Ende der Studie hat sich herausgestellt, dass das Fremdsprachenlehrwerk „Wie bitte? A1.1" die Kriterien dieser beiden Kataloge teilweise, aber nicht vollständig erfüllt hat. Auch das Lehrerhandbuch, das den Lehrern als Leitfaden für ihren Unterricht dienen soll, weist nach diesen beiden Kriterienkatalogen einige Mängel auf. Schlüsselwörter: Lehrbuchanalyse, Sprachkenntnisse, Deutschlehrbuch, Grundfertigkeiten.
The effects of Shadowing technique on L2 learners' pronunciation skills
In this study, it was aimed to find out the effects of Shadowing, a method which is one of the pronunciation development methods of students in the process of learning English as a foreign language, over the students' pronunciation development. The study was carried out with students studying in the preparatory department at a private university. A mixed-methods design was applied and the data were collected quantitatively and qualitatively. Qualitative data were collected through a pre-test and post-test which were taken by the control group and experiment group. Throughout the study, short videos of native English speakers were sent to both the experiment group and the control group. The experiment group repeated the sentences in the videos they listened to and sent them to the researcher as a sound recording. The control group only listened to these videos. At the end of the study, qualitative data were collected through an open-ended questionnaire applied to the experimental group. According to the results of the quantitative data obtained in the study, the implementation of Shadowing Method has positive effects on the development of students' English pronunciation. It was revealed that the pronunciation mistakes of the experimental group, in which the shadowing method was implemented for eight weeks, made in the pre-test before the Shadowing Method was implemented, were more than the pronunciation mistakes they made in the post-test after the Shadowing Method was implemented for eight weeks. These results show that the Shadowing Method improved students' English pronunciation. According to the quantitative data analyzed by the thematic coding method, it was determined that the motivation of the students increased with the shadowing method. It was stated by the participants that the shadowing method was helpful, effective, fun and motivating. The fact that it is not time consuming and provides consistency are among the positive comments made by the participants for this method. As a result, the Shadowing Method, which is an English pronunciation improvement method, revealed good learning results on pronunciation improvement. At the same time, it was observed that students developed positive perspectives towards their own learning experiences. The fact that the Shadowing Method does not take much time, is a method integrated with technology, the listening resources are provided by native English speakers, the materials used are obtained from interesting sources such as TV series, movies, music make this method both practical and fun to use. The Shadowing Method is recommended to be used in the language learning process to improve English pronunciation.
The effects of a digital simulation game on vocabulary development of EFL students
Simulation games offer a highly engaging and enjoyable environment for players, which might be useful for language learning in that they can provide learners with frequent exposure to authentic and contextualized input embedded into a digital learning platform. In the present study, a game titled The Sims 4 was selected to investigate the possible effects of a single-player COTS digital simulation game on incidental vocabulary acquisition of ELF learners in an informal learning setting. Data were collected from 30 university students at the intermediate-level of English that were selected through convenient sampling. The participants played the game in line with weekly task-based assignments for four weeks. Pre-tests, immediate post-tests, and delayed post-tests were administered to assess their passive recognition and active recall of target vocabulary. Moreover, a pre-treatment survey, gameplay reflections, and follow-up interviews were utilized to explore the participants' perceptions towards the elements of the study before, during, and after the treatment. Findings from the tests showed that the participants significantly improved their passive recognition of the target words and retained this knowledge while there was no significant improvement in active recall. The data from the survey, reflections, and interviews uncovered some common themes regarding the participant experiences and provided insights into their attitudes, perceptions, and behaviors.
A qualitative analysis of Pearson-Assured accreditation processes in schools of foreign languages in Türkiye
The purpose of this study is to find out the views of the instructors and the administrators of the SFLs, which holds the Pearson Assured (PA) accreditation, regarding PA accreditation and to reveal their thoughts about PA accreditation process in terms of the quality management of their institutions. In order to achieve the purpose of the study, document review and semi-structured interviews, which are qualitative research methods, were used. Document analysis and content analysis methods were used to analyze the data. For the document analysis of the study, the PA handbook and documents obtained from four PA accredited SFLs in Istanbul were used. Semi-structured interviews of the study were also carried out with the contributions of volunteer instructors and administrators in these high schools. In order to reach the data of the study, first of all, the most up-to-date 'handbook' published for institutions that want to be accredited by the PA was examined and analyzed in detail, and the findings obtained from that handbook were compared and supported with the documents obtained from the SFLs participating in the research, and thus, through the received data , detailed and comprehensive explanations about the processes of PA accreditation have been presented. Afterwards, in order to reach more objective and in-depth information about the PA accreditation process, interviews were conducted with the instructors and administrators by means of semi-structured interview questions prepared by taking expert opinions. These interviews were examined in accordance with the subject and purpose of the research through content analysis, the findings were reflected, and evaluations were made. As a result of the document analysis, it has been concluded that the PA provides basic quality measurements with examples of studies and evidence that institutions can present in order to ensure that the requirements in these headings are met, institutions do not have to do every detail in this handbook but are expected to clearly present their operation by providing evidence according to the titles given. As a result of the content analysis of the interview questions, it has been concluded that despite the partially negative opinions on the process before and during accreditation was intense, the workload was high and the time allocated to provide evidence was also high, all of which caused a stressful and intense procedure. In addition, the participants in general have positive thoughts towards PA accreditation and they want to continue this process since the accreditation process contributes to the quality management of their institutions. In this context, it is thought that this study may be useful for the Schools of Foreign Languages that plan to be accredited and other institutions that plan to increase their quality management. Keywords: Accreditation, quality management processes, Pearson Assured accreditation, Schools of Foreign Languages
The use of other-initiated self-repair patterns by adult learners in an English speaking course
English as a Lingua Franca (ELF) has a significant impact in order to be able communicate with native and non-native users of the language. In relation to this, it is clear that speaking has become one of the challenging and substantial skills in the process of teaching English as a foreign language (EFL). Although it is considered that the learners might be interrupted for the mistakes to be corrected by the instructors in English spoken interaction, it is noticed that the learners may modify the mistakes by themselves with the help of certain hints that is denominated as the other-initiated self-repair (OISR) organisation of conversation analysis (CA) methodology. Considering the studies in Turkey, it has been realized that there are certain studies in relation to the repair types. Nonetheless, OISR organisation in the English spoken interactions of the academicians who are adult learners are not researched in Turkey. Therefore, this study investigates the use of OISR patterns by the adult learners in a speaking course. The study also aims to discover presumptive reasons about why the adult learner utilise OISR organisation. The study was accomplished in the spring term of 2019 at Muğla Sıtkı Koçman University. 12 adult learners who were the academicians at the university attended to the B1 level English speaking course. For the study, the 16 hours of video-based recordings and 7 semi-structured interviews were utilised as instruments. The video recordings were transcribed in the method of CA with the Jeffersonian transcription notation and analysed in different categories of OISR whereas the interviews were transcribed and categorised under the terms of the content analysis. The study demonstrates that the adult learners utilise the different categories of OISR patterns in their interactions. Furthermore, it is notified that the troubles emerged by the adult learners are discovered by the scaffolding of the teacher and the classmates, and the flow of the speech and negotiation of meaning are provided by the self-repair.
The use of EBA (Education Information Network) in teaching vocabulary and grammar to efl young learners
In our rapidly changing world, technology and the Internet have created new and important opportunities to foster foreign language learning. Digital technologies used in language education have enabled students to improve communication and collaboration skills in a student-centered environment. In parallel with these developments, educators and researchers have shown a growing interest in online tools and platforms to evaluate learning through online studies in recent years. This study aimed to investigate the effects of online follow-up activities conducted through EBA, a digital learning platform, on student success and to identify EFL young learners' perceptions and attitudes towards these activities. For the study conducted in 2019-2010 education year, 32 4th grade students (aged 7-8) at a primary school in Muğla were selected as participants and divided into two groups as experimental (N=17) and control (N=15) groups. During the 7 weeks process, the experimental group performed online follow-up activities while the control group followed traditional ones. To meet the objectives of this study adopting embedded mixed method design, data were gathered quantitatively from vocabulary and grammar achievement test applied as pre-test, post-test and delayed test, and qualitatively from semi-structured student interviews. Quantitative data were analyzed by SPSS 22.0 programme with independent and paired samples t-tests, and qualitative data were analyzed using content analysis. The findings revealed that the levels of vocabulary and grammar achievement and retention of the experimental group were higher than those of the control group; however, these results were not statistically significant. On the other hand, the findings from the delayed tests showed that the experimental group performed significantly better than their post-tests unlike the control group i.e. traditional activities were not efficient in retention of language items as much as online activities. The qualitative data results indicated that online activities affected their ideas about English positively and EBA created an enjoyable learning atmosphere for young learners.
The assessment of speaking skills: Perceptions and reported practices of secondary school teachers
Speaking is a core skill that is fundamental regarding learning English as a second language. Mastering the speaking ability in the target language (TL)is considered a must; thus, the assessment of the speaking skills is highly sought after to ensure the development of the English language learners. In Turkey, there is a perception that even the learners with an adequate and even excellent competency in reading, listening, writing, and a high-level proficiency in English grammar rules have a hard time mastering the speaking skill and implementing it into their everyday life. However, considering students start learning English as early as second grade, the incompetency or inability to speak fluently in the target language indicates a problem that needs to be addressed. A considerable amount of research concerning English as a Foreign Language (EFL) in Turkey has disclosed numerous issues encountered by English language learners and teachers regarding assessing and evaluating the speaking skill. This study aims to scrutinize Turkish secondary school EFL teachers' perceptions and reported practices regarding the assessment of speaking in TL. This research also focuses on problems EFL teachers encounter and their recommendations on the solutions concerning the evaluation of the speaking skill. This paper seeks its answers through the EFL teachers' responses who work at EFL departments in a Turkish context. The qualitative data in this study was derived within two phases. In the first phase of the research, a questionnaire with open-ended and "yes or no" questions completed by 42 participants, and a focus group interview conducted with seven volunteers. Based on the thematic analysis of the participants' answers who contributed to the questionnaire and the focus group interview, the following results have been revealed. EFL teachers reported that they encounter several setbacks during the implementation of the speaking assessment process such as class size, time restrictions, the objectivity of assessment, finding the right tools for evaluation, focusing on the proper assessment criteria, speaking and test anxiety students go through and making sure that the assessment is fair, valid and reliable. Diversity in activities, personalization of assessment tools and activities according to the student differences, effective use of corrective feedback to prepare students for speaking assessment, focusing on the right grading criteria and use of target language in the classroom to ensure students get substantial exposure was deemed as solutions to make the English speaking assessment process more efficient. Lastly, EFL teachers stated that for the assessment of the speaking to be effective, the professional development of the educators is also required.
The factors affecting teacher efficacy perceptions of pre-service English language teachers
Teacher efficacy is considered to be one of the most important constructs which affect not only teacher practices but also learner performances. It has been asserted that teacher efficacy is also influenced by some factors such as subject areas, motivation, and teaching practice in its developmental phase; that is, in pre-service years. In order to understand the judgments that teachers make about themselves better in these years, what kind of factors affect the perceptions of pre-service teacher efficacy can be explored. This might provide some benefits in terms of the things that can be done to improve teacher efficacy positively early in learning. Indirectly, this may give some insights about the quality of teacher education programs and the practicum. With these in mind, the present study aims to investigate the factors that may have an impact on the efficacy perceptions of pre-service English language teachers. A total of 113 pre-service English language teachers who were at their final year at Anadolu University participated in the study. Since the current study is based on the explanatory design, surveys and focus group interviews were utilized. Descriptive statistics were run to examine the quantitative data, and content analysis was used to examine the qualitative data. The results showed that the sample had a moderate level of perceived teacher efficacy. Moreover, their perceived efficacy in classroom management, instructional strategies and student engagement were found to be close to each other, though efficacy in classroom management had a little higher mean score than the other two components. Focus group discussions, carried out by 22 representative pre-service ELT teachers, revealed four main factors that affect their efficacy perceptions: ELT education they received at university, their practicum experiences, perceived language proficiency and their affective states. Compared to others, practicum experiences had the biggest role in the development of teacher efficacy. Furthermore, these factors were found to have either positive or negative effects in their perceived teacher efficacy. While classroom practices, students, the view of teaching as a profession, personality characteristics, and motivation contributed positively to efficacy, the content of the teacher education program, cooperating and supervisor teachers, perceived language proficiency and emotions had negative effects. The findings of the study are believed to provide new perspectives into the efficacy perceptions of pre-service ELT teachers.
Reflection on reflection: EFL university instructors' perceptions on reflective practice
The primary objective of the present study was to engage EFL university instructors in reflective teaching practices through the use of various reflective tools and to find out their perceptions about these reflective teaching practices that they were engaged in. For the research purposes, a total of eight EFL university instructors working at the Foreign Language School of Kastamonu University, Turkey participated in the study. For a regular and systematic implementation of reflective practice, different reflective teaching tools; namely, reflective diaries, reflective video analysis, and reflective peer sessions were used. Prior to the implementation of the actual study, the participants were first trained on how to use the reflective tools. During this training, necessary information about the concept of reflection, significance of reflective practice, and the procedure of the study was given to the participants. After the training, the participants used each of these tools by following the guidelines provided for them beforehand. Data were collected through the qualitative research instruments. After the participants were involved in reflective practices through the reflective tools, they were asked to write a reflection on the use of each tool. Also, a perception questionnaire was administered to the participants in order to identify how they felt and perceived about the reflective practices and the use of reflective tools. Finally, in order to support the data obtained through the reflections and perception questionnaire, the semi-structured interview was conducted with the participants. The qualitative data were analyzed by using the Constant Comparison Method. The results of the study put forward that all of the EFL university instructors benefited much from the current study and were highly pleased with having participated in these reflective teaching practices by means of various reflective tools. These practices were perceived fruitful by the EFL university instructors. Engaging in reflective practices was found as an important opportunity for gaining awareness about teaching skills and practices, increasing self-evaluation and professional growth. The findings also yielded that the participants were positive about all the reflective tools they used throughout the study. However, a few of the participants mentioned some difficulties about reflective diary and reflective video analysis. They reported that the use of reflective diary and reflective video analysis as a way of reflection required much time, effort, and commitment, yet no negative perceptions about participating in reflective peer sessions were found. At the end of the study, the reflective practices increased the instructors' motivation and enthusiasm in order to implement the ideas of reflective teaching for their future professional practices. The participants also realized that reflective practice is an effective method for teacher development, and it can be applied through different ways or tools. Further, they noticed that reflective teaching practices can contribute to professional empowerment if they are implemented in a systematic fashion. The findings were discussed with regard to the previous research. In the light of the research findings, some implications for the effective use of reflective teaching were provided, and suggestions for further studies were offered. Key words: Reflective teaching, reflective diary, reflective video analysis, peer sessions, professional development, Turkish EFL university instructors.
FL listening comprehension strategy employment of high and low anxious listeners
The aim of this study was to investigate the relationship between FL listening anxiety and FL listening comprehension strategy use. Also, it was aimed to determine whether there existed a statistically significant difference between high and low anxious listeners in terms of FL listening comprehension strategy use. Furthermore, how high and low anxious listeners employed FL listening comprehension strategies also examined. A total of 79 first year ELT students in Anadolu University, Turkey participated in the study. In order to collect data for the purposes of the study, both quantitative (FLLAS and LCSI) and qualitative (learner diaries and guided interviews) were utilized. To determine FL listening anxiety level and FL listening comprehension strategy use of the participants, FLLAS and LCSI were distributed. Then, participants were trained on how to write effective diaries for the purposes of study. After diary keeping, which lasted for five weeks, participants were divided into three categories according to their FLLAS scores namely, high anxious, moderate anxious, and low anxious listeners. As the purpose of this study was to investigate the FL listening comprehension strategies used by high and low anxious listeners, learners with high and low levels of anxiety were invited to participate in guided interview sessions. As a result of the quantitative data analysis, a statistically moderate relationship was found between the two variables, in that participants FL listening anxiety level increased when their FL listening comprehension strategy use decreased or vice versa. It was also found that high and low anxious listeners employed FL listening comprehension strategies with a statistically significant difference. In other words, the results yielded that both group of listeners used FL listening comprehension strategies at some level however; low anxious listeners used more FL listening comprehension strategies than high anxious listeners. In order to demonstrate in which FL listening comprehension strategies (cognitive, metacognitive, and socioaffective strategies) high and low anxious listeners showed difference, qualitative data collected through learner diaries and guided interviews were analyzed through content analysis method in addition to quantitative data analysis. It was found that low anxious listeners outnumbered high anxious listeners in the employment of FL listening comprehension strategies in all categories i.e. cognitive strategies, metacognitive strategies, and socioaffective strategies. The analysis of the learner diaries and guided interviews demonstrated that high and low anxious listeners employed FL listening comprehension strategies in different manners. The findings of the current study yielded that FL listening anxiety and FL listening comprehension strategy use affected each other mutually. However, deciding which one affected the other one was a difficult task and beyond of the scope of the study. Nevertheless, as FL listening comprehension strategies can be taught to FL listeners, the strategies used by low anxious listeners can be taught to high anxious listeners to reduce their FL listening anxiety levels. The findings of this study might be viewed as one of the first steps into implementing explicit strategy training into FL listening classes. The findings of the study were presented and discussed with respect to the related literature. Bearing in mind the research findings, some implications regarding the FL listening anxiety and FL listening comprehension strategy use were proposed. Key words: FL listening comprehension, FL listening anxiety, FL listening comprehension strategies, first-year ELT students
The relationship between vocabulary size, lexical diversity, lexical density and efl writing scores: A cross-sectional study
Vocabulary is an important aspect of language learning. Many studies were carried on vocabulary, vocabulary knowledge, vocabulary instruction, vocabulary learning and since 1990s the focus of the studies have shifted on the effects of vocabulary on second language (L2) learning. For Nation (2000) knowing a word includes form, meaning and use. The role of vocabulary knowledge in receptive and productive L2 skills cannot be ignored as it is used in predicting the learners' competence. It is obvious that this would affect L2 learners in expressing their thoughts through productive skills. The aim of the study is to find out the vocabulary size, lexical density and lexical diversity in argumentative essays of Turkish ELT students and to compare these with their writing scores. It is assumed that high vocabulary size, lexical density, and lexical diversity may lead to higher scores. The data, including 309 argumentative essays written by 165 first year and 144 fourth year students, were collected from Anadolu University ELT Department. In order to analyze the data and find answers to the research questions the LFP was used to obtain an estimate productive vocabulary size of the students, the vocd-D was used for lexical diversity of the essays, and the lexical density formula was used. According to the results, among other variables, only lexical diversity was found to have a significant correlation with 1st year students' essay scores and it significantly explained 7.8% of the 1st year essay scores. For the 4th year essays, no significant effect of the variables was found. Moreover, the results also demonstrated that while the variables accounted for 8.7% of the vocabulary scores in the 1st year essays, they did not yield a significant explanation for the 4th year essays vocabulary scores. Therefore, considering the results of the study, it can be concluded that lexical features are not the only factors effecting writing scores. Key Words: Vocabulary size, Lexical diversity, Lexical density, EFL writing, Turkish ELT students.
Communication interculturelle dans l'enseignement de langue etrangere : Analyse des opinions des enseignants à travers les exemples de la France et de la Turquie
Nowadays, the borders among countries are gradually disappearing by the effects of communication technologies and globalization. Therefore, intercultural communication is now a necessity in the international platform. To preserve cultural diversity by developing the concepts of "other" conscious and "respect" to different cultures, with reference to be aware of his/her own culture and to identity-conscious, is among the motives forming the basics of intercultural communication. In that point, as it is stated in The Common European Framework of Reference for Languages (CEFR), current foreign language curriculum should be prepared appropriate to the goal and practices of acquiring intercultural communication skills. Without doubt, the teachers have the biggest responsibility in making students attain these skills as well as in every educational process. The aim of the study is to define, to investigate, and to compare the views of foreign language teachers on international communication. A qualitative case study, which enabled us to define the views of foreign language instructors on international communication skills in foreign language teaching, was carried out to reach that aim. The instructors were chosen from France and Turkey. In this context, twenty instructors, seven instructors from the Department of French Language and six instructors from the Department of English Language of Jean Jaurès University in France, Toulouse, six instructors from the Department of French Language of Anadolu University School of Foreign Language Teaching, in Turkey, were firstly given a questionnaire to obtain their general opinions on the issue. Then, a semi-structured interview, based on the questionnaire, was applied in order to examine the opinions in details. The data was obtained in eighteen months. At the end of the data analysis, five main themes (relationship language-culture, intercultural communication practices in foreign language teaching, difficulties in intercultural communication practices, pedagogic documents, teacher and intercultural communication) and twenty seven subthemes were determined. It was found that cultural identity is an important factor that affects the world view, thought system, language use, and behaviour pattern in society. Nonverbal cues also carry meaning and convey messages between speakers during communication, such as verbal cues. References, arising from cultural differences that vary from culture to culture, sometimes cause different interpretations and even misunderstandings. In foreign language education, intercultural communication skill contributes to the development of the other consciousness that leads the student to recognize and to interact with what is different from himself. Teachers who are an intermediary also among all students who come from different cultures as well as the target and source culture play a leading role in the development of intercultural communication skill in foreign language teaching process. Teacher is responsible for students' recognising their own identity by discovering their cultural codes, and developing the consciousness of other and relativity through the target language-culture. In this regard, all the teachers who participated in the study were observed to have experienced difficulties in including the intercultural approach into their courses, even though they were aware of the function of foreign language teaching of intercultural communication to a certain level. On the other hand, it was revealed that none of the participants received any training on intercultural communication. In our study it was found that the teachers in three different contexts generally agreed upon language-culture relation, intercultural communication practices, difficulties they encountered in these practices, and course materials although each of the teachers gave examples from their own contexts; however, they were found to have disaccorded on the issues such as teacher competence, abroad experience, objectivity and impartiality within the scope of intercultural communication. However, these differences were not found in the comparison groups but among the participants of within each group. Keywords: Intercultural communication, Communication skill, Foreign language teaching, Teachers' opinions
Identifying English language needs of the Turkish National Police academy students: A needs-based syllabus suggestion for law enforcement English course
The primary objective of this study was to identify English language needs of the Turkish National Police Academy (TNPA) students. A secondary aim was to suggest a needs-based syllabus design for the Vocational English (Law Enforcement English) course taught to the fourth year cadets at the Faculty of Security Sciences based on the identified needs. The data for this study were collected through the questionnnaires and interviews from the students, graduates, English instructors, and administrators. Needs analysis questionnaires were administered to 100 fourth year students taking the Vocational English course and 50 graduates working at various departments of the Turkish National Police (TNP). Then, some of the students, English instructors and administrators at the TNPA were interviewed to obtain deeper information about their perceptions towards English language needs of the cadets. The results of the study revealed the participants' perceptions about the effectuality of the current Law Enforcement English course, their difficulties with the use of English, the reasons of the difficulties with English use, the necessity of English in their profession, their competencies in main language skills and some areas of knowledge, the importance of main language skills and some sub-skills in their profession and their suggestions for the methodology and content of the future courses. Furthermore, based on the findings, the implications for a needs-based syllabus design of the Vocational English (Law Enforcement English) course were outlined. Keywords: English language needs, needs analysis, Vocational English course
Le concept de l'écriture chez Jacques Derrida-Une analyse descriptive et thématique
Grammatology, the science of writing, which had been developed by Jacques Derrida in twentieth century stimulated an important change as a new method in the world of linguistics, philosophy of language and textual analysis. With this new approach, the 70s witnessed the birth of a new concept which is called deconstruction. In fact Derrida deconstructed metaphysical propositions which give the priority to "logos" in the dichotomy speech/writing and the concept of sign. According to Derrida, writing opens the way of historical presence and of history, so we cannot separate the origin of language from the origin of writing. This study aims at enlightening the contribution of Derrida to linguistics, philosophy of language and textual analysis in the frame of the concept of "writing". The thesis intends to initiate a clarification on the concept of writing in Derrida which is called grammatology and in that sense to define concepts such as "différance", "trace", "archi-écriture" and "gramme" and to catch a glimpse of the technique of lecture of texts which had been developed by this new approach of language and the concept of science . From this perspective, we try to interrogate the place of writing around the critique of logocentrism, in derridian words from "deconstruction" which interferes. The data of this research had been collected by qualitative method. In this study, the concept of writing in Derrida had been analyzed descriptively and thematically with semi structured-interviews done with the specialists of different horizons with various orientations. Consequently, seven categories were determined and evaluated according to responses given by the specialists.
The effect of extensive reading on the development of reading and writing skills of english preparatory class students
Language is considered to be learnt effectively in its native environment. However, another useful way is suggested to be reading extensively in that language. Extensive reading has been regarded as a good way of obtaining language proficiency as a supportive activity of language learning process as well. Recent studies (e.g. Davis, 1995; Mason & Krashen, 1997; Bell, 2001; Krashen, 2004; Eskey, 2005; Horst, 2005; Pigada and Schmitt, 2006) have shown that extensive reading is very useful in developing language proficiency and is an effective way of compensation for target language environment in foreign language context. Therefore, extensive reading can be used as an extracurricular activity to meet the need for authentic language input in foreign language teaching. English is taught as a foreign language in Turkey and extensive reading can be a useful way of practicing and developing foreign language skills in Turkey. The main aims of this study were to find the effect of extensive reading on the development of reading and writing skills, to reveal attitudes and perceptions of English preparatory class students and to uncover attitudes of preparatory class main course teachers about an extensive reading project carried out in a high school. Participants of the study were 141 preparatory class students and 6 English main course teachers. Reading logs and Preliminary English Test (PET) scores of the students were compared to find out the effects of extensive reading on reading and writing skills; two questionnaires were applied to the students and interviews were conducted with students and teachers to find out their attitudes and perceptions about extensive reading. The results of the study showed that there was a moderate positive relationship between extensive reading and the development of reading and writing skills of the students. It was revealed that the total number of pages read by the students did not have any significant effect on their reading or writing proficiency. However, there was significant positive relationship between extensive reading and test scores of the students when the results of the top level and lowest level students in PET exams were compared in overall language proficiency. It was also seen that students and teachers believed that extensive reading was beneficial to improve language proficiency, it was motivating and encouraging for students to learn English and improve their language proficiency and extensive reading was an effective way to compensate for the lack of target language environment.
A comparative analysis in written discourse: A corpus-based study on frame marker use in native and non-native students' argumentative essays
Savlama temelli metin yazımı, belirli dil ifadelerinin kullanımı ile düşüncelerin, savların ve karşıt fikilerin okuyucuya belirli bir düzen içerisinde aktarılmasını, söylemin düzenlenmesini ve okuyucu ile başarılı iletişim kurmayı gerektirdiğinden öğrenciler için zorluk oluşturmaktadır. Bu dil ifadelerinden biri olan çerçeve belirleyicileri, yazılı söylemin önemli bir öğesidir ve söylemin açıkça düzenlenmesinde ve savların, karşıt fikirlerin, ve metnin bölümlerinin belirli bir düzen içerisinde sunulmasında önemli rol oynamaktadır. Söylemin içeriğinin ve yapısının en iyi biçimde düzenlenmesi en başta çerçeve belirleyicileri ile sağlanmaktadır (Hempel ve Degand, 2006) ve sıralama (ilk olarak, ikinci olarak), yazarın amacını açıkça ifade etme (amacım...niyetim...), metin aşamalarına gönderimde bulunma (sonuç olarak, kısaca), ve konular arası geçişi işaretleme (açısından, şimdi) olmak üzere dört işlevi bulunmaktadır (Hyland, 2005a). Ancak, yazılı metinlerde okuyucuyu yönlendiren ve metnin anlaşılmasını sağlayan çerçeve belirleyicileri kullanımı yabancı dil öğretiminde, yazma derslerinde çok önemsenmemektedir ve İngilizce'yi yabancı dil olarak öğrenen öğrenciler çerçeve belirleyicilerini etkili biçimde kullanmakta zorlanmaktadır ve çeşit olarak az sayıda çerçeve belirleyicisini sık olarak kullanmaktadır. Bu bağlamda, İngilizce'yi yabancı dil olarak öğrenen Türk öğrencilerin yazılı metinlerinde üstsöylem düzeyinde çerçeve belirleyici kullanımlarını inceleyen çalışma oldukça azdır. Bu nedenle, Türk öğrencilerin yazılı metinlerini düzenlerken hangi çerçeve belirleyicisini hangi amaçla kullandıklarının incelenmesi sonucunda farklı söylem topluluklarında metnin düzenlenmesinde çerçeve belirleyicilerinin kullanımına ilişkin ortaya konacak bulguların konuya açıklık getirmesi hedeflenmektedir. Ayrıca, anadili İngilizce olan öğrencilerin 'önsezisi'ne güvenmekten ziyade (Nesselhauf, 2004: 125) yazılı metinlerinde tipik çerçeve belirleyicileri kullanımlarının belirlenmesi, Türk öğrencilerin çerçeve belirleyicilerini kullanımları ile karşılaştırılması ve anadili İngilizce olan ve olmayan öğrencilerin kullanım farklılıklarının ortaya çıkarılması hedeflenmektedir. Bu doğrultuda, bu çalışma, İngilizce Öğretmenliği Programı'nda okuyan 1. sınıf Türk üniversite öğrencileri ile Amerikalı üniversite öğrencilerinin İngilizce savlama temelli metinlerinde çerçeve belirleyicilerini kullanımlarını, kullanım sıklığı ve işlevleri bakımından incelemeyi amaçlamaktadır. Çalışmanın amaçları doğrultusunda, Louvain Amerikalı ve İngiliz Öğrencilerin İngilizce Derlemi (LOCNESS)'nden basit rastgele örnekleme yöntemi ile alınan 100 savlama temelli metin ile Türk üniversite öğrencilerinin savlama temelli metinlerinden oluşturulan derlemden aynı yöntem ile alınan 100 savlama temelli metindeki çerçeve belirleyicileri ve sıklığı AntConc 3.2.4. yazılımı aracılığıyla saptanmış ve Hyland (2005a)'in çerçeve belirleyicileri işlev modeli kullanılarak çalışmanın yapıldığı kurumda çalışan ikinci bir araştırmacı ile manuel olarak incelenmiştir. Buna göre, çerçeve belirleyicileri sıralama, metin aşamalarına gönderimde bulunma, amacı açıkça ifade etme ve konular arası geçişi işaretleme işlevleri bakımından incelenmiştir. Daha sonra, sıklık analizi için çerçeve belirleyicilerinin sayı ve yüzdeliklerinin hesaplanmasının yanısıra iki derlemde her 10,000 kelimedeki kullanım sıklıkları hesaplanmış ve iki grubun çerçeve belirleyicileri kullanımı arasında anlamlı fark olup olmadığını belirlemek amacıyla Log-Likelihood istatistik testi yapılmıştır. Çalışma bulguları, her bir derlemde ve iki derlem arasında çerçeve belirleyicilerinin işlevlerine göre kullanım sıklıkları ve çeşitliliğinde farklılık olduğunu göstermiştir. Her iki grupta da sıralama ifadelerinin diğer tüm çerçeve belirleyicilerinden daha fazla sıklıkta ve çeşitte kullanıldığı ve konular arası geçişi işaretleme işlevini gören ifadelerin oldukça az kullanıldığı belirlenmiştir. Ayrıca, Türk öğrencilerin çerçeve belirleyicilerini Amerikalı öğrencilere kıyasla oldukça sık ve fazla çeşitte kullandığı saptanmıştır. Bu araştırma sonucunda, İngilizce'yi yabancı dil olarak öğrenen öğrencilerin çerçeve belirleyicileri kullanarak üstsöylem boyutunda savlarını daha düzenli ve açık bir şekilde okuyucuya iletebilmeleri, daha etkili metinler yazabilmeleri için akademik yazma dersleri düzenlenmesinin ve çerçeve belirleyicilerin kullanılması için çeşitli eğitim amaçlı uygulamaların yapılmasının yararlı olacağı düşünülmektedir. Key words: Anadili İngilizce olan ve olmayan öğrenciler, çerçeve belirleyicileri, derlem temelli çalışma, savlama temelli metin, üstsöylem
Employment of stance adverbials as hedges and boosters in argumentative essays of native american and nonnative Turkish university students
The growth of discourse analysis as a key tool in understanding language use, has led to the idea of the importance of interaction in writing. Thus, the concept of metadiscourse has emerged as a way of representing the writer's awareness of the unfolding text as discourse. Metadiscourse is based on a view of writing as social engagement and especially considered to be essential element of persuasive and argumentative writing (Crismore & Farnsworth 1990; Hyland, 2004). Among the metadiscourse markers, hedges and boosters are two crucial devices helping writers to express their authorial stance in their products. Writing argumentative texts is a challenge for the students not only in their mother tongue but also in their foreign language(s). They seem to experience difficulties in producing texts, which clearly interact with the reader(s), guide the reader in the process of reception and interpretation of the text and convince the potential reader of the text. Research on students' argumentative writing is relatively little compared to descriptive, narrative, and expository writing (e.g. Stephens, 2003). For example, two of the related studies have focused on comparison of native speakers with advanced Spanish university writers (ICLE corpus) (Neff, Ballesteros, Dafouz, Martínez & Rica, 2004) and the Greek advanced learners of English (Hatzitheodorou & Mattheoudakis, 2007). More texts need to be analyzed to gain a deeper understanding about how and effective authorial stance is presented. In the Turkish context, the students are not offered an explicit instruction in authorial stance taking and employing stance devices, instead, they are provided with very general writing guidelines and there is a scarcity of study examining comparatively native American and Turkish non-native EFL learners' employment of stance devices as hedges and boosters in their English argumentative writings. Therefore, a detailed and comparative analysis needs to be conducted in order to gain a deeper understanding about how stance-taking is presented by non- native and native students. So this study aims to identify the stance adverbials used as hedges and boosters employed by native American and Turkish non-native students. This study specifically based on the stance adverbials as they expose the author's comment or attitude much clearer. The data of this study consist of the argumentative essays of the native American students (from the Louvain Corpus of Native English Essays - LOCNESS corpus) and of the Turkish non-native students from the corpus of argumentative essays written by Turkish students, majoring in the first year of English Language Teaching Department at Anadolu University. Simple random sampling is used in order to choose 200 argumentative essays (100 from each student group) and native corpus consists of 84,851 words whereas non-native corpus consists of 86,554 words. The data are analyzed both qualitatively and quantitatively, percentages, mean frequencies per 10,000 words and Log-likelihood results for each item are calculated and interpreted. The stance adverbials as hedges and boosters are identified with the help of a concordance program, Ant. Conc. 3.3.4. and analyzed in their own contexts manually using Hyland's (2005) interpersonal model of metadiscourse, checked twice and the results are inter-rated by another researcher by using peer debriefing system. The functional use of stance adverbials as hedges and boosters are analyzed in their own contexts and explained in detail. The results of the study show that argumentative essays of students are characterized by extensive use of boosters, and less limited use of hedges and it is found out that Turkish non-native students use more diverse hedges and boosters than native American students use in their argumentative essays. Functional uses of each adverbial are explained, examples from the essays are also presented. The results of this study are believed to create an awareness among both the teachers and the students both in theoretical and linguistic aspects. Keywords: argumentative writing, corpus, hedges and boosters, stance adverbials
The impact of vocabulary knowledge on reading, writing and proficiency scores of b2.2 level Turkish students: A study with Anadolu University English Prep-School students
This study is an attempt to clarify the incremental and multidimensional nature of foreign language vocabulary development and its relation to the participants' reading and writing performance and general language ability of English as a foreign language (EFL). With this principle aim, the current study investigated the relationship between the receptive and productive vocabulary knowledge, the relationship between receptive vocabulary knowledge and reading performance and the relationship between productive vocabulary knowledge and writing performance using their scores on vocabulary knowledge tests, a reading exam and a writing exam. Additionally, the lexical level of the compositions written by the participants and its relation to their productive vocabulary knowledge and the impact of both receptive and productive vocabulary knowledge on the participants' general language ability of EFL were also examined. 175 B2.2 level prep-school students studying at Anadolu University School of Foreign Languages, Eskişehir, Turkey participated in the study. The results revealed that the students' receptive vocabulary knowledge was larger than their productive vocabulary knowledge. It was also found that the contribution of vocabulary knowledge to the foreign language performances of reading, writing and proficiency was significant. Moreover, according to the Lexical Frequency Profile results, the lexical level of the student essays and the students' productive vocabulary knowledge were significantly related. Hence, by looking at the overall results of the present study, it might be suggested that vocabulary awareness should be created for foreign language students in their language learning process. Keywords: receptive vocabulary knowledge, productive vocabulary knowledge, lexical level, lexical frequency profile, reading, writing, proficiency
Une etude de cas qualitative sur l'utilisation des consignes scolaires dans une classe de Fle
The instructions that exist in all areas of life have an important place in the field of education. Instruction is a fundamental tool that guide learning process both in classroom interactions and in the course of evaluation. The aim of the current study is to determine the role and the place of the instruction in French language class, and also to study more closely the teaching practices of learners and teachers. Therefore, this qualitative case study was conducted in order to better understand the perceptions and the tendency of the participants. Nine students and one teacher from the preparatory class of the School of Foreign Languages of Anadolu University took part in this study. The data were collected by means of semi participant observation, semi-structured interviews and document analysis techniques, all of which are the qualitative data collection methods. Firstly, a semi-participant observation lasting for 10 weeks was conducted and at the same time, written materials used in the class were gathered. Immediately after the observations were made, the interviews were conducted with seven students and one teacher who were already observed in their classrooms. After all the data were collected, they were analyzed by the researcher and two experts in the field of teaching/learning of French language. For the analysis, the codes and the themes were identified in the data. Four key themes and nine subthemes were revealed after the data analysis. The key themes emerging from this data are; (1) The transmission of the instruction by the teacher, (2) The reading of the instruction by the learner (3) The problems of understanding the instruction, (4) Learner's awareness level of using instructions and their attitudes towards them. Mots clés : Autonomie,Consigne, Etude de Cas,Français Langue Etrangère. Instruction.
Kültür spesifik çeviri incelemesi: Ahmet Hamdi Tanpınar'ın huzur romanının karşılaştırmalı analizi
In the study, a comparative analysis of the German translation version of the novel 'Huzur', written by Ahmet Hamdi Tanpınar has been investigated in the context of the scientific principles of criticism. The culture-specific samples, selected from the novel, provide for the study the comparative critics. The desired point to be reached is to determine, how the culture-specific examples, selected from the source text, transferred by means of cultural elements in the target culture and how these elements are in the target culture receipted. The study is made up of four sections. The first section involves the translation process, translation studies, translation theory, translation criticism and theoretical information about culture. In the second section the subject of the study is firstly in the original language, then in the target language analyzed. In addition to this, information about the author and the translator of the work is presented. The third section consists of a comparative analysis made in accordance with the scientific information, obtained from the first section The last section is intended as a summary. The results of the comparative analyses are given and in accordance with these data, the possible solution offers are discussed. In this context, the comments are generated from the transfer of the work is mainly related not to structural, but to contextual properties. Keywords: Translation, Equivalence, Literary translation, Literary translation criticism, Culture, Analysis, Meaning beyond the text
A scale of Turkish preparatory school university students' demotivational factors towards learning English
The present study aims to develop and validate a survey instrument to measure university preparatory school students' demotivation levels as well as investigating the sources of demotivation. In accordance with measuring students' demotivational level, the items of this survey are developed based on a review of literature on student motivation/demotivation and the content analysis of compositions written by students learning English at a preparatory school. 32 items are included in the survey titled 'A Scale of Turkish Preparatory School University Students' Demotivational Factors Towards Learning English', which was administered to 206 university preparatory school students in Eskişehir, Turkey. The data were submitted to the internal consistency analysis to determine reliability of the instrument and confirmatory factor analysis to validate the scale. The results showed the construct of preparatory school students' demotivation is multi-dimensional with four factors including personal reasons, past experiences, features of preparatory school program and the form of instruction. After the validation procedures, the data were collected online from 1105 students in various preparatory school programs in Turkey. The findings yielded that proficiency level had a significant effect on students' demotivational levels, and also a significant relationship was found between university type and demotivation deriving from past experiences and features of preparatory school program. As a result, by considering the overall findings of the current study, it might be suggested that awareness of demotivating factors and sources of demotivation need to be raised for the language learners as well as their teachers and program developers. Keywords: Motivation, Demotivation, Sources of demotivation, Demotivating factors,Scale validation.
La Classe inversée dans les pratiques de l'enseignement du FLE
Taking account of learners' language and pedagogical needs as well as their autonomous learning are the priorities of the action oriented language teaching. However, modeling language courses by rigorously respecting the three classical pedagogical units (which consists in learning the same thing, in the same class and at the same time as the others) does not always allow language learners to progress at their own pace or to use their own strategies. It is therefore important to design learning contexts in such a way as to assure the personalization of the learning process and to reconcile the best parts of the face-to-face learning and the distance learning. The flipped classroom, which involves consulting the course content in advance and making more efficient activities such consolidation and production during the course time, is one of the hybrid models developed in this perspective. The present study was carried out in order to observe the effects of this model on the grammatical and lexical knowledge of the learners of French as a foreign language and to reveal their evaluations on the implementation of the model. In this study where we used both quantitative and qualitative methods, 20 learners enrolled in the preparatory classes in the academic year 2015-2016 received, during 8 weeks, contents to be treated at the home and at their own pace. By following the "single-group pre-test-post-test model", we administered a test to our sample before and after each intervention. As for the collection of qualitative data, we conducted semi-directed interviews with 10 learners following our experimentation phase. After comparing the pre-test and post-test results, we found a statistically significant improvement in the learners' knowledge included in the quantitative analysis. In the analysis of qualitative data, we consulted two specialists and identified the following themes: Learner's opinions on the flipped classroom, effects of the flipped classroom on learners' ways of learning, ways in which learners appropriate the flipped classroom, learners' opinions on videos, learners' opinions on continuation of the model, suggestions of learners for future practices of the model. Keywords: Blended learning, Flipped classroom, French as a foreign language, Autonomy, Learning strategies.
The development of a technical word list and self-study material for aircraft maintenance students
Vocabulary teaching is an important and complex part of ESP research (Coxhead, 2013). Many studies have been carried out focusing on ESP vocabulary ranging from teaching and learning it, the needs of students, academic vocabulary to technical vocabulary (Nation, 2013; Parohinog and Meesri, 2015; Coxhead, 2001). Among various aspects of ESP vocabulary, aviation English holds a significant part dealing with the English for the people in the aviation industry. The importance of aviation English is closely associated with the public safety (Moder,2012), and the role of English is vital for aircraft maintenance technicians alongside with pilots and air traffic controllers. For aircraft maintenance, the relationship between ESP and vocabulary relies on technical vocabulary. Therefore, the aim of this study is to create a technical vocabulary list for aircraft maintenance students, to build a self-study material, and to evaluate the efficiency of this self-study material. So as to construct the technical vocabulary list, a corpus including 93,290 tokens was compiled from aircraft characteristics manuals. The target corpus was analyzed via AntWordProfiler and by experts to create the aircraft maintenance technical vocabulary list with 103 words. The analysis revealed that the words that are not included in the GSL and AWL constitute a large part (31%) of the target corpus. This generated technical vocabulary list was administered to 56 students as a pre-test to determine both the level of their vocabulary knowledge and the words to be incorporated into self-study material. After eliminating the words known by at least 50% of the students, the remaining 80 words constituted the self-study material content. The students studied the self-study material for four weeks. Consequent to their study, a post-test was administered to measure the effect of the four-week study. The results indicated that there was a statistically significant difference between the pre-test and post-test results. This study is an attempt to show the necessity of building a field-specific technical vocabulary list for aircraft maintenance students to help them expand their vocabulary knowledge in their field as these words comprise a large part of what they will encounter. Keywords: Word list, Technical vocabulary list, Self-study material, ESP vocabulary
Pragmatic awareness and intercultural sensitivity of pre-service EFL teachers
As English functions as a global lingua franca, foreign language education increasingly emphasizes the development of learners' intercultural communication competence, which relies heavily on pragmatic awareness and intercultural sensitivity. Teachers play a critical role in fostering these abilities; however, teacher education programs often give insufficient attention to these areas, leaving the competence levels of pre-service teachers underexplored. This mixed-method study investigates the pragmatic awareness and intercultural sensitivity of pre-service English language teachers enrolled at Inonu University and Firat University, examines differences based on demographic variables (gender, grade level, and overseas experience), and explores the relationship between the two constructs. Quantitative data were collected using Appropriateness Judgment Tasks (AJT) and the Intercultural Sensitivity Scale (ISS), while qualitative insights were obtained through semi-structured interviews. The findings indicate that participants generally display high intercultural sensitivity and relatively strong pragmatic awareness. Participants were more successful in identifying pragmatically appropriate expressions than inappropriate ones and showed greater sensitivity to rudeness than to over-politeness, suggesting difficulty with subtle pragmatic infelicities. Interview data revealed challenges related to cultural differences, politeness and formality nuances, affective factors, limited practice, lexical constraints, and overall proficiency. Demographic analyses showed no significant gender differences overall, except that males reported higher interaction confidence and enjoyment. Pragmatic awareness differed significantly by grade level, favoring third-year students. Overseas experience enhanced intercultural sensitivity but not pragmatic awareness. Finally, a weak yet significant positive correlation was found between pragmatic awareness and intercultural sensitivity, indicating partial but independent development of these constructs.
The impact of eTwinning projects on English teachers' technopedagogical content knowledge
The Impact of eTwinning Projects on English Teachers' Technopedagogical Content Knowledge The purpose of the study is to compare Technological Pedagogical Content Knowledge (TPACK) competencies of English teachers who took part in eTwinning projects with those who do not. Additionally the study seeks to investigate whether teachers' TPACK levels varied based on demographic and professional variables including gender, professional seniority, marital status, educational attainment, and faculty type. This study utilized a quantitative comparative cross-sectional research design. The participants are composed of English teachers employed in Malatya in the 2024-2025 academic year. The data were collected through Technological Pedagogical Content Knowledge Scale for English as a Foreign Language (TPACK-EFL) constructed by Baser et al. (2016), and a Demographic Information Form prepared by the researcher. Independent samples t-tests were conducted to analyze the collected data and two-way ANOVA analyses to explore the impacts of eTwinning participation and several demographic factors including gender, professional seniority, academic background, marital status, and faculty of graduation on teachers' TPACK levels and interaction between them. IBM SPSS Statistics 27.0 was employed to conduct the analyses. The results demonstrated English teachers taking part in eTwinning projects had considerably higher scores than non-participants, especially in several technology-related dimensions of the TPACK framework. The results revealed minor differences in English teachers' TPACK scores, regarding marital status, professional seniority, educational attainment, gender and faculty type, which were not statistically significant. Furthermore, interaction effects between eTwinning participation and demographic factors were mostly non-significant. Key words: E-Twinning Projects, English Teachers, Technological Pedagogical Content Knowledge
The impact of task-based intercultural language teaching on intercultural mindset development
The present study aimed to investigate the impact of an eight-week task-based intercultural language teaching program on the development of intercultural mindset among 9th-grade EFL learners. In this study, intercultural mindset was conceptualized as a multidimensional construct consisting of intercultural awareness, social-emotional competence, and intolerance of uncertainty. A quasi-experimental pre-test/post-test control group design was employed in the study. The participants consisted of 46 ninth-grade students attending a public high school in Malatya, Türkiye. While the experimental group received an eight-week task-based intercultural teaching program, the control group continued with regular instruction. Data were collected through the Intercultural Awareness Questionnaire, the Delaware Social-Emotional Competency Scale, and the Intolerance of Uncertainty Scale. ANCOVA, paired-samples t-tests, and Wilcoxon Signed-Rank Tests were used to analyze the data. The findings revealed that the task-based intercultural teaching program did not produce a statistically significant group effect on intercultural awareness, social-emotional competence, or intolerance of uncertainty. No significant within-group change was identified in either the experimental or the control group. The findings suggest that short-term task-based intercultural teaching programs may not be sufficient to generate statistically measurable changes across the dimensions of intercultural mindset within an eight-week period. The study contributes to the literature by conceptualizing intercultural mindset as a multidimensional construct and by providing empirical evidence at the high school EFL level.
Investigating pre-service English language teachers' acceptance of generative artificial intelligence
The increasing use of GAI in education has made it important to understand its acceptance among future teachers. This study investigated pre-service English language teachers' acceptance of GAI in Türkiye, using the UTAUT as its principal framework and the TAM as complementary conceptual support. Using an explanatory sequential mixed-methods design, quantitative data were first collected from 164 undergraduate students in an ELT programme through the GAIAS. Individual semi-structured interviews were then conducted with 20 participants to explore their experiences and perceptions of GAI. The datasets were analysed separately, and the qualitative themes were integrated with the quantitative findings during interpretation to explain and contextualise the acceptance patterns. The findings indicated generally favourable acceptance across the four dimensions. Performance Expectancy had the highest mean score, whereas Social Influence had the lowest. No statistically significant differences were found according to gender or age, whereas some dimensions differed significantly according to year of study and frequency of AI tool use. Fourth-year students and more frequent users obtained higher scores in several dimensions. Participants perceived GAI as useful and easy to use for language learning, academic work, lesson planning, and information seeking. Concerns were identified regarding the reliability of AI-generated information, ethical issues, overreliance, and the need for institutional support. The study offers implications for the effective, responsible, and ethical integration of GAI into teacher education programmes.
indexedOpen AccessENA critical evaluation of pronunciation teaching in an ELT department in Turkey
Growing evidence has confirmed that pronunciation is essential for effective communication despite its various degrees of importance across teaching contexts. In Turkey, English teacher trainees usually receive little or no pronunciation instruction in primary/secondary education and take the Listening and Pronunciation I course in tertiary education. Given the particular significance of pronunciation for effective communication, this study evaluated the state of pronunciation teaching at the English Language Teacher Education Program of a state and research university within the scope of the course. The study adopted a mixed-methods case study and collected qualitative and quantitative data (e.g., diagnostic tests, focus group and semi-structured interviews, course evaluation survey, and instructional/institutional documents) from the undergraduate and graduate students, the course instructor, and non-native expert lecturers during emergency online education. Descriptive, inferential, and thematic analyses revealed varying degrees of pronunciation knowledge (moderate), perception (minor), and production (large) of the teacher trainees. However, specific knowledge gaps and problems with segmentals and suprasegmentals persisted. The undergraduates and graduates suggested convergent and divergent remarks about the course evaluation components. The study also reported congruent and contrasting findings with the remedial and expert judgment approaches. The teacher trainees found the evaluated course adequate or inadequate, depending on their diverse expectations. Ultimately, pedagogical and methodological suggestions were made.
indexedOpen AccessENAn analysis of the intonation patterns of if-clauses in Turkish English majors
The present study primarily aims at investigating the level of competence of pre-service Turkish teachers of English in the perception and employment of intonation patterns of If-clauses in English. It further aims at remediating any occurrences of intonational errors in their speech through remedial training sessions which utilize Audio Articulation Method (Demirezen, 2003, 2004) and Grammar Intonation Model (Cauldwell & Hewings, 1996; Hahn, 2004) and encompass a wide range of exercises about the recognition and employment of primary stress phoneme, pitch patterns and juncture phonemes of If-clauses both auditorily and visually. The study was conducted at the Department of English Language Teaching (ELT) of a state university in Turkey, with the participation of prospective English as a Foreign Language (EFL) teachers (N=61) and data were gathered in the spring term of 2015-2016 academic year. A pre-test/post-test experimental design was utilized to reach the goals of this study and the participants therefore were given both written and oral pre-tests and post-tests. The participants were given the pre-test to assess their level of competence in the perception of intonation patterns of If-clauses in English while the latter was given for finding out whether the participants could employ the accurate intonation patterns of If-clauses in English. For the written pre-test, the participants were given a test of 36 multiple-choice questions as the primary means of instrument for data collection, the reliability of which was maintained with a score of 0.81 utilizing Cronbach's alpha statistical analysis while for the oral pre-test, the participants were given a corpus of 36 sentences, the reliability of which was sustained with a score of 0.81 utilizing Kuder-Richardson Formula 20 (KR-20). In the written pre-test, the participants were expected to recognize the intonation patterns of If-clauses through 36 multiple-choice questions while for the oral pre-test they were asked to record their voices in an insulated and stress-free environment during the articulation of 36 sentences in the corpus. The participants were then subject to treatment classes during which they practiced the recognition and employment of primary stress, pitch patterns and juncture phonemes of If-clauses utilizing various kinds of audio-visual exercises. Within two weeks following the remedial training sessions, the participants were given both written and oral post-tests which were administered in the same manner as in both pre-tests. The collection of recordings from the participants occurred through e-mail and the evaluation of the recordings were realized by three different human raters, one of whom is the researcher, in the form of a dichotomous scale. The inter-rater reliability was calculated by IBM SPSS version 22 and established with the score of over 0.90 intraclass correlation coefficient. In order to find out whether there was a statistically significant difference between the pre-test and post-test scores of the participants, Paired-Samples T-test was conducted. It was discovered that there was a major improvement in the competence of the participants in terms of perceiving the primary stress, pitch patterns and juncture phonemes and employing the primary stress and juncture phonemes of If- clauses. It was further discovered that remedial training sessions were proved to be effective regarding the amelioration of the participants' intonational problems.
EFL teachers' perceptions on task-based language teaching in the context of a preparatory school
This study was conducted to investigate the perceptions and practice preferences of teachers who teach English as a foreign language in a university preparatory class, about task-based language education, and to reveal their ideas about the task-based approach and preferences about using this approach in their classrooms or not, along with the reasons. In order to achieve these goals, the teacher questionnaire developed by Jeon and Hahn (2006) was applied to fifty teachers who participated in the study. The results were analyzed using IBM SPSS 22.0. Interviews were conducted with five people selected on a voluntary basis among the participants, and the results were analyzed by thematic analysis method. According to the results obtained from the quantitative and qualitative data, it was revealed that the majority of the teachers participating in the study had positive views about task-based language education and applied it in their classrooms. According to the other information obtained as a result of the analysis, it was understood that the most common factors preventing the implementation of task-based language education in classrooms were the high number of students in the classrooms and the inadequacy of course materials for task-based language education. Among the implications of the study, there are the reasons for not preferring task-based language education can be eliminated as a result of the improvements that can be made in the curriculum and materials proposed by the existing education system and the solution of the infrastructure-related problems of the university. Keywords: English language teaching, task, task-based language teaching, approach
The effect of Youtube on EFL learners in Turkey
The incorporation of learning exercises reinforced by technology into the foreign language program has emerged as a new developing trend in language teaching today. Many proposals have been stated on the usage of technology in education, and YouTube has grown increasingly popular among video-sharing websites (Alimemaj, 2010). Given the popularity of YouTube as a video sharing platform among many Turkish individuals, this research was designed to investigate Turkish EFL learners' opinions on YouTube's effectiveness on their language learning. Along the same line, this study attempts to examine EFL learners' perceptions on how effective YouTube is in improving four language skills and three language components along with its impact on their autonomous learning and motivation. The participants of the study contains 2109 EFL learners who are the subscribers of the researcher's YouTube channel on English teaching, and they used YouTube at least a few times as a language learning tool. The data was collected using two separate data gathering instruments: two questionnaries one of which consisting of closed-ended items and the other with open-ended questions. To provide greater insight into the themes, the researcher acquired quantitative and qualitative data, examined the results separately, and then combined the data to provide a thorough description of the study topics. The results showed that, according to Turkish EFL learners, YouTube videos make a positive impact on language learning in terms of the four language skills and the three language components. Almost all EFL learners agree that it is quite useful in order to develop their speaking and listening skills along with vocabulary and pronunciation thanks to the large variety of content it contains and it provides exposure to authentic language and native speakers' videos. In addition, the findings indicated that YouTube is a useful source for EFL learners that boosts their autonomous learning habits and it motivates them to take actions to take responsibility of their own learning. Lastly, according to Turkish EFL learners, YouTube videos are very valuable in terms of their motivation to learn the language as it is a more interesting and an intriguing source compared to traditional learning environments. They also stated that on YouTube, they find themselves in an interactive environment where lots of language learners help each other. Even though there is study on YouTube in the field of English language education, there is a huge gap in research about YouTube as a language learning website and how it helps to language learners' autonomous learning disciplines. The current study provides a thorough examination of how YouTube aids EFL learners' language learning in numerous ways.
Teacher questions in 6th grade EFL classes: An exploratory action research in online learning environments during the Covid-19
Teacher questions are crucial elements of teacher talk that provide a lot of detail about what happens in the lessons regarding classroom interaction. Different aspects of teacher questions have been frequently explored by researchers so far. However, teacher-researchers have not yet given sufficient attention to this topic and explored their questions by carrying out action research studies. Moreover, teacher questions have not been researched extensively in online classroom settings. In order to both fill out this gap in the literature and to develop an awareness of my questioning practices, I conducted this qualitative action study as a teacher-researcher. I collected data from the online lessons I had with two 6th grade EFL classes in a public secondary school setting. The data collection process took place for seven weeks, during which I recorded online lessons for six weeks and administered an open-ended questionnaire to my students in the final week. Then, I analysed data by identifying the frequency, types, and functions of the English questions I asked in 50 online lessons. My analysis revealed that I asked 1588 questions in total. Of these questions, I used epistemic questions more than echoic questions and display questions more than referential questions. Besides, my questions served mostly procedural function, followed by convergent function, and divergent function. The analysis also revealed that I hardly made use of questions enhancing the critical thinking skills of my students. Moreover, my students expressed in the questionnaire that they were content with my questions in general. However, they preferred referential questions to display questions. Consequently, this study was of great importance for me to reflect on certain aspects of my questions and take necessary actions to improve these aspects. Moreover, this study may inspire other teachers to take a step to develop consciousness of their questions as well by means of carrying out similar studies. Keywords: action research, classroom interaction, English as a foreign language, online learning, reflective teaching, teacher questions
An analysis of face-to-face education versus emergency-remote teaching: Readiness of ELT teacher trainees
Since World Health Organization (WHO) declared the virus called COVID-19 a pandemic in March 2020, the education system all around the world has gone into a total shutdown. Turkey was one of the countries that were negatively affected by this unexpected change of context. Emergency-remote teaching (ERT) was suddenly introduced to prevent the disruption of education and almost all countries adopted this alternative system that allows access to education through digital devices. Turkish teacher education institutions also switched to ERT during this phase. With the digitalization of education, being well equipped with digital users has gained more importance for student teachers studying in the English Language Teaching departments. Thus, the present study first aimed to find out the emergency-remote teaching experiences of ELT student teachers. The study also asked the 2nd, 3rd and 4th year students teachers to compare their ERT experiences and perspectives with that of the face-to-face education experiences they had before the epidemic. Secondly, the participants' readiness for and perceptions of ERT were scrutinized alongside analyzing the factors of student teachers' technical possibilities and digital competencies with their effect on readiness during this phase. The research took place in the fall semester of the 2020-2021 academic year, consisting of 194 English teacher candidates in their second, third and fourth years throughout Turkey. This mixed-method thesis study implemented four scales and a semi-structured interview to elicit rich information and thus provide a comprehensive and elaborate framework. Quantitative data were analyzed through descriptive statistics, independent samples T-test and one-way ANOVA analysis in SPSS while the qualitative data were transcribed, coded and presented with a flow chart. The findings showed the extent to which emergency-remote teaching shaped English student teachers' experiences, choices for a face-to-face context, readiness for online learning and remote learning perceptions. Although student teachers indicated neutral opinions about their ERT experiences, they are inclined to prefer face-to-face education. In addition, student teachers seem to exhibit a moderate level of readiness for ERT, which seems not to have been influenced by their perception of ERT, technical opportunities and digital competencies. The reason for this fact is that student teachers have already been familiar with the use of digital devices before the lockdown. Therefore, these factors did not have any significant effect on their overall readiness for ERT. The study also reported the strengths and weaknesses of the ERT in Turkish teacher training institutions. The results of the study have provided implications for teacher education programs and teacher educators regarding how better prepare them for wider use of digital educational technologies in the near future.
Der einsatz von wortbildung und wortbildungsübungen als ein motivationsfaktor zur förderung der wortschatzentwicklung von Deutschlernenden auf dem A-1 niveau
Vocabulary formation skills have crucial importance in foreign language acquisition, so a vocabulary building exercise can serve to develop students' specific skills or to support their language development. Word formation is one of the basic components of vocabulary development, because of this, students can be encouraged to improve their vocabulary. The aim of this study is to capture the motivating aspect of vocabulary building exercises that contribute to vocabulary development. This study determines how much the use of word formation motivates German learners to acquire new words and, consequently, develop their vocabulary. Within this research, word formation studies were carried out for one (1) semester with the students who participated in the German course in the foreign language course at the A1 level. To determine whether word formation exercises are a motivating factor in vocabulary development, a questionnaire study was conducted at the end of the term, with the contribution of 33 course participants. Based on students' subjective statements, a large number of criteria were recorded that had different effects on whether word formation exercises were found to be motivating for vocabulary development. In result, it was concluded that these exercises are not only have fundamental importance in terms of teaching, developing and consolidating vocabulary, but also have a motivating, improving and stimulating effect on vocabulary. It should be clearly stated that word formation exercises help to remember vocabulary more easily and therefore have a motivating effect. In addition, the structural recognition of language and facilitation during learning have a positive effect on the motivating aspect of word formation. In the following, it is clear that word formation exercises are a high source of motivation for German learners when they lead to fast, effective and active learning, shape student productivity and make students feel competent or encourage them to learn. Keywords: Vocabulary development, word formation, word formation exercises, motivation, German as a foreign language Wortbildungskenntnisse haben im Fremdsprachenerwerb einen hohen Stellenwert, demzufolge können Wortbildungsübungen zur Entwicklung spezifischer Kompetenzen der Lernenden dienen oder deren Wortschatzentwicklung hilfreich zur Seite stehen. Wortbildungsübungen sind eine wesentliche Form der Wortschatzerweiterung, im Zuge dessen können Lernende dazu angeregt werden ihre lexikalischen Kenntnisse zu erweitern. Der Bestandteil der vorliegenden Studie ist die Erfassung des motivierenden Aspektes von Wortbildungsübungen, die zur Förderung des Wortschatzes beitragen könnten. In dieser Hinsicht setzt sich diese Studie zum Ziel zu ermitteln, ob und wie/weshalb die Deutschlernenden durch den Einsatz der Wortbildung dazu motiviert werden neue Wörter zu erwerben und aufgrund dessen ihren Wortschatz zu entwickeln. Im Rahmen dieser Arbeit wurde im DaF-Unterricht mit den Deutschkursteilnehmenden auf dem A1 Niveau ein Semester lang mit Wortbildungsübungen gearbeitet. Zum Feststellen des Motivationsfaktors von Wortbildungsübungen, wurde am Ende des Semesters, an dem 33 Kursteilnehmenden Beitrag geleistet haben, eine Untersuchung an einer Stichprobe durchgeführt. Beruhend auf den subjektiven Äußerungen der Lernenden, wurden zahlreiche Kriterien erfasst, die auf verschiedene Weise einen Einfluss darauf haben, dass Wortbildungsübungen als motivierend für das Wortschatzentwickeln empfunden werden. Folglich wurde die Bilanz gezogen, dass Wortbildungsübungen nicht nur von essenzieller Bedeutung in Bezug auf die Vermittlung, Entwicklung und Festigung des Wortschatzes sind, sondern motivierend und anregend auf das Wortschatzerwerben wirken, den Wortschatz erweitern bzw. fördern, wenn diese zur Entwicklung der lexikalischen Kenntnisse führen. Deutlich ist auszudrücken, dass Wortbildungsübungen zur Einprägsamkeit des Wortschatzes dienen und deswegen motivierend wirken. Des Weiteren üben die strukturelle Erkennung von Sprache und die Erleichterung während des Lernens einen positiven Einfluss auf den motivierenden Charakter der Wortbildung aus. Im Folgenden erweist sich die Tatsache, dass eine Wortbildung für die Lernenden von hoher Motivation zum Wortschatzlernen ist, wenn diese zum schnellen, effektiven und aktiven Lernen führt, die Produktivität der Lernenden prägt und dazu führt, sich kompetent zu fühlen oder sie dazu ermutigt mehr zu lernen. Schlüsselwörter: Wortschatzentwicklung, Wortbildung, Wortbildungsübungen, Motivation, Deutsch als Fremdsprache
An evaluation of "Content-Based Instruction (CBI)"-oriented course material in teaching English as a foreign language at tertiary level: A case study on the students of software engineering department at a foundation university in Türkiye
Content-based Instruction (CBI) has taken the attention of foreign language educators as it enables learners to learn the target language and to absorb subject matter knowledge at the same time. Although there are various foreign language teaching materials on the market, it is quite challenging to find a suitable material designed and specifically developed for each unique expertise field. The present study aims to demonstrate the evaluations of the students and of the instructor regarding a CBI-oriented English language course material developed by the researcher for the computer and software engineering students at a foundation university in Türkiye. The study also aims to find out the evaluations of the participants regarding the in-class implementation of the material and investigates its effects on the students' English language skills and on their content knowledge. For the purposes of the study determined, both quantitative and qualitative data were gathered from 40 software engineering students studying at the same foundation university and from the instructor of the course who was the developer of the CBI-oriented language course material and the researcher of this thesis study. Therefore, the present study employed mixed-method research design. The quantitative data were gathered through the Materials Evaluation Questionnaire (Işık & Altmışdört, 2010), students' scores in the content sections in the midterm and the final exam of the course, and in the English Language Placement tests. The qualitative data, on the other hand, were collected from semi-structured interview sessions and the instructor's reflective journals. The findings demonstrated that students and the instructor were mostly satisfied with the course material and its in-class implementation. The material had positive effects on the students' content knowledge and their English language skills, except for their speaking skills, though.
A retrospective look towards the success of online education during Covid-19 shutdown in the eyes of the teachers
During the pandemic of 2020-2021 period face-to-face education was halted and a distance education period had started. Distance education was mainly conducted with computers, smartphones and tablets utilizing internet connections while being assisted by television. Research conducted during this era pointed out that while this distance education period had some problems like technological device accessibility or internet connection issues and some more, it overall achieved a satisfactory success. The next education year of 2021-2022 that followed this distance education period marked a return to face-to-face education. During this face-to-face education period, some teachers have expressed that they faced some issues that were not present in previous face-to-face education periods. Purpose of this research is to gather retrospective perspectives of teachers to assess their satisfaction regarding online education, to learn the problems they faced during distance education and to learn what kind of problems they have faced in post-pandemic face-to-face education period that they think was stemming from distance education period. It is also aimed to learn if there is a difference between problems participants expressed regarding regions they work, their ages, their experience in terms of years, their gender and school level they work at. This research was conducted by a 29-question quantitative questionnaire that was applied to 146 participants from all regions of Turkey, who had all features this research involved in different combinations, and a 6-question qualitative structured written interview form that was applied to 30 participants who again had different demographics that fit for aims of the research. Therefore, as a combination of qualitative and quantitative methods, this work is considered mixed-method research. According to results of this work, teachers have noted that there were technological issues like device availability and internet connections and overall, it was hard to conduct distance education, also teachers were not particularly satisfied of distance education. They also expressed that there were academic and behavioural problems that they think as based on distance education period and lockdowns.
Improving speaking skills of primary school students through drama plays in English language lessons
The aim of this study is to observe drama activities in language classes and how they affect students' speaking skill. It also aims to apply suggested activities by Gillian Lazar and his method of using drama in English language classrooms. Literature and Language Teaching by Gillian Lazar is the handbook and a major resource for the study. This study took place in small, public school in Erciş /Van outside of city where there is very limited resources for students. Primary School 4th grade students were the subject of this study. Language outcomes had been measured by teacher based on observations and the data were collected according to teacher's observations regarding language outcomes of the related unit. The first chapter gives information about the background of the study, aims, subjects and the method. The second chapter presents related literature review, reasons of using drama, effects of drama in language classes and its relation to speaking skill. The third chapter contains methodology of the study including data collection and teachers' observations. The fourth chapter is about the findings of the study specific on anxiety, enthusiasm, improving speaking skill and speaking fluency. The final chapter provides summary of the study, suggestions, limitations and conclusions. The analysis of the collected data has pointed out that drama activities utilized in teaching English as a foreign language classes at elementary school affected students' speaking abilities. Furthermore, drama activities and their implementation in elementary level language learning programs could be utilized as an effective tool. Keywords: Role- play, act out, speaking skill, primary school students, drama.
İngilizce öğretmenlerinin telaffuz öğretimine ilişkin inançları ve uygulamaları üzerine bir araştırma Diyarbakır örneği
Teaching pronunciation impacts learning the four main skills of language so, research on this aspect can help improving the quality of language learning, and the subjects of EFL teacher' beliefs and practices are essential subjects relate to this notion. Therefore, this study was conducted to investigate EFL teachers' practices and cognitions regarding pronunciation instruction at secondary and high schools in Diyarbakir, Turkey. The teachers' pedagogical ability also was in the scope. A quantitative method was adopted and a questionnaire that was originally developed by Buss (2015) was used to collect the data. This questionnaire contains open-ended questions and Likert type questions, and the data were analyzed through statistical software program. The participants of the study were 105 volunteer EFL teachers from 20 private schools. Results of the study manifested that although the bulk of the participants reported spending good time on teaching pronunciation, they spend just a third of this time teaching prosodic aspects of pronunciation. It was also obvious that teachers revolved in teaching segmental aspects by following segmental-focused activities such as repetition drills. Regarding beliefs, findings revealed that teachers deem intelligibility, the role of native speakers as a model, rejecting the use of mother tongue in pronunciation teaching in addition to other convictions. The training competency uncovered that despite teachers' self-assurance to teach pronunciation, their desire was big to receive more intensive training. The independent samples t-test results uncovered no statistically significant difference between male and female participants; however, the same test detected differences in practices between secondary and high school teachers.