Dil öğrenimi
371 theses under this subject heading
Ortaokul öğrencilerinin bilişüstü farkındalıkları ile yabancı dil öğrenme kaygıları arasındaki ilişkinin incelenmesi
Bu araştırmanın amacı 8. sınıf öğrencilerinin bilişüstü farkındalıkları ve yabancı dil öğrenme kaygıları arasındaki ilişkiyi incelemektir. Ayrıca ortaokul öğrencilerinin bilişüstü farkındalıkları ve yabancı dil öğrenme kaygıları cinsiyet, okul statüsü, anne ve babanın öğrenim düzeyi, İngilizce dersine çalışma süreleri ve akademik başarı değişkenlerine göre ele alınmıştır. Nicel araştırma yöntemlerinden olan ilişkisel tarama modeline uygun tasarlanmıştır. Araştırma, 2020-2021 eğitim öğretim yılında Aydın ilinin Kuşadası ilçesindeki öğrenim görmekte olan 538 ortaokul öğrencisinin katılımıyla gerçekleştirilmiştir. Veri toplama aracı olarak "Kişisel Bilgi Formu", "Bilişüstü Farkındalık Ölçeği" ve "Yabancı Dil Öğrenme Kaygısı Ölçeği" kullanılmıştır. Araştırmanın verilerin çözümlenmesinde betimsel istatistikler, ikili ve çoklu karşılaştırma istatistikleri ve çoklu regresyon analizi teknikleri kullanılmıştır. Araştırmanın sonuçlarına göre öğrencilerin bilişüstü farkındalıkları yüksek düzeydedir. Öğrencilerin bilişüstü farkındalıkları okulun statüsüne ve anne ve babanın öğrenim durumuna göre anlamlı farklılık göstermezken cinsiyet, ders çalışma süresi ve akademik başarı değişkenlerine göre anlamlı farklılaşmaktadır. Öğrencilerin yabancı dil öğrenme kaygısı orta düzeydedir. Öğrencilerin yabancı dil öğrenme kaygılarının cinsiyet, okul statüsü, anne ve babanın öğrenim durumu, ders çalışma süresi ve akademik başarı değişkenlerine göre anlamlı düzeyde farklılaşma gösterdiği saptanmıştır. Araştırmada bilişüstü farkındalık ve yabancı dil öğrenme kaygısı arasında düşük düzeyde negatif yönde anlamlı ilişki bulunmuştur. Bilişüstü farkındalığın bilişin bilgisi boyutunun yabancı dil öğrenme kaygısını hem genel olarak hem de alt boyutlar bazında düşük düzeyde yordadığı belirlenmiştir. Anahtar kelimeler: bilişüstü farkındalık, yabancı dil öğrenme kaygısı, ortaokul öğrencileri
Reduire/vaincre l'anxiete langagiere en production orale avec les jeux de roles : Une experience avec des etudiants de FLE de l'universite Anadolu
Speaking anxiety experienced by French language learners is what inspired the present study. The main purpose is to provide a better understanding of the anxiety level and its igniting factors of a group French language learners and relieve this anxiety with an appropriate teaching technique. To these ends, role play, which is believed to encourage students in groups to be more creative, active, and motivated, was used. The participants of the study are 17 first-grade students who signed up for speaking class at the Department of French Language Teaching, Anadolu University in the education year 2012-2013. Both qualitative and quantitative data were gathered. Foreign Language Student Anxiety Scale (FLSAS) was used as a pre and post-test to identify the anxiety level of the participants, and a speaking exam was administered to evaluate their speaking proficiency. After the treatment, a semi-structured interview was conducted with all the participants to find out the effect of role play technique on speaking anxiety and participants' belief about the process. The quantitative and qualitative findings of the present study show that this 8-week-role play treatment resulted in a statistically significant difference between the pre and post test results of the participants. When the test findings were compared, it was seen that the anxiety level of the participants decreased, and their speaking proficiency developed. The qualitative analysis of the interview data revealed that role play technique played a key role in relieving the participants' anxiety level. It also created a more creative learning environment, enhanced the participants' other language skills, and enabled cultural interaction. Furthermore, the treatment helped the participants express themselves better in public, have self-confidence, and feel more courageous. Mots-Clés : L'anxiété langagière, l'anxiété à parler, la production orale, les jeux de rôles
Foreign language learning anxiety of high school students in Kosovo
Second language learning is a complex process. Learning the vocabulary and grammar structures, even developing the necessary skills for communication may not be enough. You also need to learn about the culture of the foreign language. While this might be found enjoyable for some students, others might find the process threatening and may experience anxiety in the language classroom. Anxiety has a great negative effect on learning a foreign language. This study investigated the degree of foreign language classroom anxiety of Turkish High School Students in Kosovo. Moreover, it aims to find out if there are any differences between the anxiety levels of the learners in terms of their achievement in the foreign language, knowing more than one language and type of high school. This study was conducted with 169 learners of English in four different high school contexts; Technical High School, The High School of Economics, Medical High School and Science High School with 169 students. All of them were the first grade students. The data collected through Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire were statistically analyzed to identify students' anxiety levels. The questionnaire was administered to the subjects in their regular class hours in different school settings. Their mid-term grades were gained from their class teachers to identify the relationship between their level of anxiety and their success measured by their course grades. The relationship between learners' anxiety and their language background and their education context was also analyzed statistically. The analysis of the results revealed that students learning English generally experience a moderate level of language anxiety. No significant relationship was identified between students' foreign language anxiety scores and their level of success, between being monolingual and multilingual. Their educational context and their level of anxiety did not correlate either. According to the results of the study, foreign language anxiety cannot be considered a negative psychological phenomena in Kosovo. Keywords: Foreign language anxiety, achievement, language background, educational background
Contribution of L2 morphological awareness to passage-level l2 reading comprehension above and beyond vocabulary knowledge, grammar knowledge and reading strategy use among intermediate-level adult Turkish EFL learners
The primary objective of the present study was to investigate to what extent intermediate-level adult Turkish EFL learners are aware of lexical and grammatical functions of certain suffixes in English. The study further aimed at exploring the unique contribution of L2 morphological awareness to passage-level L2 reading comprehension above and beyond such reading-related factors as vocabulary knowledge, grammar knowledge and reading strategy use among intermediate-level adult Turkish EFL learners. With these purposes, the data were collected from a total of 87 EFL learners through a number of testing instruments. These instruments consist of reading comprehension, vocabulary knowledge and grammar knowledge subtests of the proficiency exam that Anadolu University School of Foreign Languages (AUSFL) administered at the end of 2014-2015 fall semester, Turkish version of Survey of Reading Strategies (SORS) by Sheorey and Mokhtari (2002) and the two-section Morphological Awareness Test (MAT), designed by the researcher with some adaptation from Mahony (1993) for the current study. The data were analysed using a number of statistical procedures. The first research question, which is about exploring to what extent intermediate-level adult Turkish EFL learners are aware of lexical and grammatical functions of certain suffixes in English, was answered by means of descriptive statistics, paired samples t-test and one-way ANOVA with repeated measures. The second research question, which is about the unique contribution of morphological awareness to reading comprehension above and beyond vocabulary knowledge, grammar knowledge and reading strategy use, was responded through hierarchical multiple regression and bivariate regression analyses. Additionally, semi-structured interviews were conducted with a smaller group of the participants to support the data gathered from the quantitative data collection instruments of the present study. The results of the study revealed that intermediate-level adult Turkish EFL learners show at least moderate awareness of English word morphology. It was also found that the participants could judge whether a morphologically complex word comes from a simple word better than they identified the lexical and grammatical functions of certain derivational suffixes in English. Moreover, suffix categories and each suffix in each category used in the present study affected the participants' performance. The results further revealed that L2 morphological awareness does not make a direct contribution to L2 reading comprehension among intermediate-level adult Turkish EFL learners either along with or above and beyond vocabulary knowledge, grammar knowledge and reading strategy use. However, further analysis revealed that morphological awareness might make an indirect contribution to L2 reading comprehension via its direct contribution to L2 vocabulary knowledge. Additionally, the semi-structured interviews displayed that intermediate-level adult Turkish EFL learners are likely to benefit from word morphology in foreign language learning. The findings were discussed with regard to the previous research, and implications and suggestions for further research were offered. Key words: Intra-word structure, word morphology, morphological awareness, L2 reading comprehension, Turkish EFL learners.
Yabancı dil öğrenen dijital yerlilerin Web 2.0 araçlarını kullanma düzeylerinin belirlenmesi: Bir durum çalışması
Bu araştırmanın temel amacı, dijital yerlilerin yabancı dil öğrenme süreçlerinde Web 2.0 araçlarını kullanma düzeylerini bağlantıcılık ve bilişsel çoklu ortam öğrenme kuramları doğrultusunda incelemektir. Elde edilen bulguların yüz yüze ve uzaktan eğitim veren kurumlara ve öğretenlere dijital yerlileri ve onların öğrenme stratejilerini daha yakından tanıma imkânı verebileceği düşünülmektedir. Enformasyon çağında bilgiye erişimin her an her yerde mümkün olması dijital öğrenen neslin öğrenme yöntemlerini de hızla değiştirmiştir. Bu bağlamda, bütün bu kolaylıklar ve gelişmeler iletişimi, iletişim için ise ortak bir dil (linguafranca) öğrenme zorunluluğu doğurmuştur. Bu çağda hemen hemen her anlamda hayatımızı kolaylaştıran Web 2.0 araçları hem öğrenme hem de öğretme ortamlarında da insanların hayatını kolaylaştırmaktadır. Dijital yerliler, Web 2.0 araçlarına ve dijital medya araçlarına bağımlı bir şekilde yaşamaktadırlar. Web 2.0 araçlarına oldukça hâkim olan dijital nesil, bu yetileri sayesinde sınırsız bilgiye ve açık kaynaklara ulaşabilmektedir. Web 2.0 araçlarının yabancı dil öğretiminde yaygınlaşarak kullanılması, öğreten ve öğrenenler için bilgiye kısa sürede ulaşma olanakları, sınıf içi ve dışı etkileşimlerde bulunma imkânları sağlamıştır. Nitel araştırma yöntemlerinden durum çalışması ile desenlenmiş bu çalışmada veri toplama aracı olarak yarı yapılandırılmış görüşme, gözlem ve belge analizi teknikleri kullanılmıştır. Araştırma kapsamında ulaşılan sonuçlar, alanyazın ile paralellik göstermekte ve yabancı dil öğrenen dijital yerlilerin bu süreçte Web 2.0 araçlarını sıklıkla kullandıklarını, içerik oluşturma ve bu içerikleri ağ bağlantıları ile paylaşma konusunda istekli ve pratik olduklarını göstermektedir. Anahtar Kelimeler: Web 2.0 araçları, dijital yerliler, yabancı dil öğrenme, bağlantıcılık,bilişsel çoklu ortam öğrenme kuramı
A study on the relationship between Turkish EFL learners' willingness to communicate in English, ambiguity tolerance and parental encouragement level
This study aims to investigate Turkish EFL learners' willingness to communicate, tolerance of ambiguity, and parental encouragement levels. Moreover, a possible link between tolerance of ambiguity and parental encouragement levels with willingness to communicate was explored in the study. The research sample consisted of 151 preparatory school students at Hasan Kalyoncu University. A mixed-method research design was preferred in this study as both qualitative and quantitative research methods were utilized. ''Willingness to Communicate Scale'' developed by McCroskey (1992), ''Second Language Tolerance of Ambiguity'' developed by Ely (1989), and ''Perceived Parental Encouragement Scale'' involved in ''Attitude/Motivation Test Battery'' developed by Gardner (1985) were used as data collection tools. SPSS 20.0 was operated to analyze the data obtained from the questionnaires. Frequencies, means, percentages, and standard deviations were calculated through this program. Moreover, independent samples t-test was utilized to detect whether there was a statistically significant difference relating to age, while one-way ANOVA was used to explore if there was a statistically significant difference relating language proficiency with willingness to communicate, tolerance of ambiguity, and parental encouragement levels. Apart from these, Pearson correlation was practiced to investigate the relationship between willingness to communicate, tolerance of ambiguity, and parental encouragement. Afterward, to detect the predictive power of tolerance of ambiguity and parental encouragement on willingness to communicate, multiple regression analysis was achieved. In the qualitative part of the study, 16 students who already took the quantitative part of the study were interviewed. The findings were examined through content analysis. According to the results, Turkish EFL learners showed high willingness to communicate, tolerance of ambiguity and, perceived parental encouragement. Besides, statistically significant results were found relating to the influence of age and gender. Furthermore, it was detected that tolerance of ambiguity and perceived parental encouragement predicted willingness to communicate positively. Finally, some linguistic, affective, contextual, individual factors and, self-perceived communicative competence were found to be influencing elements on learners' willingness to communicate. Moreover, some problems of tolerating ambiguity experienced by learners were detected.
Analysis of factors affecting refugee learners' attitudes towards learning languages: (A case study)
With the continuous conflicts and increasing waves of displacement the world is experiencing, refugees' necessity for stability grows. A significant factor to help fulfill this objective is learning languages, as they can open doors on the local and international levels. This study aims to investigate Syrian refugees' attitudes towards language learning in Turkey, offering a thorough description of this issue from the eyes of Syrians themselves. The study is conducted in Gaziantep city, south of Turkey, which hosts almost 450,407 Syrians since the beginning of the Syrian conflict in 2011. This descriptive study is based on a mixed-method approach in order to answer the research questions. For quantitative data, 399 participants between 18-45 filled a questionnaire specially designed for this study. For qualitative data, semi-structured interviews with a set of open-ended questions were conducted with 15 participants. Subsequently, the collected data was analyzed with the assistance of IBM SPSS 23. The analysis results of the quantitative and qualitative collected data demonstrated that Syrians' English language skills did not witness an improvement during their residency in Turkey, contrary to their Turkish skills; however, their overall proficiency in both languages is low. Besides, the results highlighted time and lack of practice opportunities as Syrians' most significant obstacles in learning languages. Moreover, the participants shared their opinions regarding the available courses and mentioned their need for tailored courses to meet their needs and levels. The results were concluded with the participants' views in terms of the way they see the advantages of learning languages which, according to them, included better integration as well as job and education opportunities. Keywords: Syrian refugees, factors, attitudes, language learning, obstacles, benefits.
TRIZ as an innovative method in English language teaching to support learners' reading and writing skills
Learning English is important primarily because English is an international language. In addition, English plays an important role in educational contexts and serves as a gateway to the world. Education is a process that enables students to both acquire knowledge and develop their creative thinking skills. The aim of this study is to investigate the benefits of implementing TRIZ, which is an innovative method in foreign language teaching, in English lessons to improve students' writing and reading skills. TRIZ is an innovative method of problem-solving that tries to make students' minds more flexible and creative. An experimental group and a control group were compared within the framework of a quasi-experimental research design. In the experimental group, English lessons, reshaped within the framework of TRIZ, an innovative teaching method, were held for two months. In the control group, any teaching activities shaped within the framework of the TRIZ method were not carried out. A pre-test and a post-test were used to analyze the effectiveness of the TRIZ method on students' writing and reading skills and to compare the experimental and control groups. In addition, observations (students' interactions with the teacher and their views on the teaching method used) were made to evaluate the participants in both classes and to compare their similarities and differences. The findings of the present study revealed that TRIZ can be used effectively to teach English in an innovative way, students in the experimental group were more engaged and performed better than the control group. The students who were taught English within the framework of the TRIZ method showed higher performance in reading and writing skills than the students in the control group who did not take the English lessons reshaped within the TRIZ method. In addition, the fact that the students in the experimental group developed their writing skills more than their reading skills revealed the effectiveness of the TRIZ method in improving their writing skills. Moreover, the TRIZ method has been found to be beneficial not only in increasing students' test performance but also in improving their communication skills. In summary, within the framework of this research, it was concluded that the application of the TRIZ method in English lessons improves students' reading and writing skills and can help bring an innovative perspective to English Language Teaching. Keywords: TRIZ, TRIZ Method, TRIZ Principles, Reading and Writing Skills, Innovation, Problem-solving.
Türkçe öğrenen Türk soylu öğrencilerin hazırlıksız konuşmalarına yönelik yanlış çözümlemesi
Ana dili veya yabancı dil öğretimi dört temel beceri üzerine kuruludur. Bu beceriler kazanım sırasına göre şu şekildedir: Dinleme, konuşma, okuma ve yazma. Gündelik hayatta iletişim kurmadaki etkisi nedeniyle konuşma becerisi bir adım öne çıkmaktadır. Buna rağmen ilgili alan yazında konuşma becerisinin en az önemsenen ve üzerinde en az çalışma yapılan dil becerilerinden biri olduğu belirtilmektedir. Konuşma sırasında yapılan yanlışlar, bu becerinin nitelikli bir biçimde kazandırılmasının önündeki önemli bir engeldir. Türkçe öğrenen Türk soylular da hedef dil ile kendi dilleri arasındaki benzerlikten kaynaklanan etkenler nedeniyle konuşma sırasında yanlışlar yapmaktadır. Türk soyluların konuşmaları sırasında değişik sebeplerle yaptıkları yanlışları belirlemek, dil öğretiminin etkili ve nitelikli bir şekilde gerçekleştirilebilmesi açısından büyük bir önem taşımaktadır. Araştırmada nitel desende içerik analizi yönteminden yararlanılmıştır. Bu bağlamda araştırmada, Çukurova ve Sakarya Üniversitesi TÖMER'de B1 düzeyinde öğrenim gören 114 Türk soylu öğrenci araştırmaya gönüllü olarak katılmıştır. Söz konusu öğrencilerin hazırlıksız konuşma sırasında yaptıkları yanlışları tespit etmek amacıyla uzman görüşünden hareketle kontrol listesinden seçilen bir konu üzerine öğrencilerin hazırlıksız konuşma yapmaları sağlanmış ve ses kayıtları alınmıştır. Bu ses kayıtları transkript edilerek yapılan yanlışlar tespit edilmiş; bu yanlışlar temalara, kategorilere ve kodlara ayrılmıştır. Araştırmanın bulguları, Türk soyluların "dil bilgisel", "söz dizimsel" ve "kod karıştırma" olmak üzere 3 tür yanlış yaptıklarını ortaya koymuştur.
The effect of language learning on the resilience and integration of Syrian refugees in Türkiye
The study aimed to examine the effect of language learning on the resilience of Syrian refugees in Türkiye and their ability to integrate with the host community. A mixed-methods research approach was used. 218 Syrian refugees participated in the study. First, the quantitative method was used by administering the CD-RISC-25 questionnaire to measure the refugees' resilience. The correlation between resilience and language proficiency in English and Turkish was analysed. The relation between gender groups of refugees, employment, and study status on the one hand and resilience level on the other was also analysed. The correlation between the number of years refugees spent in Türkiye and resilience level was also examined. Then the qualitative method was used. 13 out of 218 Syrian refugees participated in the qualitative data collection through a semi-structured interview. Content analysis was used to analyse the effect of language learning on boosting refugees' resilience and accelerating their integration with the host community. As a result of the quantitative data analysis, there was a statistical correlation between English language proficiency and resilience. There was also a statistically significant difference between gender groups of refugees and resilience levels. On the other hand, there was no statistically significant correlation between Turkish language proficiency and resilience. There was no statistically significant relationship between refugees' employment and study status on the one hand and their resilience level on the other. There was also no statistically significant correlation between the number of years refugees spent in Türkiye and their resilience level. The qualitative results show that language learning, mainly English and Turkish, is significant in boosting the refugees' resilience and accelerating their integration. It was also proved to be a vital tool for accessing jobs and education, future planning, and local and global communication. The study concluded that language learning in the refugee context is crucial in building refugees' resilience. Language learning is also a primary tool for accelerating refugee integration with the host community in Türkiye
A comparative study on students' intercultural communicative competence at state and private universities
The primary purpose of this thesis for Master of Art in English Language Education was to elicit ELT (English Language Teaching) students' intercultural cultural communicative competence (ICC) in wide-angle. First of all, the purpose aspired to investigate the ELT students' overall degree of ICC on the whole by comparing the state and private university students' perception towards ICC. Then the study proceeded to research the differences of ELT students' perception towards ICC in terms of their gender, native language, university type, and their overseas experience. Finally, it aimed to examine the difference of students' perception towards ICC concerning their age, language proficiency, learning English experiences, and their present grade at universities. A total of 232 participants took part in this study, which was namely from state and private universities in Turkey. Participants who have been exposed to the English language or English culture were selected in order to strengthen the objectivity of the study. An ICC Questionnaire (Wang,2016) was implemented, which consisted of 5 factors with the total of 15 question items that represent "Interaction Engagement," "Respect for Other Cultures," "Interaction Confidence," "Interaction Enjoyment," and "Interaction Attentiveness." As the measurement tool, SPSS 24. Version was performed to reach the findings and results of the study statistically. Findings demonstrated that the overall degree of ICC of all participants was found highly significant. The study reveals that state university participants' ICC is higher than the participants of private universities. Male participants indicated the significantly higher ICC than those of female participants. It also suggests that participants having overseas experience obtained considerable higher ICC than those without being abroad experience. Age, proficiency, and grade showed a statistically meaningful difference in state universities, whereas proficiencies and grade revealed a statistical difference among participants from private universities.
Transforming receptive vocabulary knowledge into productive vocabulary through ict tools and investigation of students' views
Today's world has been continuously changing including education thanks to technological developments. As a result of this movement, teaching strategies have naturally undergone a change. By considering this, the objective of this present thesis is to integrate technology with vocabulary teaching process. Thereby, this study incorporates Quizlet and Word Art in order to improve vocabulary knowledge. This thesis also clarifies the effect of Quizlet on students' receptive vocabulary knowledge. Besides, Word Art has been used to develop students' productive vocabulary knowledge. The researcher also aims to see possible effect of ICT tools on students' lexical densities. All groups learned target vocabulary explicitly within a context and this context was provided by reading texts, listening texts and speaking models but for the first 6 weeks, they practiced all target vocabulary through Quizlet while they practiced all target vocabulary through Word Art for the other 5 weeks. The treatment lasted 11 weeks with 70 students at a state university; one group with three subgroups were created. Mixed method one group research design was used in this thesis. In order to collect quantitative data, pretest and posttest technique was applied in order to see to find out whether there is an effect of ICT tools on students' vocabulary knowledge with the help of SPSS 25. By using SPSS 25, descriptive statistics of pretest and posttest scores were calculated and ANOVA was applied to find out significance value of both tests. Furthermore, the researcher applied pre writing, post receptive and post productive writing tests to identify students' lexical density thanks to http://www.analyzemywriting.com. To check whether students used target vocabulary after Quizlet and Word Art treatments, all writings were again analyzed via AntConc and target vocabulary used by the participants were determined. Finally, interviews were conducted with 10 students in order to collect qualitative data to identify the students' perceptions towards the course and ICT tools. These interviews were analyzed by using content analysis. The results of this thesis showed that ICT tools were greatly effective in developing vocabulary knowledge, and also lexical density. A significant difference was found in posttest scores and lexical density mean scores. Word Art was more successful than Quizlet in terms of using target vocabulary in writing; besides, this study pointed out that students have positive perceptions towards ICT tools and they found ICT tools enjoyable and mostly attractive.
Die Untersuchung des Einflusses von Liedern auf den Wortschatzerwerb im Deutschunterricht in den 10.Klasssen
This study aims to determine the effects of including German songs in German classes on the vocabulary of the 10th graders. The study took place in the 2nd semester of the 2018-2019 education period in ' Bursa Hürriyet Anadolu Lisesi'. The practice lasted 16 weeks. For this study, suitable songs were chosen and they were prepared for use in the classes. The students were asked their opinions of using songs in the classes and to see the effects of this practice in vocabulary development a quasi-experimental design with pre-test and post-test control groups has been used. Qualitative and quantitative data were gathered. With the gathered results, it was proven that songs were effective on students' vocabulary development and consolidation. Lastly, there were suggestions about using German songs in classes
Analysing attitudes of middle school students towards the English language
This study attempts to identify the attitudes of middle school students towards English, including intensive foreign language classes. It also aims to find out differences between students' attitudes and their grades, demographic information, and achievement. Lastly, expressing the reasons behind the negative attitudes towards English is another attempt of this current study. This particular research has been conducted with 209 (male= 105; female=104) students from 3 different secondary schools at Darende, Malatya, Turkey, during the 2018/2019 academic year. Quantitative and qualitative data have been gathered; in other words, a mixed-method has been used. For quantitative data Gardner's Attitude / Motivation Test Battery has been utilised. That instrument has been adapted into Turkish version. Additionally, a semi-structured interview has been conducted with 20 volunteer participants. Data have been analysed via IBM's SPSS and content analysis technique. Results of this particular study have indicated that state secondary school students from fifth, intensive foreign language fifth, sixth, seventh, and eighth grades have a moderate level of attitudes towards English with a mean of 3.57. It has been found out that there is a statistically significant difference between students' grades and their attitudes towards English. Intensive foreign language fifth-grade students have shown highest level of positive attitudes towards English. When it is compared with the normal fifth grades, intensive foreign language fifth grades have more positive attitudes towards English. Results have presented that there are not any statistically significant differences between gender, students' family income level and attitudes. However, there is a statistically significant difference between students' taking supportive courses and attitudes. Students who are taking supportive and training courses have shown higher positive attitudes. Additionally, study results have revealed that when students' end-year marks are raising, their attitudes are increasing too. Finally, results have shown that factors such as comprehension, difficulty of lesson, pronunciation and spelling, teacher behaviours, fear of making mistakes, discomfort, and social value of English in Turkey are provoking factors for negative attitudes towards English. This study shows the results in details and provides some interpretations and implications for language education in Turkey.
English speaking anxiety level of fifth grade students in a middle school in Van
This study aims to analyse the speaking anxiety of students at the fifth grade intensive foreign language classrooms by comparing with regular fifth grades, and it intends to investigate whether there are any changes between the beginning and the end of the academic year in terms of speaking anxiety. It also aims to analyse the speaking anxiety level differences according to demographical information. Lastly, this study attempts to determine the anxiety provoking factors and possible ways for coping with them. This research was conducted with 149 fifth grade students studying at a state middle school, and 5 language teachers working at the same school during 2018/2019 academic year in Van, Turkey. Designed as an explanatory sequential mixed method research, the quantitative data were obtained from students via a scale, and then the qualitative data were gathered from both students and teachers by a semi-structured interview. The quantitative data were analysed by Mann Whitney U, Kruskal Wallis, Spearman's rank correlation tests on SPSS v.23, whereas the qualitative data were examined by content analysis. The present study revealed that fifth grade students feel anxious at a moderate level, and students of intensive foreign language classrooms are found less anxious than regular ones. Also, some other significant differences were found in terms of gender, age, supportive courses, family income level, and English achievement scores of the previous year. On the other hand, both types of classrooms did not show significant changes in terms of both academic terms in themselves. Lastly, some anxiety provoking factors and ways for coping with them were presented. As a consequence, the research had implications for language teachers both to help students reduce their anxiety and to make the classroom environment more stress-free.
Sinir-dilsel programlama (NLP) destekli dil öğretme-öğrenme modeli
Bu çalışma Sinir-Dilsel Programlama tekniklerini açıklayarak, SDP'nin yabancı dil öğretme-öğrenme sürecinde nasıl etkin bir şekilde kullanılabileceğini ortaya koymak amacıyla yapılmıştır. Çalışmanın birinci bölümünde çalışmanın artalanı, amacı ve kapsamı yer almaktadır.İkinci bölüm SDP'nin tanımı, tarihçesi, varsayımları, temel kavramları ve kullanım alanları ile SDP'de önemli bir yere sahip olan Değerler ve İnançlar konularını kapsamaktadır.Üçüncü bölümde Çerçeveleme, Farklı Bakış Açıları, Eğretileme ve Sözcüklerin Gücü ana başlıkları altında SDP'nin dil ile olan bağlantısı açıklanarak iletişimde dilin önemi SDP'nin yaklaşımıyla ortaya konulmuştur.Dördüncü bölümde yabancı dil eğitiminde SDP'nin rolü anlatılarak öğrenici biçemlerinin öğrenme sürecindeki önemi açıklanmıştır.Beşinci bölümde önce SDP destekli dil öğretme-öğrenme ile ilgili olarak Rusya'da yapılmış olan bir çalışmaya yer verilmiştir. Daha sonra SDP Destekli Dil Öğretme-Öğrenme Modeli sunulmuştur. SDP tekniklerine uygun olarak hazırlanmış olan ders gereçleri yine SDP tekniklerine uygun bir şekilde işlenen derste kullanılmıştır. Aynı zamanda kısıtlı ders süresinden dolayı sınıfta uygulanamayan SDP teknikleriyle hazırlanmış etkinliklere de bu bölümde yer verilmiştir.Altıncı bölüm, Sonuç ve Öneriler başlığı altında, uygulanan SDP Destekli Ders Modeli ile ilgili olarak öğretmen ve öğrencilerin yorum ve önerilerini kapsamaktadır. Son olarak SDP destekli dil öğretme-öğrenme modeli için hazırlanan ders gereçleri Ekler başlığı altında yer almaktadır.
Language learning strategies of 8 th grade students in a state junior high school in Adana
VI ABSTRACT LANGUAGE LEARNING STRATEGIES OF 8th GRADE STUDENTS IN A STATE JUNIOR HIGH SCHOOL IN ADANA Ebru ŞİRE Master Thesis, English Language Teaching Department Advisor: Asst. Prof. Dr. Hatice SOFU March 1999, 95 pages This study is designed to identify individual metacognitive, cognitive, and social/affective strategies which 8"1 grade students employ in or out of class activities. The strategies are studied with respect to the students' degree of success since some strategies may affect the students' degree of success positively or negatively. The students were randomly selected and separated into two groups, namely successful and unsuccessful, on the basis of their English achievement results. A questionnaire with close ended items was administered to 100 students in Adana Ulubath Hasan Junior High School. It was a structured questionnaire which required the subjects to respond to a strategy description, written in Turkish, by choosing among three alternatives (i.e. "Yes", "No", or "Not Sure"). In the analysis of the data, SPSS, Statistical Package for the Social Sciences, was used to calculate the chi-square (X2) value of each item. Then, all the data were displayed in crossbreak tables. The results indicated some significant differences in the use of particular strategies between the successful and the unsuccessful students who participated in the study. Kev words: Language Learning Strategies Metacognitive Strategies Cognitive Strategies Social/ Affective Strategies Achievement Results Successful Students Unsuccessful Students
Okuma ediminde bağlam ipuçlarının sözcük edimine etkisi
Bu çalışma, okuma sırasında bağlam ipuçlarının doğal yolla sözcük edinimine etksini konu alır. Araştırmada öğrenicilerin sözvarhklanndaki değişim incelenmiştir. Doğal yolla sözcük ediniminin basamaklarını oluşturan okuma metinlerinde yer alan bilinmeyen sözcüklerin anlamlarının doğru tahmin edilmesi, doğru kullanılması ve anımsanması, okumadan önce ve sonra uygulanan ölçme araçlarıyla ölçülüp değerlendirilmiştir. Kuleli Askeri Lisesi Hazırlık Sımfi'mn ikinci döneminde okuyan ve belirli bir sözvarlığma sahip 14-15 yaş grubundaki 360 öğreniciden 86 öğrenici erek kitle olarak seçilmiştir. Bu doğal yolla sözcük edinimi araştırması için, kolay sözcük öğrenimine yol gösterecek bir kitapçık, 10 ön-test, 10 okuma metni ve 486 test maddesinden oluşan 60 art-test hazırlanmıştır.
Üniversitelerin hazırlık okullarındaki başarılı yabancı dil öğrencilerinin kullandıkları öğrenme stratejileri ve çoklu zeka özellikleri arasındaki ilşkisi
Üniversitenin Hazırlık Okullarındaki Başarılı Yabancı Dil Öğrenicilerinin Kullandıkları Öğrenme Stratejileri ve Çoklu Zeka Özellikleri Arasındaki îlişki Yazar: Gülsen Can Danışman: Yrd. Doç. Dr. Z. Hülya Bartu Bu araştırmanın genel amacı, eğitimde görev alan öğretmen ve yöneticilerin, üniversitelerin yabancı dil (İngilizce) hazırlık okullarındaki öğrencilerin yabancı dil öğrenirken kullandıkları öğrenme stratejilerinin, çoklu zeka özelliklerinin, yaş, cinsiyet, güdülenme, tutum, endişe, öğrenme biçimleri ve özerkliklerinin farkında olabilmeleri için bu değişkenler arasındaki ilişkiyi ortaya çıkarmak ve yabancı dil öğretiminin kalitesini arttırmaktır. Bu araştırmada problem, üniversitelerin yabancı dil (İngilizce) hazırlık okullarında okuyan başarılı öğrencilerin öğrenme stratejileri ve çoklu zeka özellikleri arasında ilişkinin bulunup bulunmadığının incelenmesidir. Öğrencilerin yaş, cinsiyet, güdülenme, öğrenme biçimleri, ve becerileri/yetenekleri, devlet ve vakıf (özel) üniversitelerinde öğrenci olma, aile teşviği, ailede yabancı dil bilen birinin olup olmaması, erek dil (İngilizce) ve o dilin kültür ve toplumuna karşı tutumlar, lise türü, lisedeki haftalık yabancı dil dersi saati, lisedeki bölüm, İngilizce öğrenme süresi değişkenler olarak kabul edilmiştir. Başarılı yabancı dil öğrenicilerinin hangi stratejiden ne oranda yararlandıkları ve hangi çoklu zeka özelliklerine ne oranda sahip oldukları da incelenmiştir. Araştırmanın evreni, İstanbul ilindeki tüm devlet ve vakıf (özel) üniversitelerinde yabancı dil hazırlık okullarında öğrenim gören başarılı öğrenicileri kapsamaktadır. Araştırmanın örneklemi ise ikisi devlet ve üçü vakıf üniversitesinden 42 kız ve 41 erkek olmak üzere toplam 83 öğrenciden oluşmaktadır. mÖğrenme stratejilerini ölçmek için Oxford'un (1990) îngilizceyi yabancı dil olarak öğrenen öğreniciler için geliştirdiği Dil Öğrenme Strateji Envanteri (Strategy Inventory for Language Learning - SILL) ve bu envanter için geliştirilmiş ölçek kullanılmıştır. Bu ölçekte, öğrenicilerin altı öğrenme stratejisinden hangilerini ne oranda kullandıklarım anlamaya yönelik 50 soru sorulmaktadır. Çoklu zeka özelliklerini ölçmek için ise Wingate'in (1997) ve Gregory ve Chapman'nın (2002) Gardner'm Çoklu Zeka Kuramı'na dayanarak hazırladıkları Çoklu Zeka Envanteri (Muliple Intelligences Inventory) ve bu envanter için geliştirilen Ölçek kullanılmıştır. Bu ölçekte, öğrenicilerin sekiz çoklu zeka türlerinden hangilerine ne oranda sahip olduklarını bulmaya yönelik 56 soru sorulmaktadır. Değişkenleri içeren bir sormaca da benim tarafımdan hazırlanmıştır. Bu sormacada, öğreniciler hakkında bilgi toplamaya, onların yabancı dil öğrenimi, erek dil toplumu hakkında neler düşündüklerini, İngilizce öğrenme nedenlerini, yabancı dili konuşurken neler hissettiklerini ve yabancı dil öğrenme biçimlerini ortaya çıkarmaya yönelik 25 soru sorulmaktadır. Hazırlanan envanter ve değişkenler sormacası, envaterler çeviri yapılıp tekrardan düzenlendikleri, kendi hazırladığım sormaca ilk kez benim tarafımdan uygulanacağı ve ileride karşılaşılacak eksikliklerin önceden giderilmesinin gerektiği düşünüldüğünden, 10 üniversite yabancı dil hazırlık öğrenişinden pilot grubu oluşturularak pilot grubunun öğrenicilerinden sormacaların yanıtlamaları istenmiştir. Pilot çalışmada ortaya çıkan eksiklikler not alınarak sormacalarda gerekli düzenlemelere gidilmiştir. Araştırma sonuçlarına gore, üniversite yabancı dil hazırlık sınıfı öğrenicilerinin sözel/dilsel zekalarıyla tüm zihinsel işlemleri kullanma, eksik bilgiyi giderme, duygularını kontrol etme ve başkalarıyla öğrenme stratejileriyle; doğa zekalarıyla da tüm zihinsel işlemleri kullanma ve duygularını kontrol etme stratejileri arasında anlamlı bir ilişki olduğu bulunmuştur. ivBazı değişkenler ile öğrenme stratejileri ve çoklu zeka özellikleri arasında anlamlı ilişkilerin olduğu (örneğin, 'cinsiyet' değişkeni ile etkin anımsama stratejisinin kullanımı arasında anlamlı bir ilişki olması ve 'kız' öğrenicilerin etkin anımsama stratejisini erkeklere oranla daha fazla kullanmaları; aynı değişken ile mantıksal/matematiksel zeka arasında anlamlı bir ilişki olduğu ve 'kız' öğrenicilerin erkeklere oranla mantıksal/matematiksel zeka oranının daha yüksek olduğunun bulunması gibi) tespit edilmiştir. Bazı değişkenlerin sadece öğrenme stratejileri ile aralarında anlamlı ilişki olduğu (örneğin, öğrenicilerin 'yabancı dili öğrenme süreleri' değişkeni ile öğrenmeyi düzenleme ve değerlendirme ve başkalarıyla öğrenme stratejilerini kullanma arasında anlamlı bir ilişkinin olduğu ve bu farkın yanıtı 'bir yıldan daha az süredir yabancı dil öğrendiğini' belirten öğrenicilerin bu iki stratejiden daha fazla yararlandıklarının; bu değişken ile çoklu zeka özellikleri arasında anlamlı bir ilişkinin olmadığının bulunması gibi) bulunmuştur. Bazı değişkenlerin sadece çoklu zeka alt boyutları ile aralarında anlamlı bir ilişki olduğu (örneğin, İngilizce konuşurken kendini o dilin konuşucusu gibi hissetme değişkeni ile öğrenme stratejilerini hiç biriyle anlamlı ilişkinin olmadığı; bu değişken ile mantıksal/matematiksel zeka, bedensel/devinduyusal zeka ve doğa zekası arasında anlamlı bir ilişkinin olduğu ve bu soruyu 'Evet' olarak yanıtlayanların bu üç stratejiyi de etkin olarak allandıklarının bulunması gibi) tespit edilmiştir. Bazı değişkenlerin ise ne öğrenme stratejileri ne de çoklu zeka alt boyutlarıyla aralarında ilişkinin olmadığı (örneğin, aile teşviği değişkeni ile öğrenme stratejilerini kullanma ve çoklu zeka türleriyle aralarında anlamlı ilişkinin bulunmaması gibi) tespit edilmiştir.
Kendi kendine dil öğrenme modeli ve Türkçenin yabancı dil olarak öğretimi
öz Bu çalışmada Yabancı dil olarak Türkçe öğrenim sürecini kendi başına tamamlamak isteyen bir bireyin öğrenen özelliklerinin neler olması gerektiği ve bu süreçte gereksinim duyacağı bir gerecin nitelikleri belirlenmeye çalışılmıştır. Çalışmada öncelikle yetişkin eğitiminde kullanılan kavram ve tanımlamalara yer verilerek öğrenen özellikleri sunulmuştur. Araştırma boyutunda ise bireylerin gereksinmelerini karşılayacak bir gerecin niteliklerinin neler olması gerektiği ulamlanmıştır. Yapılan araştırma verilerine dayanılarak kendi kendine öğrenme modeli çıkarılmaya çalışılmıştır. Sonraki bölümde ise çıkarılan model temel alınarak çalışma yapraklan ve örnek bir yoğun teker hazırlanmıştır. Çalışma yapraklarında seçilen etkinliklerin gerekçeleri sunulmuştur. Son bölümde sonuç ve önerilere yer verilmiştir. ıı
A comparative study on the performance of requests and apologies by Turkish and american teenagers: A pragmatic competence point of view
Speech acts are considered to be one of the main components of pragmatic competence. Requests and apologies are two of the basic speech acts to be acquired by language learners, because they both have face-threatening features (Brown and Levinson, 1987), and failure in the production of them might result in miscommunication in the target language. In this respect, the main aim of this study is to identify and compare the request and apology productions of American and Turkish teenager speakers of English. The data of this study was collected from 20 American and 20 Turkish 14-15 year-old speakers of English by using Written Discourse Completion Tests (DCTs). It was analyzed based on Cross-Cultural Speech Act Realization Project Coding Manual and by using descriptive statistics. As a result of the comparison of the native and nonnative speech act productions it was found that even though both groups use most of the speech act strategies proposed by Blum-Kulka et al. (1989) in the Cross-cultural Speech Act Realization Project (CCSARP) Coding Manual, the distribution of these strategies differ across the two groups. Next, in order to compare the request and apology productions of the American and Turkish participants in terms of appropriateness, the speech act productions of the participants were graded by two native raters based on a ten-point rating scale. Statistical analysis (SPSS) tests were conducted to compare the grades given by the two raters to the productions of the native and nonnative participants. As a result of this comparison, Turkish participants were found to use as appropriate apologies as Americans. However, the request productions of the Turkish participants were found less appropriate than the request productions of the American participants.Keywords: Pragmatic competence, speech acts, requests, apologies
Fransızcanın ikinci yabancı dil olarak öğrenilmesinde birinci yabancı dil İngilizcenin ve karşılaştırmalı dilbilgisinin rolü
Bu çalışmada, birinci yabancı dil İngilizceden sonra ikinci yabancı dil olarak Fransızca öğrenen Türk öğrencilerin bu dili öğrenme süreçlerini olumlu yönde etkileyebilecek karşılaştırmalı dilbilgisi çalışmalarının ve bu iki dil arasındaki benzerliklerden faydalanarak yapılacak uygulamaların öğrenmedeki rolünü ortaya koymak amaçlandı.Üç bölümden oluşan çalışmamızın birinci bölümünde yabancı dil öğretiminin dilbilimsel temelleri, karşılaştırmalı dilbilgisi ve yabancı dil öğreniminde anadilin ve daha önce öğrenilmiş dillerin etkisi üzerine bugüne dek yapılan dilbilimsel çalışmalar incelendi.İkinci bölümde Fransızca ve İngilizce arasındaki dilbilgisel ve sözcüksel bazı benzerlikler saptanmaya çalışıldı.Üçüncü bölümde günümüzde Türkiye'deki üniversitelerde Fransızca eğitimi veren programların ve bu programlarda öğrenim görenlerin mevcut durumu ve dil öğretim sürecinde karşılaşılan sorunlar genel hatlarıyla ortaya konmaya çalışıldı.Sonuç olarak bu Yüksek Lisans Tezi üniversitelerimizin Fransızca programlarında karşılaştığımız, dilsel altyapı, dil öğrenim sürecine dair sorunlar ve gereksinimler yönünden öncekilerden farklı olarak ortaya çıkan yeni öğrenci profilinin içinde bulunduğu durumun saptanmasına ve bu süreci kolaylaştıracak çözümlerin arayışına bir katkı olarak değerlendirilmelidir.Anahtar sözcükler : Birinci yabancı dil, ikinci yabancı dil, çokdillilik, karşılaştırmalı dilbilgisi, dilsel aktarım.
The acquisition of Turkish by a bilingual child: A case study
In this study, a sequential bilingual child?s language development was observed in the second language (Turkish) which she started acquiring at a point after the ?first? language (English) had already started to be established. In this study, we investigated the acquisition of subject pronouns, questions, negation and case markers in Turkish.The participant of the study was born in England and stayed there for three years and spent summer holidays in Turkey for two months in the first and second years. In the third year, the family moved to Turkey. 3 months after their arrival, the spontaneous speech data between the participant and the researcher was collected for 7 months in Turkish.Our aim of this study was to shed light on the issue of bilingualism (English-Turkish) in the frame of the morphosyntactic development of two typologically different languages. The investigation of distribution of morphosyntactic forms to evaluate the extent to which domains at the interface between syntax and pragmatics were vulnerable to cross-linguistic influence in bilingual acquisition and the developmental path of the acquisition of some structures were inquired.As a conclusion of this study, we asserted that the bilingual children mainly followed the developmental paths of monolingual children; however, cross-linguistic structures were found in the use of subjects and negated elements. Turkish is a pro-drop language while English is non-pro-drop language. In Turkish, there are three ways for negating constructions one of which is by adding a negative marker between the stem and the other markers like tense and person. As this requires more analysis of the structure compared to the other lexical elements, the bilingual child uses the English structure at the beginning of her acquisition with a universal vocalized negation element which is observed only for a month; after that, she uses the target-like structures in her production. In questions and case markers, the bilingual child gradually developed the cognitive patterns required for competence in linguistic domains.Keywords: The Competition Model, Cross-Linguistic Influence, Sequential Bilingualism, Morphosyntax, Developmental Path.
Acquisition of English as a second language by a Turkish adult (Case study)
This study aims at investigating the acquisition of English as a second language in its natural setting by a twenty-seven year old Turkish adult. The study focuses on two aspects of her English acquisition: Grammatical Morpheme Acquisition and the preference of her Language Learning Strategies. Except our main data source `Diaries? that the participant sent through e-mails almost everyday, we applied The Michigan Test of English Language Proficiency (MTELP) to conceive her improvement, and Strategy Inventory for Learning Strategies (SILL) to figure out her strategy preference.The analysis of `diaries? gave different results from SILL on the strategy preference. It revealed that Cognitive Strategies were favored the most. Unlike `diaries? the results of SILL showed that our participant preferred the Communication Strategies more than other strategy groups, and Cognitive Strategies were the least group used by her. Though her Morpheme Acquisition Order showed similarities with the general sequence of order studies, unlike them, the first morpheme acquired by our participant was `Aux be? and the second one was `Irreg. Past?. Yet, the results of our study support the current theories of Second Language Acquisition of English.