Language teaching
625 theses under this subject heading
Erasmus+ programı öğrencilerine yönelik A1 düzeyi bilgisayardestekli Türkçe ders materyalleri geliştirme
Bu çalışmada, Türkçenin ikinci dil olarak öğretiminde, Erasmus+ Programı öğrencilerine yönelik Diller için Avrupa Ortak Başvuru Metni'nde belirlenen A1 Başlangıç Düzeyine uygun bilgisayar destekli ders materyalleri geliştirmek amaçlanmıştır. Bu amaç doğrultusunda 2023-2024 akademik yılı Güz döneminde Orta Doğu Teknik Üniversitesi'nde "Beginning Turkish 1" dersini alan 17 Erasmus+ öğrencisinin dil öğrenme gereksinimleri anket yoluyla belirlenmiş ve bu gereksinimlere uygun ders materyalleri geliştirilmiştir. Araştırmada, öğrencilere Diller için Avrupa Ortak Başvuru Metni'nde belirlenen 14 bildirişim konusu ankette sunularak en çok öğrenmek istedikleri bildirişim konusuna ilişkin tercihleri sorulmuştur. Katılımcıların öğrenmek istedikleri konulara ilişkin tercihlerinin aritmetik ortalama değerlerine bakıldığında, sırasıyla günlük yaşam (4.82), seyahat (4.53), yiyecek içecekler (4.41), para ve alışveriş (4.29), mekanlar (4.24), kişisel bilgiler(4.24) en yüksek puanı almıştır. Bu doğrultuda belirtilen bu bildirişim konularına yönelik 17 alt başlıkta bilgisayar destekli materyaller gelişitirilmiştir. Materyal geliştirme sürecinde Microsoft PowerPoint ve Canva ile etkileşimli ders materyalleri oluşturulmuştur. Buna ek olarak, çevrimiçi depolama ve dosya paylaşım aracı olarak ODTÜClass, çevrimiçi anket ve sınav uygulamaları için Google Forms, ölçme değerlendirme süreçlerinde çevrimiçi sınav platformu Kahoot ve QuizCube, ders sonrası bireysel öğrenme etkinlikleri geliştirmek amacıyla Quizlet öğrenme platformu kullanılmıştır. Geliştirilen materyaller, sınıf ortamında uygulanmış ve öğrencilerin dil becerilerindeki gelişim, başarı testi yoluyla ölçülmüştür. Ön test ve son test karşılaştırmaları sonucunda, geliştirilen materyallerin öğrencilerin dil becerilerini geliştirmede etkili olduğunu ve akademik başarılarını anlamlı bir şekilde artırdığı gözlemlenmiştir.
The role of intercultural competence in english language teaching
In addition to being skillful classroom teachers and competent users of foreign language teaching materials, teachers should also view foreign language teaching through an intercultural perspective. Teachers are now required to teach intercultural competence within and out of their classroom. Moreover, they are expected to have the ability to understand each other across all types of cultural barriers in order to make our societies work. That is why there is a real urgency for teachers that can promote and transfer intercultural competence through their work and adopt approaches to culture teaching. The purpose of this paper is to provide an introduction to the dimensions of intercultural competence and to serve as an encouragement for the future progress of different concepts of teacher training and teaching practice. Finally, it targets to reflect the preparedness of english language teachers to an intercultural challenge in the classroom and their openness to future training sessions on developing and using techniques to promote intercultural competence within their classroom.
Basamaklı öğretim programının 9. sınıf İngilizce dersinde öğrencilerin öğrenme stillerine ve akademik başarılarına etkisi
Bu araştırmada, basamaklı öğretim programının 9.sınıf İngilizce dersinde öğrencilerin öğrenme stillerine ve akademik başarılarına etkisi incelenmiştir. Bu araştırma, nicel ve nitel yöntemlerin beraber kullanıldığı karma yöntem kullanılarak gerçekleştirilmiştir. Nicel boyutta yarı deneysel desenlerden ön test-son test eşleştirilmiş kontrol gruplu desen kullanılmıştır. Araştırmanın nitel boyutunda nicel verileri desteklemek amacıyla durum çalışması deseninden yararlanılmıştır. Araştırma 2016-2017 öğretim yılında Siirt ilinde bulunan Atatürk Anadolu Lisesinde yürütülmüştür. Araştırmaya 9/C ve 9/D sınıflarında okuyan toplam 67 öğrenci katılmıştır. Araştırmada 9/C deney ve 9/D kontrol grubu olarak belirlenmiştir. Basamaklı öğretim programı doğrultusunda yapılacak uygulamalar Seven Wonders (Dünyanın 7 Harikası) ünitesi kapsamında hazırlanmıştır. Araştırmada nicel verilerin toplanmasında Kolb Öğrenme Stilleri Envanteri ve araştırmacı tarafından geliştirilen İngilizce Dersi Akademik Başarı Testi kullanılmıştır. Nitel veri toplama aracı olarak ise sözlü savunmalar, yarı-yapılandırılmış görüşme formları ve öğrenci etkinliklerinden yararlanılmıştır. Kolb Öğrenme Stilleri Envanteri ve İngilizce Dersi Akademik Başarı Testinin analizinde SPSS 21.0 paket programı kullanılmıştır. Analizlerde Mann Whitney U testi, Wilcoxon İşaretli Sıralar testi ve Ki-Kare uygulanmıştır. Nitel verilerin analizinde ise betimsel analiz ve içerik analizi yöntemleri kullanılmıştır. Araştırma sonucunda deney ve kontrol gruplarının öntest ve son test İngilizce dersi akademik başarı testi puanları arasında anlamlı bir farklılık ortaya çıkmıştır. Basamaklı öğretim programının öğrencilerin akademik başarılarını artırdığı tespit edilmiştir. Deney ve kontrol gruplarının ön test ve son test öğrenme stilleri arasında anlamlı bir farklılık olmamasına rağmen yapılan uygulamalar sonucunda öğrencilerin öğrenme stillerinde değişiklikler olduğu görülmüştür. Araştırmanın nitel boyutundan elde edilen veriler ışığında aşağıdaki sonuçlara ulaşılmıştır: • Öğrenciler basamaklı öğretim programının sunduğu etkinliklerin eğlenceli, güdüleyici olduğunu ifade etmişlerdir. Kendi öğrenmelerinin sorumluluğunu aldıkları için öğrenme ortamında aktif olmuşlardır. • Basamaklı öğretim programının araştırma, sunum yapma gibi temel becerilerin yanında okuma, yazma, dinleme ve konuşma gibi dil becerilerinin gelişmesinde de etkili olduğu tespit edilmiştir. • Öğrenciler etkinlikleri yerine getirirken araştırma, görsellerden yararlanma, okuma vb. öğrenme stillerini kullandıklarını belirtmişlerdir. • Basamaklı öğretim programının öğrencilerin akademik başarılarına da katkısı olduğu görülmüştür. Öğrenciler, basamaklı öğretim programının yazılı ve uygulama sınavlarında başarılarını artırdığını ifade etmişlerdir.
Suriyeli öğrencilerin Türk eğitim sistemine entegrasyonu projesi kapsamında geçici eğitim merkezlerinde görev yapan dil öğreticilerinin dil öğretirken karşılaştıkları sorunlar ve çözüm önerileri
Bu araştırmanın temel amacı ülkemizde geçici eğitim merkezlerinde Suriyeli öğrencilere eğitim veren dil öğreticilerinin karşılaştıkları sorunları tespit edip bu sorunlara çözüm önerileri getirmektir. Suriyeli öğrencilerin Türk eğitim sistemine entegre olma yolunda önemli bir görev üstlenen geçici eğitim merkezlerinde görev yapan dil öğreticilerinin sorunlarını tespit edip bu sorunlara çözüm üretmek yapılacak dil öğretiminin daha verimli gerçekleşmesini sağlayacaktır. Çalışmanın gerçekleştirildiği geçici eğitim merkezlerinde öğrenciler 1 ve 4. sınıf arasında öğrenimlerine devam etmekte olan öğrencilerdir. Geçici eğitim merkezlerinde öğrenimlerini tamamlayan öğrenciler, eğitim ve öğretimlerine Türk öğrenciler gibi normal okullarda devam etmektedir. Çalışmada nitel araştırma yöntemi kullanılmıştır. Araştırma modeli olarak tarama modeli seçilmiştir. Çalışmada, belirlenen geçici eğitim merkezlerinde görev yapan dil öğreticilerine 12 sorudan oluşan açık uçlu ölçek uygulanmıştır. Veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonucunda geçici eğitim merkezlerinde görev yapan dil öğreticilerinin dil öğretirken karşılaştıkları sorunların genel olarak; dilin fonetik yapısından kaynaklandığı, öğrencinin Suriye'de almış olduğu eğitimi Türk eğitim sistemiyle özdeşleştirmeye çalıştığı, öğrencilerdeki hazırbulunuşluluğun ve duyuşsal boyutun farklı olması ve materyal eksikliklerinin bulunması dil öğreticilerinin dil öğretirken en çok karşılaştıkları problemler olarak görülmüştür. Anahtar Kelimeler: Geçici Eğitim Merkezi, Dil Öğretimi, Dil Öğreticileri
An investigation into formative assessment literacy of pre-service and in-service EFL teachers
Recently, there has been a growing interest in the study of Formative assessment (FA) in teaching English as a foreign language (EFL). Several attempts have been made to examine the FA strategies used by language teachers from various backgrounds as well as their effect on the language teaching process. However, previous studies have overlooked the Turkish EFL teachers' Formative assessment literacy (FAL) levels owing to the difficulty in finding a reliable scale for the measurement and the predominant state of summative assessment (SA). With this respect, this study aims to achieve a broader understanding of FAL levels of both pre-service and in-service teachers touching upon variables such as gender, age, teaching experience, department of graduation, and postgraduate education for in-service teachers, and year of study for pre-service teachers. A mixed methods research methodology with an explanatory sequential design was adopted in this study. For the quantitative phase, 75 EFL instructors and 154 EFL 3rd and 4th grade students from different universities were contacted to fill in the validated FAL scale from the work of Yan and Pastore (2022). For the qualitative part, 5 instructors and 6 pre-service teachers were invited for semi-structured interviews. The findings indicate that in-service teachers demonstrate higher FAL levels compared to pre-service teachers. Furthermore, in comparison to their counterparts, in-service teachers aged 51 and above and teachers with a work experience over 31 years showed a slightly reduced level of FAL. The findings also underscore the necessity for enhanced pre-service training to improve FA implementation. Keywords: language assessment, formative assessment, assessment literacy, assessment for learning, efl teachers
Enhancing peer collaborative oral interaction through interactional strategy training
This study aims to examine the effectiveness of interactional strategy training on the level of collaboration between pairs during peer interaction. The research sample consisted of 28 students, aged 18-22, who were divided into two groups: the experimental group, which received instruction in interactional strategies, and the control group, which engaged in the same pair-tasks as the experimental group but without strategy training. Employing a mixed-methods research design, quantitative and qualitative data were collected through pre-task, immediate post-task, and delayed post-task speaking activities, self-evaluation forms, and interviews. The interactions during pre-, post-, and delayed post-tasks were analyzed to identify the interactional strategies and patterns formed by the dyads. The self-evaluation forms and interviews provided additional insights into the participants' reflections and perceptions of the interactional strategy training. The analysis of dyadic interaction revealed that both groups showed increased collaboration and utilization of interactional strategies in the post-task. However, the experimental group exhibited a significantly higher level of collaboration and implementation of strategies during interactions. The examination of interaction patterns and strategy use demonstrated the positive impact of interactional strategy training in enhancing collaboration and promoting the use of interactional strategies. Furthermore, the analysis of self-evaluation forms and interviews revealed that participants in the strategy group experienced various benefits, including heightened awareness of their interactional behaviors, improvements in speech fluency, interactional skills, strategy usage, and affective factors such as motivation, self-confidence, and anxiety levels.
The use of classroom video clips as an interactional resource in video-mediated pre-service language teacher discussion groups
Video-mediated interaction has started to be one of the main research areas in recent years, and there is a recognized need for understanding how people interact by using the affordances of video-mediated settings. Several studies focused on video-mediated interaction in various contexts and interactional resources that people use in online settings. However, the number of studies on video-mediated interaction in language teacher education is still limited, and there is a need to investigate how video-mediated settings can contribute to language teacher education. To fill this gap in literature, the present study aimed to examine physically distant pre-service teachers' video-mediated interactions on the videoconferencing tool, Microsoft Teams software. The research is based on 10 hours of screen recordings of pre-service teachers' online group discussions in which they analyzed video clips of classroom interaction, and multimodal Conversation Analysis was adopted as the research methodology to conduct this study. The findings indicated that participants used affordances of the video (e.g., rewinding and fast-forwarding the video clips) as context-specific interactional resources to enhance the visibility of the video clips in three ways: (i) soliciting assistance for the visibility of the video clips, (ii) unsolicited assistance for the visibility of the video clips, (iii) using the video clips in one own's extended turns. Furthermore, deployment of the context specific resources created opportunities for pre-service teachers to recruit assistance and work collaboratively in their discussions. The findings of this thesis contribute to identify new sets of interactional resources in video-mediated settings, and help provide suggestions and new insights into language teacher education in video-mediated settings informed by multimodal Conversation Analysis. Keywords: video-mediated interaction, multimodal conversation analysis, language teacher education, interactional resources, recruitment of assistance
A conversation analytic study on the displays of task difficulty in task-oriented video-mediated interactions
Technology-mediated task-based language teaching growingly sets to become a vital methodology in language teaching and the learning process yet arises questions regarding the viable implications of task design that affect task complexity and task difficulty. This issue has largely been examined in the classroom environment yet remained unexplored in the technology-mediated and online interactional environments. This study aims to present participants' ways of displaying task difficulty in collaborative information-gap tasks. The data includes screen recordings captured by task participants as a part of a telecollaboration project. The analyses rely on the micro-analytic lens of multimodal Conversation Analysis to examine video-mediated interactions on Skype or Google Hangouts and on-screen behaviours in situ. The findings reveal that task participants deploy diverse sources to display and tackle task difficulty over the process of task engagement such as: (i) expressing the difficulty in an explicit way; (ii) revealing the task-relevant trouble through exclamation; (iii) displaying task difficulty with claims of insufficient knowledge; (iv) orienting to skip the relevant task components after not finding a candidate answer, which becomes observable in-and-through video-mediated interactions. In the light of the results, this study provides significant implications for understanding the concept of task difficulty in interaction, epistemic stances of participants in the act of co-construction of meaning, the implementation of task-based language teaching (TBLT), and its premises for computer-assisted language learning (CALL), and synchronous telecollaboration projects.
Intercultural communicative competence, communication apprehension and willingness to communicate levels of English language instructors
This study aims to examine the Intercultural Communicative Competence (ICC), Communication Apprehension (CA) and Willingness to Communicate (WTC) levels of English language instructors and if there is any relationship among these constructs. The study also explores whether there is a relationship between demographic factors and the aforementioned constructs. Based on these purposes, data of the study which a quantitative method design were collected from a total of 108 English language instructors working at the School of Foreign Languages of 8 different universities in Turkey. Data analyses revealed that English language instructors had average ICC, CA and WTC. In addition, ICC, CA and WTC of English language instructors were significantly correlated. Regarding the demographic factors, it appeared that age, gender, years of teaching, educational background and time spent in a foreign country had no statistically significant effect on ICC, CA and WTC levels of English language instructors. Nevertheless, a noteworthy outcome related to the amount of time spent in a foreign country was that as the amount of time spent in a foreign country increased the mean values of Intercultural Communicative Competence increased while the mean values of Communication Apprehension decreased. Overall, the study puts forward significant implications for language teacher education departments, professional development programs, curriculum developers, language teaching institutions and language teachers.
Yabancı dil olarak Türkçe öğrenen gürcü öğrencilere sıfat-fiil eklerinin öğretimi
Gürcüce ve Türkçe arasındaki yapısal farklılıklar, Gürcü öğrencilerin genel olarak Türkçe öğrenim süreçlerinde, özelde de açık veya örtük dil bilgisi öğretiminde ve öğreniminde karşılaşılan zorlukların sebeplerinden biri olmaktadır. Tezde, konuyla ilgili çeşitli dil bilgisel sorunlar arasından, sıfat-fiil eklerinin öğretimi ve öğrenimi ele alındı. Tezin amacı, Gürcistan'da yabancı dil olarak Türkçe öğrenen Gürcü öğrencilerin sıfat-fiil eklerinin öğreniminde karşılaştıkları zorlukları ortaya koymak; bu zorlukların giderilmesi için sıfat-fiil eklerinin öğretimiyle ilgili, çeşitli materyaller ve çözüm önerileri sunmaktır. Tez kapsamında, Gürcistan'daki Batum Şota Rustaveli Devlet Üniversitesinde, Türkoloji bölümünde eğitim gören 3. ve 4. sınıf öğrencilerinin katılımıyla, öğrencilerilerin söz konusu bağlamda karşılaştıkları zorluklara ve yapmış oldukları yanlışlara dair uygulamalar gerçekleştirilerek veri toplanmıştır. Verilerden de yararlanarak, öğrencilerin sıfat-fiil eklerinin kullanımında karşılaştıkları sorunlar ve bu sorunların sebepleri belirlenmeye çalışılmıştır. Tezde, son olarak, belirlenmiş sorunlara ve sorunların sebeplerine dayalı çözüm ve sıfat-fiil eklerinin öğretiminde kullanılabilecek materyal önerileri sunulmuştur.
Yabancı dil olarak Türkçe ders kitaplarında alıştırmaların incelenmesi: A1-A2 düzeyi
"Yabancı Dil Olarak Türkçe Ders Kitaplarında Alıştırmaların İncelenmesi: A1-A2 Düzeyi" başlıklı bu tez çalışmasında ders ve çalışma kitaplarının önemli bir kısmını oluşturan alıştırmalar incelenmiştir. Öğretim programlarında belirlenen kazanımlara uygun hazırlanan öğrenme içeriği, ders kitaplarında alıştırmalar yoluyla öğrencilere kazandırılmaya çalışılır. Aslında alıştırmalar ders kitaplarının içeriği ve hangi dil becerilerine ağırlık verildiği ile ilgili olup ders kitabında öğretilmek istenenleri yansıtmaktadır. Bu amaçla öncelikli olarak yabancı dil öğretiminde alıştırmalar bağlamında alan yazın taraması yapılmış ve çalışmanın kuramsal çerçevesi oluşturulmuştur. Veri kaynağını oluşturan "İstanbul Yabancılar İçin Türkçe", "Yedi İklim Türkçe", "Gazi Yabancılar İçin Türkçe" ve "Yeni Hitit Yabancılar İçin Türkçe" adlı öğretim setlerinin temel seviyedeki (A1-A2) ders ve çalışma kitaplarından doküman analizi yoluyla veriler toplanmıştır. Toplanan verilerin içerik analizi; ünite tasarımlarında alıştırmalar, alıştırma yönergeleri, alıştırma maddeleri, alıştırma tasarımları, çalışma biçimleri, alıştırma sayıları, alıştırmaların beceri alanlarına göre dağılımı ve beceri alanlarına göre kullanılan alıştırma türleri tümevarım yoluyla incelenmiş; elde edilen veriler, tablolar ve grafikler ile sayısal olarak ifade edilmiş ve kuramsal bilgilerin ışığında yorumlanarak değerlendirilmiştir. Araştırma sonuçları incelenen ders kitaplarında; alıştırma yönergelerinin yazılması, alıştırma tasarımları, maddeleri, alıştırmaların dil becerilerine göre dağılımları ve kullanılan alıştırma türleri vs. açılarından sorunlar olduğunu göstermiştir. Yabancı dil olarak Türkçe öğrenme sürecindeki önemi ve katkısı dikkate alınarak alıştırmaların ders kitaplarının tasarım sürecine dâhil edilmesi öğrenme-öğretme sürecinin etkinliği artıracaktır.
An analytic approach to English language instructors' scoring differences of writing exams
This study investigated scoring results of writing exams assigned by raters so as to see how consistent and reliable scores can be acquired focusing on raters' individual scoring results and different raters' scoring results for similar written performances. Writing assessment is away from clear-cut answers, consequently, ensuring objectivity in scores has always been longed for. Various studies have been conducted to achieve this. The current study primarily aimed at discovering all factors affecting the scoring process in order to avoid variance in scoring results. For this, in a state university in Ankara, using 3 techniques- questionnaire, think aloud and interview-, data was collected and the research was conducted with 15 ELT instructors teaching at the School of Foreign Languages chosen by convenience sampling and 25 ELT instructors participating in the questionnaire. A mixed method research design was employed. For the quantitative findings, SPSS Kruskal Wallis and Mann-Whitney U tests were used and insignificant results were gathered, whereas quantitative results provided by percentages were quite significant. As for the qualitative findings, the analysis clearly illustrated that there are factors mainly like rater effects, rubric use, scoring styles, prioritized and ignored criteria, experience in teaching, comparing performances, failing to adapt to the level to be considered, and institutional goals causing both inter-rater unreliability and intra-rater unreliability. To obtain consistent results, using rubrics with well-defined criteria and categories, consultation and feedback, standardization meetings, frequent workshops can be pursued in addition to benchmarking and multiple scoring and future ELT instructors can be guided accordingly.
Yabancı dil olarak Türkçenin öğretiminde sözcükler arası anlam ilişkileri: Yeni Hitit Yabancılar için Türkçe örneği
Sözcük bilgisi, yabancı dil olarak Türkçe öğretiminde önemli bir öğrenme alanıdır. Öğrencilerin dört temel beceriyi tam kullanabilmeleri açısından büyük önem taşımaktadır. Bir sözcüğü bilmek onun sessel, biçimsel, anlamsal, dilbilgisel özelliklerini bilmek demektir ve bu özellikleri anlamak için dilbilimden faydalanmak gerekmektedir. Bu çerçevede, bu çalışmanın konusunu oluşturan sözcükler arası anlam ilişkilerini anlamak için, sözcüklerin anlamsal özelliklerini açıklayan dilbilim alanı olan anlambilimden faydalanılmaktadır. Çalışmanın amacı yabancı dil olarak Türkçenin öğretiminde sözcükler arasındaki anlam ilişkilerini anlambilim bakış açısıyla açıklamak ve bu ilişkilerin öğretimini eleştirel bir bakış açısıyla incelemektir. Bu amaç doğrultusunda, Diller İçin Avrupa Ortak Başvuru Metni temel alınarak belirlenen çalışmanın temel kategorileri eşanlamlılık, karşıt anlamlılık, altanlamlılık, eşdizimlilik, parça-bütün ilişkisi, bileşen çözümlemesi ve çeviri eşdeğerliği anlambilim bakış açısıyla açıklanmıştır. Türkçenin yabancı dil olarak öğretildiği sınıflarda kullanılmak üzere hazırlanmış olan temel düzeydeki Yeni Hitit Yabancılar İçin Türkçe ders ve çalışma kitabı, öğretmen kitabıyla birlikte bu ilişkilerin öğretimi açısından eleştirel bir bakış açısıyla incelenmiştir. Yapılan incelemeyle elde edilen veriler sayısallaştırılmış ve betimlenmiştir. Bu sonuçlar ışığında, sözcükler arası anlam ilişkilerinin öğretimine dair önerilerde bulunulmuştur.
Yabancı dil olarak Türkçe öğretiminde şarkı kullanımı seviye A1
Bu çalışmanın amacı Yabancı Dil Olarak Türkçe öğretiminde İletişimsel Yaklaşımla şarkıların dil öğrenimindeki başarıya etkisini araştırmaktır. Çalışmada nitel araştırma yaklaşımlı doküman analizi yöntemi kullanılmıştır. Bu yöntem ile son 20 yıl içinde yapılan tezler, ulusal ve uluslararası dergilerde yayınlanan makaleler ve Yabancı Dil Olarak Türkçe öğretiminde kullanılan ders ve çalışma kitapları ve bu kitaplarda kullanılan şarkılar, şarkı metinleri ve alıştırmalar incelenmiş, bu etkinlikler ile üniteler arasındaki dağılımları araştırılmıştır. Araştırmada, alanda yapılmış çalışmalar dikkate alındığında Türkçeyi yabancı dil olarak öğrenen öğrenciler için ders içi etkinliklerde şarkı kullanımının başta dinleme ve konuşma olmak üzere okuma, yazma, kelime ve dil bilgisi gibi temel dil becerilerini geliştirdiği ve şarkı etkinliklerinin ders kitaplarında sayıca arzu edilen miktarda kullanılmadığı sonucuna varılmıştır. Çalışmanın sonucunda Yabancı Dil Olarak Türkçe öğreten öğretmenlerin sınıf içinde kullanabilecekleri Türkçe şarkılar etkinlik önerisi olarak sunulmuştur.
Parental effect on YLs' motivation and attitude towards English language learning
The aim of this study is to find out the effect of parents on YLs' motivation and attitude towards English language learning. The researcher conducted this study in İnegöl, Bursa. The school the study was conducted in was a private primary school. The participants of this study were seventy-four 4th grade students. These students participated voluntarily. For data collection, seventy-four participants responded to the questionnaire items about motivation and attitude and parental effect on learning English. Further data were collected by using semi-structured interviews. For this data collection, the researcher chose twenty students randomly and also the participants again responded to the questions voluntarily. The data collected from the questionnaire were analysed by using the SPSS programme. Thematic content analysis was used to analyse the data collected from the interviews. The results indicated that YLs have positive attitudes and are positively motivated. In addition to this, statistical results show medium, positive correlation. That means that there is a relationship between motivation and attitude towards English language learning and parental effect (r = .357). The results of the qualitative data are supporting these statistical results. Most of the students found English-knowing parents advantageous for their own English language learning process.
Türkçenin belirteç tümceciklerinin yabancı dil olarak öğretimi
Uzun yıllardan beri Türkiye'ye gerek üniversite eğitimi almak için gerekse iş ve eş durumundan dolayı pek çok yabancı gelmekte ve Türkiye'de yaşamaktadır. Bu yabancıların Türkçe gereksinimlerini karşılamak üzere ülkemizde yabancı dil olarak Türkçe öğretimi yapılmaktadır. Son yıllarda ise Türkiye'ye lisans, yüksek lisans ve doktora eğitimi almak için gelen öğrencilerin sayısında önemli bir artış olmuştur, bu durum pek çok üniversitenin Türkçe öğretim merkezi açmasını gerekli kılmıştır. Hızla açılan bu kurumlarda yabancı dil olarak Türkçe öğretimiyle ilgili öğretim elemanı yetiştirme, program, ders malzemesi geliştirme, ölçme değerlendirme, dört temel dil becerisinin kazandırılması gibi konularda pek çok sorun yaşanmaktadır. Bu becerilerin temelinde olan dilbilgisi öğretimi de bu sorunların en önemlilerinden biridir. Yabancılara Türkçe öğreten kurumlarda ve yabancılar için hazırlanmış Türkçe dil öğretim setlerinde dilbilgisi öğretiminin geleneksel yöntemlerle yapıldığı, Türkçenin bir yabancı dil olarak değil de anadil öğretimi yapılıyormuş gibi öğretildiği, kimi ögelerin zamansız, yerine uymayan biçimde öğretildiği, hatta bazı dilbilgisi yapılarının hiç öğretilmediği gözlenmektedir. Tezde Türkçenin önemli dilbilgisi yapılarından biri olan ve ana dil ve yabancı dil olarak Türkçenin öğretiminde güçlük çekilen yapılardan ulaçlar üzerinde durulmuştur. Dilin çift eklemliliği temel alınarak Türkçedeki ulaçların anlambirimcik çözümlemesi yapılarak bu ulaç anlambirimlerinin anlambirimcikleri çıkartılmıştır. Birkaç ulaç anlambiriminin yabancılara öğretimiyle ilgili önerilerde bulunulmuştur.
The role of mass media tools on efl speaking skills
This study investigates the effect of mass media authentic materials on EFL students? success in listening and speaking accurately and fluently. Two elementary level classes of theEnglish Preparatory School were chosen randomly as the subjects of this study. There were 40students grouped into two, one as experimental and the other as control. The subjects in the experimental group studied mass media authentic materials designed for them only. The subjects in the control group studied the standard curriculum. Besides, to get to know the students better and observe their common perspectives towards listening and speaking, an attitude questionnaire was given to both groups at the beginning and a similar one was given to the experimental group at the end of the study to determine whether the students have developed a positive attitude or not. The Hypothesis put forward for this study was; `if I use authentic mass media tools such as television, radio, films, videos, songs, and teach the expressions used in daily life, my students will pick up the colloquial language and will be able to use them?. Data was gathered from two examination results and tests. As a result of data analysis, a statistically significant difference has been found between the scores of the first and the second examinations and tests. When the scores were analyzed, the findings indicated that mass media authentic materials were effective in foreign language listening and especially speaking skills development and these techniques raised awareness on how to speak accurately and fluently in a foreign language. Keywords: EFL, ELT, L1, L2, FL, mass media, authentic materials
Writing poems with target vocabulary and its effect on retention.
"The limits of your language are the limits of your world."(Tractatus Logico-Philosophicus, 1922) says Austrian Philosopher Ludwig Wittgenstein in his famous quote. Likewise we can say that "The limits of your vocabulary are the limits of your language". Vocabulary knowledge truly is the most solid indicator which determines the horizons of a language learner's freedom in target language. The expansion of vocabulary, therefore, is no doubt essential but as important is the ability to retain these words in long term-memory. For long-term retention of newly learned vocabulary, practice is necessary. This study was designed to investigate the effects of practicing new vocabulary by writing poems using them. Inspiration for the study came from an applied linguist H.G. Widdowson, for him the ideal task for language learners is writing poems because writing poems is tolerant of errors. In addition, his overarching ideas on 'use' and 'usage' claim to free language classrooms from textbook language and use a language natural to competent speakers of the target language ,guided this study(Widdowson cited in Davies,2011). The study was conducted at Bursa Police College in the spring semester of the Academic year of 2012/2013. Students, with no pre-existing academic differences, were randomly assigned to two experimental and two control groups. All groups, for two periods a week and in the same manner, studied vocational English for police. In addition to classroom studies, experimental groups composed poems using the newly words and phrases they studied in the class. The treatment continued for five weeks, subjects were tested before the treatment, immediately after the treatment and six weeks after the treatment. The results revealed that all groups significantly increased their scores from pre-test to post-test, due to the classroom studies, but experimental groups performed slightly better proving the positive effect of the treatment on the gain of the words. Six weeks later the delayed post-test was applied and the results showed that there was a significant drop in the mean scores of control groups. Experimental groups clearly outperformed control groups in the delayed post-test thus proving the clear positive effect of the treatment on the retention of the target vocabulary. As a result the findings of this study may serve as guide for other teachers of English to incorporate the study and production of poetry into the classroom or afterschool. Key Words: 1.Writing Poems 2.Vocabulary Gain 3.Vocabulary Retention 4.Literature 5.Language Teaching
The use of novel in creating the independent reader:A study on personal construct theory and reader-response approach
The teaching of language and related studies conducted by the researchers having concentrated on the significant points of the issue have invariably occupied a remarkable place while the teaching of literature manifests itself as the field upon which many more researches should be done for a better comprehension of it. Thus, it is right to emphasis that there has been an obvious need of increase in the amount of qualitative research on the teaching of literature. Relevant to that, the present study aims to focus on the importance of perceptions of students upon the examination of a novel in a literature class in accordance with the purpose of making them realize the power they have as independent learners. In addition, the study investigates whether there is a difference in their perceptions of themselves as independent learners following the literature sessions held as a vital part of the present study. It also paves the way for the realization of the similarities they bear and the contrasts they pose to each other with their contribution of the present study as the sole decision-makers of the meaning of the novel analyzed during the process. The study of consists of 10 English Language Learners of Upper Intermediate Level Istanbul Aydın University, Prep School. The data were collected with the sessions held, the multiple-choice questionnaire and the response papers they submitted after each literature session. The study of the data collected exhibited varying perceptions of the learners upon the analysis of the novel chosen and reflected the different ways in which they think about the world. KEY WORDS: 1. Novel 2. Independent Reading 3. Reader Response Theory 4. Personal Construct Theory
Customer loyalty in foreign language institutions: An empirical studying Turkey
This empirical study concerns the evaluation of customer loyalty trends and practices in Turkish foreign language learning institutions. Using a mixed methods approach, the research utilized both secondary and primary research methods to study the aspects of the thesis theme. Secondary analyses was based on an assessment of past researchers' perspectives on the subject while primary analysis contained questionnaire based survey analysis. A close-ended questionnaire, consisting of 15 questions, facilitated the researcher in studying about the subject while each sample participant had equal chances of selection into the group. English-medium education enjoys unlimited space in educational sector of Turkey which is why the cultural distinctiveness of other countries seems to have faded away. Even the Turkish culture itself, appears to have been repressed through English-medium education which should be the main purpose why foreign language learning and development within the state is somewhat dubious and challenging. As per the study, some students studying in these institutions believed that the language acquisition is ultimately isolating them from their own country's culture and values. Moreover, based on the responses obtained from the survey, it was seen that an increasing number of students believed that language competence is an ultimate attribute of a globalized world where its proficiency is seen as an integral component of academic and professional success. The educational staff members and academicians were of the view that language development should be made a part of curriculums rather than treating them separately as a limited-period course. The survey results indicated that students need to develop foreign language skills in order to work on an off-shore land where cultural diversity is greatly embedded in all forms of social systems. Here, only those students are successful who have skills in reading, writing and listening in foreign languages. For better international employment opportunities, students need to develop language competence and acquisition in order to succeed in an otherwise dynamic society. Regarding the challenges and requisites of a global era, language competence is necessary to develop. The research also threw light on the key issues of language acquisition debating upon its necessity with regards to economic development, and academic excellence on personal as well as professional fronts. While the participants greatly agreed to the fact that it enriches self-confidence, they were of the view that in Turkey, languages other than English must be treated with similar superiority, as well. This is a situation which calls for immediate revisions of policies in the educational sector whereby the system of foreign language learning can be improved. The thesis also provided the perspective that the present state of foreign language learning in Turkey is comparatively comprised except for English-medium education which has been overly projected within the sector. However the Turkish students delay their learning of English language until they reach their ages of adulthood where they are forced to take up the course as a necessity to qualify their academic programme. Communicative language teaching protocols in Turkey need to stress more upon teaching foreign languages other than English which is greatly the need of the hour. Although language learning necessarily translates into many benefits, it has to be ensured that it does not put other subjects and studies on stake, putting the students on a disadvantaged position altogether. Evidence of this research shows that language learning must accompany academic content as well so that students do not lag behind in any academic realms, and may devote their time equally to each area of study. The background of the research topic deals with illustrating the usefulness of English as a foreign language as well as introduces the reader to the chosen country: Turkey. The research background details out the essentiality of foreign language competency and acquisition, carefully pinpointing the present state of its development and acknowledgement in the chosen nation. Next, the significance of this study and its use to potential stakeholders is explained while discussing the main ethical considerations involved. The last section of this chapter is a detailed outline of all the succeeding chapters in this research work so that the reader develops a clear understanding about the nature and scope of work. English is one of the most widely spoken foreign languages in Turkey, and the current teaching climate of Turkey is mainly designed keeping in mind the need for students to learn and communicate in this universally accepted language from the initial schooling days. English as a Foreign Language (EFL) is thus, a means for economic and social development in the country, and like other responsible countries, Turkey too, owes its students, good educational standards when it comes to teaching EFL. students of foreign language institutions become "customers" in the industry whose loyalty with these institutions and the underlying perceived satisfaction is of utmost significance for the sector and the economy, at large. Along with promoting a foreign language acquisition for the multiple benefits it enfolds, there is also a need to create awareness regarding culture and morals so that both these can be nourished and maintained side by side. The academicians also opined that there is a need to include an entirely Western course in the English Medium educational programme. It is highly necessary to create cultural awareness amongst students from an early stage so that their perceptions regarding native culture and target culture becomes truly enlightening. Despite the fact that there has been a lot of resistance against foreign language learning in Turkey during the Ottoman Empire; however, it is also true that foreign language proficiency has opened many doors to Turkey for its social, economic, technological and political stability. Language learning soundness and intellect has gained integration into the West for Turkey, while improving upon its ties with the global world (Bloom & Martin, 2003). Language education must continue to be imparted with a primary motivation to open new avenues of success for Turkish students in the foreign world, while at the same time; native cultural expertise and its underlying values must not be forgotten. The topic of this empirical study was to seek an understanding into the key concept of customer loyalty as it relates in the Turkish foreign language institutions, understanding the main motivations of customers (students) to enter these institutions and their expectations from these. This study looked into the ways in which such institutions operate, and explored methods of improvements in their functioning so that Turkey's teaching climate for foreign language is significantly improved.The main reason behind choosing Turkish institutes of foreign language learning is that Turkey presents as an interesting case for a variety of factors. Although, the labour market value of learning foreign languages in Turkey was little researched in previous times, the present era brought with it, evident trends and growth in the number of globalized firms operating in the country. The first school opened at the Bosporus, after a hard battle with the government, which later came to be known as the Robert College. Cyrus Hamlin, along with the funding provided by a New York businessperson, took this initiative in the year 1863, while teaching Arabic and English side by side. English thus, acted as a common mean of expression amongst students coming from diverse backgrounds and ethnicities. Robert College, now the Bogazici University, holds the reputation of one of the most esteemed educational institutions in the country that has been supported by its government. The American schools that were already functioning in Turkey started to increase in numbers, with this realization and they derived a massive loyalty from students after they learnt the significance of learning English. The main purpose or aim of this study is to carry out an empirical exploration into concepts of customer loyalty in Turkey's institutions of foreign language learning. This purpose accompanied a comprehensive evaluation and discussion on the key concept of loyalty in foreign institutions in Turkey, aiming to propose methods of further improvements.
The role of social-emotional stability in English among Iraqi kindergarteners
Nowadays, second language learning, among young learners, is considered as one of the main subjects in the field of education around the world. Much research dealt with this subject and focused on the processes of second language learning among young learners. Researchers were trying to understand and diagnose young language learners' strengths and weaknesses. They came up with some evidence that showed language aptitude, gender, age, creativity, and motivation were among the elements that made young students be different from other students. Unlike other research, this study aimed to identify the role of social-emotional stabilities among young learners in second language learning. We specifically examined the influences of these skills in the process of second language learning. For this study, Margret kindergarten was chosen, and thirty-three children were randomly selected who applied for an English language course in the kindergarten. Eighteen of the selected children were females while the rest were males, and the age of the participants was between 4-5 years old. At the beginning of the English course, a pretest was conducted to measure the children's social and emotional skills. After data collection, the finding showed a significant relationship between social-emotional skills and second language learning. Those students who showed a high level of social-emotional skills were more active in learning their second language and passed the test of English proficiency with high degrees, while those students who showed a low level of social-emotional skills could not pass the English language test or passed with low degrees
The Iraqi EFL pre-service student teachers' on teaching grammar at ELT departments of Salahaddin University in Erbil
This study aims chiefly to know the pre-service teachers' perspectives about learning and teaching grammar at ELT departments in Erbil especially English departments at Salahaddin university-SUE in Erbil, because the majority of pre-service teachers suffer from the pattern and the old methods and basically attempt to teach and learn a foreign language in a new and quick. Consequently, many of pre-service teachers favor at teaching and learning grammar with four skills (listening, speaking, reading and writing). But some pre-service teachers are against this perspective and likes to learn grammar as an independent course. There are obvious that language is null without grammar. Yet, some linguists believe that grammar is not needed while some claim that grammar is necessary and should be taught. If teaching grammar is needed, what approach teachers should follow and use. To investigate the aim of the study, both approaches qualitative and quantitative has been adopted in which the approaches to teaching grammar, the benefits and drawbacks of each approach are discussed. A questionnaire was administered to the participants. The questionnaire was administered to 60 pre-service teachers who were randomly selected from College of Languages, Education and Basic education at Salahaddin University for the academic year of 2015-2016, they were chosen as the sample of this research. The questionnaire was used to gather the data about their perspectives to teaching and learning grammar. The results confirm that students are motivated to learn English language unconsciously and to be exposed to English language for learning it and majority of the pre-service teachers think that grammar should be taught in learning English because grammar plays a crucial role in language learning and teaching and it helps the learners to improve their grammatical and communicative competence. The participants, also think that the pedagogical objectives can be attained in teaching grammar courses and achieve the learning outcomes.
كفاية مدرس اللغة العربية في مدارس الأئمة والخطباء في مهارة النحو في المرحلة الثانوية، الواقع وسبل التطوير
This research whose title is (Teaching grammatical structures for non-Arabic speakers to the beginner and intermediate levels from a functional perspective related to the importance and methods of performance) discusses the importance of teaching grammar to non-Arabic speakers in absence of a communicative environment that enables students to acquire language automatically. The study also highlights grammatical structures that must be taught to the beginner and intermediate levels from a functional perspective that enables the learner to use the appropriate grammatical structure and how the teacher performs these compositions.
Yabancı dil olarak Türkçe öğretiminde ölçme ve değerlendirme
Yabancı dil olarak Türkçe öğretimi dört temel dil becerisi olan okuma, dinleme, yazma ve konuşma (karşılıklı konuşma ve sözlü anlatım) becerisinin gelişimi esas alınarak yapılmaktadır. Bu becerilerin hedeflenen kazanım sınırları Avrupa Dil Portfolyosunda belirtilmiştir. Hedeflenen kazanımlara yönelik yapılan öğretim bu kazanımların alınıp alınmadığını belirlemek için bir ölçme ve değerlendirmeye tabi tutulmalıdır. Yapılacak olan ölçme ve değerlendirme süreci yabancı dil olarak Türkçenin öğretimine uygun bir şekilde olmalıdır. Bunun için ölçmeye ve ölçeğe uygun gerekli ön çalışma yapılarak bir plan çerçevesinde bu süreç uygulanmalıdır. Yabancı dil olarak Türkçe öğretiminde özellikle ölçmede kullanılacak soru türüne ait alanda büyük bir boşluğun olması bu alandaki öğreticilerin ölçme yaparken yanlış yöntemler kullanmasına sebep olmaktadır. Buradan hareketle bu çalışmada, yabancı dil olarak Türkçe öğretiminde yapılacak ölçmenin ve değerlendirmenin ne şekilde olacağı ortaya konulmuştur. Ölçmede uygulanan sınav türleri ve soru tipleri örnekleriyle beraber açıklanmıştır. Ayrıca ölçme için gerekli olan materyalin hazırlanma ve uygulama sürecinde dikkat edilmesi gereken noktalar açıklanmıştır. Anahtar Kelimeler: Yabancı Dil Olarak Türkçe, Ölçme ve Değerlendirme, Sınav Türleri ve Soru Tipleri