İkinci dil öğrenimi
67 theses under this subject heading
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
İngilizce öğretmenlerinin telaffuz öğretimine ilişkin inançları ve uygulamaları üzerine bir araştırma Diyarbakır örneği
Teaching pronunciation impacts learning the four main skills of language so, research on this aspect can help improving the quality of language learning, and the subjects of EFL teacher' beliefs and practices are essential subjects relate to this notion. Therefore, this study was conducted to investigate EFL teachers' practices and cognitions regarding pronunciation instruction at secondary and high schools in Diyarbakir, Turkey. The teachers' pedagogical ability also was in the scope. A quantitative method was adopted and a questionnaire that was originally developed by Buss (2015) was used to collect the data. This questionnaire contains open-ended questions and Likert type questions, and the data were analyzed through statistical software program. The participants of the study were 105 volunteer EFL teachers from 20 private schools. Results of the study manifested that although the bulk of the participants reported spending good time on teaching pronunciation, they spend just a third of this time teaching prosodic aspects of pronunciation. It was also obvious that teachers revolved in teaching segmental aspects by following segmental-focused activities such as repetition drills. Regarding beliefs, findings revealed that teachers deem intelligibility, the role of native speakers as a model, rejecting the use of mother tongue in pronunciation teaching in addition to other convictions. The training competency uncovered that despite teachers' self-assurance to teach pronunciation, their desire was big to receive more intensive training. The independent samples t-test results uncovered no statistically significant difference between male and female participants; however, the same test detected differences in practices between secondary and high school teachers.
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.
L2 influence on L1 collocational knowledge: The case of Turkish in the USA
In this study, Collocational Knowledge of 22 Turkish Immigrants in the USA were investigated. 12 of these immigrants were 1st generation immigrants, 10 of them were 2nd generation immigrants. 14 Turkish people living in Turkey formed the control group.All 1st generation immigrant participants have lived in the second language setting for at least 10 years to ensure enough contact with the mainstream language, the minimum age of arrival was set as 12 and they were all graduates of high education. 2nd generation immigrants were 12 and older and they were all born to Turkish parents.The aim of the study was to identify whether second language influence could be seen on the collocational usage in the first language. Collocational knowledge was chosen as the item to investigate because lexicon is claimed to be the most vulnerable area in mind and any sign of change in that area reflects the influence instantly.The data was collected through naturalistic use of Turkish, biodata forms, Multiple Choice Test, Translation Task and Cloze Tests were applied. The results were compared with some sociolinguistic factor that might be related with the performance levels. These sociolinguistic factors were age of arrival, length of residence and identity.As a conclusion of this study, it was found out that the lexicon of the immigrant group was affected from the second language. 1st generation immigrant results were close to control group while the difference between 2nd generation immigrant group and the control group was immense. Age of arrival and definition of the identity were not observed to be related with the performance levels in three tasks. However, there was a decrease as the length of residence increases.
Acquisition of English collocations by adult Turkish L2 learners
The main aim of this study is to pinpoint common mistakes Turkish adult advanced EFL learners commit in academic writing. The study was conducted to display these common errors with a focus on verb-noun collocations in order to determine the influence of L1 Turkish on these errors if any, and to identify possible problems involving either the verbal or nominal component of collocations. The study was conducted on ICLE-TRCU and all 177 essays were scanned and the errors identified were recorded into an error database. The data was then classified according to various criteria, and the resultant data was analysed normatively for felicity and grammatical accuracy. In the light of the observed patterns we have observed that learners have problems with semi-restricted collocations, occurrence, existence/relationship and aspectual verbs and their collocations, and as a result of semantic and discourse transfer they tend to have creative constructions, and redundant and sometimes infelicitous passives. Also, we have observed that L1 has significant effect on the construction of deviant collocations and that deviance occurs with the verbs rather than nominals.Key Words: Collocations, Second Language Acquisition, Error Analysis, L1 Influence, Collocational Errors
Interlingual development of Turkish adult learners of English: L1 vs. L2-Based communication strategy use
Interlanguage (IL) is accepted as being developed by fossilizing L1 or L2 items, thus utterances produced in IL generally contain erroneous forms. These erroneous forms cause idiosyncrasies surfaced by communication strategies (CSs) which learners resort to when their linguistic repertoire does not allow them to communicate flawlessly in the target language (TL). As errors in learner language provide considerable information about second language acquisition (SLA), this issue has been one of the main focuses of SLA research. This research is designed as a developmental study aiming to investigate possible effects of exposure to the TL on the use of CSs in both speaking and writing in English. In this study, 20 Turkish learners of English were observed throughout the 2011-2012 academic year to investigate whether CS employment in speaking and writing is affected by TL exposure. The participants were chosen from beginner level, and they designated their own topics they would speak and write about. Their oral and written performances on the topics were tested at the beginning prior to instruction, in the middle and at the end of the academic year to observe whether types and functions of CSs altered over time. The findings of this study show that participants resorted to different types of CSs in their speaking and writing tasks. As the nature of speaking is different from writing, total numbers of CS employment in speaking and writing tests indicate a significant difference. The comparison of CS employment in each test shows that learners? CS preferences changed over time in both speaking and writing. The results also indicate that use of L2-based CSs increased while L1-based CSs decreased as a result of exposure to the TL. Therefore, it is concluded that exposure to the TL may have a significant effect on the preference of CSs in terms of type and function. Despite not receiving any specific CS training, learners can make use of L2-based CSs according to their needs as long as their TL repertoire allows. The findings of this study have important implications for teaching English as a foreign language in reference to effects of language exposure on the use of CSs in both oral and written performances of L2 learners.
Critical incidents in language learning and teaching: A classroom research study
This case study aimed to shed light on the critical incidents which were experienced in an EFL classroom lesson flow. Apart from this, the probable outcomes of these critical incidents as perceived by both the students and teachers were also researched. In addition to the outcomes of the critical incidents, the ways both parties approached these incidents was another question which was examined. The participants of the study were 27 English preparatory students and the advisor teacher of this specific class. In order to gain a rich insight into the research questions and for triangulation purposes, a number of data collection tools have been used. The tools utilized were the Critical Incident Questionnaire (CIQ) and student interviews which illustrate the students' perspectives regarding the critical incidents, together with a teaching journal and observation checklist for defining teacher's perception about the lesson course. The results reveal that since the language classrooms are considered to be complex and dynamic in nature, various predictable or unpredictable incidents can take place in an EFL classroom depending on numerous situations. The participants of the study who were the students and the teacher gave a deeper insight to the critical incidents by doing critical reflective. Keywords: Critical incidents, critical reflective, lesson flow, complex
Problematik der lernersprache von Türkischen studenten im lernprozess von Deutsch als zweite fremdsprache
In der vorliegenden Studie wurden die Lernersprache und deren Ursachen recherchiert, die von Lernern an der Hochschule für Fremdsprachen der Trakya Universität in den Vorbereitungsklassen für Deutsch entwickelt worden sind. An dieser Hochschule wird das Deutsche intensiv zwei Semester unterrichtet. Um diese Studie durchführen zu können, wurden aus den Vorbereitungsklassen für Deutsch insgesamt 30 Lerner ausgewählt, von denen 10 Lerner an der Abteilung für Deutschübersetzen der Literaturwissenschaftlichen Fakultät und 20 Lerner an der Abteilung für Deutschlehrerausbildung der Erziehungswissenschaftlichen Fakultät immatrikuliert sind. Bei dieser Auswahl wurden die Motivationen der Lerner für Deutsch berücksichtigt. Um die Lernersprache der Probanden festzustellen, wurden jeweils eine Frage auf den Sprachniveaus A1, A2 und B1 der Schreibprüfungen durch die kontrastive Fehleranalyse untersucht und deskriptiv interpretiert. Demzufolge wurden insgesamt 50 Fehlerarten festgestellt, von denen die 21 Fehlerarten auf dem Sprachniveau A1, die 15 Fehlerarten auf dem Sprachniveau A2 und die 14 Fehlerarten auf dem Sprachniveau B1 auftauchen. Kriterium für diese Fehleranalyse ist die Beantwortung der Prüfungsfragen mit einfachen Sätzen. Nach gesammelten Daten wurden festgestellt, dass die Lerner eher von früher gelernten ersten Fremdsprache als Englisch profitieren. Demgemäß wurde die Entwicklung der Lernersprache im Lernprozess des Deutschen als zweite Fremdsprache beschleunigt. Die Lernstrategien der Probanden wurden mit einer fünf-stufigen Likert-Skala-Befragung über die Sprachlernstrategien, die von Oxford (1990) entwickelt wurden, festgelegt, um die Entwicklung der Lernersprache von Lernern zu untersuchen. Die gesammelten Daten wurden durch SPSS-Paketprogramm statistisch analysiert. Da die Probanden aus zwei unabhängigen Variablen bestehen, wurde der parameterfreie t-Test durch Mann-Whitney U Test ausgerechnet, und der Signifikanzwert wurde als (p<0.05) berechnet. Um den parameterfreien t-Test der gepaarten Stichproben auszurechnen, wurde der Wilcox on-Test verwendet. Nach den gesammelten vortestlichen Daten wurde festgelegt, dass die Probanden dieselben Lernstrategien, die sie im Lernprozess des Englischen als erste Fremdsprache verwendet haben, auch im Lernprozess des Deutschen bevorzugen. Eine Präsentation über die Sprachlernstrategien wurde von der Forscherin erstellt und nach zwei Wochen nach der vortestlichen Befragung mit Beispielen aus dem Lehrwerk präsentiert. Zwei Wochen später nach dieser Präsentation wurde dieselbe Befragung über die Sprachlernstrategien nochmals als Nachtest durchgeführt. Nach gesammelten Daten wurden festgelegt, dass die Verwendungsebenen der Strategien und die Reihenfolge der häufig gebrauchten Strategien der Probanden geändert worden sind. Durch diese Veränderung ging die Entwicklung der Lernersprache langsamer, und somit wurde die Anzahl der Fehlerarten reduziert. Als Schlussfolgerung wurde betont, dass das Lernen durch die analogen Strukturen zwischen den Sprachen auch in negativer Hinsicht beeinflusst werden könnten. Daher sollten im Lernprozess des Deutschen unterschiedlichere Strategien als im Lernprozess des Englischen entwickelt werden.
Resolution of structural ambiguities during real-time l2 sentence processing: Evidence from online and offline measures
The investigation of the ways second language (L2) learners process the L2 input has provided valuable insights into the understanding of human cognition and developing instructional interventions that would bring about better L2 learning. In this respect, the exploration of the mechanisms L2 learners employ to process linguistic data has allowed researchers to examine the aspects of L2 acquisition that still remain unresolved. Over the past few decades, researchers have addressed the investigation of L2 processing mechanism by referring to the way L2 learners resolve structural ambiguities real time. This dissertation also aims to draw a clear picture of the L2 sentence processing mechanism by comparing native English speakers and Turkish learners of L2 English at different proficiency levels in terms of their use of varios information sources and effects of transfer during the processing of two different structural ambiguities, namely, the processing of relative clause (RC) attachment ambiguities and prepositional phrase (PP) attachment ambiguities, through a series of offline and online experiments. For each type of ambiguity, the offline experiments tested the attachment preferences of L2 English learners and native English speakers via the use of pencil-and-paper comprehension questionnaires, whereas the online experiments investigated real-time processing of the target syntactic structures through the use of eye-tracking methodology. The offline experiment on the resolution of RC attachment ambiguities revealed that Turkish and English RC attachment preferences differed in that native English speakers preferred to attach the RC to the local noun phrase (low attachment preference), whereas the Turkish participants preferred the nonlocal NP to attach the RC (high attachment preference). Even though the same offline task fell short of detecting an attachment bias for the Turkish participants in the target language, English, the findings from a more sensitive online measure, the eye tracking task, indicated that the Turkish learners of L2 English tended to transfer the Turkish high attachment preference when processing English RC attachment ambiguities. As for the PP attachment ambiguities, the rationale was to investigate L2 learners' attachment preferences in situations when direct transfer effects from the learners' L1 are not probable as the equivalents of the PP attachment test items used in the offline task are not ambiguous in learners' L1, Turkish. This would render the opportunity to exclude the confounding factor of L1 transfer, which indeed substantially influenced L2 learners' processing decisions in RC ambiguity resolution. The results from both offline and online tasks indicated a clear low attachment bias for the native speakers and L2 learners groups, which suggests that L1 and L2 processing are both guided by structure-based processing strategies/biases in the computation of abstract relationships among syntactic constituents and that processing decisions can be made basing on the hierarchically deep structural information. The findings in general were interpreted to offer insights into several issues including how L2 grammatical processing could take place, whether and to what extent the transfer of L1 processing routines could influence real-time L2 sentence comprehension, whether it is possible for L2 learners to achieve native-like processing in the L2 and whether L2 processing mechanism is subject to a change with the increasing proficiency.
Cross-linguistic patterns of pausing: A case of Turkish, Swahili, Hausa and Arabic speakers of English
Linguists usually investigate grammatical patterns on written outputs while carrying out studies on second language acquisition. However, this usually does not reflect the actual speech performance of the speaker, and thus creates a distance between the text and its producer. In this context, studies on prosodic features yield much information about the nature of actual performance. Although there is ample research on pauses in English, there are not many studies regarding this issue. Since speech is a dynamic process during which various factors interact with each other, it becomes a necessity to investigate this complex relationship within differing contexts. The dynamics of speech, prosodic features in particular, can significantly contribute to gain insights into the underlying mechanics resulting from contextual differences. Duration of pauses in a continuing speech can show the effects of these variables. In this descriptive study, the researcher investigated the read and spontaneous speech pausing patterns in coordinating conjunctions with 40 participants from Turkish, Swahili, Hausa, and Arabic speakers of English. For the read speech, the participants read out a short story, and for the spontaneous speech, semi-structured interviews were carried out. In total, 9318 pauses in 4659 coordinating conjunctions in read and spontaneous speech were measured through Praat, a speech recognition software, and findings obtained from the data were analysed by Paired Samples t-test. The results showed that pauses differed in favour of the preceding position in coordinating conjunctions in read and spontaneous speech of participants. However, differences were observed to be statistically significant since the speakers employed different strategies for pause durations in both cases. It was also observed that speakers from the same mother tongues performed similar pausing patterns which could be an important indicator of a cross-linguistic influence. Characteristics of the speakers' mother tongues were found to be a significant factor for speakers' performance in English. Since findings of the follow-up phase of the research also revealed that prosodic features were mostly neglected in classrooms, the researcher recommended integration of these prosodic characteristics into the ELT curriculum.
İngilizceden sonra ikinci yabancı dil olarak Fransızcanın öğretiminde oluşturmacı yaklaşımın öğrenme sürecine katkısı
Son dönemlerde ikinci ve sonraki yabancı dilin/dillerin öğrenme sürecinin, zihinsel işlemleme açısından anadilin - ikidilli bireyler için ayrıca ikinci dilin- ve birinci yabancı dilinkinden farklı biçimde seyrettiğini ortaya koyan çalışmaların yoğunluğu dikkat çekmektedir.Bu çalışmalardan elde edilen veriler, dilin doğal ortamda edinilmesinden ziyade akademik öğrenme yoluyla kazanılması söz konusu olduğunda ortaya çıkan güçlükleri tamamen ortadan kaldırmasa da azaltabilecek yeni programların, yöntemlerin ve materyallerin yararlı olup olamayacağı sorusunu gündeme getirmiştir. Bunun yanısıra öğrenilecek/ öğretilecek yabancı dilin, konuşulduğu ülkenin uzağında ve yetişkin bireyler tarafından kazanılmasının hedeflendiği durumlarda bu arayışın kuvvetli bir ihtiyaç haline evrildiği görülmektedir. Bu çalışmada, anadili Türkçe ve birinci yabancı dili İngilizce olan üniversite öğrencilerinin ikinci yabancı dil olarak Fransızca öğrendiği hazırlık sınıflarında öğrenme sürecini kolaylaştırabileceği varsayımıyla hazırlanmış oluşturmacı yaklaşım temelli bir program tasarımı ve amaca uygun olarak seçilmiş materyal kullanımının denemesi yapılmıştır. Çalışma grubumuzu oluşturan 2018-2019 eğitim öğretim yılı Mersin Üniversitesi Çeviri Bölümü Fransızca Mütercim-Tercümanlık Programı Hazırlık Sınıfı öğrencilerinin yazılı üretimlerini inceleyerek saptadığımız birinci yabancı dilden (İngilizce) ikinci yabancı dile (Fransızca) aktarım girişimlerinden yola çıkılarak hazırlanan bir dönemlik ders izlencesi amaca uygun olarak seçilmiş yardımcı ders materyalleri yardımıyla uygulanmıştır. Bu uygulamaya geçmeden önce öğrencilerin hâlihazırda kullandıkları ders materyalleriyle ulaştıkları Fransızca dilbilgisi seviyelerini ölçmek amacıyla bir öntest yapılmış, sonrasında Fransızca-İngilizce karşılaştırmalı dilbilgisi içerikli bir ders kitabı ekseninde müdahale derslerine başlanmıştır. Sekiz hafta süren bu dersler esnasında bireylerin dil öğrenme sürecinde kullanabilecekleri bilişsel, üst-bilişsel ve duyuşsal öğrenme stratejileri hakkında tanımlayıcı ve yönlendirici bilgilendirmeler yapılmış ve strateji kullanımı konusunda öğrenciler takip edilmiştir. Dönem sonunda bir sontest ve altı hafta sonra da öğrenmenin kalıcılığını ve sürerliğini ölçmek amacıyla izleme testi yapılmış, bu testlerden elde edilen puanların dağılımları arasında anlamlı bir farklılık olup olmadığı, bir başarı çizgisi oluşturup oluşturmadığı irdelenmiştir. Bu nicel çalışmayı desteklemesi bakımından -ders kitabı ve öğrencilerin yazılı üretimlerini incelemenin dışında- önem taşıyan bir diğer nitel çalışmaya da yer verilmiştir. Müdahale dersleri öncesinde ve sonrasında öğrencilerle yarı yapılandırılmış görüşme tekniğine dayanan bir mülâkat yapılarak Fransızca dilbilgisi öğrenme sürecinde karşılaştıkları sorunlar ve zorluklar, ikinci yabancı dil olarak Fransızcayı öğrenme sürecinde herhangi bir öğrenme stratejisine başvurup başvurmadıkları ve yürütülen programla beraber kullanılan ders materyalleri konusunda görüş bildirmeleri istenmiş ve bu beyanların test sonuçlarına yansıyıp yansımadığı incelenmiştir. Nitel ve nicel yöntemlerle yürütülen bu araştırmanın sonunda ortaya çıkan bulgular, ikinci yabancı dil ders programınınkullanılacak öğretme yöntem ve stratejileri bakımından birinci yabancı dilinkinden daha farklı bir bakış açısıyla hazırlanmasınınve materyal tasarımında/seçiminde önceki öğrenmelerin merkeze alınmasının olumlu etkiler doğurduğu sonucunu ortaya koymuştur. Bu veriler ışığında İngilizceden sonra Fransızca ikinci yabancı dil derslerineöğrencilerin önceki öğrenmelerini referans almaya ve onlardan faydalanmaya olanak tanıyan oluşturmacı yaklaşım ilkeleri çerçevesinde bakmanın, sürecin hem öğretmen hem de öğrenci açısından kolaylaştırılmasına ve öğrenme süresinin kısaltılmasına katkı sağlayabileceği düşünülmektedir. Anahtar kelimeler: İkinci yabancı dil, oluşturmacı / yapılandırmacı yaklaşım, pozitif transfer, karşılaştırmalı dilbilgisi.
A cross-cultural study on language learning strategy use of Syrian and Turkish high school EFL students
The study aims to investigate if there are any statistically significant differences between culture and perceived language learning strategy use of Syrian and Turkish high school EFL students and understand how they differ in terms of using learning strategies for their L2 achievement. The population of this study consists of 89 Syrian and 90 Turkish 9th and 10th-grade Anatolian high school EFL students with an age range of 15-16 in Gaziantep-Nizip in Turkey. As the data instrument, Turkish version of SILL (Strategy Inventory of Language Learning), which was originally designed by Oxford in 1989. As the second data collection instrument, a semi-structured interview was utilized to discover the preferred strategies used by language learners to explore the subjective viewpoints of the participants. In this study, a mixed-method design was utilized, and multiple sampling procedure was used to select the participants. Descriptive statistics and independent samples t-test were used to see the difference between the two cultures` learning strategy preferences gathered from the SILL Questionnaire. The most obvious finding emerging from this study is that Syrian participants showed more language learning strategy use than Turkish participants in all the categories. Based on the findings, the difference was found at the item level, not the category level. While the rate of using social strategies was measured as the highest for Syrians, Turkish participants mostly tended to use metacognitive strategies. The results have shown that ethnicity and linguistic disparities as well as different cultural perspectives and education systems influence learners' approach to learning and preference for different learning strategies. The findings of this study suggested that education system, and teachers' behavior affect learners' attitudes towards lesson and strategy preferences.
Investigating the impact of ChatGPT on EFL student engagement, autonomy, and writing skills
This study examines the integration of ChatGPT, an AI-powered language model, into English as a Foreign Language (EFL) writing instruction for young learners and investigates its impact on student engagement, learner autonomy, and writing performance. Conducted over a ten-week period in a private primary school in Türkiye, the research involved twenty-four fourth-grade students who participated in a structured ChatGPT-supported writing program. Using a mixed-methods, quasi-experimental design, data were collected through pre- and post-test writing tasks, engagement and autonomy questionnaires, ChatGPT perception items, and systematic classroom observations. The findings indicate that ChatGPT meaningfully enhanced students' behavioral and emotional engagement, as learners demonstrated increased willingness to participate in writing tasks, sustained attention during lessons, and greater enthusiasm for drafting and revising their texts. Autonomy also developed progressively, with students taking more initiative in planning ideas, revising their own sentences, and using ChatGPT strategically for vocabulary support and idea generation. Writing performance improved notably in areas such as paragraph structure, coherence, topic development, and supporting details, although gains in mechanics succh as grammar, punctuation, and spelling remained minimal, reflecting the instructional focus on organization rather than linguistic accuracy. Students expressed highly positive perceptions of ChatGPT, viewing it as a helpful, motivating, and easy-to-use tool that reduced writing anxiety and supported their confidence. Observation data further revealed that learners interacted collaboratively around the tool and adapted AI-generated suggestions into their own language. Overall, the study demonstrates that when integrated thoughtfully with teacher scaffolding, ChatGPT can serve as an effective pedagogical support in primary EFL writing classrooms, enhancing engagement, fostering emerging autonomy, and improving the overall quality of students' written output.
A suggested Brain-based syllabus for very young EFL learners
The study, an experimental design with a pre-test and a post-test, aims to develop an English language teaching syllabus within the scope of Brain-based learning for very young EFL learners. Thereto, it utilizes a mixed approach uniting the quantitative and qualitative research methods. It includes the feature of descriptive method via developing a suggested syllabus and materials in addition to the collected and analysed numerical data. The research has been implemented with 18 children (N=18) in the pre-school section of Hendekyanı Primary School chosen via simple random sampling technique for 3 hours a week. In total, there are 12 units designed and applied. All the lessons and tests have been recorded with a camera to be observed and evaluated by three language experts for the reliability and validity of the study by means of two checklists run over by three language experts. The analysis of the data is provided via correlational analysis, T-test, and Anova test in SPSS for Windows version 16.0. Besides, percentages of the students' performance during the process have been presented via Microsoft Excel 2007 in graphs. The findings indicate that the syllabus designed within the procedure covering Brain-based learning principles may be effective to start teaching English to very young EFL learners and also to start the acquisition process in a state school to help to increase both their cognitive and motor skills. Thus, very young EFL learners may be capable of dealing with another language if the program is applied in observable and appropriate conditions. Key Words: Very young EFL learners, syllabus and material development, mixed approach, qualitative and quantitative methods, descriptive method, experimental design
Fransizca'da ve Türkçe'de anlam bozukluğu
La polysémie est le fait qu'un mot ait des significations multiples en rapport avec le sens de base. C'est l'acquisition de nouvelles significations d'un mot à travers son expansion de sens sans perdre sa signification originelle. Ce phénomène commun se produit différemment dans toutes les langues pouvant souvent créer une confusion de sens. À tel point que c'est l'une des essentielles complexités auxquelles sont confrontés les étudiants / apprenants, notamment dans l'acquisition d'une seconde langue. En règle générale, les étudiants ont tendance à transmettre l'usage des mots qu'ils utilisent dans leur langue maternelle sans changer la langue qu'ils ont acquis avec une sorte de traduction automatique. Cela crée des situations incommodes telles qu'un changement de sens sérieux et souvent un manque de sens. Dans notre mémoire, nous nous sommes concentrés sur ces questions et nous avons essayé de donner des exemples en Français et en Turc qui provoquent l'ambiguïté, le déplacement du sens, le rétrécissement du sens et le manque de sens. Dans cette étude appuyée par des exemples, nous avons essayé d'ouvrir les modes d'utilisation corrects des deux langues à travers ce contexte. Ainsi, nous avons poursuivi un objectif complémentaire en corrigeant les erreurs commises en ces matières et dans l'emploi de la langue par les étudiants / apprenants. Notre étude, d'une part, marche sur l'axe de la définition, de l'introduction et du sens du polymorphisme par l'analyse linguistique, d'autre part, de l'évaluation de l'effet de la polyphonie sur les connaissances linguistiques / linguistiques des étudiants, ce qui est problématique. Nous avons également tenté de révéler si les problèmes de troubles de sens entre les personnes francophones et turcophones pouvaient être liés à l'influence translinguistique. Enfin, nous avons tenté de révéler les ambiguïtés linguistiques et les difficultés d'utilisation de telles procédures. La méthode d'analyse sémantique révèle naturellement un large spectre qui couvre toutes les couches de signification prévisibles. Par conséquent, dans notre étude, nous avons utilisé un large éventail d'exemples et d'analyses linguistiques et expressifs avec un certain nombre de sous-titres liés à la polysémie. Nous espérons que cette situation permettra non seulement aux étudiants / apprenants mais encore aux enseignants de voir, de reconnaître et de corriger une série d'erreurs et d'inexactitudes qu'ils commettent dans l'utilisation de la langue maternelle et étrangère. Il ne faut pas oublier que le problème de la polyphonie est étroitement lié au contexte. Dans ce cas, la question du contexte est l'une des méthodes les plus efficaces pour résoudre le problème de la polyphonie. En effet, les dictionnaires, notamment bilingues, n'offrent pas la possibilité de reproduire les multiples significations d'un mot très significatif et ne sont pas efficaces pour surmonter ce piège. Pour cette raison, dans cette étude, nous avons proposé quelques analyses pour éliminer l'homogénéité et la synonymie, bien qu'il y ait principalement polysyncrasie. Nous verrons comment une approche des mots très significatifs a été développée dans les dictionnaires monolingues et bilingues, en particulier les dictionnaires Français-Turc. Et enfin, nous examinerons les modèles d'analyse qui illustrent les difficultés rencontrées par les étudiants, ainsi que les écarts et ambiguïtés résultant du polymorphisme. Les principales références de notre étude sont celles tirées des données des dictionnaires Larousse et Türk Dil Kurumu. La raison principale en est de limiter le corpus d'hypothèses soumises à l'analyse sémantique et d'utiliser des données de premier ordre qui sont convenues et acceptées à la suite de méthodes scientifiques. Parce que chaque élément du monde du sens est l'objet fondamental de notre sens d'attention et de perception. Partir du faux endroit et des fausses ressources conduira naturellement à de faux résultats. Mots-clés: Sémantique lexicale, polysémie, français, turc, acquisition des langues secondes, influence translangagière, ambiguïté sémantique, dictionnaire.
İkinci yabancı dil olarak Almanca öğretiminde öğretmenlerin karşılaştıkları sorunlar
Bu çalışmanın amacı, ikinci yabancı dil olarak Almanca öğretiminde öğretmenlerin karşılaştıkları sorunları incelemektir. Araştırmanın çalışma grubu Elazığ il merkezinde bulunan liselerde, 2016-2017 eğitim-öğretim yılında görev yapan kadrolu, sözleşmeli ve ücretli 32 Almanca öğretmeni oluşturmuştur. Nitel araştırma yönteminin kullanıldığı bu çalışmada, durum çalışması deseni kullanılmıştır. Örneklem seçiminde kolay ulaşılabilir durum örneklemesi tercih edilmiştir. Araştırmanın verileri araştırmacı tarafından hazırlanan ve 9 sorudan oluşan bir görüşme formuyla toplanmıştır. Görüşme formu alan yazın incelenerek ve konunun kapsam geçerliğini sağlayacak nitelikte sorular hazırlanarak oluşturulmuştur. Bu sorular uzman yargısına sunulmuştur. Verilerin çözümlenmesinde betimsel analiz kullanılmıştır. Araştırmada çıkan bulgulara göre, Almanca öğretmenleri ikinci yabancı dil olarak Almanca öğretiminin gerekliliğini belirtmişlerdir. Almanca öğretmenlerinin öğretim yöntem ve teknikleri kullanırken karşılaştıkları sorunlar çevresel etmenlerden ve alışılmışın dışına çıkamamaktan kaynaklıdır. Araştırmaya katılan öğretmenler, ölçme ve değerlendirmede dil becerilerine ilişkin yeterli ölçme değerlendirme yapılmaması ve ölçme-değerlendirme yapmak amacıyla daha çok yazılı sınavın tercih edilmesini temel problemler olarak sıralamışlardır. Dersi içi etkinlikler açısından temel problem ise dört temel dil becerisine yönelik etkinliklerin eksik bırakılması olarak belirtilmiştir. Öğrencinin ilgi ve isteksizliği bir diğer problem kaynağı iken özellikle öğretmenin mesleki yetersizliği ve motivasyon eksikliği ise öğretmene yönelik sorunlu durumlar arasında sayılmıştır. Bunun yanında veliden kaynaklı bazı sıkıntılı durumların olduğu, özellikle bu dersin çok yararlı görülmemesi ve bu durumun öğrenciye yansıması veli kaynaklı problemlerdendir. Bu bağlamda okulun fiziksel ortamından kaynaklı birtakım problemler yaşandığı da öğretmenlerin görüşleri doğrultusunda belirlenmiştir. Bütün bu problemli durumların en aza indirgenebilmesi için öğretmenlerin resmi boyutta yapılması gerekenler, öğretmenlerin ve diğer paydaşların yapması gerekenler ve kaynak ve materyale ilişkin birtakım öneriler sunduğu görülmüştür.
Second language word associations of Turkish adult learners of english
This study investigates L2 word associations of Turkish adult learners in terms of lexical relations and word class selections. Namely, the research is based on the forms and meanings of word associations of L2 learners. To this effect, Jung's Word Association Test (WAT) was conducted with careful consideration of prompt words to 26 ELT students who are studying at the 4th class at Çağ University. The results of WAT were classified into 4 categories in terms of lexical relations and divided into 3 categories in terms of word classes. The results indicated that nouns were dominant in L2 learners? mental lexicon and for verbs syntagmatic and for nouns paradigmatic associations had the highest rate. In view of these results, further suggestions for making use of word associations in and out of classroom setting are made in the hope that vocabulary learning and teaching can be improved.
An investigation of motivational self system of students learning English as a foreign language at a university context
The primary objective of this study is to understand and analyse the English language motivation of a sample of Turkish undergraduate students through the lens of L2 Motivational Self System. In this study, Taguchi et al.'s (2009) Motivational Self System scale was used to collect data. The scale was composed of two parts. The first part was the background information about the knowledge of the participants. They were primarily necessitated to supply their bio-data, such as gender, major, age at which they began to study English. The second involved a questionnaire. The current research was carried out at the Preparatory School of Hasan Kalyoncu University in the spring semester of the 2015-2016 academic years. The quantitative data was collected from 125 learners for the questionnaire, originating in 81 males and 44 females. The data was exposed to descriptive analyses. Moreover, independent samples t-test was used to see the differences in the responses of the respondents with respect to their gender, and one-way analysis of variance (ANOVA) was conducted to examine the differences in motivational factors in relation to the sub-groups of the sample based on the variables of L2 motivational self system. The major results include the following: First, the students formed an L2 component in their L2 self as responsible for their efforts to master an L2. With the answers to the statements it is evident that the students consider themselves as successful L2 learners in the future. Second, the results of quantitative data ascertained a powerful existence of L2 motivational factors relevant to ought-to L2 selves of the participants. Third, students' overall attitudes towards learning English are positive. Fourth, female learners were more positive towards learning English than male learners. Moreover, according to the t-test result, both Ideal L2 Self and Attitudes towards learning English have highly significant impact. Fifth, the findings revealed that learners who have learned foreign language(s) aside from English enhanced their ideal L2 self which had the strongest effect on learning English. The t-test represents that there was no statistically significant difference. Sixth, living abroad for more than six months experience influenced participants' motivational selves. The result of independent samples t-test regarding the learners who had lived abroad and those who had not was significant and meaningful in terms of Ought-to L2 Self. Finally, even though the result of one-way ANOVA regarding age showed that learners' age had no significantly important difference with their L2 Motivational Self, based on the averages of mean scores, it is evident that motivation decreased with age.
L2 motivational self system of Turkish learners of English
This study aims to investigate L2 Motivational Self System of tertiary level Turkish EFL learners in terms of their intended efforts to learn English, ideal L2 self, ought-to L2 self, family influence, attitudes toward learning English, and ethnocentrism. Furthermore, another objective is to examine the effect of gender and department they study on their motivational variables. This study also specifically aims to investigate whether Dörnyei's (2005, 2009) L2 Motivational Self System fits well with the language learning motivation of Turkish EFL learners at tertiary level. English Learner Questionnaire was administered to Turkish students at preparatory classes. The questionnaire consisted of two parts. The first part was composed of background information about the participants, including their gender, major and ages. The second part consisted of statement-type 69 items measuring the learners' attitudes and motivation concerning English learning. The study was carried out in the School of Foreign Languages at Fırat University in the fall semester of the 2018-2019 academic years. Data of 158 participants were used for analysis, and the statistical analysis was performed by utilising The Statistical Package for Social Sciences software program 23.0 (SPSS). Descriptive statistics was used to determine and analyse the variables of L2 motivational self-system of the participants. Furthermore, Pearson Correlation Coefficient (PCC) analysis was done in order to find out the relations among the variables of L2MSS. Then independent samples t-test was used to find out the effect of gender and the department the students study on their motivational variables. The results of the study suggest that Turkish tertiary level students have strong ideal L2 self and positive attitudes toward learning English, and they are highly motivated in terms of their intended efforts to learn it. Students' ought-to L2 self and family influence were found to be moderate and they correlated only with each other. It was seen that ought-to L2 self and family influence do not have an effect on the learners' motivated behaviours. As for ethnocentrism, the participants of this study were noticed to be less ethnocentric. Significant differences between genders and departments were established in terms of the students' intended efforts to learn English, ideal L2 self, attitudes toward learning English, and ethnocentrism. However, gender differences and departments the students study were found to have no effect on the students' ought-to L2 self and family influence scores. It was seen that Dörnyei's L2MSS partially fits with the participants in this study because ought-to L2 self component of the system proved to be unrelated to the learners motivated behaviour.
İkinci dil öğreniminde ana dil sözdiziminden kaynaklanan sözdizimsel hataların analizi
Bu çalışmada, Türk öğrencilerin yabancı dil olarak İngilizceyi öğrenirken yaptıkları sözdizimsel hatalar incelenerek, bu hataları en aza indirmek için çözüm önerileri sunmak amaçlanmaktadır. Yabancı dil öğrenimi, şüphesiz üzerinde en çok araştırma yapılan konulardan biri olmuştur. Geçmişten günümüze kadar, ana dil edinimi ve yabancı dil öğrenimi süreçleri incelenmiş ve bu süreçte en verimli sonuca ulaşmak için öğrencilere yardımcı olmak istenmiştir. Soyut bir süreç olan dil öğreniminin, somut belirtileri olan hatalar araştırmacılara önemli ipuçları sunmuştur.Tezde, IMKB Anadolu Lisesi öğrencilerine görmüş oldukları yapılardan oluşan üç metin verilmiş olup, bu metinleri Türkçeden İngilizceye çevirmeleri istenmiştir. Çeviri esnasında, sözlük kullanımına izin verilmiş ve not kaygısı taşımadan çeviriyi yapmaları istenmiştir. Öğrencilerin çevirileri, karşılaştırmalı analiz ve hata analizi yöntemlerinin bulguları eşliğinde incelenerek, sözdizimsel hatalar saptanmıştır. Bu tezde, sözdizimsel hatalar dışındaki hatalar dikkate alınmamıştır. Bu hataların hangi sebeplerden dolayı yapıldığı saptanmış ve buna uygun olarak çözüm önerileri sunulmaya çalışılmıştır.Anahtar Kelimeler: Sözdizimi, dilbilim, hata analizi, karşılaştırmalı analiz, ara dil, dil edinimi, dil öğrenimi, ana dil, ikinci dil
An investigation of young adolescent students' foreign language anxiety levels and their causes
This thesis endeavors to delve into the foreign language anxiety experienced by young adolescent students and explore its underlying causes. The ultimate goal of this research is to provide valuable insights that can aid teachers in comprehending and effectively managing the foreign language anxiety of their young learners, thereby mitigating negative emotional impacts. The study was conducted across both private and public schools in Ankara during the spring semester of the 2022-2023 academic year. A mixed method was used in the research methodology to obtain more in-depth and comprehensive results. Quantitative data collection utilized the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al., (1996) and translated into Turkish by Aydın (1991) and involved 414 students from 5th to 8th grades. Simultaneously, qualitative data were acquired through semi-structured interviews conducted with 12 students exhibiting high levels of anxiety according to FLCAS results. After analyzing the results, it was evident that young adolescents exhibited a moderate level of foreign language anxiety, which was influenced by factors such as age, parental expectations, gender, learning experiences, school type, and academic achievement. The effects of these variables on foreign language anxiety were thoroughly discussed and analyzed. Following semi-structured interviews with 12 anxious students, the causes of their anxiety were identified as speaking activities, teacher manners, peer reactions, parental pressure, and fear of receiving low grades in exams. Consequently, all the findings were comprehensively discussed and summarized, and potential suggestions were offered for teachers and future studies. It is important to note that while this study offers valuable insights, its scope is limited to 226 students from a single public school and 188 students from a private school in Ankara. Therefore, caution must be exercised in generalizing the findings beyond this specific context. Future research endeavors may benefit from diversifying data collection tools, including input from teachers to enrich the understanding of foreign language anxiety, and exploring additional perspectives to develop comprehensive strategies for addressing student anxiety in language learning environments.
Ortaöğretim öğrencilerinin ikinci yabancı dil olarak Almanca öğrenmeye yönelik tutumlarının belirlenmesi (Afyonkarahisar örneklemi)
Dünyada milyonlarca insan Almancayı yabancı dil olarak öğrenmekte ve Almanca İngilizceden sonra ikinci bir yabancı dil olarak tercih edilmektedir. Ülkemizin de Almanya ile özellikle siyasi ve ticari ilişkileri göz önüne alındığında Almancanın bizim için tartışmasız bir öneme sahip olduğu yadsınamaz bir gerçektir ve Anadolu Liselerimizde 9. Sınıftan itibaren ikinci bir yabancı dil olarak öğretilmektedir. Öğrencilerin bir derse yönelik tutumları ise o derse yönelik yaklaşımlarını, performanslarını, ilgi ve isteklerini belirlemektedir ayrıca öğretim programının başarısı ve öğretmen açısından da öğrencilerin derse yönelik tutumları büyük önem arz etmektedir. Bu bağlamda da çalışmanın amacı, ortaöğretim öğrencilerinin ikinci yabancı dil olarak Almanca öğrenmeye yönelik tutumlarının belirlenmesidir. Araştırmanın evrenini, Afyonkarahisar ilinde 2019-2020 eğitim-öğretim yılında, öğrenim gören ve ikinci yabancı dil olarak Almanca dersini alan tüm Anadolu Lisesi öğrencileri oluşturmaktadır. Çalışmanın örneklemi ise 2019-2020 eğitim öğretim yılında, öğrenim gören ve ikinci yapancı dil olarak Almanca dersi alan 496 9, 10, 11 ve 12. Sınıf öğrencisidir. Araştırmada öğrencilerin Almanca öğrenmeye yönelik tutumlarında anne eğitim durumu değişkeni ve aile aylık gelir durumu değişkenlerinin alt boyutlarında anlamlı bir farklılık bulunmamıştır. Cinsiyet, okul türü, sınıf seviyesi, bölüm, baba ve anne eğitim durumu, en son alınan Almanca, İngilizce ve Türk Dili Edebiyatı karne notu değişkenlerinin alt boyutlarında anlamlı fark olduğu görülmüştür. Çalışma sonucunda elde edilen bulgulara göre, öğrencilerin Almanca öğrenmeye çoğunluk olarak olumlu tutum içinde oldukları, fakat Almanca öğrenmekten korktukları saptanmıştır.