Kelime öğretimi
166 theses under this subject heading
The effectiveness of using morphological analysis as a vocabulary learning strategy
This study attempts to investigate the effectiveness of explicit instruction of morphological analysis on developing EFL high school learners' capacity to learn new vocabulary and the relationship between the morphological analysis and their learning styles. The study was a quasi-experimental research and a pre-posttest experimental and control group design was used. Prior to the implementation of the study, the participants (N=38) were administered Oxford's Quick Placement Test and Nation's Vocabulary Size Test in order to evaluate and compare their level of proficiency and readiness. To collect the data, Morphological Analysis Test was designed and implemented in order to test participants' existing morphological knowledge before the intervention and their acquired morphological knowledge at the end of the intervention. During the intervention, the experimental group was instructed fifteen prefixes and roots via morphological analysis while the control group only received a word list of the same target words and learned them through the traditional ways of vocabulary learning such as memorizing or using a dictionary. Following the instruction process, the experimental group was given a questionnaire about learning styles. Results revealed that the mean scores of the experimental group surpassed those of the control group in the post test condition. Thus, it can be suggested that morphological analysis is more effective in vocabulary learning than the memorization of the target words. According to the results of the questionnaire, experimental group has right-brain dominance and global learning style while morphological analysis is often related to analytical thinking and left-brain dominance. Considering all of these, this research study sheds light on the role of morphological analysis as an alternative vocabulary learning strategy in EFL high school curriculum.
The use of EBA (Education Information Network) in teaching vocabulary and grammar to efl young learners
In our rapidly changing world, technology and the Internet have created new and important opportunities to foster foreign language learning. Digital technologies used in language education have enabled students to improve communication and collaboration skills in a student-centered environment. In parallel with these developments, educators and researchers have shown a growing interest in online tools and platforms to evaluate learning through online studies in recent years. This study aimed to investigate the effects of online follow-up activities conducted through EBA, a digital learning platform, on student success and to identify EFL young learners' perceptions and attitudes towards these activities. For the study conducted in 2019-2010 education year, 32 4th grade students (aged 7-8) at a primary school in Muğla were selected as participants and divided into two groups as experimental (N=17) and control (N=15) groups. During the 7 weeks process, the experimental group performed online follow-up activities while the control group followed traditional ones. To meet the objectives of this study adopting embedded mixed method design, data were gathered quantitatively from vocabulary and grammar achievement test applied as pre-test, post-test and delayed test, and qualitatively from semi-structured student interviews. Quantitative data were analyzed by SPSS 22.0 programme with independent and paired samples t-tests, and qualitative data were analyzed using content analysis. The findings revealed that the levels of vocabulary and grammar achievement and retention of the experimental group were higher than those of the control group; however, these results were not statistically significant. On the other hand, the findings from the delayed tests showed that the experimental group performed significantly better than their post-tests unlike the control group i.e. traditional activities were not efficient in retention of language items as much as online activities. The qualitative data results indicated that online activities affected their ideas about English positively and EBA created an enjoyable learning atmosphere for young learners.
Kelime öğretimi stratejileri açısından yabancı dil olarak Türkçe öğretimi kitapları üzerine bir araştırma
Bu araştırmada, Türkçenin yabancı dil olarak öğretimi derslerinde kullanılan kitaplardaki kelime öğretim stratejileri karşılaştırmalı olarak incelenmiş, buna ek olarak kitaplarda bulunmayan ve ders öğreticileri tarafından kullanılan stratejiler tespit edilerek uygulanış yöntemleri ve sıklıkları belirlenmeye çalışılmıştır. Nitel araştırma desenlerinden durum çalışması kullanılan araştırmada veri toplama araçları olarak yabancılara Türkçe derslerinde kullanılan Türkçe ders kitapları, uzman görüşü alarak hazırlanmış olan yapılandırılmış gözlem formları ve ders öğreticileri tarafından doldurulmuş olan anketler kullanılmıştır. Araştırma yabancı dil olarak Türkçe derslerinde kullanılan İstanbul Üniversitesi Yabancılar İçin Türkçe, Yunus Emre Enstitüsü Yedi İklim Türkçe, Gazi Üniversitesi Yabancılara İçin Türkçe başlangıç seviyesi A1 kitapları çerçevesinde gerçekleştirilmiştir. Araştırmada bulunan, ders süreçlerinin takip edilmesi için hazırlanmış olan yapılandırılmış gözlem formu İstanbul Üniversitesi Dil merkezi, Yıldız Teknik Üniversitesi Türkçe Öğretim Merkezi, Gazi Üniversitesi Türkçe Öğretim Merkezlerinde bulunan üçer sınıfta uygulamaya tabii tutulmuştur. Araştırmanın veri toplama araçlarından olan anketler Ankara, İstanbul, Kastamonu, Trabzon, Gaziantep, Tiflis, Saraybosna, şehirlerinde bulunan toplam 90 okutmana uygulanmıştır. Araştırmanın sonuçlarına göre Türkçenin yabancı dil olarak öğretimi kitaplarında bulunan stratejilerin uygulandığı etkinlik alanlarının ve sıklıklarının değişkenlik gösterdiği tespit edilmiştir. Belirlenmiş olan kelime öğretim stratejilerinin hepsinin mevcut kitaplarda bulunmadığı görülmüştür. Ders öğreticilerinin kelime öğretimi stratejileri konusunda alan bilgisi ve farkındalık eksikliği olduğu görülmektedir.
The effect of task-induced involvement load on incidental vocabulary acquisition among ELT students
Vocabulary knowledge is at the heart of language learning as both comprehending and producing messages depend on knowing words. Second/foreign language learners need to acquire a great deal of vocabulary in a limited time to be successful in nearly all aspects of the target language Therefore, a large body of research has been devoted to investigating the best ways to help learners in their endeavour. In recent years, incidental acquisition of vocabulary has been found to be beneficial in expanding vocabulary knowledge. In this regard, how incidental vocabulary can be promoted is an intensely investigated subject. Incidental vocabulary acquisition through reading texts has been found to be facilitated by additional vocabulary tasks drawing the learners' attention to specific words. Therefore, designing the best vocabulary tasks has been an important issue for teachers. In order to address this concern, Laufer and Hulstijn (2001) proposed the Task-induced Involvement Load Hypothesis positing that the absence or presence of three components (evaluation, search and need) in a task determines the overall involvement load level induced by the task. Evaluation is related to learners' judgement on whether a specific word fits into a context. Search explains whether the meanings of words are searched by consulting dictionaries or other sources. Need is the motivational dimension of the construct and explains whether the drive to learn the word is extrinsically or intrinsically exposed. Using the framework of Laufer and Hulstijn (2001), this study aims to investigate the effect of four vocabulary tasks with varying distributions of evaluation, search and need components on incidental vocabulary gain and retention. The subjects were 139 first year ELT students from eight intact classes taking Academic Reading Course in the fall semester of 2015-2016. The subjects were assigned to four groups randomly: fill-in with glossary, fill-in by searching, retelling with glossary and retelling by searching. Two different texts were designed for four tasks. Each text contained 10 target words accompanied by reading comprehension questions. Prior to the implementation of the tasks, the participants' familiarity with the target words was tested through a pre-test which required providing the L1 equivalent or English explanations of the target words. The groups were to complete the reading comprehension tasks and the vocabulary tasks they were assigned to. The fill-in groups completed the gaps in the text with the target words, with or without glossary. The retelling groups wrote their own versions of the text by incorporating the target words, with or without glossary. Once the tasks were completed, the worksheets were collected and an unannounced post-test similar to the pre-test was administered. Similarly, two weeks later, an unannounced delayed post-test was conducted. For marking, each correct answer was counted as 1 and the incorrect ones as 0. Partially correct answers were awarded 0.5 point. The comparison of the groups on immediate and delayed post-tests using one-way ANOVAs showed that the tasks with higher level of involvement load yielded higher vocabulary gain and retention. However, the only significant differences were between retelling by searching and fill-in groups on the delayed post-test, which provided partial support for the Task-induced involvement load hypothesis. Keywords: incidental vocabulary acquisition, involvement load level, task-induced involvement load, vocabulary gain and retention, vocabulary tasks
The relationship between vocabulary size, lexical diversity, lexical density and efl writing scores: A cross-sectional study
Vocabulary is an important aspect of language learning. Many studies were carried on vocabulary, vocabulary knowledge, vocabulary instruction, vocabulary learning and since 1990s the focus of the studies have shifted on the effects of vocabulary on second language (L2) learning. For Nation (2000) knowing a word includes form, meaning and use. The role of vocabulary knowledge in receptive and productive L2 skills cannot be ignored as it is used in predicting the learners' competence. It is obvious that this would affect L2 learners in expressing their thoughts through productive skills. The aim of the study is to find out the vocabulary size, lexical density and lexical diversity in argumentative essays of Turkish ELT students and to compare these with their writing scores. It is assumed that high vocabulary size, lexical density, and lexical diversity may lead to higher scores. The data, including 309 argumentative essays written by 165 first year and 144 fourth year students, were collected from Anadolu University ELT Department. In order to analyze the data and find answers to the research questions the LFP was used to obtain an estimate productive vocabulary size of the students, the vocd-D was used for lexical diversity of the essays, and the lexical density formula was used. According to the results, among other variables, only lexical diversity was found to have a significant correlation with 1st year students' essay scores and it significantly explained 7.8% of the 1st year essay scores. For the 4th year essays, no significant effect of the variables was found. Moreover, the results also demonstrated that while the variables accounted for 8.7% of the vocabulary scores in the 1st year essays, they did not yield a significant explanation for the 4th year essays vocabulary scores. Therefore, considering the results of the study, it can be concluded that lexical features are not the only factors effecting writing scores. Key Words: Vocabulary size, Lexical diversity, Lexical density, EFL writing, Turkish ELT students.
The effects of presenting vocabulary in different sets on the students' productive vocabulary knowledge
This study was aimed to find out the effects of presenting new vocabulary in thematically related sets and unrelated sets on the receptive and productive vocabulary gains of the students. In other words, here which set led to more receptive and productive gain was investigated through immediate and delayed post test results. The research was carried out with 35 seventh graders during their elective English lessons in Atatürk Middle School. Before starting the treatment the target words were identified carefully and the thematically related and unrelated sets were arranged with essential criteria in mind. The target words were taught to two different groups of students during their two class hours elective English lessons. The treatment lasted for 5 weeks. Each set was consisted of 16 new words and these 16 words were taught in two separate groups. For example thematically related set was consisted of 'party' and 'environment' vocabulary sets whereas the unrelated set included 'set 1' and 'set 2'. Before teaching, the words were pretested in order to find whether the students knew the words or not. According to the pre-test analysis, necessary editing was done with the sets. 8 words were taught at a time and each set was taught in two class hour. After presenting the new words, receptive and productive practises were done. At the end of the lessons, two immediate post tests were given to the students; one to measure receptive vocabulary knowledge and one to measure the productive vocabulary knowledge. The same tests were given as delayed post tests 3 weeks later. According to the findings revealed by the immediate post test results, there was no significant difference between the vocabulary sets when the receptive vocabulary gain of the students was considered. But, when the productive vocabulary gain of the students was considered it was seen that the unrelated set led to more vocabulary gain. According to the findings revealed by the delayed post test results, there was a significant statistical difference between the vocabulary sets when the receptive and productive vocabulary gain of the students was considered. It could be concluded that the unrelated set led to more receptive and productive vocabulary gain. In conclusion, presenting vocabulary in unrelated set was found to be more effective than presenting vocabulary in thematically related set. Key words: Foreign Language Vocabulary Teaching, Thematically Related Sets, Unrelated Sets, Receptive Vocabulary Knowledge, Productive Vocabulary Knowledge
The impact of the explicit instruction of lexical bundles on academic writing skills of turkish EFL learners
The aim of the current study is to investigate the impact of the explicit instruction of lexical bundles through noticing, retrieval and generative activities on academic writing of Turkish EFL students and to reveal participants' opinions on this treatment.The participants of the study were 30 Turkish EFL learners enrolled in School of Foreign Languages at Osmaniye Korkut Ata University. Both quantitative and qualitative instruments were used in the study.The study includes a within group time series design in which participants were involved in one treatment group. The quantitative data were collected through pre-test, immediate post-test and delayed post-test scores of multiple choice test (for measuring receptive knowledge), c-test (for measuring controlled productive knowledge) and argumentative paragraphs (for measuring uncontrolled productive knowledge). The qualitative data were collected through questionnaire including two sections; fifteen closed-ended and three open-ended questions.The results of the study found out that explicit instruction of lexical bundles through noticing, retrieval and generative activities had a significant effect both on achievement and retention of receptive lexical bundle knowledge, and on achievement and retention of productive lexical bundle incontrolled and uncontrolled situations. However, the comparison of immediate post-test and delayed post-test scores of the productive knowledge of lexical bundles in uncontrolled situation showed that there was a significantly decrease in the retention of the participants. The results of the qualitative part of the study showed that participants highly benefited from this treatment, which helped them improve their academic writing quality by using the target lexical bundles. Moreover, after the treatment, they were more willing to use the target bundles in their writing. Keywords: Lexical bundles, Academic writing, Explicit instruction, Noticing,Retrieval and generative activities.
The development of a technical word list and self-study material for aircraft maintenance students
Vocabulary teaching is an important and complex part of ESP research (Coxhead, 2013). Many studies have been carried out focusing on ESP vocabulary ranging from teaching and learning it, the needs of students, academic vocabulary to technical vocabulary (Nation, 2013; Parohinog and Meesri, 2015; Coxhead, 2001). Among various aspects of ESP vocabulary, aviation English holds a significant part dealing with the English for the people in the aviation industry. The importance of aviation English is closely associated with the public safety (Moder,2012), and the role of English is vital for aircraft maintenance technicians alongside with pilots and air traffic controllers. For aircraft maintenance, the relationship between ESP and vocabulary relies on technical vocabulary. Therefore, the aim of this study is to create a technical vocabulary list for aircraft maintenance students, to build a self-study material, and to evaluate the efficiency of this self-study material. So as to construct the technical vocabulary list, a corpus including 93,290 tokens was compiled from aircraft characteristics manuals. The target corpus was analyzed via AntWordProfiler and by experts to create the aircraft maintenance technical vocabulary list with 103 words. The analysis revealed that the words that are not included in the GSL and AWL constitute a large part (31%) of the target corpus. This generated technical vocabulary list was administered to 56 students as a pre-test to determine both the level of their vocabulary knowledge and the words to be incorporated into self-study material. After eliminating the words known by at least 50% of the students, the remaining 80 words constituted the self-study material content. The students studied the self-study material for four weeks. Consequent to their study, a post-test was administered to measure the effect of the four-week study. The results indicated that there was a statistically significant difference between the pre-test and post-test results. This study is an attempt to show the necessity of building a field-specific technical vocabulary list for aircraft maintenance students to help them expand their vocabulary knowledge in their field as these words comprise a large part of what they will encounter. Keywords: Word list, Technical vocabulary list, Self-study material, ESP vocabulary
Vocabulary learning through collocations and gamification in EFL classes
The use of technology and gamification tools have been in great use over a few decades in EFL classes, and their popularity has increased considerably during the COVID-19 pandemic period during which online education replaced face to face education completely or partially. Quizlet is one of the most popular applications used in EFL classes to teach vocabulary in a more effective and enjoyable way. Although there have been several studies conducted to seek the effectiveness of Quizlet among students learning English as a second language, there have been only a few studies carried out in Turkey at tertiary level to investigate the effectiveness of Quizlet in terms of vocabulary learning and retention, and also there have been very few studies which investigated the use of collocations on Quizlet both in terms of vocabulary learning and retention. The present study aims to investigate firstly, the effectiveness of Quizlet as well as the effectiveness of using collocations on Quizlet in comparison to traditional methods in terms of vocabulary learning, secondly the effectiveness of Quizlet and the use of collocations compared to traditional methods in terms of vocabulary retention, and finally the perception of the students regarding the use of Quizlet to study new vocabulary. In this study, 60 participants in three different groups studied the same target words over three weeks using different tools. Then, the results of pretest, posttest and delayed posttests of the participants were compared and also a semi-structured interview was conducted to learn about the perception of the participants concerning the use of Quizlet. The results of the study revealed that not only the use of Quizlet, but also the use of collocations contributed to both vocabulary learning and retention of the students significantly. The study also found that the participants regarded Quizlet as an effective, practical and enjoyable tool to study vocabulary. Keywords: collocations, gamification, Quizlet, vocabulary learning
Yabancı dil olarak Türkçe öğretiminde etkileşimli kelime duvarı ile kelime öğretimi
Bu çalışmanın amacı, yabancılara Türkçe öğretiminde kelime öğretimi için etkin ve kullanışlı bir öğretim aracı olan etkileşimli kelime duvarlarını tanıtmak ve öğreticiler için etkileşimli kelime duvarı etkinliklerinden örnekler sunmaktır. Araştırma kapsamında temel nitel desen araştırma yöntemi kullanılmıştır. Araştırmada kullanılan veriler Kesit Yayınları, Türkçeye Yolculuk A1 Ders ve Çalışma kitaplarındaki kelimelerden oluşmaktadır. Kitaplardaki kelimeler ünite bazında tespit edilmiş ve uzman görüşü alınarak etkileşimli kelime duvarı etkinlikleri için seçilmiştir. Verilerde seçilen kelimelerle her bir ünite için etkileşimli kelime duvarı oluşturulmuş ve ünite kazanımlarına uygun etkileşimli kelime duvarı etkinlikleri sunulmuştur. Araştırmada etkileşimli kelime duvarları detaylı bir şekilde anlatılmış ve etkinlikleri görsel şekil ve tablolarla somutlaştırılmıştır. Bu kapsamda araştırmanın, yabancılara Türkçe öğretimi alanında çalışan öğreticilere ışık tutacağı ve araştırmada anlatılan etkileşimli kelime duvarının farklı ders içeriklerinde kullanımı ve araştırılması için örnek teşkil edeceği düşünülmüştür.
Çankırı Karatekin Üniversitesi öğrencilerinin İngilizce kelime öğrenme stratejilerinin incelenmesi
Araştırmanın amacı Çankırı Karatekin Üniversitesi birinci sınıf öğrencilerinin sahip olduğu değişkenlerin İngilizce kelime öğrenme stratejilerine etkilerini araştırmaktır. Çankırı Karatekin Üniversitesi öğrencileri ile yapılan kelime öğrenme stratejileri araştırması nicel araştırma yöntemleri içermektedir. Çalışma 2022-2023 yılı eğitim dönemi için, Çankırı Karatekin Üniversitesi birinci sınıf bölümlerinde eğitim gören 4104 öğrencinin 623'ünden ölçek ile toplanan verilerle İngilizce kelime öğrenme stratejileri kullanımları ile ilgili araştırmayı içermektedir. Çankırı Karatekin Üniversitesi birinci sınıf öğrencilerinin sahip olduğu değişkenlerin İngilizce kelime öğrenme stratejilerine etkileri nelerdir sorusuna cevap verilmiştir. Öğrencilerin cinsiyet, anne ve baba eğitim durumu, mezun oldukları lisenin türü ve lisenin bulunduğu bölge değişkenleri ele alınmıştır. Öğrencilerin İngilizce dil edinimlerinde kullandıkları kelime öğrenme stratejilerini belirlemek üzere "Kelime Öğrenme Stratejileri Kullanma Ölçeği" kullanılmıştır. Veri sonuçları ele alındığında; "Not Alma Stratejileri" ve "Tekrar Stratejileri" alt boyutları cinsiyet değişkenine göre anlamlı fark göstermektedir. Buna göre kadın katılımcılar erkek katılımcılara göre not alma ve tekrar stratejilerini daha fazla kullanmaktadır. Annesi lisansüstü eğitimi alan öğrencilerin ise yürütücü biliş ve örgütleme stratejilerini daha çok kullandığı sonucuna varılmaktadır. Öğrencilerin baba eğitim durumu ile ölçek toplamı düzeyleri arasında istatistiksel olarak anlamlı bir farklılık bulunmamaktadır. Mezun olunan okul türü değişkenine göre katılımcıların ortalama puanları incelendiğinde ise fen lisesi mezunu öğrencilerin diğer lise türlerinden mezun olan öğrencilere göre tekrar stratejilerini daha çok kullandığı sonucuna varılmıştır. Güneydoğu Anadolu bölgesinde bulunan bir liseden mezun olan öğrencilerin ortalama puanının diğer bölgelerde bulunan bir liseden mezun olan öğrencilerden daha yüksek olduğu sonucuna ulaşılmıştır.
A Study on vocabulary improvement through extensive reading
ABSTRACT The main goal in this study is to find out if there is any correspondence between extensive reading and vocabulary improvement through graded readers at YADIM Library. It is assumed that individualized instruction in reading English book outside the classroom increases the range of vocabulary. 100 graduate and undergraduate students of Level 4 will be examined as control groups and experimental groups who will be given individualized instructions to use graded readers or different English materials in the library at YADIM in the 1994-1995 academic year. The materials will be Graded Readers or some English books for extensive reading and the course books, "Wavs of Attaining Study Ski 1 Is.Reading Comprehension. Communication Through Writing. and Project Writing". In order to find out how well the students improve their vocabulary, students will be given a list of vocabulary at the beginning of Level 4. The list will contain the words chosen randomly from their course books. At the end of eight-week term, both groups will be given the identical list of vocabulary in a different order. The results of word list based on the survey will be analyzed and compared. The results of Reading and Writing Sections in the Achievement 3 and 4 and compositions of the subject will also be analyzed and compared.
Using semantic mapping strategy for teaching content words practice in EFL context
The current study consists of two phases as experimental and descriptive.The primary aim hereby is to raise awareness towards lexical semantic relations (LSRs) through semantic mapping as a vocabulary learning strategy. EFL learners' individual and social experiences are intended to provide the necessary knowledge to fill the slots in their lexical schemata. The experimental phase mainly concerned with the extent of the mapping of LSRsin terms of its contribution to the vocabulary learning in an academic EFL context.20 EFL students participated in the treatment procedure.They were asked to follow an individual path first, and a collaborative one in the classroom next. During the individual study, each student composed a personal learner's dictionary based on their real world knowledge. The collaborative part was in terms of compiling such individual data and accumulating them on a web database. Still, no single strategy is enough to meet the whole needs in a language classroom. Therefore, investigating the influence of the other supplementary strategies over semantic mapping was another purpose of the study.A further point that the study also seekedwas on any change in the size of the vocabulary known as well as the vocabulary learned after the practice. The statistical results indicated a significant difference between the pre-test and post-test scores of the treatment group for both the vocabulary learned and known. Besides, there seemed to be no remarkable difference between the impacts of the other supplementary strategies on the process.The participants of the treatment were asked to provide feedback in the descriptive phase. They were directed four survey items online after the end of the semester. The data obtained from the responses were analysed using NVivo10, software to interpret qualitative data. A correspondence between the findings of both phases was evident towards the use of mapping of LSRs as a vocabulary learning strategy. Keywords: Semantic mapping, schemata, lexical semantic relations, vocabulary learning strategies, vocabulary size.
Sözcük öğretimi ile kültür aktarımı: Avrupa Ortak Çerçeve Metni'nden hareketle Yunus Emre Enstitüsü Türkçe Öğretim Seti'nin değerlendirilmesi
İletişimin temel ögesi olan dil aynı zamanda kültürün de taşıyıcısıdır. Kültürün dille olan etkileşimi özellikle bir yabancı dili öğrenirken ya da öğretirken daha da önem kazanmaktadır. Öğreniciler, öğrenilen yabancı dille eş zamanlı olarak söz konusu kültürün dile olan yansımalarını da doğrudan öğrenmektedir. Bu yansımalar, dil eğitimi ve öğretiminde yararlanılan ilk kaynak olan ders kitaplarında rahatlıkla görülebilmektedir. Yunus Emre Enstitüsü dünyanın çeşitli yerlerinde kendilerine ait Türkçe öğretim setiyle hizmet veren bir kurumdur. Bu çalışma Yunus Emre Enstitüsü Türkçe Öğretim Seti A1 ve A2 ders kitaplarındaki kültür aktarımına yönelik ögelerin tespiti üzerine şekillenmiştir. Söz konusu kültürel ögeler Avrupa Ortak Çerçeve Metni'ne göre sınıflandırılmıştır. Çalışma nitel araştırma yöntemlerinden içerik analizi yöntemine göre yapılmıştır. Yapılan değerlendirmeler sonucunda Yunus Emre Enstitüsü Türkçe Öğretim Seti A1 ve A2 ders kitaplarının Avrupa Ortak Çerçeve Metni'yle büyük oranda örtüştüğü ancak A1-A2 dil seviyesi için bazı kültürel ögelerin ağır olduğu ve bu ögelerin aktarılmasında sadeleştirmeye gidilmesi gerektiği tespit edilmiştir. Anahtar sözcükler: Yabancı Dil Olarak Türkçe Öğretimi, Avrupa Ortak Çerçeve Metni, Yunus Emre Enstitüsü Türkçe Öğretim Seti, Kültür Aktarımı
Wortschatzdidaktik unter besonderer berücksichtigung der kollokationen. erweiterung der produktiven lexikalischen kompetenz bei fortgeschrittenen Türkischen deutschlernern
Kollokationen, die im Allgemeinen als solche Wortverbindungen definiert werden, die aus wenigstens zwei Wörtern bestehen, deren syntaktisches Miteinandervorkommen durch Sprachkonvention bestimmt wird, haben eine bedeutende Rolle bei der aktiven sprachlichen Kompetenz von Muttersprachlern. Deswegen stellen sie auch für die Fremdsprachenlerner bei der Erweiterung der lexikalischen Kompetenz und infolgedessen auch bei dem natürlichen, flüssigen Produzieren der Sprache eine große Bedeutung dar. Kontrastiv betrachtet weisen interlinguale Kollokationen meistens große Unterschide auf. Deutsch und Türkisch sind jeweils Sprachen, zwischen denen im Rahmen der Kollokationen große Unterschiede auftreten. Während Muttersprachler des Deutschen bei Erwerb und aktivem Gebrauch der Kollokationen keine Schwierigkeit haben, bereiten diese zweier Wortverbindungen durch ihre Unauffälligkeit den türkischen Deutschlernern beim aktiven und natürlichen Gebrauch große Probleme. Aus diesem Grund ist es unbedingt erforderlich, bei den Lernenden kollokationsbezogene Bewusstheit zu gewährleisten und im Rahmen der Wortschatzdidaktik eine kollokationsbezogene Didaktik mit spezifischen Übungen und Aufgaben, die die Struktur des mentalen Lexikons stützen, zur Anwendung zu bringen. Das Ziel der vorliegenden Arbeit besteht darin, die Kollokationen aus der strukturellen und syntaktischen Sicht zu untersuchen, deren Relationen zum mentalen Lexikon im Rahmen der kognitiven Linguistik zu bestimmen und die Effizienz der hiernach entwickelten Lehrintervention, Kollokationsübungen und –aufgaben auf produktiver Wortschatzentwicklung und auf dem adäquaten, natürlichen und flüssigeren Sprachgebrauch offen darzulegen.
The effect of etymological and morphological vocabulary instruction on receptive, productive vocabulary, and written spelling of adult non-native english language learners
This study assesses and evaluates the effect of etymological and morphological vocabulary instruction on the adult non-native English language learners' receptive/productive vocabulary, and their written spelling. 48 adult non-native English language learners were randomly selected and assigned to two groups (24 participants in each), one as the experimental and the other as the control group. Michigan Test of English Language Placement Test (MTELP) was conducted to test both groups' English proficiency level. Two tests were prepared by using Wesche and Paribakt's 1996 Vocabulary Knowledge Scale (VKS) to test receptive and productive vocabulary knowledge of the participants and a paused dictation test was prepared to test both groups' written spelling. All these three tests were given to both groups before and after the treatment. The experimental group's participants received etymological and morphological vocabulary instruction for two months whereas the participants in the control group were taught through conventional school instruction. At the end of the study an open-ended questionnaire was given to the experimental group participants and qualitative data of the study was obtained. The quantitative and qualitative data results revealed a significant and positive effect of etymological and morphological vocabulary instruction on the experimental group members' receptive/ productive vocabulary and their written spelling.
The effects of teaching word roots on the long term retention of English vocabulary
Background: Vocabulary learning experience seems to be the most time consuming aspect of language learning. Learners exert considerable energy on words trying to memorize isolate words and sets of exam words which are, in most cases, bound to be forgotten. There are various learning strategies adopted by learners of English to memorize and retain words. Dissecting words into word parts is among these although there are few studies dwelling on the benefits of teaching word roots (Bellomo, 2005, 2009; Karlıova, 2009; Akarslan, 2013). Those few studies highlight the effectiveness of teaching and learning vocabulary through Latin and Greek roots. However, they lack any answers as to how much this strategy works in terms of retention in the long run. Aim: The aim of this study is to show the impact of teaching word roots both on learners' attitudes and the long term retention of newly learnt lexical items. Method: A quantitatively supported descriptive study was administered throughout the thesis. A group of university foundation year students (N=16) were selected in the study. The group, first, selected words they did not know from a list of advanced vocabulary items. The completely unknown words were then shortlisted to be taught in the study. In order to ensure that the students do not know the shortlisted words, they were also required to write down the meaning of these words instead of choosing from alternatives. These new lexical items were introduced to the group with word roots, as well as the English definitions, Turkish equivalents and example sentences. A post-test was administered to observe the short term effects of this method. A post-post test was applied after one month to see if there was any difference in the amount of retention of these words in the long run as well as the learners' attitudes towards the method. For triangulation, the instructor and students were asked to keep diaries. They were provided with open-ended questions to evaluate the learning process of words through word roots. They were also interviewed to see why and how they could or could not retain the words. Key Words: Teaching Latin and Greek Word Roots, Retention of Words, Teaching English Vocabulary
The effects of teaching vocabulary related to architecture through word roots strategy at higher education level
The vocabulary learning process is seen as difficult and time consuming part of language learning. One of the factors that makes it difficult for students to learn English for specific purpose (ESP) words is that the words used in ESP are specific to a particular discipline and rarely used in general English. There are different learning strategies used by ESP learners for memorizing and retention of words. Although dissecting words into their roots and suffixes is among these strategies, it has not received enough attention in ESP vocabulary teaching. There are also few studies focusing on the benefits of teaching vocabulary roots. These few studies underline the efficiency of vocabulary learning/teaching with roots. However, the impact of the word root strategy on the teaching of ESP words and its ability to predict the meaning of unknown words has not been emphasized. The aim of this study is to show the effect of the word roots training on predicting the meaning of unknown ESP words correctly and the retention of these words. The experimental approach was adopted throughout the study. Two groups of students studying in the same department of a state university participated in the present study. Each group was composed of 30 students. A pre-test was applied to both control and experimental groups at the beginning of the study to see the word knowledge the homogeneity of the groups. As it is hard to decide which words are ESP words, the words in all tests applied in this study were selected from a corpus of 505,649 words related to Architecture. After the pre-test, the words were taught to the treatment group through word root training while the control group learnt these words through dictionary usage. Ten weeks later, a post-test was performed to observe the effect of this method on vocabulary retention. A week later, a delayed post-test was also conducted to measure the students' competence of predicting the meaning of the ESP words they had never seen before. For triangulation, in addition to pre-test, post-test and delayed post-test, students were asked to keep a diary and they were also interviewed. The tests' scores were analyzed via SPSS 23 and thematic analysis was used for the analysis of the qualitative data. The results of the tests applied, the answers of the participants given in the interviews and the extracts from the diaries the participants kept all showed that word root strategy is an effective and welcomed tool for learning new English words. Key Words: Teaching with word roots, discipline-specific English words, vocabulary learning strategies
Effects of (V-CASTS) on EFL vocabulary expansion of Turkish high school students in writing
With the onset of the integration of the digital world's speed and content into education, web-based courses were launched into pedagogics. In the digital century, as we are going through, learners are exposed to their target language on various platforms through their daily lives. English language learners are expected to utilize several tools in learning with the object of improving a certain skill in their foreign languages. The main purpose of this study is to investigate whether and how viewing v-casts (short videos) influences the 9th grade EFL learners' written performances regarding vocabulary enhancement in English. The v-cast preferences of learners' and the views of EFL teachers on the use of v-casts with high school students in a Turkish ELT environment were additionally in the scope of the study. The participants of the study were 51 high school students of 9th grade in Hatay, Turkey. We searched for any differences and/or improvements in the participants' written performances regarding vocabulary learning proceeding the continual implementation of v-cast viewing activities. The study followed a mixed-method research design. The participants watched v-casts during their English courses and as extramural work. Pre and post-viewing written performances of the participants as well as semi-structured interviews and reflections reports were analyzed based on four titles; usage of affixation, the usage of content words based on CEFR, topic-based lexicon usage and the analysis of word count. The findings demonstrate that 9th-grade high school students formed a wider reservoir of vocabulary after the regular practice of v-cast watching activities and that they manage to use it in their written scripts. This study presents considerable implications for the teachers who prefer integrating v-casts into the training of writing skills in EFL. Since v-casts are downloadable and do not require advanced ICT skills or a permanent internet connection to display, they become easily accessible for the learners as well as the teachers. Keywords: ELT, short videos (v-casts), vocabulary enhancement, written performance, listening and viewing skills, digital classroom
Gehirngerechte didaktisierung des wortschatzes im DaF-Unterricht
Die deutsche Sprache wird schon seit langen Jahren als zweite Fremdsprache in unserem Land übermittelt. Jedoch sind die Lerner trotz des intensiven Fremdsprachennterrichts meist nicht in der Lage, die deutsche Sprache fließend und willkürlich zu verwenden. Untersuchungen belegen, dass dies meist an einem funktionalen Fremdsprachenwortschatzmangel liegt bzw. daran scheitert, den vorhandenen Fremdsprachenwortschatz autonom wiederzugeben. Daher ist es äußerst wichtig, in einem Fremdsprachenunterricht die Wortschatzerweiterung nicht anhand einzelner Wörter zu übermitteln, sondern anhand interlingualer Vernetzungen wie Mehrworteinheiten. Denn die semantische Funktion und Struktur der Wörter ist interdependent, verleiht sich gegenseitig Bedeutungen und wird neurowissenschaftlich betrachtet im mentalen Netzwerksystem dementsprechend abgespeichert. Anschließend bilden die Mehrworteinheiten 70% der funktionalen Sprache. Daher ist es von Bedeutung, die Mehrworteinheiten transparent in den Unterricht einzubeziehen. Denn auch wenn Kollokationen in der eigenen Muttersprache unauffällig erscheinen, bilden sie in einem Fremdsprachenerwerb Erschwernisse während des Verstehens- und des Selbstäußerungsprozesses. Zweck dieser Arbeit ist es, im Rahmen eines DaF-Unterrichts eine gehirngerechte Lehrtheorie vorzuschlagen. In dem das Augenmerk auf die Gehirnforschungen, auf die Pädagogik, auf die Fremdsprachenwortschatzerweiterung und auf den Stellenwert der Kollokationen in der Fremdsprache gelegt wird. In dem versucht wird den Lernern ein funktionales Sprachbewusstsein anhand der Kollokationskompetenz anzueignen. Denn bisher wurde in der Fremdsprachenwortschatzerweiterung den Kollokationen nicht die nötige Wertschätzung übergeben.
Yabancı dil olarak Türkçe öğretiminde kelime öğretimi sürecinin değerlendirilmesi
Bu çalışmanın amacı yabancılara Türkçe öğretimi sürecinin kelime öğretimi (Hangi kelimelerin öğretileceği, hangi etkinliklerle öğrencilere sunulacağı, hangi materyallerin kullanılacağı, hangi strateji yöntem ve tekniklere başvurulacağı, hangi ölçme araçlarının tercih edileceği) açısından değerlendirilmesidir. Çalışma için etkileşimli bir desen olan durum çalışması seçilmiştir. Nitel modelde yürütülen bu çalışmanın örneklemini Düzce Üniversitesi Türkçe Öğretimi Uygulama ve Araştırma Merkezi (TÖMER) bünyesinde öğrenim gören A1 düzeyindeki öğrenciler ve kurumda görev alan 7 öğretici oluşturmuştur. Çalışmanın amacı doğrultusunda yabancılara Türkçe öğretimi kurumunda görev alan öğreticilerle yarı yapılandırılmış görüşme yapılmıştır. Ayrıca araştırma kapsamında sınıf içi uygulamalara dönük olarak yapılandırılmamış gözlem formu da kullanılmıştır. Sınıf içi uygulamalar A1 düzeyinin başlangıcından bitişine kadar (6 Hafta) gözlemlenmiştir. Araştırmadan elde edilen bu veriler tablolaştırılarak sunulmuştur. Sonuç olarak hedef kelimelerin belirlenmesinde öğrenci ilgi, ihtiyaç ve önceki öğrenmelerinin göz önünde bulundurulmadığına ulaşılmıştır. Planlamanın öğrenciler için yetersiz kaldığı ve tekniklerin genel olarak çeşitlendirilmediği gözlemlenmiştir. Alanda çalışan öğretmenlerin strateji, yöntem ve teknik konularında yeterli bilgiye sahip olmadığı belirtilmiştir. Süreçte kullanılan etkinliklerin de hatırlama, kavrama gibi alt düzey bilişsel becerilere hitap edecek şekilde hazırlandığı ve uygulandığı sonucu elde edilmiştir. Materyal kullanımında ise kitabın bazı derslerde hala yoğunlukta olduğu ve teknolojinin imkânlarının derslerde yeterince yer bulmadığı gözlemlenmiştir. Sürecin önemli parçalarından olan değerlendirmede basamağında geleneksel araçların tercih edildiği sonucu çıkarılmıştır. Bütün bunlarla birlikte kelimelerin dil öğrenme sürecindeki önemine ve bu alana gerekli önemin verilmediği çalışmadan elde edilmiştir.
An investigation into the effects of creative drama activities on young learners' vocabulary acquisition: A case study
The primary concern of this study was to investigate the effects of creative drama activities on young learners? vocabulary acquisition. The current study was conducted on 78 seventh grade students at 30 Ağustos Primary School in Gaziantep. The participants consisted of two groups, treatment and control group. A variety of creative drama activities were administered to the treatment group for a duration of eight weeks. At the end of treatment period, both groups were administered a vocabulary achievement examination as a posttest as well as Gardner?s Attitude-Motivation Test Battery. Students? self-related and lesson-related feelings concerning creative drama classes were measured through an evaluation checklist immediately following each drama module.As a result of the quantitative analyses, it was found that creative drama activities had a significant effect on enhancing vocabulary acquisition of young learners in the treatment group. Students? responses to the checklists were supportive of creative drama lessons as the subjects found these lessons entertaining and educative. It was also discovered that students? motivation had a predictive effect on subjects? vocabulary examination scores. The results revealed that gender played a distinguishing role where females displayed higher success on the vocabulary measures than males while males in the treatment group made greater vocabulary gains compared to the males in the control group. Moreover, our results indicated that the treatment group students who achieved higher vocabulary scores also received higher grades from their English Course at the end of the term. In sum, our findings suggest that vocabulary attainment levels were superior when students are exposed to new vocabulary items by means of creative drama activities. The pedagogical implications of this study for primary school English classes are discussed and recommendations are made for further study in view of the findings.
7. sınıf öğrencilerinin Türkçe ders kitaplarındaki anlamını bilmedikleri kelimelerden hareketle söz varlığını geliştirmelerine yönelik bir araştırma
İlköğretim 7. sınıf öğrencilerinin söz varlıklarını geliştirmeye yönelik yapılan bu araştırma şu basamaklardan oluşmaktadır: öncelikle 7. sınıf öğrencilerinin Türkçe ders kitaplarında yer alan okuma ve dinleme metinlerindeki anlamını bilmedikleri kelimeler tespit edilmiştir. Bu kelimeler 7. sınıf Türkçe Öğrenci Çalışma Kitabı ve Öğretmen Kılavuz Kitabı'ndaki kelime çalışmalarında yer alan kelimelerle karşılaştırılmış, ardından söz konusu kelimelerin kitaptaki diğer metinlerde ve kelime çalışmalarında tekrar edilip edilmediğine bakılmıştır. Türkçe ders kitabı yazarlarıyla görüşülmüş, yazarların ders kitabı yazma sürecinde, kelime çalışmalarında ele aldıkları kelimeleri tespit etme politikaları belirlenmeye çalışılmıştır. Son olarak da derslerde kelime çalışmalarının nasıl işlendiğini ortaya koymak amacıyla Türkçe öğretmenleriyle görüşülmüştür.Araştırmada, Millî Eğitim Bakanlığı Yayınları ile Koza Yayınevi'nin 7. sınıf Türkçe ders kitapları kullanılmıştır. Bu kitapların okutulduğu iller olan Ankara ve İzmir'den rastgele seçilen iki ilköğretim okulunda toplam 405 öğrenci araştırmanın çalışma grubunu oluşturmuştur.Öğrencilere Türkçe ders kitaplarında yer alan okuma ve dinleme metinleri okutulmuş ve öğrencilerin bu metinlerdeki anlamını bilmedikleri kelimeler tespit edilmiştir. Tespit edilen bu kelimeler metnin kelime çalışmalarında yer verilen kelimelerle karşılaştırılmıştır. Ayrıca kelime çalışmalarında verilen kelimelerin diğer kelime çalışmalarında tekrar edilip edilmediği belirlenmiştir. Öğrencilerin anlamını bilmediği kelimelerin ders kitabındaki diğer metinlerdeki anlamını bilmediği kelimeler arasında geçip geçmediğine bakılmıştır. Kelime çalışmalarında yer alan kelimelerin planlı bir şekilde tekrar edilmediği tespit edilmiştir.Elde edilen kelime listelerinden hareketle Türkçe öğretmenlerinin sınıfta kelime çalışmalarını nasıl işledikleri konusunda görüşleri alınmıştır. Öğretmenlerimizin sınıf içerisinde kelime çalışmalarını işlerken çoğunlukla Türkçe ders kitabına bağlı kaldıkları, bunun dışında başka çalışmalara genellikle derslerde yer vermedikleri tespit edilmiştir.Ayrıca Türkçe ders kitabı yazarlarıyla yapılan görüşmelerde yazarların kelime çalışmalarına seçtikleri kelimeleri nasıl, nelere dikkat ederek seçtikleri konusunda bilgi edinilmiştir.Sonuç olarak ders kitaplarındaki kelime çalışmalarında ele alınan kelimelerin işleniş şekli ders kitabı yazarlarının kelime çalışmalarına kelime seçme biçimleri ve öğretmenlerin kelime öğretimine yönelik uygulamaları, planlı bir kelime öğretimi politikasına ihtiyaç duyulduğunu göstermektedir.
Sekizinci sınıf öğrencilerinin İngilizce ders kitaplarındaki kelimelere sahip oluş düzeylerinin incelenmesi
Bu çalışmanın amacı ilköğretim sekizinci sınıfta öğrenim gören öğrencilerin 6. , 7. ve 8. sınıfta Milli Eğitim Bakanlığı tarafından verilen İngilizce ders kitaplarındaki kazanım kelimelerine sahip oluş düzeylerini incelemektir. Araştırmada konuyla ilgili yurt içi ve yurt dışı literatür taranarak yabancı dil öğretiminin önemi, Türkiye'deki yabancı dil eğitim durumu ve başarısı, yabancı dil başarısını etkileyen faktörlerin etkisi ayrı ayrı incelenmiştir. Yabancı dil başarısını etkileyen faktörler arasından kelime bilgisi, cinsiyet ve tutum araştırılmıştır. Araştırmanın evrenini 2014 - 2015 eğitim öğretim yılı Düzce il merkezindeki 22 devlet ortaokulunda öğrenim görmekte olan 2396 sekizinci sınıf öğrencisi oluşturmaktadır. Evrendeki öğrenciler listelenmiş ve örneklem seçiminde en güvenilir yöntem olan "basit seçkisiz örnekleme yöntemi" kullanılmıştır. Kura yöntemiyle 22 okuldan 119 erkek 217 kız toplamda 336 öğrenci seçilmiştir. MEB tarafından verilen İngilizce ders kitapları içerisindeki kazanım kelimeleri çıkarılmış, bu kelimeler New General Service List ile karşılaştırılmış, ilk 1000'de yer alan kelimeler seçilmiş, bu kelimelerden 60 soruluk bir soru havuzu oluşturulmuştur. Geliştirilen başarı testinin analizleri yapılmış, madde güçlük ve ayırt edicilik durumlarına göre uygun olanlar seçilerek 40 soruluk bir başarı testi hazırlanmıştır. Örnekleme alınan öğrencilere araştırmacı tarafından geliştirilen İngilizce Başarı Testi ve 27 maddelik Likert tipi 5'li İngilizce Tutum Ölçeği araştırmacının kendisi tarafından uygulanmıştır. Uygulama sonucunda elde edilen verilerin analizi için istatistik paket programı kullanılmıştır. Araştırma sonucunda öğrencilerin orta düzeyde İngilizce başarısına ve İngilizceye yönelik tutuma sahip olduğu, cinsiyete göre İngilizceye yönelik tutum ve İngilizce ders başarısında anlamlı farklılık olduğu, bu farkın kız öğrencilerin lehine olduğu bulunmuştur. Ayrıca İngilizce tutum ve İngilizce başarısı arasında pozitif yönde anlamlı bir korelasyonun (rho = 0,469, p<0.01) olduğu tespit edilmiştir. Anahtar Kelimeler: İngilizce, yabancı dil eğitimi, akademik başarı, yaş, cinsiyet, tutum, kelime bilgisi.