Study of languages
419 theses under this subject heading
CLIL technology for the formation of intercultural communicative competency on senior stages of profile school
Nowadays the approaches to learning foreign languages have changed. One of the effective approaches to teaching students a subject in a foreign language in Europe is the so-called Content-Language Integrated Learning (CLIL). It is often used to describe the method of teaching a subject content through a foreign language, the main purpose of which is to study the subject and master language skills in and recommended by the European Commission, as it enables students to study discipline and foreign language simultaneously. Besides, to learn a foreign language does not require additional hours in the curriculum, which contributes to the intensification of professional training in profile school. CLIL is an extraordinary approach to learning foreign languages which allows to solve many problems in the educational process. With proper consideration of all factors, the implementation of Content-Language Integrated Learning methodology allows: to significantly increase student motivation to learn foreign languages, to teach students to consciously and confidently use a foreign language in everyday communication; to broaden the horizons of students' knowledge, understand and respect other cultures and values; to prepare students for continuing education in their chosen specialty; to develop their critical cultural awareness, and to improve linguistic and intercultural communicative competence through the study of a foreign language. Keywords: Content and language integrated learning (CLIL), Intercultural communicative competence (ICC), Critical cultural awareness (CCA), Curriculum, Profile school.
Information and communication technologies in English language teaching (ELT)
Rapid introduction of information processes into various spheres of life require the development of a new model of the education system based on modern information technologies. It is about creating the conditions for revealing the creative potential of a person, developing abilities and educating the need for self-improvement and responsibility. Thus, the introduction of information and communication technology (ICT) contributes to the main goals of modernizing education: improving the quality of education, increasing the accessibility of education and ensuring a harmonious development of the individual who is attached to the information and communication capabilities of modern technologies and possessing an information culture. These circumstances determine the relevance of the topic of this thesis research, which consists in the introduction of ICT in order to improve the effectiveness of the educational process and the effectiveness of the quality management system of foreign language (especially: English) teaching. The solution of these aspects determines the theme of research. The scientific innovation of the research is that it reveals didactic properties and methodological functions of the Twitter and Podcast services as one of the modern methods of teaching language, which must be taken into account when developing the methodology for teaching a foreign language on its basis. Keywords: Information-Communication Technology (ICT), WEB 2.0, Twitter, Podcast, English Language Teaching (ELT).
Sunum-uygulama-üretim (PPP) tekniğinin ilkokul 4. sınıf öğrencilerinin İngilizce dersine ilişkin bilişsel ve duyuşsal öğrenme ürünleri üzerindeki etkisi
Bu çalışmanın amacı PPP(Sunum-Uygulama-Üretim) tekniğinin İlkokul 4. Sınıf öğrencilerinin İngilizce dersine ilişkin bilişsel ve duyuşsal öğrenme ürünleri üzerindeki etkisini inceleyerek bu yöntemin üstün ve sınırlı yanlarını ortaya koymaktır. Araştırma karma araştırma modelinde gerçekleştirilmiştir. Araştırmanın nicel boyutunda PPP tekniğinin akademik başarı, kalıcılık ve İngilizce dersine yönelik tutum üzerindeki etkisini belirlemek amacıyla 'ön-test son-test kontrol gruplu deneysel desen' kullanılmıştır. Araştırmanın nitel boyutunda ise katılımcıların PPP tekniğinin etkililiğine ilişkin görüşlerinin belirlenmesi amacıyla nitel araştırma yöntemlerinden olgubilim yöntemi kullanılarak açık uçlu anket yoluyla katılımcıların dersin işlenişi ve uygulamalara yönelik görüşleri alınmıştır. Araştırmanın evrenini İlkokul 4. Sınıf öğrencileri oluşturmaktadır. Araştırmanın örneklemini ise 2015-2016 eğitim-öğretim yılında Doluharman İlkokulu 4. sınıfa devam eden 14 kontrol grubu ve 14 deney grubu olmak üzere toplam 28 öğrenci oluşturmaktadır. Veri toplama araçları olarak Başarı Testi 1, Başarı Testi 2 ve İngilizce Dersine Yönelik Tutum Ölçeğinin uygulanmıştır ve elde edilen nicel verilerin analizinde parametrik olmayan analiz teknikleri kullanılmıştır. Deney ve kontrol gruplarından elde edilen ön test, son test, kalıcılık testi, ön ve son tutum verilerinin grup içi karşılaştırmalarında eşleştirilmiş gruplar Wilcoxon Signed-Rank testi, gruplar arası karşılaştırmalarında ise bağımsız gruplar Mann-Whitney-U testi yöntemleri kullanılmıştır. Araştırmanın nitel boyutunda, görüşme formlarından elde edilen verilerin analizinde ise nitel veri çözümlemelerinde ve metin analizlerinde sıkça kullanılan içerik analizi yöntemi kullanılmıştır. Nicel verilerin analizi sonucunda PPP tekniğine dayalı dil öğretiminin İngilizce dersine yönelik olumlu tutum geliştirmede öğrenci ders kitabında yer alan etkinliklere göre planlanan dil öğretimine kıyasla daha etkili olduğu gözlenmiştir. Nitel verilerden elde edilen bulgular ise katılımcıların tamamının PPP tekniği ve bu teknik kapsamındaki etkinliklere yönelik olarak olumlu tutum içerisinde olduklarını, PPP tekniğinin katılımcıların İngilizce dersine yönelik olumlu tutum geliştirmelerine katkı sağladığını göstermektedir. Anahtar Kelimler: PPP, sunum, uygulama, üretim, yabancı dil, öğretim yöntem ve teknikleri
Enhancing peer collaborative oral interaction through interactional strategy training
This study aims to examine the effectiveness of interactional strategy training on the level of collaboration between pairs during peer interaction. The research sample consisted of 28 students, aged 18-22, who were divided into two groups: the experimental group, which received instruction in interactional strategies, and the control group, which engaged in the same pair-tasks as the experimental group but without strategy training. Employing a mixed-methods research design, quantitative and qualitative data were collected through pre-task, immediate post-task, and delayed post-task speaking activities, self-evaluation forms, and interviews. The interactions during pre-, post-, and delayed post-tasks were analyzed to identify the interactional strategies and patterns formed by the dyads. The self-evaluation forms and interviews provided additional insights into the participants' reflections and perceptions of the interactional strategy training. The analysis of dyadic interaction revealed that both groups showed increased collaboration and utilization of interactional strategies in the post-task. However, the experimental group exhibited a significantly higher level of collaboration and implementation of strategies during interactions. The examination of interaction patterns and strategy use demonstrated the positive impact of interactional strategy training in enhancing collaboration and promoting the use of interactional strategies. Furthermore, the analysis of self-evaluation forms and interviews revealed that participants in the strategy group experienced various benefits, including heightened awareness of their interactional behaviors, improvements in speech fluency, interactional skills, strategy usage, and affective factors such as motivation, self-confidence, and anxiety levels.
The relationship between high school students' l2 digital identities and their self-efficacy
Language learner identity is the core of learners' choices, perceived roles, and ways to portray themselves to the world in their learning process. With the rise of informal digital learning of English, many learners learn English on various platforms with diverse goals and motivations. This situation makes language learners create a second language (L2) digital identity by leading them to assume new roles suitable for these digital learning platforms. Numerous studies have been conducted to investigate the impacts of these constructed identities on learners' language skills or willingness to communicate. However, there is a scarcity of research on how language learners construct their L2 digital identities, and whether these identities affect learners' beliefs about their capabilities in the classroom. Therefore, by focusing on learners' experiences and feelings in digital language activities and their beliefs about their abilities in classroom tasks, this study uncovered the relationship between learners' L2 digital identity constructions and their self-efficacy. Adopting an exploratory sequential mixed method, this study used semi-structured interviews and structured questionnaires as the data collection tool which were collected from 116 high school students. Interviews were analyzed with thematic analysis and questionnaires were analyzed with correlation and regression analysis. The findings showed that there is a positive relationship between learners' L2 digital identities, their classroom involvement and English self-efficacy. The study will raise teachers' and educators' awareness of learners' needs and wants and help them to keep up with this era's changing needs through new digital-based language materials and methods supporting autonomous learning. Keywords: Language learning, second language (L2) digital identity, self-efficacy, informal digital learning of English, high school student
Yabancı dil olarak Türkçe öğretiminde/öğreniminde istek (rica) söz edimi
Tezde ana dili olarak Türkçe konuşurları ile B1 seviyesindeki yabancı dil olarak Türkçe öğrenicilerinin istek (rica) söz edimlerini kullanımları incelenmiştir. Bu amaçla, 12 durumdan oluşan bir Konuşma Tamamlama Testi uygulanmış, yanıtlar "doğrudanlık" ve "dolaylılık" açısından sınıflandırılmıştır. Bunun yanı sıra, her bir durum için seçilen duygu ifadeleri kullanım stratejilerine ve sıklıklarına göre değerlendirilmiştir. Çalışma bu açıdan nicel bir araştırmadır. Veriler SPSS programı aracılığıyla betimsel olarak çözümlenmiştir. İstatistiksel açıdan anlamlı farklar olup olmadığının tespiti içinse tek yönlü ANOVA ve post hoc testleri kullanılmıştır. Örneklemi 84 öğrenci oluşturmuştur. Katılımcıların 42'si Türk Hava Kurumu Üniversitesi hazırlık bölümünde eğitimlerine devam eden Türk öğrencilerdir. Diğer katılımcılar Gazi Üniversitesi TÖMER ve Kazakistan Ahmet Yesevi Üniversitesinde yabancı dil olarak Türkçe öğrenen B1 seviyesinde yabancı öğreniciler olup; 20 Kazak, 15 Afgan, 4 Arap, 1 Çinli, 1 Boşnak ve 1 Tacik şeklinde bir araya gelmiştir. Çalışmanın sonucunda, ana dili olarak Türkçe konuşurları ile yabancı dil olarak Türkçe öğrenicileri arasındaki çeşitli benzerlikler ve farklılıklar ortaya konulmuştur. Konuşma Tamamlama Testindeki 12 durumun 4'ünde ise istatistiksel açıdan anlamlı farklar bulunmuştur. Katılımcılar en fazla standartlaşmış dolaylı strateji kullanırken, Afgan katılımcıların standartlaşmamış dolaylı stratejiye diğer gruplara göre daha fazla başvurduğu gözlenmiştir. Kazak katılımcılar ise istek ifadelerini diğerlerine kıyasla daha çok kullanmıştır. Anahtar Sözcükler Söz edimi, istek, rica, kültürlerarası, duygu, yabancı dil olarak Türkçe
İkinci/yabancı dil olarak Türkçe öğrenenlerin sözel hatalarına ilişkin öğretici tercihleri ve tutumları
Bu araştırmanın amacı ikinci/ yabancı dil olarak Türkçe öğrenenlerin sözel hatalarına ilişkin öğretici tercihleri ve tutumlarının nasıl olduğunu ortaya koymaktır. Bu noktadan hareketle çalışmada öğrenicilerin başlangıç ve orta düzeylerinde ne tür hatalar yaptıkları, öğreticilerin hangi düzeltme geri bildirimlerini tercih ettikleri ve öğrenici tepkileri incelenmiştir. Çalışmada nitel araştırma türlerinden olan gözlem ve görüşme tekniği kullanılmıştır. Araştırmanın veri tabanını oluşturmak amacıyla Ankara'da bulunan Özel Mengütaş Dil Eğitim Merkezi'nden başlangıç ve orta düzey; Gazi Üniversitesi TÖMER'den (Türkçe Öğretim Merkezi) sadece orta düzeylerdeki sınıflarda gözlem yapılmış ve sınıflardan ses kaydı alınmıştır. Başlangıç ve orta düzeylerinde beşer sınıf olmak üzere toplam 10 sınıftan ses kaydı alınmıştır. Ayrıca geri bildirim tercihlerinin anlaşılması maksadıyla 8 öğreticiyle mülakat yapılmıştır. Elde edilen veriler ışığında, öğrenicilerin sözel iletişim süreçlerindeki hataları, Ranta ve Lyster'ın (1997) düzeltme geri bildirim stratejileri temelinde incelenmiştir. Sınıf içi gözlemler sonucunda elde edilen verilere göre öğrenicilerin başlangıç düzeyinde en çok söz dizimsel ve ses bilgisel hatalar; orta düzeyde ise söz dizimsel ve sözcüksel hatalar yaptığı gözlemlenmiştir. Sınıf içi gözlemlerde başlangıç düzeyinde en çok tercih edilen geri bildirimler açık düzeltme, söyletim ve üst dilsel geri bildirimken; orta düzeyde açık düzeltme ve yeniden biçimlendirme stratejileridir. Mülakatta verilen cevaplar incelendiğinde öğreticiler başlangıç düzeyinde açık düzeltme, yeniden biçimlendirme ve tekrar etme; orta düzeyde ise üst dilsel geri bildirim, söyletim ve açıklığa kavuşturma talebini sıklıkla kullandıklarını ifade etmiştir. Ancak öğreticiler tarafından uygulamalarda ve mülakatta tercih edilen geri bildirimlerin aralarında tutarlılık olmadığı tespit edilmiştir. Konuşma hatalarına yönelik geri bildirim verme sıklığı incelendiğinde uygun zamanda ve uygun şekilde verilen düzeltme geri bildirimlerinin öğreniciler üzerinde olumlu bir etkide bulunduğu kanısına varılmıştır. Ayrıca konuşma akıcılığını bozmamak ve öğreniciyi konuşmaya güdülemek amacıyla öğreticilerin her konuşma hatasına düzeltme geri bildirimi vermemesi gerektiği sonucuna varılmıştır. Anahtar Sözcükler: Hata, yanılma, yanlış, sözel hatalar, düzeltme geri bildirimleri.
Avoidance and compensatory strategies used by Turkish preparatory students in speaking
EFL students resort to various avoidance and compensatory strategies (ACSs) when confronted with communicative problems or linguistic shortcomings. Previous studies conducted in Turkey mainly focused on the relationship between communication strategies and some factors like gender, age, proficiency level and visibility in interaction. The current study explored which ACSs are favored frequently by preparatory students studying English at a foundation university in Ankara, Turkey. To identify these strategies, a five-scale Likert type questionnaire was administered to 52 students first and then speaking exam performances of 24 of those students were examined by transcribing and analyzing audio recordings. In addition, semi-structured interviews were held with 5 English instructors as well as retrospective interviews with 5 students to corroborate findings from different sources. The findings of the questionnaire illustrate that students favor avoidance strategies like message reduction and syntactic avoidance most, whereas they prefer compensatory strategies such as approximation, circumlocution, time gaining and prefabricated patterns. However, qualitative analysis of speaking exams reveal that message abandonment is the most frequent avoidance strategy while prefabricated patterns, self-repetition, and self-repair respectively are the most frequent compensatory strategies employed by the students as well as other common ones like stalling and time gaining, code-switching and literal translation. Finally, the results suggest that the use of avoidance strategies starts to decrease as the proficiency level increases, however, there is a visible boost in the use compensatory strategies from beginner towards intermediate levels but compensatory strategy use starts to decline in advanced levels.
Developing pragmatic competence of B level tertiary students in english preparatory classes
This research explores the effect of strategy-based instruction on pragmatic competence of 62 tertiary level students studying at İstanbul Sabahattin Zaim University in İstanbul. To be more specific, (1) the effect of strategy-based instruction on appropriate use of speech acts, (2) awareness about speech act modification strategies, and (3) perceptions of learners about the effectiveness of instruction were examined. Strategy-based instruction involves the integration of explicit or implicit teaching activities to create autonomous learners and achieve the learning goals.To integrate strategy-based instruction and create autonomous learners, experimental group conducted activities adapted by taxonomy of strategies for learning speech acts and used language biography part of European language portfolio. Language Biography was used as a tool to do self-reflection and self-assessment. Among mixed methods study designs, the current research adopts explanatory design as qualitative analysis was conducted to explain quantitative results in detail. The present study employed a true-experimental research design that involves a treatment process, pretest-posttest, an experimental group and a control group. Multiple data collection tools which are open ended written discourse completion test (OWDCT), oral discourse completion test (ODCT) and focus group interview were utilized. Quantitative analysis indicated that experimental group outperformed control group in appropriate use of speech acts. Analysis of numbers and frequencies of modification strategies, modals of politeness, and amount of errors indicated that experimental group exhibited a better performance in producing speech acts. Moreover, analysis of focus group interviews showed that students had positive perceptions about the strategy-based instruction and use of Language Biography.
Parental effect on YLs' motivation and attitude towards English language learning
The aim of this study is to find out the effect of parents on YLs' motivation and attitude towards English language learning. The researcher conducted this study in İnegöl, Bursa. The school the study was conducted in was a private primary school. The participants of this study were seventy-four 4th grade students. These students participated voluntarily. For data collection, seventy-four participants responded to the questionnaire items about motivation and attitude and parental effect on learning English. Further data were collected by using semi-structured interviews. For this data collection, the researcher chose twenty students randomly and also the participants again responded to the questions voluntarily. The data collected from the questionnaire were analysed by using the SPSS programme. Thematic content analysis was used to analyse the data collected from the interviews. The results indicated that YLs have positive attitudes and are positively motivated. In addition to this, statistical results show medium, positive correlation. That means that there is a relationship between motivation and attitude towards English language learning and parental effect (r = .357). The results of the qualitative data are supporting these statistical results. Most of the students found English-knowing parents advantageous for their own English language learning process.
Yabancı dil olarak Türkçe öğretiminde dil bilgisini destekleyici metin odaklı malzeme geliştirme (A1 düzeyi): Okuma beceresi örneği
Son yıllarda yabancı dil olarak Türkçe öğretimi alanında pek çok araştırma ve geliştirme faaliyeti yapılmaktadır. Araştırmalar alanın eksiklerini veya aksayan yanlarını tespit edip bunları düzelterek katkı sağlamayı amaçlamaktadır. Uygulamada alanı geliştirmek ve iyileştirmek için ise yabancı dil olarak Türkçe öğretimi için kullanılabilecek öğretim malzemeleri geliştirilmekte ve üretilmektedir. Bu malzemelerin bir kısmı derslerde kullanılmak üzere okuma, dinleme, konuşma ve yazma becerilerini geliştirecek biçimde hazırlanan ders kitaplarından oluşurken bir kısmı da bu becerilerden herhangi birine yönelik hazırlanmış etkinliklerden oluşmaktadır. Dil öğretiminde dört becerinin desteklenmesinin yanında bunların daha etkili ve verimli kullanılması için öğrenilmesi gerekli olan dil bilgisinin desteklenmesi gerekmektedir. Günümüzdeki yaklaşım ve yöntemlerle dil bilgisi, eski yaklaşım ve yöntemlerdeki gibi dil öğretiminin merkezinde değildir. Bunun yerine sağlıklı bir iletişimin sağlanmasına yardımcı olacak bir konumda yer almaktadır. Bu yüzden hazırlanan malzemeler diğer becerilerle desteklenerek hazırlanmaya çalışılmaktadır. Alanda bu şekilde hazırlanan dil öğretim malzemelerinin oldukça az olduğu görülmektedir. Dil bilgisini okuma metinleri ile desteklenmesinin ise öğrenicinin kuralı görmesi, alımlaması ve üretime geçebilmesi için başarılı bir adım olacağı düşünülmektedir. Bu sebeple yabancı dil olarak Türkçe öğretiminde A1 düzeyinde dil bilgisini destekleyici okuma malzemesi geliştirme çalışmasının gerekli olduğu düşünülmüştür.
The role of mass media tools on efl speaking skills
This study investigates the effect of mass media authentic materials on EFL students? success in listening and speaking accurately and fluently. Two elementary level classes of theEnglish Preparatory School were chosen randomly as the subjects of this study. There were 40students grouped into two, one as experimental and the other as control. The subjects in the experimental group studied mass media authentic materials designed for them only. The subjects in the control group studied the standard curriculum. Besides, to get to know the students better and observe their common perspectives towards listening and speaking, an attitude questionnaire was given to both groups at the beginning and a similar one was given to the experimental group at the end of the study to determine whether the students have developed a positive attitude or not. The Hypothesis put forward for this study was; `if I use authentic mass media tools such as television, radio, films, videos, songs, and teach the expressions used in daily life, my students will pick up the colloquial language and will be able to use them?. Data was gathered from two examination results and tests. As a result of data analysis, a statistically significant difference has been found between the scores of the first and the second examinations and tests. When the scores were analyzed, the findings indicated that mass media authentic materials were effective in foreign language listening and especially speaking skills development and these techniques raised awareness on how to speak accurately and fluently in a foreign language. Keywords: EFL, ELT, L1, L2, FL, mass media, authentic materials
Writing poems with target vocabulary and its effect on retention.
"The limits of your language are the limits of your world."(Tractatus Logico-Philosophicus, 1922) says Austrian Philosopher Ludwig Wittgenstein in his famous quote. Likewise we can say that "The limits of your vocabulary are the limits of your language". Vocabulary knowledge truly is the most solid indicator which determines the horizons of a language learner's freedom in target language. The expansion of vocabulary, therefore, is no doubt essential but as important is the ability to retain these words in long term-memory. For long-term retention of newly learned vocabulary, practice is necessary. This study was designed to investigate the effects of practicing new vocabulary by writing poems using them. Inspiration for the study came from an applied linguist H.G. Widdowson, for him the ideal task for language learners is writing poems because writing poems is tolerant of errors. In addition, his overarching ideas on 'use' and 'usage' claim to free language classrooms from textbook language and use a language natural to competent speakers of the target language ,guided this study(Widdowson cited in Davies,2011). The study was conducted at Bursa Police College in the spring semester of the Academic year of 2012/2013. Students, with no pre-existing academic differences, were randomly assigned to two experimental and two control groups. All groups, for two periods a week and in the same manner, studied vocational English for police. In addition to classroom studies, experimental groups composed poems using the newly words and phrases they studied in the class. The treatment continued for five weeks, subjects were tested before the treatment, immediately after the treatment and six weeks after the treatment. The results revealed that all groups significantly increased their scores from pre-test to post-test, due to the classroom studies, but experimental groups performed slightly better proving the positive effect of the treatment on the gain of the words. Six weeks later the delayed post-test was applied and the results showed that there was a significant drop in the mean scores of control groups. Experimental groups clearly outperformed control groups in the delayed post-test thus proving the clear positive effect of the treatment on the retention of the target vocabulary. As a result the findings of this study may serve as guide for other teachers of English to incorporate the study and production of poetry into the classroom or afterschool. Key Words: 1.Writing Poems 2.Vocabulary Gain 3.Vocabulary Retention 4.Literature 5.Language Teaching
Implemented strategies of enhancing motivation among Iraqi students for learning English language
This study aimed to identify the motivational strategies that are used in the classroom by English teachers in high school in Northern Iraq. The problem of the statement is the teachers' teaching strategies which influence the learners to be motivated in learning foreign languages. Some teachers do not have experience in using motivational strategies; this will be demotivation of the learners. For this purpose, we specifically investigated the types of the motivational strategies that lead by the English teachers in the Northern Iraq. Moreover, it aimed at finding the students' perspectives on their teachers teaching strategies. The study examined three research questions. As data collection tools, we used questionnaires. The findings showed that most of the teachers of English are not aware of the motivational strategies to motivate their students to learn the English language in an effective way. Meanwhile, most of the teachers agree with all the aspects of the curriculum. They thought that the curriculum was available for the students to be motivated in learning the English language. Meanwhile, the students stated that their teacher's techniques were not enough to motivate them.
On the effectof mind mapping to improve reading comprehension skill of iraqi ESP learners
Over the last two decades using visual organizers such as mind mapping in teaching and learning English language has become one of the wide spread used techniques. The current study concentrated on the impact of using mind mapping as a meaningful learning technique in teaching reading comprehension among the ESP learners. The participants of the study consisted of forty Iraqi students at Erbil Polytechnic University who randomly selected in Technical College-Erbil /Department of Business Management. They were divided into two different groups; experimental group which taught by mind mapping and controlling group which exposed to the traditional methods of teaching reading comprehension, 20 students for each group. Their ages were ranged between (18-19) years. The participants are nineteen males and twenty-one females. At the beginning of the study they were given a pretest to measure their reading comprehension ability. Then, they were given the treatment for twelve weeks. After that, they were tested in the posttest to know whether the experimental groups' knowledge increased comparing to the pretest or not. Finally, the findings illustrated a statistically significance difference between experimental group and the controlling group in terms of posttest achievement in reading comprehension scores. Thus, the mind mapping proved to be beneficial in teaching reading comprehension.
The effect of oral corrective feedback on the article errors in l3 English: Prompts vs. recasts
This study examines the effect of prompts and recasts in providing CF for the article errors by Kurdish-Arabic bilingual adolescents who learn English as a third language. For this purpose, 39 lower-intermediate Kurdish-Arabic bilingual adolescent learners of L3 English were tested on three tests: pre-, post-, and delayed post-tests involving articles in four contexts; [+def, +spec], [+def, -spec], [-def, +spec], [-def, -spec], in L3 English. The participants were randomly put into three groups: (1) prompt group (n =15), (2) recast group (n = 14), and (3) no feedback group (n = 10). Each group completed 28 dialogues, which included articles in a forced choice elicitation task as a pre-test. The same test was given to the three groups as post- and delayed posttests. Between the pre-test and the post-test, the prompt group and the recast group took a treatment. The treatment involved an interactional activity (dialogue build) which aimed the FCET, eliciting the students to make dialogues in which the former took CF in the form of prompts, and the latter took it as recasts for their article errors in L3 English during the activity. Results of the FCET showed that both prompt and recast groups developed on the posttest. Whilst, prompt group significantly outperformed recast group on the long term, recast and no feedback performed equally at delayed posttest. A two-way ANOVA of the accuracy data showed that there were no significant differences among the three groups in the pretest and posttest. However, there were very significant differences between the prompt and the other two groups in the long term in which the prompt group outperformed the other two groups. Analysis of the error data revealed that the errors mostly fell in substitution, which indicated that the students were fluctuating between choosing the correct article to use in all the semantic contexts especially in [-def, +spec] context. Given the Fluctuation Hypothesis, L1 speakers of non-article languages will either fluctuate between definiteness and specificity when learning a language that encodes the features [+definite] or [+specific] or will select the appropriate value for the target language (Ionin, 2003, p. 23). However, L1 Kurdish and Arabic both are [+article] languages based on definiteness. Our results suggest that a specificity-based choice of articles can occur even when the L1 is an article-based language which is based on definiteness. Prompt group significantly made fewer errors than the recast and the no feedback groups in the long term.
Incidental vocabulary learning through reading authentic text
This study examines whether authentic reading texts are more effective than simplified reading texts in improving incidental vocabulary learning in instructed foreign language classes. We compared the vocabulary development and retention of randomly divided two intermediate level groups through matching, sentence completion and production tasks after reading authentic story and simplified authentic story. Results of the pre-test, post-test and delayed post-test showed us that both of the groups could boost their vocabulary knowledge and usage however, experimental group given authentic text, achieved higher scores in all tests. Consequently; authentic text has been proved to be beneficial for the students at intermediate level without simplification, as the rich input together with interaction and attention leads to better vocabulary development.
The effect of reading novels on Iraqi EFL learners, vocabulary knowledge and reading comprehension ability
The study investigated the effect of reading novels in learning English as a foreign language(EFL)among sixty-five students at the Department English Language and literature/ Sulaimani University. The participators were intwo groups (control and experimental groups) including both sexes (39 male and 21 female). All of them were third-year students; they had already studied literature for two years prior to their participation. order to determine the effect of reading novels on language learning, it was necessary to measure placement test, vocabulary and reading comprehension tests, Rosetta Stone software for vocabulary knowledge and Tell Me More software for reading comprehension. The findings showed that control and experimental groups both reported higher than vocabulary in language learning with the mean score of pre-test 15.16, and that for post-test being 17.03. The findings also revealed that there was no statistically significant difference between both groups' vocabulary knowledge, while a statistically significant difference was found to exist in the post-test. The findings showed that reading comprehension reported higher than control and experimental groups in pre-test with mean 14.30 while in post-test, control and experimental groups scored higher than Reading comprehension with mean 17.03. Again, there was no statically significant difference in the mean of the scores of the pre-test of reading comprehension of both groups, while statistically significant difference in the mean of the scores of the post-test of reading comprehension of both groups existed. Correlation analysis was carried out to determine the relationship between reading comprehension and vocabulary knowledge, adhering to the administration of tests. In both groups, the results demonstrated that there was appositive relationship between the students' reading comprehension and vocabulary knowledge in their learning of English as a foreign language.
Devlet okullarında öğrenim gören öğrencilerin dil öğrenme kaygılarına ilişkin davranışlarının incelenmesi
Bu araştırma, devlet okullarında öğrenim gören ortaokul ve lise öğrencilerinin dil öğrenme kaygılarına ilişkin davranışlarının incelenmesi amacıyla gerçekleştirilmiştir. Bu amaçla çalışmada, cinsiyet, yabancı dil kursuna gidip gitmeme, yerleşim yeri, aile gelir durumu, okuldaki başarı durumu değişkenlerinin, yabancı dil kaygısını doğrudan ve dolaylı olarak ne derecede yordadıklarının belirlenmesi hedeflenmiştir. Araştırmanın örneklemini 2018-2019 eğitim-öğretim yılında Uşak ili merkezinde bulundan belirli sayıdaki ortaokul ve liselerdeki belirli sayıdaki öğrenciler oluşturmaktadır. Araştırmanın verileri toplanırken Aydın (1999) tarafından geliştirilen Yabancı Dil Sınıf Kaygısı Ölçeğinin revizyonu kullanılmıştır. Veri toplama araçlarından elde edilen veriler bilgisayar ortamında SPSS 17.0 istatistik paket programı aracılığıyla değerlendirilmiştir. Araştırmanın sonucunda, öğrencilerin düşük düzeyde yabancı dil öğrenme kaygılarına sahip oldukları saptanmıştır. Öğrencilerin yabancı dil başarı durumları ile yabancı dil kaygıları arasında istatistiksel açıdan negatif yönlü anlamlı ilişkilerin olduğu saptanmıştır. Buna göre öğrencilerin yabancı dil öğrenme kaygıları azaldıkça yabancı dil başarıları artmaktadır.
The effectiveness of corpus in written revision tasks for English language learners
This study aims at exploring the effectiveness of EFL learners' use of corpus data to review and self-correct lexico-grammatical errors in their writings. The participants (n=34) were divided into an experimental (n=17) and a control (n=17) group. Both groups were intact groups. Adopting a mixed-methods approach, the learners' performance were analysed quantitatively, and their attitudes were explored qualitatively. The participants wrote five compositions followed by a revision session per composition. The categorization of errors is based on surface structure errors taxonomy. To explore the effectiveness of the correction methods, the percentages of accurately corrected mistakes were examined. The differences between different error categories was examined similarly. Finally, a post writing was compared to the error ratio of the first composition to reveal whether there is a long-term effect of the experimental treatment. The results indicated a positive short-and long-term effect for both groups, however the experimental group outperformed the control group. The interviews showed that the learners had a positive attitude towards corpus consultation after their short experience with it.
Eine vergleichende studie zum zweitspracherwerb geflüchteter frauen in der Türkei und Deutschland
Today, migration and flight are among the most discussed topics. Turkey and Germany are two of the top five largest host countries. After arrival, the refugees encounter the legal and language-political framework of the countries. This doctoral thesis focuses on the language acquisition of female refugees in Turkey and Germany. Whit the central question, research was carried out how female refugee can become successful language learners and which factors promote and delay language acquisition. Triangulation was used as a research method, and questionnaire and interview techniques were developed and applied in both languages. For the comparative study, 210 female refugees in Berlin and Adana were questioned about language acquisition strategies, language understanding, course and living conditions. Quantitative and qualitative data was categorized, statistical analyzed and evaluated. Thes similarities and differences in the language acquisition oft the female regugees were presented. The study shows that the reasons for the differences are related to age, education, first and foreign language skills, number of children, use of the national language in everyday life and length of language course attendance, so that they could be proven significant in the analysis. It can be conculuded that flexible course times, the inclusion of female teachers and childcare during the language course should be made possible in Germany. In addition, the need for systematic language teaching in Turkey, as in Germany, as well as the consideration and development of the subject Turkish as a second language, must be planned and integrated for the linguistic inclusion of refugees in Turkey. Keywords: flight, asylum, female refugees, language acquisition, Germany, Turkey, Berlin, Adana
A conversation analytic study on critical intercultural awareness in task enhanced virtual exchange
Advances in online communication technologies offer many opportunities for language learning and intercultural exchange.Through these advancements, telecollaboration has been a recent focus in educational settings and itsimplications have come into prominence in language teaching. However, the social actions and cultural practices performed in these settings and opportunities for critical intercultural awareness (CIA) have been investigated only to a limited extent. From this point of view, drawing upon the 10 hours of screen recordings of over a 4-weeks period of video-mediated task-oriented interactions in eleven tasks in a virtual exchange project between two universities from Turkey and Tunisia, this study contributes to the emergence of opportunities for interactants' critical intercultural awareness (CIA) through a telecollaborative exchange project. By applying the principles of Conversation Analysis methodology, this study aims to describe how an assessment sequence is identified and how assessments are constructed sequentially, and how the first assessment makes the second assessment relevant in and through intercultural tasks. The findings present various uses of lexical and grammatical items and positive or negative assessing responses towards cultural behaviors. The result from analyzing the study suggested that proffering assessments is closely embedded within the enhancement of critical intercultural awareness (CIA). As a CA study to explore critical intercultural awareness (CIA), the findings of this study are expected to bring a new perspective to interculturality and highlight significant implications interactional organization of assessments with its contribution to the online language learning and telecollaboration.
A sequential analysis of task entering practices in paired role-play tasks
Assessment of L2 learners' interactional competence (IC) as part of oral proficiency has recently increased since the understanding of L2 speaking has been expanded with social-situational language use. L2 oral proficiency assessment studies have attempted to define what entails IC construct and to provide evidence to its unfolding across different assessment settings including oral proficiency interviews, group/pair discussions, and role-plays. However, there is still scant evidence to what entails IC since previous research has focused on limited interactional setting (e.g., L2 requests, Al-Gahtani & Roever, 2012; L2 refusals, Al- Gahtani and Roever, 2018) and practices (e.g., topic management, Galaczi, 2014; Kley, 2019). Examining 49 paired role-play interactions with conversation analysis (CA), this study investigates how test takers initiate telling their unfulfilled childhood dreams. The findings show that test takers either project their telling through preliminaries (n = 38) or directly launch (n = 11) their telling. Further investigation demonstrates that the test takers transform the initiation of paired role-plays into a collaborative interactional event even when the telling of a childhood dream is directly launched. Additionally, the test takers draw on a variety of preliminary sources that are sequentially consequential, namely pre-pre sequences, pre-question sequences, pre-telling sequences, and story prefaces. Varying practices at the task entrance imply that assessment protocols should start within the task initiation phase and that preliminaries as a defining feature of IC can be used within such moments for scoring. For this purpose, an evidence-based rubric built on the test takers' observed practices are offered. Keywords: interactional competence assessment, conversation analysis, role plays, preliminaries
İkinci dil olarak Türkçe öğrenenlerin evrensel, kültürel ve dilsel mizahı anlama düzeyi
Mizah, dil gibi insana özgü becerilerden biri olarak sosyal iletişimi kimi zaman olumlu kimi zaman da olumsuz yönde etkileyen unsurlardan biridir. Bu bağlamda mizah, ikinci dil konuşucusu için hedef dil kültürüne dahil olmak adına önemli bir rol oynamaktadır. Öte yandan öğrenicilerin hedef dildeki mizah algısına, mizahi türlere aşinalığı sosyal tecrübelerini olumlu yönde gerçekleştirmelerini sağlayacaktır. Sosyal kabulün yanı sıra mizahın tepkilerinden biri olarak gülme dil öğretim sınıflarında da öğrenimi kolaylaştırıcı bir etki sağlayabilir, eğlenceli hale getirerek hedef dile olan motivasyonu arttırabilir. Bu bağlamda söz konusu araştırma, evrensel, kültürel ve dilsel mizah türlerinden hangisinin ikinci dil konuşucusu tarafından daha yüksek düzeyde kavrandığını belirlemeye çalışmaktadır. Araştırmada B2 ve üzeri düzeydeki 25 katılımcıya grafik mizah anlama sorularının bulunduğu Mizah Kavrayış Testi yöneltilmiş ve hedef dil mizahını anlamaları yönündeki öznel ve nesnel değerlendirmeler incelenmiştir. Mizah Kavrayış Testi, evrensel, kültürel ve dilsel olmak üzere üç ayrı mizah alt türünden otantik karikatürler içermektedir. Elde edilen bulgular ışığında dil öğretim sınıflarında mizah algısını geliştirmeyi hedefleyen etkinlikler için önerilere yer verilmiştir. Anahtar Sözcükler: Mizah, Kavrayış, İkinci Dil Öğrenimi, Evrensel Mizah, Kültürel Mizah, Dilsel Mizah.