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Türkçe ve Fransızcada zaman bildiren zarf tümleçlerinin karşılaştırılarak incelenmesi
Bu araştırmada, Türkçe ve Fransızcada Zaman Bildiren Zarf Tümleçleri Karşılaştırmalı olarak incelenecektir. Bu araştırmanın genel amacı, Türkçeden hareketle, zaman bildiren adlar, ad öbekleri, zarflar, edatlar, edat öbekleri, bağlaçlar, ortaçlar, ulaçlar ve ulaç öbekleri gibi dilsel birimlerin her iki dilde de incelenmesi ve karşılaştırılması sonucu iki dil arasındaki benzerlikler, farklılıklar ve eşdeğerlikleri tespit etmektir.Türkiye'de şimdiye dek dilde zaman kavramını anlatan ve Fransızcadan tercüme edilerek yapılan birçok dilbilgisi çalışmasına rastlanmıştır. Disiplinler ve kültürler arası çalışmaların giderek önem kazandığı bilim dünyasında Türkçeden hareketle yapılmış sınırlı sayıdaki çalışma bizi böyle bir inceleme yapma konusunda cesaretlendirmiştir.Tezimizde öncelikle bireyler arasında vazgeçilmez bir iletişim aracı olan dil konusu ve kavramı kalın çizgileriyle incelenmiş, daha sonra zaman kavramı konusunda bilim adamlarının düşüncelerine yer verilmiştir. Zaman ve mekân, günlük yaşamımızın bu ayrılmaz iki parçası; dilsel, sosyal, felsefi boyutlarıyla ele alınabilir. Çalışmamızda zaman konusu biçimbilimsel (morfolojik), görev tanımsal (fonksiyonel) ve sözdizimsel yaklaşımla dilbilgisel yönden irdelenmiştir.Herkesin ortak kanısı zamanın dört ana ayağı olduğudur: öncelik, sonralık, eşzamanlılık ve süreklilik. Bu dört kavramı anlatabilmek için bütün diller ad öbeklerinden, zarflardan, edat, bağlaç ve bunların türevleri olan dilsel öbeklerden yararlanmaktadır. Her dil kendine özgü kurallar içerisinde bu anlatım biçimlerini kullanmaktadır. Bu genel bilgilerin ışığında, çalışmamızı dört ana eksen üzerine oturtmaya çalıştık.Ad öbekleri ve zarflar ile zaman kavramının her iki dilde de zengin bir anlatım biçimi olduğunu saptanmıştır. Ancak edat öbekleri konusunda Fransızcanın ?flexionnel? bir dil olmanın verdiği avantajla daha geniş bir yelpazede zaman kavramını ifade edebildiği görülmüştür. Türkçede bağfiiller adı verilen bağımsız bir çatı altında ele alınan zaman bildiren zarf tümleçleri ile ilgili anlatım biçimlerinin, Fransızcada yan cümle bağlaçları, gérondif, participe (présent, passé) biçimindeki bağımsız sınıflandırmalar içinde değerlendirildiği sonucuna varılmıştır.Araştırmamızın uygulamalı bölümünü destekleyecek biçimde hem Türkçe hem de Fransızcadan seçtiğimiz örnek cümlelerle konu sergilenmiştir. Sınırları, amacı iyi çizilmiş dilbilimde ?corpus? denilen kısa cümlelerle çok karmaşık gibi gözüken zaman kavramı, iki dil arasında yapılan karşılaştırmalarla, yabancı dili öğrenen ve öğretenlerin kafasındaki soru işaretleri ortadan kaldırılmaya çalışılmıştır.Araştırmamız sırasında Türkçenin sanıldığının aksine, özellikle zaman kavramını anlatım konusunda söz varlığının oldukça zengin olduğu tespit edilmiştir. Türkçenin sondan eklemeli bir dil olması, sınıflandırma konusunda güçlükler çıkarmakla birlikte dile bir anlatım zenginliği vermektedir. Özellikle Fransızcada olmayan ikilemeler Türkçeye ince, ayırt edici ifade biçimleri kazandırmaktadır.Anahtar kelimeler: Zaman kavramı, zarf tümleci, dilbilim, Fransızca dilbilgisi, Türkçe dilbilgisi, karşılaştırmalı dilbilim.
İngilizce öğretmenlerinin yapay zekayı sınıf değerlendirmesine entegre etmelerinin incelenmesi: Şanlıurfa ili örneği
Language teaching has many components, one of which is classroom assessment. As technology evolved around the years, language assessment evolved as well. With the development of artificial intelligence (AI), its integration into language assessment was inevitable. As teachers are the primary agents in assessment, examining their perceptions regarding the integration of AI tools in assessment is essential. This study examines the perceptions, experienced benefits, encountered challenges, and needs of English as a foreign language (EFL) teachers regarding the integration of AI tools into classroom assessment. This study used a mixed method research design to capture both broad and in-depth data. The data was collected from 52 Turkish EFL teachers who answered a questionnaire with Likert-scale items, "select all that apply" questions, and open-ended questions. The emerging quantitative data was analysed descriptively using SPSS 30, whereas the qualitive data was analysed thematically. To enrich the findings, semi-structured interviews were conducted with 7 participants, which was also analysed using thematic analysis. The findings revealed that the majority of teachers' use AI tools for assessment with varied frequencies, however none of them use it always. The main reasons for not using AI tools were uncovered to be limited knowledge and limited infrastructure. On the other hand, it was found that teachers mainly used it for providing feedback and generating questions. Moreover, benefits such as practicality, objectivity, and increased student engagement were frequently mentioned. However, challenges including no courses, high cost, and inadequate infrastructure were also identified. Participants mentioned needs of professional development courses and a developed infrastructure to facilitate wider adoption. Therefore, the study concludes that effective integration of AI tools depends on not only teachers, but on all stakeholders. Considering all, this study offers implications and recommendations for teachers, institutions, and policy developers regarding AI tools integration in language assessment.
Understanding the grounds of translanguaging in EFL classrooms: Scrutinizing the perceptions and practices of English teachers
The rise of bilingualism and multilingualism has transformed language teaching approaches from the ground up, and this is a salient factor in EFL contexts in particular. Regardless of the fact that known current pedagogical trends foreground teaching methods that are responsive to assorted contexts, a great deal of EFL classrooms still abide by traditional monolingual practices, which creates a disconnection between theory and classroom reality. In this vein, translanguaging, which enables one to use their full linguistic repertoire, acts as a reinforcer to reach language-related learning outcomes, resulting in better understanding in the target language. However, research on its practical application in EFL classrooms, especially from EFL teachers' perspectives, remains limited and prompted the development of this study as a result. This research, adopting an explanatory sequential mixed methods design, attempted to investigate this issue by scrutinizing the relationship between teachers' perceptions and their self-reported translanguaging practices; in addition to this, it brought forth the relationship between teachers' beliefs and their classroom practices, including their reasons for employing translanguaging pedagogy. The data were collected from 84 EFL teachers using a 6-point Likert scale questionnaire and analyzed descriptively via SPSS 23. Supplementary inferences came from open-ended questionnaire responses and in-depth interviews with seven participants, both of which were analyzed by way of inductive content analysis. Consequently, the results revealed notable contradictions between teachers' opinions for English-only policy and their actual teaching practices. Namely, it was found that teachers supported the idea of maximizing English use, yet they regularly incorporated their first language for teaching grammar, teaching complex concepts, teaching pronunciation, preparing for tests, and developing metalinguistic awareness. Furthermore, it was also discovered that teachers frequently used translanguaging to create supportive learning environments, reduce anxiety, and address students with varying proficiency levels. Moreover, it was observed that EFL teachers tend to take a utilitarian approach to language use, which means that they adapt their methods based on various classroom contexts, and try to balance different languages in their classrooms according to students' needs. Therefore, the study suggested that maintaining sufficient English language exposure is possible with judicious translanguaging, which can promote student engagement and achievement in EFL settings. Considering these, this research offers many implications and recommendations for EFL teachers, stakeholders, and curriculum designers in relation to the pedagogical merits of translanguaging.
Students' attitudes towards translanguaging in higher education in an EFL context
This study analyses the perspectives of English as a Foreign Language (EFL) students about translanguaging strategies in higher education, aiming to evaluate its impact on language learning experiences, comprehension, and engagement. This research seeks to improve the understanding of effective translanguaging strategies by analysing students' perspectives and reactions, hence fostering inclusive multilingual learning environments. A mixed-methods approach was employed, combining quantitative data from a 5-point Likert scale questionnaire with qualitative insights from open-ended interviews. Statistical studies, encompassing both descriptive and inferential methods, were conducted on data from 461 participants, accompanied with thematic content analysis of interview responses. Research demonstrates that students hold diverse views on the exclusive use of English compared to the incorporation of their native languages. While many acknowledge the benefits of translanguaging for understanding intricate topics and reducing anxiety, some express concerns regarding an overreliance on their native language, believing it may hinder English immersion. Gender and proficiency level were recognised as significant factors, with female students demonstrating more positive attitudes and lower-proficiency learners employing translanguaging strategies more extensively. The research demonstrates that translanguaging often occurs naturally as students switch languages while note-taking and collaborating with classmates. Interviews emphasised its role in clarifying complex topics, fostering social connections, and boosting self-confidence. However, concerns about overuse highlight the need for a balanced approach. Recommendations include the prudent application of translanguaging, tailored strategies for diverse proficiency levels, and teacher training in effective bilingual practices. By addressing these characteristics, translanguaging can function as a successful tool for promoting inclusive, multilingual EFL classrooms and enabling broader application in global higher education contexts
The place of ESP education in English language teaching programs in Türki̇ye: The case of MAKU ELTEP
This study provides a general overview of English for Specific Purposes (ESP) and its significance in English Language Teacher Education Programs (ELTEP). ESP is a specialized form of language instruction that focuses on teaching ESP, such as in specific occupations or academic fields. The study highlights the emergence of ESP after World War II due to the economic power of the United States and the increasing need for English language skills. ESP is based on learners' needs and aims to address specific language requirements. It is categorized into subcategories such as English for Occupational Purposes (EOP) and English for Academic Purposes (EAP). ELT programs in Türkiye typically include theoretical and practical courses, with an internship in vocational schools where ESP plays a crucial role. However, there is a lack of dedicated ESP courses in ELT programs, despite the importance of ESP education for English teachers. Studies from different countries, including Türkiye, the United States, and the United Kingdom, highlight the need for ESP training in ELTEP. The study aims to explore the importance of ESP in an ELT program at Mehmet Akif Ersoy University in Türkiye. The research questions focus on the extent of ESP representation in the ELTEP and the perspectives of teacher educators and pre-service teachers on the role of ESP. The study adopts a mixed-method design, incorporating questionnaires, semi-structured interviews, and documentary analysis for data collection and analysis. For the questionnaire 36 students participated and 3 academic staff, 8 students were interviewed. The findings of the study contribute to understanding the significance of ESP in ELTEP and provide insights for potential solutions to cover the deficiency of ESP in ELT programs. Based on this research's findings ESP is recognized as essential in ELTEP, but its implementation is still inadequate. At Burdur Mehmet Akif Ersoy University, the mandatory ESP course offered in the final semester is seen as insufficient for meeting students' professional language needs. Both pre-service teachers and teacher educators recommend integrating ESP earlier and progressively throughout the curriculum. Barriers to full ESP implementation include limited faculty expertise and overcrowded curricula. Survey and interview results highlight strong support for ESP's role in career readiness and skill development. The study emphasizes the need for curriculum adjustments, faculty training, and region-specific ESP tracks to better equip pre-service teachers for professional demands. These insights are crucial for improving ELTEP and addressing the need for specialized language instruction. The study's limitations include the limited number of participants and the potential bias in the questionnaire responses. Further research can expand the sample to include participants from other universities and departments. Overall, this study emphasizes the importance of ESP education in ELTEP and the need for further investigation in this area.
The evaluation of the 5th grade intensive English curriculum from the perspectives of EFL teachers in Burdur
Aiming to develop its citizens' foreign language proficiency, the Ministry of National Education (MoNE) in Türkiye has developed the current foreign language curriculum with many significant regulations and policies in recent times. As one of the latest policy changes, beginning from the 2017-2018 academic year in pilot schools determined across the country, an Intensive English Language Program (IELP) for the 5th grades has been implemented across the country. However, the previous studies related to the recent practice are limited as they were generally carried out in the pilot year to identify the shortcoming aspects. In this context, there is a need to conduct more research to explore the program's current strengths, limitations and long-term effects. Regarding this, the effectiveness of the IELP needs to be evaluated from EFL teachers' point of view, who are mainly in charge of the in-class practices on the current implementation. Therefore, the primary aim of the present study was to understand the perceptions of EFL teachers based on their experiences on the IELP, and offer suggestions for its weaknesses. Using a qualitative case study design, data were collected through semi-structured interviews with 15 EFL teachers involved in the IELP in Burdur, and analyzed through thematic analysis. The findings revealed that the participants were mainly satisfied with the recent practice, who reported several benefits for young learners such as improved communication skills, increased motivation, early-age learning advantages, and stronger long-term language outcomes. IELP was also found beneficial for EFL teachers with more opportunities for interactive activities, focus on language skills and professional fulfillment. Nevertheless, some persistent challenges were identified such as lack of course materials, heavy curriculum, crowded and mixed-ability classrooms, lack of sustainability and insufficient teacher training. Finally, EFL teachers made recommendations related to a better curriculum design, active learning environment, improved resources, stakeholder involvement, and needed in-service training.
The accessibility of the depth of Turkish relative clauses by Turkish monolingual children from 2 to 9 years of age
This study investigates the comprehension and production of Relative Clauses (henceforward RC) structures by monolingual Turkish speaking children from 2 to 9-year-olds. Participants of this study were 150 children, and 10 adults took part in the study as the normative group. The aim of this study is to reveal the order and depth of RCs in children's development and to find out the most complex structure of RCs children can comprehend or produce within the determined age groups. This is a descriptive study and the data were obtained from participants concerning their current status. A piloting was conducted before the real experiment to check the feasibility of the study. As the data collection tools, pictures were presented to participants for each depth together with a relevant scenario. All responses were video/audio recorded and the recorded data were transcribed on a word document. Results showed that children can comprehend RC structures as early as 2-year-old and they start producing RCs at the age of 3 and the rate of production increased with the age. The production of RCs stabilized between ages 6 to 8. Lastly, at the age of 9, the proportion of RC production decreased suddenly. The findings of this study confirm that comprehension and production of RCs require cognitive maturity, knowledge of usage of the language and time to internalize that knowledge.
The impact of input form in the learning of modifiers in English: Comparison between written input and audio-visual input
Teaching vocabulary has been attracting considerable interest in the studies of foreign language teaching. The research to date has tended to focus on discussing the alternative ways in teaching vocabulary rather than investigating the effect of the type of the input in vocabulary teaching. Moreover, no experimental research was done on teaching and learning modifiers through a novel as a written input or a film as an audio-visual input in Turkey. This indicates a need to investigate whether the type of input has an effect on teaching and learning modifiers. Therefore, this study aims to explore whether learning modifiers such as adjectives and adverbs via audio-visually enriched written input results in more extensive knowledge of modifiers than learning modifiers via written input. Fifty-four compulsory preparatory students whose departments were English Language and Literature and English Language Teaching participated in the study. In the study, mixed-method research design was adopted which benefitted from both quantitative and qualitative data. Quantitative data were collected through the pre-test and post-test results of the control group (26) and experimental group (28). Qualitative data were collected through a semi-structured interview conducted with 54 students from the groups. Data were analyzed with Independent Samples T-tests, Paired Samples T-tests, and descriptive and frequency analysis. The results revealed that the students in the experimental group who were subject to both written input (novel) and audio-visually enriched written input (film) were more successful than the students in the control group who were only subject to written input (novel) in learning modifiers that they encountered during the treatments. Moreover, qualitative results were consistent with quantitative results of the study indicating that the student in the experimental group used more modifiers than the students in the control group during the interviews.
An analysis of ELF in the listening, video and speaking sections of English coursebooks used at the preparatory program of a private university in Antalya
Coursebooks used in English language teaching have significant roles for language learners and one of the ways of determining whether the current status of language in language teaching is taken into account in the globalized world is through coursebook analysis. The content in the coursebooks in language teaching can be based on L1 users or all English users and in this respect, attention is directed to a new concept, ELF. Based on this term, ELF, the purpose of this study is to explore how listening, speaking and video sections of two Intermediate level coursebooks used at the preparatory program of a private university in Antalya are approached in respect of ELF principles while teaching English. This descriptive research on a quantitative content analysis was conducted to demonstrate how ELF was presented in the listening files, video and speaking sections of the coursebooks. The analysis of these two coursebooks was carried out regarding Rose and Galloway's (2019) framework of coursebook analyses and while evaluating the coursebooks from an ELF perspective, audios were listened, videos were watched and types of topics as cross-cultural, global and multi-cultural in speaking activities were determined to analyze whether awareness was directed to these topics. It was checked whether communicative competence and communicative strategies were addressed/enhanced through speaking activities in the coursebooks. The findings demonstrated that in one of the coursebooks ELF interaction was higher than the other regarding listening recordings and there was only one video representing an ELF interaction in both of the coursebooks. RP (Standard British English) was the core point in the listening files and videos. Cross-cultural and global topics were chiefly included in speaking tasks of the coursebooks; however, there was a lack of multi-cultural topic. There were mainly turn-taking and only two clarification communicative strategies in speaking activities, but guided speaking tasks were in contradiction with ELF features. The findings imply that coursebook writers need to adopt a pluralistic approach in the coursebooks and teachers are required to gain awareness about ELF as an alternative model instead of conventional ELT teaching.
The effects of spelling games on the orthographic abilities of 3rd grade young efl learners
Learning a language requires acquiring a complex and four-language-skills-integrated process and students must practice all of them because a target language cannot be accepted as fully-learned with the absence of a skill. However, in the latest version of primary and secondary schools English lesson curriculum, the focus in mainly on the listening and speaking skills, while the activities involving reading and writing are at the word level and very limited. Moreover, as the L1 (Turkish) and L2 (English) orthographies are highly different from each other, the students spelling attempts result mostly in failures. In literature, the subject of spelling is discussed based on the differences between L1s and L2 (English) and the reasons of misspellings; however, no treatment is suggested yet. This study aims to investigate the effects of spelling games on the orthographic abilities of 3rd grade young EFL learners in a Turkish primary school context. An experimental research design was used to conduct the study with 42 3rd grade students: 21 experimental and 21 control. The 56-target vocabulary was selected according to the curriculum and used in weekly and overall dictations. Three spelling games were adopted from Graham, Freeman and Miller (1981), applied experimental group each week through the 13-week-process. After the implementation, the collected data was analyzed quantitatively. The results were examined in terms of participants' and target vocabulary correct spelling rates and the experimental group got higher results in both. Moreover, the difference between experimental and control group was statistically significant. In the light of the findings, it is inferred that the spelling games are affecting the orthographic abilities of students positively. Key Words: Dictation, Orthography, Spelling Games, Young Learners
Giving instructions in l1 and l2 in efl listening classes: The effects on a2 level learners
Among the researchers and teachers, the use of L1 in teaching a foreign language has been a controversial topic for many years, and it can be said that it is still a debateable issue in EFL classes. It is claimed that L1 should completely be excluded from the classroom environment while other shareholders support that it can be put into practice limitedly for predetermined purposes. The aim of this study is to measure and compare performances of A2 level preparatory school students at Pamukkale University in listening activities through post-tests when the activity instructions are provided in L1 (Turkish) and L2 (English) separately in two different homogeneous classes. Another aim of this study is to gather the views of volunteer participants of experimental group towards receiving instructions in L1 and the possible effects on their performances. The study was carried out with 48 students in the preparatory classes in the School of Foreign languages, Pamukkale University in spring term of 2016-2017 academic year. The total duration was 8 weeks with two hours of instruction per week for both experimental and control groups. The study benefited from quasi-experimental research design using post-test-only design since it did not include use of ramdom assignment. In addition, it is a mixed research method which involves using two methods of gathering data via both quantitative and qualitative data collection instruments. The quantitative results were collected first, and then a qualitative research was conducted in order to enrich the findings. There was no statistically significant difference between the means of placement scores of the control group and experimental group. This meant that based on placement scores these two groups were statistically equal to each other. Statistically meaningful difference was reached between the means of the scores obtained from students' post-tests. Based on the post-test scores, it was determined that providing instructions in L1 for the experimental group became effective in experimental group's moderately more successful performance than the control group. The effect size was obtained as 0.609 and providing instruction in L1 in listening activities presented medium size effect on students' performances in the post-tests. It was also revealed that the students found receiving instruction in L1 in listening exercises positive, however, they also shared that it increased the frequency of resorting to L1 in classroom interaction, in particular.
A comparative study on EFL teachers' perceptions of and activities in professional development: The cases of Turkey, Germany and Spain
In a rapidly changing world, professional development of teachers has become the focal point of the governments as the teachers are considered as the linchpin of educational settings in order to boost the students' achievements and the overall quality of education. Thus, EFL teachers are required to equip themselves with new theoretical and pedagogical knowledge in line with the advancements of the globalized world and students' increasing needs. This study aims to compare and investigate Turkish, German and Spanish EFL teachers' perceptions of and activities in professional development by interviewing. The participants of this qualitative study were 45 EFL teachers working in the capital cities of Turkey, Germany and Spain. The implementation of the study lasted approximately 5 months. The data was gathered through structured interview and analysed qualitatively. The findings of the study demonstrated that EFL teachers from three countries perceived professional development as an ongoing process. Besides, the most oft-mentioned Professional Development activities were seminars, training courses, conferences and workshops although there was a significant difference in the participation of EFL teachers from three countries. Namely, conference and workshops were stressed by only German and Spanish participants. The current study also revealed that the most frequent need areas stressed by the participants were integration of technology into class, classroom management and 21st century language teaching approaches. Furthermore, the findings of the study demonstrated that difficulty in taking official permission was the main restriction for Turkish participants unlike their colleagues from Germany and Spain. The study concluded with suggestions that EFL teachers in Turkey should be given autonomy and choice of selection regarding the professional development activities to attend like their colleagues in Germany and Spain, and also the content of the professional development activities should be reanalyzed and reorganized based on the professional needs of EFL teachers.
The effects of pre-reading activities in L1 and L2 on B1 level EFL learners' reading comprehension
The purpose of this study is to investigate the effects of pre-reading activities in L1 and L2 on B1 EFL students' reading comprehension and to determine the students' views. The conducted literature review indicates a lack of research on the use of L1 in L2 pre- reading activities. The significance of this study is that it was the first research to be conducted with the secondary school students at a private school in Burdur, Turkey. The participants were divided into two groups: experimental and control groups. The homogeneity of the learners' overall proficiency was determined by a proficiency test (pre-test) conducted before the study. While pre-reading activities were conducted in L1 for experimental group, these activities were conducted in L2 for control group. The data collected from two groups were statistically analyzed. In addition, this study consisted of sequential embedded teaching design to get feedback from the participants about the process of the study at the end of the experimental study. Students' feedback was collected for the purpose of building foresight for further similar studies. The findings in this study indicated that there were no significant differences between the learners' overall reading scores when pre-reading activities were conducted in L1 or L2. It was also revealed that the experimental group participants found the pre-reading activities in L1 positive to become more persuading to participate in the lessons while the control group found the pre-reading activities in L2 useful to improve their pronunciation and their vocabulary knowledge. Additionally, all the findings improvements, raise in willingness and opportunities during the activities were stated at the end of the study.
Teaching vocabulary through the translation of L1 and its effects on young learners' L2 vocabulary learning
The role of L1 translation in L2 vocabulary acquisition has always been a controversial topic among many researchers and scholars. According to some of them, L1 translation enables learners to acquire L2 vocabulary items easily. On the other hand, others are in the opinion that L1 translation hinders learners' acquisition of L2 vocabulary items; therefore, it should be excluded from lessons. Many studies have examined the different L1s based on L2 vocabulary acquisition; however, very few studies have been conducted on this subject in the Turkish context. Therefore, this study aims at investigating the role of L1 translation on young learners' L2 vocabulary retention in terms of listening to recognize pronunciation and meaning. In accordance with this aim, the study utilized both qualitative and quantitative research methods. For the study, 60 fifth-grade students studying at a secondary school in Ağrı were recruited at the beginning of the school year; however, this number reduced to 48 due to some students' health problems and absence. There were 21 students in the experimental group, whereas 27 students took part in the control group. In order to collect the data, 20 unfamiliar English words were determined from the story 'The Tale of Peter Rabbit' written by Potter (1902). While the control group was instructed only in English, the determined words were provided with L1 equivalents as well as L2 to the experimental group. Since this study was post-test only group design study, the quantitative data was collected through post- and delayed post-tests. On the other hand, the qualitative data was collected through semi-structured interviews to find out the experimental group students' views regarding L1 translation in L2 vocabulary teaching and learning activities. The results obtained from post- and delayed post-tests showed that there were no statistically significant differences between the mean scores of both groups, which means that the groups were equal to each other. In other words, L1 translation did not have an impact upon L2 vocabulary retention. As for the interviews, 4 questions were posed to 10 experimental group students individually. According to most of the participants' views, L1 translation was effective in the L2 vocabulary acquisition in terms of better learning and comprehending easily.
The perspectives of teacher educators about the 2018 English Language Teaching Education Program
Since English is the most widely spoken communication language in the world, it is presented as courses from the early ages of childhood internationally. Governments in countries take particular attention on English language teaching in order to make individuals a successful communicator globally. Teachers who manage the classrooms are one of the key elements of education system. To achieve desired goals in education, it is vital that teachers must have some qualifications regarding to field knowledge, pedagogical knowledge and general culture knowledge. Pre-service teacher education is the phase where future teachers shape their beliefs and attitudes toward professional identity. An education program which meets the necessity of present-day standards are an important. Deriving from this knowledge, this study aims to find out opinions of teacher educators in English language teaching department about English Language Teaching Education Program (ELTEP). Participants of the study are academicians who teach courses in English language teaching departments across state universities in Turkey. Study was conducted electronically in 2020. Firstly, academicians in respective departments were invited via e-mail then a reminder e-mail was sent two weeks later to ensure announcement of the study. 80 participants who have different academic titles were agreed to take part in the study. As data collection tools, a questionnaire based on Peacock's evaluation model and follow-up semi-structured interviews were performed. Findings of the study present the parts where teacher educators in English language departments are satisfied, dissatisfied and neutral on the education program. Teacher educators mostly find program successful about up-to-datedness, teaching materials, testing and evaluation in foreign language and covering modern issues of English, on the other hand, they mostly find program unsuccessful about setting of course hours, training opportunities, promoting self-awareness, improving classroom management skills, balancing different language skills and preparing student teachers for teaching at different stages. Teacher educators mostly reflect a neutral position on parts like connection through courses and overlapping between courses. Further, the study reveals that teacher educators consider need analysis as a must in program development. The study includes discussion of findings and recommendations for future researches.
The effects of pre-reading vocabulary studies on experiencing flow in efl context
This study aims to investigate the effects of pre-reading vocabulary studies on experiencing flow experience in English as a foreign language (EFL) classes, and to investigate the key factors that affect flow experience in a secondary school context. Participants of this study were 41 eighth-grade students studying at Burdur Kozluca Secondary School. The study was conducted in the first term of the 2019-2020 academic year for a 5-week period. At the beginning of the study, a pilot study was applied to the whole participants. Next, weekly studies were conducted. Each weekly study included seven steps which were pre-reading activity, teacher presentation of the target words, silent reading, post-reading activities, questionnaire, interview and post-test of vocabulary that was applied as pre-test in pre-reading stage. In the beginning of the study, a picture matching vocabulary activity was applied as pre-test and then vocabulary presentation was provided by the teacher in the pre-reading stage. When presentation of the vocabulary was completed, students were asked to read related reading passage and do post-reading activities. At the end of the lesson, a flow questionnaire was applied to all students in the class. At the end of each two-hour lesson, a semi-structured interview was applied to some students. Finally, the picture matching vocabulary activity which was applied as pre-test was repeated as post-test. The effect of the pre-reading vocabulary studies on students' flow experience was determined by analysing pre-test and post-test vocabulary test results using quantitative methods and semi-structured interview questions using qualitative methods; the key factors affecting flow experience in EFL classes were determined by analysing flow questionnaire using quantitative methods and the interviews held with the whole participants using qualitative methods. The findings revealed that pre-reading vocabulary studies affected students' flow experience positively. The study also revealed that students experienced flow in different intensity. The study concluded with suggestions that pre-reading studies should be applied before reading a text and individual differences should be taken into consideration in reading activity as well as collaboration should be supported during the lesson.
The investigation of summer learning loss among university preparatory students
Learning occurs when knowledge or behavior is constantly repeated and reinforced—just like in the learning processes of other information, learning a language is a process that requires constant repetition and practice. Just as it is inevitable that all unused information is forgotten, language is also forgotten when it is not used. Therefore, the frequency of repetitions and reinforcers, that is, time, is fundamental in language learning. In other words, the prolongation of the time interval leads to learning loss. Although there are many reasons for prolonging the time interval that causes learning loss, the longest break in a regular education process occurs during the summer vacation. In many countries of the world, university students have a summer break of about three months and take a long break from learning. Although studies since the 60s have shown that students experience significant learning losses after summer vacation, the studies have been carried out in the last ten years have revealed some changes regarding summer vacation learning loss, considering the changing world and education systems. In the light of this information, this study was conducted to examine whether university students forgot the language skills they learned during the year after the summer vacation. The study was carried out with the students of the English preparatory school at Antalya Bilim University at the end of the 2018-2019 Spring term and at the beginning of the 2019 -2020 Fall term. Data were collected by means of applying a general English proficiency test consisting of 35 questions on grammar, vocabulary, and reading skills to a total of 95 students from three different language proficiency levels (intermediate, upper-intermediate and advanced) as a pre-test before and as post-test after the summer vacation, and a dichotomous questionnaire consisting of 10 questions asking students about how they had spent their summer holiday was also administered to 95 students. Pre-post test and questionnaire results were analyzed by means of T-test comparisons, and One way ANOVA test. The analyzes show that the students do not experience a general learning loss after the summer vacation; however, they experienced a slight loss in the reading section. Although it is not statistically significant, the students' total scores who gained some knowledge in the vocabulary and grammar sections prevented the average from falling. As a result, there was a loss in reading skills in university preparatory class students in the study after the summer vacation.
Exploring ELT instructors' perceptions of face-to-face and synchronous online class observations: The case in a school of foreign languages
In the evolving landscape of higher education, the integration of technology and the global Covid-19 pandemic have prompted educational institutions to adapt and implement online teaching and assessment methods. Class observations, a vital component of instructional quality assurance, have similarly transitioned from face-to-face to online settings. The study aims to uncover whether instructors perceive face-to-face observations as more beneficial for their professional development and pedagogical improvement or if online observation methods offer distinct advantages. By examining instructors' perspectives, the research intends to provide a comprehensive understanding of their preferences, challenges, and expectations in both observation settings. The participants are 26 English language instructors working at school of foreign languages of a private university in Antalya in 2020-2021 and 2021-2022 Academic year. Qualitative research design was used, and the data was collected via an interview which consists of open-ended questions to obtain a holistic view of instructors' perceptions. Descriptive and content analysis was used to analyze the answers given to open-ended items. After data was listed and organized, codes were determined to identify the themes. The findings may not only inform the university's approach to class observation but also contribute to the broader discourse on effective observation practices in English language instruction, particularly in the context of technology integration and changing educational landscapes. Ultimately, this research seeks to enhance the quality of English language education by aligning observation practices with instructors' needs and preferences. The result of the study demonstrated face-to-face observations were found to enhance various aspects of teaching to a larger extent. These included instruction delivery, collaborative learning strategies, lesson and task planning, time management, classroom management, and the use of concept check questions. They also positively influenced overall teaching quality, teacher reflection, and teaching standardization. However, concerns were raised about observation frequency and the perception of being used for performance evaluation, which at times demotivated instructors. The study also revealed that online observations were valued for their ability to provide feedback on online teaching strategies, increase awareness of effective online teaching, promote self-reflection, integrate online tools, and offer class recordings for review. Nonetheless, instructors expressed anxiety about technical issues, concerns about student behavior during online classes, and difficulties in managing time and class dynamics during online observations. When asked about their preferences, most instructors preferred face-to-face observations.
Exploration of online teaching experiences and thoughts of primary school English language teachers during COVID-19 pandemic
Teaching English as a foreign language (TEFL) is something common around the world for various purposes. Teaching English to Young Learners (YLs) is also a valid topic in TEFL. Teaching English to young learners for long time has been done through traditional way which is face-to-face even though the improvement of the technological devices. Materials have been changing at the same time as technology improved itself. However English teaching method to YLs has stayed similar with some minor changes. The COVID-19 pandemic has brought unpredicted challenges to the world, disrupting various aspects of our lives. One significant area that has been affected is education. With schools temporarily closing their physical interaction to ensure safety, the shift towards online education has become essential. Among the subjects the subjects that require special attention in this transition is English language learning for young learners. The importance of teaching English to YLs online has never been more evident than in these trying times. As educators, we find ourselves at a critical juncture in the field of language instruction, especially when it comes to teaching English to young learners. The COVID-19 pandemic has reshaped the landscape of education, prompting a rapid shift towards online learning. From our vantage point, this transition has underscored the indispensable role of teaching English to young learners online, infusing the journey with both challenges and remarkable opportunities. In the light of the data that was gathered by interviews, this study was conducted to search what are the English language teachers experiences and thoughts while teaching English to young learners online during COVID-19 pandemic. The study was carried out with the English language teachers as a foreign language who taught English Online to primary school students during COVID-19 pandemic in Antalya city. Data were collected by applying a semi-structured interview to English teachers. Purposeful sampling and snowball sampling methods were used to reach the participants of the study. There were 5 main and 14 sub-questions in the interview related to their experiences and thoughts about online education during COVID-19 pandemic. 18 participants attended the research. Interviews took between 15 to 30 minutes. Each interview was done in Turkish or in English according to the participants choice. Interviews were recorded and turned into written form. The researcher studied the interviews and created themes out of the interview texts. Another researcher outside the field who is experienced with qualitative analysis prepared themes out of the interviews. After studying the themes together, final versions of the qualitative data were decided. Although it was stated in the literature that YLs are accepted as eager to use technological devices in their lessons, the research concluded that YLs may also need social interaction with their peers, teachers, and physical movement between their breaks. Even though YLs like to use technology in their lessons they do not choose online teaching over face-to-face, as online teaching cannot provide the required elements to YLs.
ELT student teachers' beliefs about language learning: The case of Burdur Mehmet Akif Ersoy University
Learning English is a must because English is an inextricable element of people's academic lives and it is a highly popular and important issue that millions of people need to understand and learn English in this global world. Beliefs about learning a foreign language are thought to be a key factor in determining why and how people learn English. Having a serious look at the beliefs of student teachers about language learning serves as a facilitator to find out and recover the roadblocks on the path of learning and teaching English. The goal of this study is to determine English Language Teaching (ELT) student teachers' beliefs about language learning as well as whether there is any difference according to their gender and class using the Beliefs about Language Learning Inventory (BALLI) at Burdur Mehmet Akif Ersoy University. BALLI (Horwitz, 1988) is a self-report questionnaire with 34 statements and five categories elaborating on the beliefs about the difficulty of language learning, language learning aptitude, the nature of language learning, learning and communication strategies and motivation and expectations. The overall results of the inventory were found as high. The means of the four categories out of five -foreign language aptitude mean, the difficulty of language learning mean, the nature of language learning, learning and communication strategies- were high. Motivations and expectations mean is very high. The overall results of the inventory differed significantly according to gender in favour of females over males. Foreign language aptitude results, the nature of language learning results, learning and communication strategies results and the motivations and expectations results of the student teachers differed significantly according to gender in favour of females over males. Difficulty of language learning results have not differed significantly according to gender. Neither of five categories' results have differed significantly according to class.
Gender in the ELT classroom: The analysis of English coursebooks in the Syrian primary schools
Language is the primary tool in any educational process, and course books are the mainstay of the educational material. The importance of studying course books includes studying the attitudes and opinions presented implicitly or explicitly in the material as well as the content. This thesis aimed to assess whether the Syrian Ministry of Education has developed English course books which are considered a part of the curriculum, reflect gender equality and establish the patterns of gender representation in English course books. Both qualitative and quantitative in equal research methods as a mixed method were used for collection and analysis of the data. For the purpose of data collection, the researcher adopted the tool used in the research by Bilgin (2013) and used the manual coding system to code each category according to the codes. The study analysed four English language course books published between the years 2021 and 2022 for local Syrian primary school students using language tools at the textual level, such as matching, keywords in context, and visual content. Results indicated that there was a male superiority in gender representation, and the content was also gender-biased which led to unrealistic stereotypical impressions. This study is relatively significant since it contributes to the implementation of a curriculum that promotes gender equality in Syria.
Expectations and experiences of English teacher-trainees on their cooperating teachers during the teaching practice process
The cooperating teacher and teacher-trainee relationship is one of the most crucial sides of the teaching practice procedure. Additionally, expectations of teacher-trainees from their cooperating teacher may offer insightful interpretations. According to the Higher Education Council cooperating teachers have certain official duties and responsibilities in the EFL teacher practicum process. Accordingly, cooperating teachers have duties, such as making suggestions about TTs' activities; guide, monitor, evaluate activities, monitor teacher-trainees development and guide them accordingly. However, to what extent these responsibilities are facilitated by cooperating teacher is questionable. Furthermore, whether teacher-trainees expect official duties from their cooperating teachers can also be questioned. In this study, teacher-trainees expectations and experiences from the practicum process is worked upon. Specifically, teacher-trainees expectations from aspects such as general teaching competencies, 21st century skills, and mentoring skills are highlighted. Mixed research design is used to cover all aspects of teacher-trainees' expectations and experiences. Convenience sampling was used in the study and 58 teacher-trainee who studied at Burdur Mehmet Akif Ersoy university participated in the study. Through online surveys that were facilitated before and after the practicum, expectations and experiences of teacher-trainees was comprehended. Furthermore, ideal cooperating teacher for teacher-trainees was implied from interviews and open-ended questions that are added to online surveys. Collected quantitative data is analysed through descriptive analysis via Google Office Suit applications. Content analysis was used for qualitative data to highlight similarities and differences of teacher-trainees opinions. According to the findings, teacher-trainees expect feedback, sincerity, being energetic and polite to students, behaving TTs as a colleague, reflection, guidance in career decisions, etc. Although most of the acts and behaviours are not unrealistic, emotional supportive acts are not mentioned in policy documents. When expectations and experiences of teacher-trainees are analysed quantitatively it is clear that seeing TTs as future colleagues and accessibility expectations are met and introducing the school environment responsibility is less than expected. Other duties of cooperating teachers that include 21st century skills, general teaching competencies, and mentoring practices are slightly lower than expected. Suggestions like improving certificate criteria, the certification procedure, and educating cooperating teachers regarding their roles and duties have been suggested to enhance the relationship with their teacher-trainees
Enhancing vocabulary learning in civil aviation students: A comparative study of the effects of online interactive vocabulary activities and course book-based activities
Aviation industry has been a sector which is developing rapidly both in our country and in the world. In line with this, several needs have occurred. As this sector has an international role, a common language is needed in order to process the work and provide communication. Without question, this language is English. On the other hand, since the aviation is a specific field, the needed English is not only General English but it is also English for Specific Purposes (ESP). In other words, it is a language which has a terminology and special structures in spoken language. Furthermore, it has several rules in different subjects, such as language framework, aviation alphabet, numbers, etc. which are formulated by International Civil Aviation Organization (ICAO). This research aims to explore and compare the effects of online interactive vocabulary activities and traditional course book-based activities on vocabulary improvement in Civil Aviation students at Burdur Mehmet Akif Ersoy University. With a comparative nature, the research seeks to determine the effectiveness of these two approaches and identify which method enhances vocabulary learning more effectively. Additionally, the study sets out to investigate students' perspectives and opinions regarding the use of online interactive vocabulary activities versus course book-based activities in their learning process. Through statistical analysis and gathering students' viewpoints, this research intends to contribute valuable insights to the field of language teaching and learning in the context of Civil Aviation education. There are 84 students who are between 18 and 23 in the study. Their level of English is A1 and A2. In this study, mixed-methods sequential explanatory design was used as quantitative data and qualitative data were collected respectively. As a quantitative data, placement test was applied to see the English level of students and Aviation vocabulary test was used in order to see the level of students in Aviation English. As for the qualitative data, firstly, interview questionnaire form was applied to voluntary students and then the same form was given to focus groups to receive their written opinions. Results indicated that there was a significant difference between the success of the students of experimental and control group in terms of pre-test and post-test scores. In addition, students' satisfaction in experimental group related to course activities is much higher than the one in control group. This study is significant for students' comprehension of aviation vocabulary to use them in their prospective jobs to be successful. In addition, it is assumed that they will be successful in written and oral aviation English exams before being hired thanks to this study.
Examining EFL instructors' technological pedagogical content knowledge levels and perceptions at the tertiary level in Türkiye
Living in an era where almost everything in our daily lives tends to evolve into different dimensions thanks to rapid advancements, it would probably be safe to assume that technology is no exception. EFL Instructors are therefore expected not only to be competent in these forms of knowledge but also to be able to integrate technological, pedagogical, and content knowledge into their teaching practices. Technology integration in education is also gaining considerable momentum in English as a Foreign Language (EFL) teaching at the university level. This study investigates the perceptions of in-service EFL instructors towards Technological Pedagogical Content Knowledge (TPACK) levels at a state university in Türkiye. Utilising a sequential mixed methods research design, the study first gathered quantitative data through the EFL-TPACK questionnaire from 47 instructors, followed by qualitative data through semi-structured interviews with 16 participants. Quantitative analysis revealed that instructors have perceptions of high levels of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) but comparatively lower levels of Technological Pedagogical Knowledge (TPK). Significant differences in TPACK levels were found based upon teaching experience, with newer instructors displaying higher technological competence. Qualitative findings offered deeper insights, indicating a strong need for continuous professional development and targeted training to improve technology integration in EFL teaching. Participants expressed challenges in balancing technological tools with pedagogical strategies and content delivery. They also emphasised the importance of institutional support and access to resources. This research contributes to the growing body of literature on TPACK by providing a thorough understanding of the specific needs and challenges encountered by in-service EFL instructors at a state university in Türkiye. The study underlines the need for customised professional development programs to bridge the gap in technological knowledge and improve overall instructional effectiveness in EFL contexts. Based upon the discussion of findings and implications, it offers recommendations such as employing diverse and robust sampling techniques, aiming for a larger sample size, addressing missing data issues, using multiple interviewers, and ensuring thorough training and standardisation in interviewing techniques for future research studies.
Attitudes of university preparatory school students towards ICT enhanced homework
This study explored the attitudes of university students towards Information and Communication Technology (ICT) enhanced homework assignments in language teaching and learning contexts. During the application period of the study, the participant students were assigned ICT enhanced homework assignments as well as traditional type of homework assignments.To examine the students? attitudes towards ICT enhanced homework assignments at the end of the term, an attitude questionnaire was administered. The items in the questionnaire focused on students? opinions on ICT enhanced homework and were related to the factors of attitudes; cognitive, behavioral and affective. The data were collected through this questionnaire which had been distributed to 85 university students.The cognitive, behavioral and affective factors of attitudes were taken into consideration in order to analyze the overall attitude of the students. Questionnaire results reveal that despite a few difficulties they face, students have positive attitudes towards the use of ICT enhanced homework assignments in language instruction and are aware of the potential of ICT.Key words: Foreign Language Teaching, Information and Communication Technology (ICT), homework, attitude.
Teaching as a performing art: Promoting nonverbal immediacy of English Teacher Trainees
This dissertation features a research study in which an acting course for ELT pre-service teacher education was designed and applied so as to develop nonverbal immediacy of the teacher trainees and to contribute to the development of the teacher identity. This study is an integration of certain qualitative and quantitative research methods. After piloting the course design, syllabus and acting activities, an acting course for English teacher trainees was administered in an experimental design to measure the impact of an acting course on nonverbal immediacy of teacher trainees. Nonverbal Immediacy Scale-Self Report was utilized as a pre-test and a post-test tool. As for observing the change in the development process of teacher identity, various qualitative data collection techniques and tools were utilized. The results of the experimental study revealed that the experimental group displayed a significant development in their nonverbal immediate behavior, while the control group showed no notable change. The qualitative findings showed that the acting course contributed to development process of teacher identity in pre-service teacher trainees, revealing certain hierarchical stages of identity construction such as awareness, control, autonomy, self-confidence self-esteem and identity. While the first three stages were found to be highly hierarchical, self-confidence and self-esteem were observed at every developmental stage, but with a gradual increase. Apart from these findings, this research study also offers a course design, a suggested syllabus and twenty four acting activities and tasks which were designed for this research to be utilized specifically in English teacher education.
Arap dilinde çoğullar konusu ve öğretimi
Çoğullar Konusu ve Öğretimi adlı İmam Hatip Liseleri'nde çoğullar konusu ve öğretimi ile sınırlandırılmıştır. Bu çalışma, özellikle çoğul öğretimi açısından lise müfredatı konularını içermektedir. İmam Hatip Liselerinde çoğullar konusunun daha anlaşılır ve kalıcı bir şekilde işlenmesine yardımcı olmak için hazırlanan bu tezde uygulama ve değerlendirme çalışması da yapılarak konunun uygulanmasına ışık tutması amaçlanmıştır.
L'album de littérature de jeunesse dans l'apprentissage d'une langue étrangère notamment du Français à l'école primaire
In this thesis, we followed an approach from general to specific, studying the relation between the short stories and the literature, then its importance in foreign language teaching and finally in French teaching.At the end of our researches, we have come to the point that;1.Children start to discover the literature of the target language and they enter into the world of literature with the help of short stories.2.We have learned how to use this material in the class, since it is important to draw a relation between the pictures (or the images) and the story.3.The role of the teacher in using the short story efficiently is important. (The teacher shoud choose the right book, tell the story according to the level of the children and pay attention to the points that he/she should keep in mind)4.With the help of short stories and pictures, we can improve the four language skills (reading, listening, writing, speaking) that we use in communicative approach as a part of real life situations.5.Children have a great motivation while using short stories, which in the end leads to success in learning FrenchIn the end of the thesis, we gave some examples of the studies that had been made in the classroom environment with the children of primary school (1st, 2nd, 3rd, 4th, 5th grades). We believe that these examples show how short stories increase the language learning of the target age group.Key Words: Short story books wit pictures, French teaching, children literature, motivation, four language skills, the communicative approach.
Arapça öğretiminde drama yöntemi ve Arapça dersini yürüten öğretmenlerin bu yöntemi kullanma düzeyleri
Bu araştırma, Anadolu İmam Hatip Liselerinde Arapça dersini yürüten öğretmenlerin bir yabancı dil öğretim yöntemi olarak dramayı kullanma düzeylerinin incelenmesini kapsamaktadır. İç Anadolu Bölgesi il ve ilçe merkezlerinde belirlenen Anadolu İmam Hatip Liselerinde Arapça dersine giren öğretmenlere anket uygulanmış, anket verileri sonucunda dramayı kullanma düzeyleri incelenmiştir.Araştırma, betimsel bir model temel alınarak yapılmış ve bu süreçte anket formları kullanılmıştır. Anket formları örneklemde belirtilen okullarda 116 adet öğretmene uygulanmış, bunlardan 112'si geçerli sayılmıştır. Geçersiz sayılan dört adet anket, ilgili kişilerce eksik doldurulduğundan gerekli veriyi sağlayamamıştır.Araştırmanın sonucunda, öğretmenlerin ders içerisinde drama etkinliklerinin kullanma düzeyleri ile ilgili istatistiksel bilgiler sunulmuştur. Buna göre öğretmenlerin, Arapça derslerinde bazı klasik teknikleri drama tekniklerinden daha yararlı buldukları ve daha sık kullandıkları sonucuna varılmıştır.Öğretmenlerin drama tekniklerinin kullanma düzeylerinin ve bu tekniklerin Arapça öğretiminde yararlı olup olmadığı ile ilgili görüşlerinin, mesleki kıdemlerine ve cinsiyetlerine göre değiştiği (p< .05); mezun oldukları fakültenin, drama etkinliklerini kullanma durumlarını ve yararlılıkla ilgili görüşlerini etkilemediği (p> .05) görülmüştür.Araştırma sonucunda, elde edilen bulgular ışığında, Arapça öğretiminde drama yönteminin tanıtılması ve kullanımının yaygınlaştırılmasının yanı sıra, Arapça öğretimi alanında araştırmaya açık bir saha olarak görülen dramayla ilgili yeni çalışmaların yapılmasına yönelik bazı öneriler getirilmiştir.Anahtar Kelimeler: Yabancı dil öğretimi, Arapça öğretimi, drama, Anadolu İmam Hatip Liseleri
Fransızca öğretiminde şarkıların özgün materyal olarak kullanılması
Bu araştırma, Fransızca şarkıların Fransızca öğretimi alanında özgün bir ders materyali ve kişisel gelişim materyali olarak kullanılmasıyla ilgili literatür taramasından hareketle başlayan, yeni bir kaynak oluşturabilecek uygulamalar öneren betimsel bir çalışmadır. Çalışmamızın evreni ?Chanson Populaire Française? olarak adlandırılan 1950 sonrası yazılmış Fransızca şarkılardır. Çalışmaya konu teşkil eden örneklem ise bahsi geçen şarkılar arasından seçilmiş altmış altı adet şarkıdır.İlk bölümde, kısa bir giriş yapıldıktan sonra araştırmanın problem durumu, amacı, önemi, varsayımları, sınırlılıkları ve tanımları anlatılmıştır.İkinci bölümde, Fransız dili eğitiminin ülkemizdeki süreci kısaca tanıtılmış, sonrasında Fransızca şarkıların Fransız dili eğitiminde sağlayacağı yararlara değinilmiştir.Üçüncü bölümde, ders materyali olarak kullanılabilecek şarkıların seçilmesindeki teknik ve dilsel öğeler açıklanmıştır, bu ölçütlere uygun olan şarkılardan örnekler verilmiştir.Dördüncü bölümde ise, teknik ve dilsel ölçütlere uygun bir şekilde seçilen şarkıların derste nasıl işleneceği örnekler verilerek gösterilmiştir.
Arapça öğretiminde edebi materyallerin kullanımı
Bir yabancı dil bilmek aynı zamanda o ülkenin kültürünü bilmekle anlam kazanır, tam olur. Kültürü bilmek, tanımak ya da öğrenmek ise ya o ülkeye gidip belli bir süre orada yaşamayı ya da edebiyatı hakkında bilgi edinmeyi gerektirir. Dil öğrenmeye yeni başlanılan zamanlarda yabancı bir ülkeye gitmek erken olabilir. Ancak o dilin edebiyatı hakkında bilgi sahibi olunmakla kültürü hakkında da belli bilgilere ulaşılabilir.Bütün bunlardan yola çıkarak bir yabancı dil eğitiminde uygun yöntemler ve metotlarla edebî metinlerin dil becerileri kapsamında kullanılması tam anlamıyla dil öğreniminin gerçekleştirilmesine büyük katkılar sağlayacaktır.Bu çalışmada edebî türlerden bazıları (fabl, öykü, masal, şiir, biyografi, fıkra) pratik olarak kullanılmıştır. Yabancı dil Arapça öğretiminde çok kullanışlı, kalıcı öğrenmeyi sağlayan ve eğlenceli olan bu materyaller bu dilde temel bilgilere sahip öğrenciler için büyük yararlar sağlamıştır. Bu nedenle yabancı dilde edebî metinlerden yararlanmak gerekmektedir.
A comparison of the strategies for teaching oral production skills in Turkish and British primary schools
This study investigated how EAL (English lessons in The UK (United Kingdom) are delivered to the newly arrived non-British students, who know almost nothing about English or England in order to bring up new techniques and strategies to improve the oral production skills of the pupils at primary schools in Turkey. The study used a descriptive method of research.The introductory chapter presents the background, the aim and the scope of the study. The second chapter reviews the existing literature on English Language Teaching (ELT) in both countries. In this chapter, first, the importance of learning English, teaching English to young learners and oral production are clarified. Then the teaching of oral production in Turkish and British primary schools and EAL is defined. Next, stereotypes of EAL learners and as being the mostly known sample of those, the children of the Turkish-speaking community in The UK are identified. The chapter, lastly, holds a brief comparison of teaching EFL in Turkey with EAL in The UK. In the following chapter, the method of the study; in other words, participants and data collection procedures are presented. The data analysis chapter reveals the findings of the study. The data were collected by means of two questionnaires: one was administered to EAL teachers in The UK (N=50) and the second to EFL teachers in Turkey (N=50).The findings of the study revealed that certain EAL techniques and the strategies can be used efficiently in English lessons at primary schools in Turkey to promote speaking by increasing the level of the learners? motivation to participate in the authentic activities and improve their success in oral production.
The use of authentic games in English language teaching
Teaching languages by games is one of the best methods for learning foreign languages. Play is the basic means for processing information, learning new skills and practicing old ones by using schematic knowledge. In this research first and second class junior school learners are taught by adapted childhood games in two experimental and control groups for about a semester. Both groups are observed during the semester and the pre and post test results of learners are compared by t-test. Experiment group learners show better results in English language learning.This study has five chapters. The first chapter aims to present the problem to be discussed through the study. This chapter also includes the aims and the scope of the study. The last part of the chapter gives the methodology and assumptions of the study.The second chapter presents the literature review of the thesis. This chapter provides the theoretical background of the study.The third chapter presents the games and their adapted forms to be used in English Language Teaching.The fourth chapter presents the administration of the adapted games to first and second class junior school learners.The fifth chapter deals with the data analysis and interpretation of the data collected from the adapted games that have been used in English Language Teaching. The data have been given in charts and tables.The sixth chapter represents some suggestions for teachers and students. These suggestions are based on the findings of the study.The last chapter is the conclusion part and gives a summary of the study.
An alternative assessment of multiple intelligences activities for young learners of English through portfolios
This study was conducted in a primary state school with the fifth grade students. First of all, the effect of traditional assessment methods was researched and it was seen that the improvement in students? learning process was not sufficient. Later, the effect of multiple intelligences (MI) activities as an alternative assessment for young learners through portfolios was examined in terms of improving students? learning process. According to the aim of the study, first of all the activities were designed, then an alternative assessment of Multiple Intelligences activities through portfolios was used in English classes without disrupting the curriculum. Throughout the present study, the students? attitudes towards the implementation and their participation the classes were observed, questionnaires and students? portfolios were used as data collection tools. In addition, at the end of the study, an interview was done with the students so as to understand whether there was any change in their learning process or not. The findings of the study revealed that the implementation of MI activities as an alternative assessment method through portfolio is an effective assessment tool in improving the learning process for young learners.Key words: Portfolio, multiple intelligences, constructivism, young learners.
Ahmet Hamdi Tanpınar'ın "Huzur" romanın Almanca çevirisi ("Seelenfrieden") örneğinde edebi çeviri eleştirisi
Ahmet Hamdi Tanpınar'ın `'Huzur'' adlı romanının Almancaya yapılan çevirisinin, yazın çevirisi eleştirisi ilkeleri doğrultusunda karşılaştırmalı ve betimlemeli yöntemle irdelenmesi, bilimsel literatür ışığında tartışılması araştırmamızın konusunu oluşturmaktadır.Bu çalışmada özgün dili Türkçe olan yazınsal ürünün Alman Diline nasıl aktarıldığını betimleme ve bu aktarım tarzlarını değerlendirme,ayrıca her çevirmenin sahip olması gereken alan, konu ve dil bilgisini, yaratıcılıkla ne ölçüde harmanlayarak kullanabildiklerini belirleme çabası güdülmüştür.İki ana bölümden oluşan araştırmamızın kuramsal bölümünde bilimsel literatürü tarayarak çalışmamızın veri tabanını oluşturduk. Bunun yaparken yazınsal çeviri alanında öne çıkan kuramcıların görüşlerine yer verdik.Ayrıca bilimsel ve nesnel bir çeviri eleştirisinin nasıl yapılacağına ilişkin ayrıntılı bilgiler sunduk.Araştırmamızın ikinci bölümünde yani Empirik bölümde yukarıda sözünü ettiğimiz Türk Edebiyatının ünlü yazarlarından Ahmet Hamdi Tanpınar'ın Huzur adli romanının Almanca çevirisini bilimsel literatür ışığında değerlendirmeye çalıştık.iiiAraştırmamızın sonunda irdelediğimiz çevirmenin genellikle hedef dil odaklı bir çeviri anlayışını benimsediğini ve kaynak dilden hedef dile aktarım yaparken öncelikle hedef dil kültürünü esas aldığını gözlemledik.Bir fikir vermesi açısından şunu belirtebiliriz.Kaynak metin 291 sayfadan oluştuğu halde,bu metnin çevirisi hedef dile 551 sayfadan oluşmaktadır. Çevirmen, kaynak metni aktarırken çok sayıda ekleme ve ilaveler yapmıştır. Bunda da çevirmenin kaynak metnin biçemsel,dilbilgisel özelliklerini göz ardı ettiği,öncelikle metnin içeriğini aktarma çabası içinde olduğunu gördük.Araştırdığımız eser, yazınsal bir eser olduğu için yazınsal metinlerin çevirisinde içerik ve biçimin bir bütün oluşturduğunu ve bu bütünün birini diğerine tercih etmeden aktarılması gerektiğini vurguladık.Anahtar Sözcükler:Çeviri,Yazınsal Çeviri,Eşdeğerlik,Yazınsal çeviri eleştirisi,Üstü örtük ifadeler,üslup,analiz.
Arapça öğretimine yönelik NLP ilkelerine dayalı etkinlik önerileri
Ülkemizde son 30 yıldır yabancı dil öğretim ve öğreniminde önemli gelişmeler yaşanmaktadır. Türkiye'nin bu alanda kaydettiği ilerlemelerin en büyük nedeni, yabancı dil öğretiminde modern yöntemlerin kullanılmaya başlanmasıdır. Son yıllarda söz konusu yöntemlerin arasına güncel ve farklı bir çalışma alanı olan NLP de katılmıştır. Elinizdeki çalışmada, İngilizce başta olmak üzere pek çok yabancı dilin öğretilmesinde ve öğrenilmesinde artık bir yöntem olarak kabul edilen NLP, ilk kez Arapçaya uyarlanmış ve bu anlamda Arapça öğretim ve öğrenimine yeni bir bakış açısı kazandırılmak istenmiştir.Çalışmanın giriş bölümünde, araştırmanın amacı, önemi, sınırlılıkları, sayıtlıları, tanımları ve terimleri ele alınmış, ayrıca araştırmanın yöntemine ve yabancı dil alanında NLP ile ilgili yapılmış diğer çalışmalara değinilmiştir.İkinci bölümde, NLP kavramıyla birlikte NLP'nin tarihçesi, ilkeleri, teknikleri ve bu ilkelerle tekniklerin yabancı dil olarak Arapçanın öğretim ve öğrenimine uyarlanması konularına yer verilmiştir.Üçüncü bölümde, NLP'de temsil sistemleri ve temsil sistemlerini belirlemek amacıyla kullanılabilecek yöntemler incelenmiş, diğer taraftan Arapça öğretmenlerine ve öğrencilerine konuyla ilgili farklı metotlar sunulmuştur.Çalışmanın sonunda ise sonuç ve önerilere değinilmiştir.
A a suggested e-portfolio model for elt students at Gazi University
This study has been carried out to explore ELT students? perceptions,attitudes towards electronic portfolio as a learning and assessment tool, to investigatetheir experiences in participating electronic portfolio development process, topropose an electronic portfolio development model for educators and students, and togive them some ideas about design and implementation of electronic portfolios in theclassroom. The study was conducted at Gazi University, English Language TeachingDepartment. The participants of the study were 26 students attending the first year ofthe ELT Department. In this study, we conducted electronic portfolio developmentproject for two months. Two questionnaire were employed to elicit students?experiences, perceptions and attitudes.The first chapter attempts to give the background to the study as well as theaim, scope, research questions and assumptions of the study. The second chapterreviews literature relevant to the subject. In the third chapter methodology of thestudy is presented. In this chapter the data collection techniques used in the presentstudy are introduced and the interpretation of the need analysis and post tests arepresented along with remarks on the results. Chapter four aims to present thesuggested electronic portfolio development model. The fifth chapter includes a briefsummary of the present study.Key Words: Traditional Assessment, Alternative Assessment, Portfolio,Electronic Portfolio.
Karşılaştırmalı dilbilgisi öğretimi açısından temyiz
Bu çalışmada, karşılaştırmalı dilbilgisi çerçevesinde, Arapçada bulunan temyîz konusunun dilimizdeki karşılığı ele alınmıştır. Geçmişte, Arapçanın pek çok dünya diliyle çeşitli düzey¬lerde karşıtsal çözümlemesinin yapıldığı bilinen bir gerçektir. Ne var ki, bu ger¬çek Türkçemiz için geçerli değildir. Ülkemizde Arapçanın ve Türkçenin dilbilgisi alanına giren her bir konuda karşıtsal çözümlemeli çeşitli akademik çalışmalar yapılabi¬lir. Ülkemizde yapılacak karşılaştırmalı dilbilgisi çalışmalarının, Arapça öğrenen Türk öğrencilere Arapça öğretimi konusunda katkı sağlayacağı muhakkaktır.Araştırmada Türkiye'de ön lisans ve lisans düzeyinde Arapça öğretim gören Türk öğrencilerin, temyîz konusunda anlayış kabiliyetleri nelerdir? Konumuz olan temyîzin anadilde bir karşılığı var mıdır? Eğer varsa bu alâkanın boyutu nedir? Bu tezde iki dil arasında bulunan bu alâkanın benzerlikleri ve farklılıkları ele alınmış, öğrencilere temyîzi daha kolay öğretmek için anadildeki benzerleri ile kıyas yaparak anlatılmaya çalışılmıştır.Araştırmanın evrenini, 2008?2009 yılanda Türkiye'nin çeşitli ilâhiyat fakültelerinde okuyan Arapça öğretmenliği yapabilecek seviyedeki yaklaşık 50 öğrenci ve Anadolu üniversitesi açık öğretim fakültesi ilahiyat ön lisans öğrencileri oluşturmaktadır. Bu araştırma kapsamında, her bir öğrenci için, ayrı ayrı temyîz konusuyla alakalı Türkçe ve Arapça ibarelerden oluşan sorular sorulmuş nerelerde hata yaptıkları analiz edilmiştir. Araştırmanın sonunda sınav kâğıdını çözen her bir öğrenciye konuyla alakalı sorular sorulmuş, fikir alışverişi yapılmıştır. Sınav sonucunda deneklerin yapmış oldukları hatalar gruplama yapılmak suretiyle yüzdeleri ile birlikte ortaya konulmuştur.Araştırma Sonucunda;1- Türkiye'de Arapça eğitim veren ilâhiyat fakülteleri yeterli düzeyde Arapça eğitim ve öğretim vermediklerinden öğrencilerin Arap Dili konularına yeterince hâkim olmadıkları anlaşılmıştır.2- Yabancı bir dili öğrenirken anadille karşılaştırma yapılarak öğrenilebilir mi? Sorusuna öğrencilerin büyük çoğunluğunun verdiği cevapta dikkate alınarak karşılaştırma yapılabileceği ama anadildeki bir konunun hedef dille bir bütün olarak örtüşemeyeceği kanaatine varılmıştır.3- Öğrenciler tarafından Arap dili ile Türkçenin ortak dil kültürüne sahip olmasından dolayı Arapça öğrenmenin Türk öğrenciyi ortak dil kültürü olmayan dillere nazaran daha kolay öğrenileceği sonucunu ortaya koymuştur.4- Öğrenciler karşılaştırmalı dilbilgisi konusunu bilmediklerinden Arapçada bulunan temyîzin Türkçe karşılığı nedir? Sorusuna çoğunluğunun konuyu bilmediklerinden yeterli cevabı veremedikleri ortaya çıkmıştır.5-Araştırmalarımız sonucunda ülkemizde yeterli düzeyde karşılaştırmalı dilbilgisi çalışmalarının yapılmadığı anlaşılmış, karşılaştırmalı dilbilgisi alanında ortaya çıkan sorunlara dayalı olarak araştırmacı tarafından ortaya konulan önerilere yer verilmiştir.
Exception tools in Arabik and Turkish - contrast analysis
Arabic affected many other languages. The affect of Arabic can be seen in languages of other Islamic nations like Persia, Turk, Urdu, Senegal and Malay. Besides, there are many Arabic words in the languages of European nations like Italy, Germany, Spain, France, England and Portugal. Also, this affect can be easily identified in Coptic, Moor and Assyrian. The most important reason that Arabic is a strong and rich language is the Koran. Also Arabic has a very strong structure from the view of linguistics. Because of that, many studies are done for comparing Arabic with other languages about phonics, voice unit and grammar. But unfortunately no studies are done for comparing Arabic and Turkish until today. This thesis can play a leading role for filling this gap for other authors.Our thesis is composed of three sections. In the first section, we expressed the exceptions in the Arabic language generally and examined the prepositions by separating into three as nouns, adjectives and affixes. We did not touch to conflicts between authors about the subject and handled the subject generally. We simplified our samples for Turkish readers and made them coherent. We handled the prepositions in Turkish language in a simply and general way to make them coherent for Arabic readers in the second section. Also, we used Turkish resources and handled the meaning of exception in Turkish language. After this stage, despite there is not any ?exception prepositions? in Turkish resources, we revealed them by referring our logic with our studies. In the third section, we compared ?exception prepositions? of Turkish and Arabic languages with regard of their differences and similarities. During this comparison, we based on Arabic. But in the last section, there can be difficulties for Turkish readers regarding understanding. Thus, we pointed out these difficulties and made suggestions about understanding.
Using theatre extracts in teaching speech acts to turkish efl students with special reference to apologies and refusals
The development of pragmatic and sociolinguistic rules in language use is important for language learners. It is necessary to understand and use language that is appropriate to the various situations, because failure to do so may cause users to miss key points that are being communicated or to have their messages misunderstood. Worse, yet, is the possibility of a total communication breakdown and the stereotypical labeling of second language users as people who are insensitive, rude, or inept (Thomas,1983). Apologies and refusals are considered to be highly complex speech acts as they differ cross-culturally, thus, these language specific semantic formulas are prone to misunderstandings.This present study concerns with the teaching and learning of the more subtle and complex features of the speech act of apologizing and refusing in English to Turkish Prep-school learners by using theatre extracts as authentic material. Data was collected from 10 American native speakers of English and 40 Turkish Prep-school foreign language learners, 20 of which were experimental and 20 of which were the control group from the same proficiency level. Participants were given a discourse role-play test (DRPT) instrument for elicitation including both apology and refusal strategies via pre- and post-test questionnaire and the classroom treatments were video recorded for ethnographic data. Theatre extracts from English and American playwrights? plays were used as an authentic material with pragmatic instruction throughout one semester. Findings indicated that effective instruction of speech acts through theatre extracts can assist learners in producing native-like utterances in certain situations and affect their sociolinguistic behavior.
The effect of critical thinking on reading skills: A constructivist perspective
The aim of this study is to determine whether teaching reading skills by asking higher level thinking questions which are consistent with constructivism and critical thinking has an influence on the reading grades of the students or not.In this study, reading skills of 9th grade students in Çankırı Nevzat Ayaz Anatolian Teacher High School have been evaluated. The two classes having superficial reading skills and the two classes having reading skills gained by studying critical thinking and personalized information techniques have been contrasted. At the end of this study, the grades of the two groups have been compared.At the end of the research, it has been revealed that:1.While the experimental groups can deal with the text from different perspectives, make comments on it, and accept or refuse the arguments presented in the text, the control groups have a tendency to believe every piece of information in the text.2.Whereas the experimental groups wonder about the author, and the information related to him / her, the control groups ignore these facts.3.While the control groups strive to find direct answers from the text, experimental groups use the previous data in the text to make analysis, synthesis, and evaluation.4.Productivity and creativity of experimental groups have increased.5.Experimental groups have not been shy of expressing their thoughts on a topic.The suggestions made by the researcher based on the problems have been added at the end of the research.
Bertolt Brecht'in tiyatro metinlerinin Türkçeye aktarılışında deyim aktarmalarından kaynaklanan sorunlar ve bu sorunların dil öğretimindeki yansımaları
Her çağda kendisini geliştirmiş olan dünya dilleri günümüzde sanayi devrimi, diğer teknolojik gelişmeler, ticari ilişkiler gibi gelişmelerin ışığında her zaman birbirlerine ihtiyaç duymaktadırlar. Bu durumda geçmişte olduğu gibi günümüzde de çeviri büyük bir gereksinim haline gelmiştir.Bu çalışmada Epik Tiyatronun kurucusu olan Bertolt Brecht'in ?Drei Groschen Oper? adlı tiyatro metninin kaynak ve hedef metinlerinden alınan deyimlerin ışığında karşılaştırması yapılmaya çalışılmıştır. Özellikle de Brecht'in eserinde kullanmış olduğu deyimlerin Türkçe'ye çevirisinde kültürel özellikler de dikkate alınarak bir çeviri eleştirisi yapılmaya çalışılmıştır.Bu çalışmanın giriş bölümünde daha çok çeviri bilimiyle ilgili genel kavramlara yer verilmiştir; çeviri türleri, yazın çevirisi ve özellikleri, edebi eserler içinde yer alan tiyatro metinleri ve özellikleri, eşdeğerlik ve çeviri eleştirisi gibi konulardan bahsedilmektedir. Yine giriş bölümünde Alman tiyatrosu denilince akla ilk gelen isimlerden biri olan Bertolt Brecht'in ?Drei Groschen Oper? isimli tiyatro oyunu ve Epik Tiyatroyla ilgili genel bilgilerden söz edilmektedir. Çalışmanın ikinci bölümünde ise eserin Türkçe çevirisinde geçen deyimler iki dil arasındaki kültür farklılığına dayandırılarak eleştirel bir yaklaşım izlenmeye çalışılmıştır. Çalışmanın üçüncü bölümü ise sonuç bölümüdür.
Fatih Döneminden Tanzimata kadar Osmanlı medreselerinde Arapça öğretimi
Bu araştırmanın amacı, Osmanlı medreselerinde, Fatih döneminden Tanzimat'a kadar Arap dilinin öğretiminde kullanılan yöntemler, okutulan kitaplar, Arapçanın ders programlarındaki yeri ve bu bağlamda Osmanlı medrese eğitiminde Arapçanın nasıl bir konuma sahip olduğunu araştırmaktır.Bu araştırma, yazılı kaynak (literatür) taramasına dayanmaktadır. Çalışmada kullanılan araştırma yöntemi, ?tarihsel model?dir. Tarihsel modelle, belli bir geçmiş olay ve bu olayın günümüze etkileri incelenmektedir. Tarihsel araştırmaların verilerini, yazılı kaynaklar (örneğin, kitaplar, dergiler, arşiv belgeleri, resmî yazışmalar, sözleşmeler vb.) oluşturmaktadır. Söz konusu çalışma da tarihî verilere dayanarak, çıkarımlar yapmaya yönelik olduğundan; bu yöntemin kullanılması uygun görülmüştür.Araştırma türü ise betimseldir; betimsel araştırmalar, geçmişte ya da hâlâ var olan bir durumu olduğu haliyle betimlemeyi amaçlayan araştırmalardır. Bu çalışmada da geçmişte var olan bir kurum olan medrese eğitimi olduğu gibi yansıtılmaya çalışılmıştır.Çalışmanın evrenini, Osmanlı Devleti'nin Fatih döneminden (1451) başlayarak Tanzimat'ın ilan edilişine kadarki dönemde (1839) yüksek öğrenim kurumu olan medreselerin eğitim sistemi oluşturmaktadır. Evrenin bir parçası niteliğindeki araştırmanın örneklemini ise, bu medrese eğitimi içerisindeki Arapçanın öğretimi oluşturmaktadır. Çalışmada örneklem türlerinden küme örnekleme yöntemi kullanılarak Arapça öğretimi, sarf ilmi, nahiv ilmi, belâgat ilmi olarak kümelenmiştir.Nitel bir çalışma olan araştırmamızda, nitel çalışmalarda kullanılan veri toplama yöntemlerinden belge toplanması ve analizi, yapılan eserlerin incelenmesi ve değerlendirilmesi gibi veri kaynaklarına başvurulmuştur. Çalışmanın verileri nitel olduğundan, veri toplama tekniği olarak ?belgesel tarama? kullanılmıştır. Bu çalışmada, konuyla ilgili arşiv belgeleri, vakfiyeler, kânûnnâmeler, otobiyografiler, icâzetnâmeler, ders programları ile Türkçe, Arapça, Osmanlıca, İngilizce ve Fransızca olmak üzere çeşitli dillerde yayımlanmış kitaplar, sözlükler, makaleler, bildiriler, medrese eğitimi üzerine yayımlanmamış yüksek lisans ve doktora tez çalışmaları taranarak söz konusu döneme ilişkin medreselerde Arapça sarf, nahiv, belâgat üzerine okutulan ders kitapları incelenmiştir. Verilerin analizi için ise, nitel analiz tekniklerinden betimsel analiz yöntemi kullanılmıştır.Bulgular, Arapçanın Osmanlı medreselerinde dinî ilimlere hazırlayıcı bir konuma sahip olduğunu ve dinî metinleri anlamaya yönelik olarak öğretildiğini göstermektedir. Bu amaç doğrultusunda gramer ve metin ağırlıklı bir dil öğretiminin gerçekleştirildiği saptanmıştır. Bu bulgular ışığında, günümüz modern öğretim yöntemleri uygulanırken Osmanlı âlimlerinin ortaya koyduğu Klasik Arapça gramer kitaplarına da başvurulmasına yönelik önerilerde bulunulmuştur.Anahtar Kelimeler: Osmanlı Eğitim Sistemi, Medreseler, Arap Dili Eğitimi, Öğretim Yöntemleri, Ders Programları, Arapça Gramer Kitapları.
İmam hatip liselerinde Arapça konuşma öğretimine etkinlik temelli bir yaklaşım
İmam Hatip Liselerinde yabancı dil olarak Arapça konuşma öğretimi büyükönem taşımaktadır. Bu araştırmada etkinliklerin Arapça konuşma öğretiminde nasılkullanılabileceği açıklanmaya çalışılmıştır. Arapça konuşma öğretimini kalıcı ve zevklihale getiren etkinliklerin hazırlanması amaçlanmıştır.Birinci bölümde, araştırmanın amacı, önemi, sınırlılıkları, sayıltıları, tanımlarıele alınmış ve araştırmanın yöntemine yer verilmiştir.İkinci bölümde Türkiye'de yabancı dil ve Arapça öğretimi, ilgili araştırmalar vekonuşma becerisi öğretimi yer almaktadır.Üçüncü bölümde etkinlik temelli Arapça konuşma öğretimi ve Arapça konuşmaöğretiminde etkinliklerin kullanılması ele alınmıştır.Dördüncü bölümde etkinlik temelli Arapça konuşma uygulamalarına yerverilmiştir.Çalışmanın sonunda ise sonuç ve önerilere değinilmiştir.
Vildân Fâik'in Teshîlu's-Sarf adlı eserinin Arapça dilbilgisi öğretimi açısından değerlendirilmesi
Çalışmamızın giriş bölümünde Osmanlı İmparatorluğu dönemindeki sarf çalışmaları ile ilgili bilgiler sunulmuştur. Öncelikle problem ve amaç belirtilmiş, çalışmanın önemi, sınırlılıkları, sayıltıları, tanımları ve terimleri açıklanmıştır. Sınırlılıklar bölümünde, Teshîlu's-sarf'taki Arapça öğretim metodlarını modern yöntemler ile karşılaştırabilmek için günümüz Arapça sarf kitapları arasından seçilen ?Arapça Fiil Çekimleri ve Sarf Bilgisi? (M. Sadi Çöğenli), ?Arapça Dil Bilgisi? (Mehmet Maksutoğlu), ?Arapça Dil Bilgisi? (Hüseyin Günday ve Şener Şahin), ve ?Arap Gramerine Giriş ? 1 Sarf? (Erkan Avşar) isimli kitaplar hakkında bilgiler aktarılmıştır. Tezin yöntem bölümünde araştırma modeli, evren ve örneklem, veri toplama tekniği ve verilerin analizi ile ilgili bilgiler verilmiştir. Değerlendirme kısmında ise, öncelikle okuyucunun sağlıklı bir karşılaştırma yapabilmesi için Teshîlu's-sarf 'ın transkripsiyonu tam metin olarak verilmiş, eser ve yazarı Vildan Faik ile ilgili genel bilgiler aktarılmıştır. Daha sonra Teshîlu's-sarf'taki konular, konu anlatım tekniği ve eserin yöntemi irdelenmiştir. İkinci bölümde, Teshîlu's-sarf'ın ele aldığı Arapça dilbilgisinin kelime bilgisi bölümüne ait kurallarının yukarıda isimleri verilen 4 sarf kitabı ile karşıtsal analizi yapılmış ve değerlendirme sonuçları 34 başlık altında sunulmuştur. Son olarak eserin Arapça dilbilgisi öğretimi açısından değerlendirilmesi yapılarak sonuç ve önerilere değinilmiştir.
Avrupa Birliği eğitim ve değişim programları'nın yabancı dil öğreniminde kültürel etkileşime olan katkısı
Bu araştırmada ki amaç, Avrupa Birliği Eğitim ve Değişim Programları ile yurtdışına giden yüksek öğrenim öğrencilerinin dil eğitimi ve kültürel etkileşim açısından karşılaştıkları olumlu ve olumsuz olguları betimlemek ve eğitim ve değişim programlarının etkinliğinin artırılmasına yönelik geçerli önerilerde bulunabilmektir.Bu araştırma; Avrupa Birliği Eğitim ve Değişim Programları kapsamında yer alan Sokrates Programının, Yüksek Öğretimi kapsayan Erasmus Programı ile Avrupa Üniversitelerinden herhangi birine gitmiş ve dönmüş öğrencilerin Avrupa'da bulundukları sırada:?Sahip oldukları yabancı dil düzeyleri ile gittikleri ülkelerdeki yaşadıkları sorunları,?Dil öğretimi sırasında gittikleri ülkenin kültürüne ait öğrendikleri öğelere, orada bulundukları süre içerisinde verdikleri tepkileri,?Kültürel öğeler ile ilgili olarak kültürleşme, kültürlenme, kültür şoku ve kültürel değişim gibi konularda ortaya çıkan olumlu ve olumsuz değişimleri,?Kendi ülkeleri ve gittikleri yabancı ülkelerin kültürel öğeleri konusunda ki görüş, düşünüş ve davranışlarındaki olumlu ve olumsuz değişimleri belirlemek ve elde edilen bulguların ışığında Avrupa Birliği Eğitim ve Değişim Programlarını yöneten, bundan yararlanacak olan öğrenciler ve eğiticiler için geçerli ve yararlı önerilerde bulunabilmek için planlanmış ve yürütülmüştür.Araştırma kapsamına alınmış denekler Gazi ve Yıldız Teknik Üniversiteleri'nin AB Ofislerinin kayıtlarından Erasmus Programı ile yurtdışına gitmiş öğrencilerin listesi temin edilerek araştırmanın örneklem grubu oluşturulmuştur.AB Eğitim ve Değişim Programlarından yararlanan öğrenci sayısının çok olmaması nedeni ile araştırmayı anlamlı sonuçlara götürebilmek açısından evren aynı zamanda örneklem grubunu oluşturmaktadır.
İsak Nuri Rizevinin Zubdetul-İzhar adlı eserinin Arapça dilbilgisi öğretimi açısından değerlendirilmesi
Bu çalışmada İshâk Nûrî Rizevî'nin ?Zubdetu'l-İzhâr? adlı eseri Arapça dilbilgisi öğretimi açısından değerlendirilmiştir.Çalışmanın birinci bölümünde Arapça olarak kaleme alınan ve Osmanlı Türkçesi ile şerhleri yapılan bu eşsiz eser, Latin harflerine aktarılarak kolay okunabilmesi amaçlanmıştır. İkinci bölümde ise eserin Arapça dilbilgisi öğretimi açısından günümüzdeki yerinin belirlenmesi amaçlanmıştır. Bütüncül metot esas alınarak eser her yönüyle incelenmiştir. Eserin yazarı olan İshâk Nûrî Rizevî'nin hayatı ve eserlerini içeren bilgiler çalışmanın giriş bölümünde aktarılmıştır. Ayrıca kendisi ile ilgili bazı belgeler ise çalışmanın ekler bölümünde sunulmuştur.Araştırmanın evrenini Osmanlı döneminde Arapça öğretiminde okutulan kaynaklar oluşturmaktadır. Örneklem olarak da ?Zubdetu'l-İzhâr? adlı eser ele alınmıştır. Bu eser günümüzde yazılan Arapça dilbilgisi ve nahiv bilgisi kitaplarıyla karşılaştırılmıştır.Çalışmanın sonucunda Arapçanın sentaksını açık ve akıcı bir uslup ile belirli bir mantık sırası içinde özetleyen bu eser, örneğine az rastlanır bir kabiliyetin mahsulü olduğu araştırmacı tarafından ortaya konulmuştur. Bu eser üzerine bilimsel çalışma yaparak, Arapçanın modern metotlarla öğretimine olumlu katkılarda bulunulmuştur.
Retyos Kirkoryanın Hulasatus-Sarf adlı eserinin Arapça dilbilgisi öğretimi açısından değerlendirilmesi
Çalışmamızın giriş bölümünde Osmanlı İmparatorluğu dönemindeki sarf çalışmaları ile ilgili bilgiler sunulmuştur. Öncelikle problem ve amaç belirtilmiş, çalışmanın önemi, sınırlılıkları, sayıltıları, tanımları ve terimleri açıklanmıştır. Sınırlılıklar bölümünde, Hulâsatu's?sarf'taki Arapça öğretim metodlarını modern yöntemler ile karşılaştırabilmek için günümüz Arapça sarf kitapları arasından seçilen ?Arapça Fiil Çekimleri ve Sarf Bilgisi? (M. Sadi Çöğenli), ?Arapça Dil Bilgisi? (Mehmet Maksutoğlu), ?Arapça Dil Bilgisi? (Hüseyin Günday ve Şener Şahin), ve ?Arap Gramerine Giriş ? 1 Sarf? (Erkan Avşar) isimli kitaplar hakkında bilgiler aktarılmıştır. Tezin yöntem bölümünde araştırma modeli, evren ve örneklem, veri toplama tekniği ve verilerin analizi ile ilgili bilgiler verilmiştir. Değerlendirme kısmında ise, öncelikle okuyucunun sağlıklı bir karşılaştırma yapabilmesi için Hulâsatu's?sarf'ın transkripsiyonu tam metin olarak verilmiş, eser ve yazarı Retyos Kirkoryan ile ilgili genel bilgiler aktarılmıştır. Daha sonra Hulâsatu's-sarf'taki konular, konu anlatım tekniği ve eserin yöntemi irdelenmiştir. İkinci bölümde, Hulâsatu's?sarf'ın ele aldığı Arapça dilbilgisinin kelime bilgisi bölümüne ait kurallarının yukarıda isimleri verilen 4 sarf kitabı ile karşıtsal analizi yapılmış ve değerlendirme sonuçları 34 başlık altında sunulmuştur. Son olarak eserin Arapça dilbilgisi öğretimi açısından değerlendirilmesi yapılarak sonuç ve önerilere değinilmiştir.
أدٔاث االسخفٓاو فً انهغت انعربٍت ٔانخركٍت -دراست حقابهٍت-
Recently, after the widespread of Arabic education, a lot of search has beendone between Arabic and world languages in the level of sound, morphology and syntax through contrastive analysis. A very little study has been prepared between Arabic and Turkish through contrastive analysis so Turkish could not take its enough shares. Because lots of studies in Arabic language has been done in the area of phonology, literature and balaga. The prepared study purposes to satisfy a blank in this area. The thesis contains the contrastive analusis between question prepositions in Turkish as mother language and question prepositions in Arabic as target language. We named it as ?Question prepositions in Arabic and Turkish - Contrastive Analysis- ? . The mentioned thesis consists of three chapters:In the first chapter, we dealt with question prepositions in Arabic. In the second chapter we dealt with question preposition in Turkish. In the third chapter we made an analysis between these two languages. From the point of view of the comprehensive of the subject, the third chapter was not classified according to Turkish classification but according to Arabic classification. Working in respect of strong view of contrastive analysis, the similar and different aspects of these two languages have been dealt with. In the end of the study the difficulties that Turkish students will be come across while learning these prepositions have been researched.As a result with putting the prepositions of two languages into search, the similar and different aspects have been established. While indicating the difficulties that occur because of these differences, some suggestions for the solution of them have been mentioned.
The use of constructive feedback in speaking and writing tasks at Gazi University Research and Application Center for Instruction of Foreign Languages
This study investigated the use of constructive feedback in speaking and writing tasks at GURACIFL. The study used a descriptive method of research.The introductory chapter presents the background, the aim and the scope of the study. The second chapter reviews the existing literature on feedback. In this chapter, information about constructivism, speaking and writing tasks, feedback and reflection is given. Firstly, definitions of constructivism are provided and the constructivist approach to learning is discussed. Then, speaking and writing tasks are presented. Then the chapter turns to a discussion of what feedback is firstly by revealing some definitions and then exploring what constructive feedback is. Finally, the chapter presents information about reflection integrating it with feedback. In the following chapter, the method of the study; in other words, participants and data collection procedures are presented. The data analysis chapter reveals the findings of the study. The data were collected by means of two questionnaires: one was administered to learners and the second to teachers.The findings of the study revealed that constructive feedback can be used efficiently in speaking and writing tasks in order to increase the level of the learners? motivation to participate in the learning tasks and improve their success in speaking and writing tasks.