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Almanca öğretiminin ve öğretmen adaylarının metodoloji bilgisinin Diyarbakır ili fen lisesi öğrencilerinin Almanca öğrenmelerine olan etkisi
Dil günümüz dünyasında hem bir iletişim aracı hem de ticarette önemli bir aktördür.Bir yandan bir toplumda yaşayan bireyler birbirleriyle aynı dili konuşarak iletişim kurarlarken diğer yandan bireylerin öğrendikleri yabancı dil sayesinde bir başka kültürü tanımak,bilgi alışverişinde bulunmak ve ticaret mümkün olmaktadır.Bugün hızla gelişen ve değişen dünyamızda diğer uluslarla da iletişim sağlamak zorundayız. Başka bir deyişle, diğer ülkelerle her alanda bilgi alışverişi yapabilmek, ekonomik ilişkilerimizi yürütebilmek ve kendi düşüncelerimizi ifade edebilmek için yabancı dili/dilleri bilmek zorundayız. İçinde bulunduğumuz çağ "bilgi" çağıdır. Bireyler ve toplumlar bilgiye ulaşmak için ellerinden geleni yapmaktadırlar. Küreselleşme anlamında giderek "küçülen" dünyamızda farklı toplumlar arasında "iletişim" çok önemlidir. Günümüzde iletişim hem görsel ve yazılı basın hem de bilgisayarlar yardımıyla gerçekleştirilmektedir. Günümüzde ekonomik ve teknolojik gelişmeler sonucunda, İngilizce neredeyse tüm ülkelerde kullanılan "dünya dili" haline gelmiştir. Bu nedenle ülkemizde de yabancı dil öğretimi daha çok İngilizce öğretimi üzerinde yoğunlaşmıştır. Bu, üzerinde uzun yıllardan beri titizlikle durulan bir konudur. Öte yandan Avrupa'da üç önemli ülke olan Almanya,Avusturya ve İsviçre ülkelerinin resmi dilleri olan,bilim ve sanatta Avrupa'yı anlamak için kilit rol oynayan,ülkemizin çok sıkı ilişkiler geliştirdiği Almanya'nın öğrenilmesi durumunda bireylere birçok alanda fırsatlar sunacak olan Almanca ülkemizde de son yıllarda ilgi görmeye başlamış ve Anadolu ve Fen Liselerinde genel olarak ingilizcenin yanında ikinci yabancı dil olarak öğretilmeye başlanmıştır. Küreselleşmenin gereği olarak çağı yakalamak, çağdaş olabilmek, diğer ülkelerle teknolojik, ekonomik ve kültürel açıdan iletişim sağlayabilmek için yabancı dil öğretiminin iyi eğitilmiş ve alanında yeterli bilgisi olan öğretmenlerce yürütülmesi gerekmektedir. 2008 yılından bu yana almanca öğretmeni olarak çalışan bir öğretmen olarak öğrencilerimizin yukarıda bahsedilen noktaları bilmekle beraber genelinin yabancı dil alanında istenilen başarı seviyesine ulaşmadığını görme fırsatı buldum. Bu durumu bu çalışmada iki ayaklı olarak incelemeyi amaçladım.Çalışmanın birinci ayağını öğretmen adaylarının bir yabancı dili öğretmedeki alan bilgileri ve tecrübeleri oluşturmaktadır.Bu kapsamda Dicle Üniversitesi Eğitim Fakültesi Yabancı Diller Anabilim Dalı Almanca Öğretmenliği son sınıf öğrencisi 61 kişi ile anket yapıldı.Bu anket yardımı ile öğretmen adaylarının alan bilgisi ile bir fikre ulaşılmak hedeflenmiştir.Çalışmanın ikinci ayağı ise ülkemiz Milli Eğitim Sistemini detaylı bir şekilde incelemeden öğrencilerin yabancı dil öğrenme ile davranış ve motivasyonları tespit etmektir.Bu kapsamda da merkezi bir sınav sonucu ilimizde en başarılı öğrencilerin okuduğu Rekabet Kurumu Cumhuriyet Fen Lisesi ve Vali Aydın Arslan Fen Lisesi öğrencilerinden toplam 194 öğrenci ile anket çalışması yapılmıştır.Yapılan bu anketler Microsoft Office Excell 2010 programında girilmiş ve daha sonra analiz edilmiştir. Analiz için IBM SPSS Statistics 64 bit Version.22.0.0.0 programı kullanılmıştır.
An analyis of cultural content of the elt coursebook "Teenwise"
The use of English as a lingua franca in such a cross-cultural world where the borders between countries lose its significance with the effect of globalization has increased the importance of intercultural communicative competence in foreign language education. Therefore, integration of intercultural contents into coursebooks has become one of the main concerns in language education. In this sense, analysis of coursebooks is essential to evaluate whether they are qualified enough to represent intercultural elements. The study aimed to analyze the representation of cultural contents in English coursebook set "Teenwise" published by Ministry of National Education for 9th grade students in secondary education. Within the scope of the study, a content analysis exploiting quantitative method was employed to investigate cultural contents in terms of 'categories of culture' (source, target and international culture), 'aspects of culture' (products, practices, perspectives and persons), and 'themes of culture' (Big "C" and little "c" culture). The results obtained in the study indicated that a wide range of cultural contents promoting students' intercultural perspectives were portrayed in various forms as representatives for international culture. Yet, it was inferred that source culture (Turkish culture) was underrepresented. It was found that products and persons comprised great majority of cultural contents; however, practices and perspectives that are necessary to gain a clear understanding in daily life routines and worldviews of different cultures were poorly displayed. A well-balanced distribution was observed in representation of Big "C" and little "c" themes despite a slight tendency toward little "c" themes. However, great majority of activities were identified as culture free contents. This study indicates that although the coursebook set, to some degree, promotes students' intercultural communicative competence, its authors and publishers should revise and improve it in order to eliminate the existing imbalance in representation of cultural contents.
Fransızca öğretiminde kültürel boyut: Reklâm bildirilerinin Fransız kültürünü aktarmadaki yeri ve işlevi
Çalışmamızda basılı reklam bildirilerinin Fransız kültürünü aktarmadaki yeri ve işlevinin ne olduğunu göstermeye çalıştık. Fransızca öğretiminde kültürel boyut son yıllarda önemli bir yer kazanmaya başlamıştır. Yabancı dil öğretimi artık sadece sözcük bilgisi, dilbilgisi, vb. olarak görülmemekte, bunların yanı sıra, o dilin konuşulduğu ülkeye ait sosyokültürel değerlerin öğrenimini de kapsamaktadır.Birinci bölümümüz kültür kavramına ayrılmıştır. Kültür oldukça geniş ve çok anlamlı bir kavramdır. Biz, yabancı dillerin öğretimi için kültürün ne demek olduğunu anlamaya çalıştık. Kültür kavramını daha iyi açıklayabilmek için; öncelikle dil, toplum ve kültür arasındaki ilişkileri incelememiz gerektiğini saptadık. Bu üç kavramın oldukça sıkı, hatta ayrılmaz ilişkiler içerisinde olduklarını fark ettik.İkinci bölümümüzde, yabancı dil sınıfında okutulacak kültür çeşitlerini bulmaya, daha sonra da Fransızca öğretiminde kullanılan yöntembilimlerde kültürün ve imgenin yerini anlamaya çalıştık. Birçok kültür çeşidi olduğunu saptadık ve bunları reklam bildirilerinden örnekler vererek sınıflandırmaya çalıştık.Üçüncü bölümümüzde, Fransızca öğretiminde kullanılan yöntembilimlerdeki kültür ve imgeyi ve yöntembilim tarihinde bu kavramları birlikte ele aldık. İmgenin yöntembilim tarihinin en başında bile kullanıldığını tespit ettik. Esas olan, kültür ve imge ilişkisinin yöntemlerle yararlı hale gelmesiydi.Dördüncü bölümümüzde imgenin algılanması üzerinde durduk. Bu konunun çalışmamızda önemi bir nokta oluşturduğunu düşünüyoruz. Bu nedenle, imgenin karşısında okuyucunun durumunu anlamaya çalıştık, çünkü imgenin anlamı okuyucuya bağlıdır. Daha sonra imgeyi iki bölümde sınıflandırdık: sabit imgeler ve hareketli imgeler. Sınıflandırmayı yaptıktan sonra, imge, medya, ideoloji ve kültür kavramları arasındaki ilişkileri anlamaya çalıştık. İmgenin dağıtım aracına göre güç kazandığını saptadık.Beşinci bölümümüz bir ileti olarak reklama ayrıldı. Reklam belirli bir kitleye seslendiğine göre, bir ileti olarak kabul edilebilir. Halka bir ürün hakkında bilgi vermek, amaçları arasındadır. Bu nedenle, ilk olarak, reklamı iletişimsel bir mesaj olarak incelemeye karar verdik. Reklam, belirli bir kitleye mesaj vermeyi amaçladığına göre, bir iletişimden bahsedebiliriz, ancak bu iletişim ayrışık ve mesafelidir. Reklam afişlerini çeşitli iletişim kuramlarına göre incelemeye çalıştık. Daha sonra, bu afişleri sözbilimsel ileti olarak inceledik. Reklam, tüketiciyi ikna etmeye ve onları inandırmaya dayanır. Reklamcılar, kanıtlama tekniklerini kullanarak, aynı zamanda reklam afişlerine çeşitli söz sanatlarını da katarak sözbilimden de yararlanırlar. Reklamları sözbilimsel ileti olarak inceledikten sonra, söz edimi olarak ele aldık. Sözceleme durumu, reklam afişlerinde edimsöz boyutunda önem kazanır. Reklam afişlerindeki sözceleme durumunun üç boyutunu incelemeye çalıştık: düzsöz boyutu, edimsöz boyutu, etki söz boyutu. Son olarak, reklam afişlerinin derin yapısını anlamak için bunları göstergebilimsel açıdan inceledik. Bu afişlerdeki anlamın çeşitli kavramların (zayıf/şişman, hasta/sağlıklı, vb.) zıtlığına dayandığını gördük.Çalışmamızı bitirirken, Türkiye'deki üniversitelerin Fransız Dili Eğitimi Anabilim dallarında okutulan ?Fransızca Sözlü İletişim? ve ?Fransız Kültürü? dersleri için ders planı hazırladık. Bu ders planlarının öğretmenlere reklam afişlerinin derslerde kullanımı hakkında ışık tutacağını düşünmekteyiz.
Investigation of information literacy levels of EFL teachers
The study investigated the information literacy levels of English as a Foreign Language (EFL) teachers based on such variables as age, gender, faculty of graduation, education level, level of school and years of experience in profession. 208 EFL teachers participated in the study by filling in the scale shared either online or face-to-face. Mixed method was applied in the study. For the quantitative data, demographic information survey and Information Literacy Scale (Adıgüzel, 2011) were used. The data obtained were analysed on IBM SPSS 22 package program, and descriptive statistics were used to provide the scores of the participants. As the measurement didn't fit normal distributions, Kruskal Wallis and Mann Whitney U tests were utilized in order to test the relationship between the independent and dependent variables. For the qualitative data, 20 of the participants, who volunteered to take part in the interview, were asked four open-ended questions and follow-up questions in order to determine their opinions about 21st century skills, information literacy and its impacts on professional development and the way EFL teachers teach the language. The quantitative data showed that there was no statistically significant relationship between information literacy levels of EFL teachers and age, gender, faculty of graduation, education level, level of school and years of experience in profession. However, in the legal and ethical regulations in information use subscale, the statistics indicated that female EFL teachers had higher information literacy level than their male counterparts. The qualitative data showed that most of the interviewees had heard of the term 21st century skills, yet only one of them stated information literacy as a 21st century skill. Most of them also stated that they were familiar with the term information literacy, but they were unable to define the term broadly. The interviewees were asked whether information literacy levels of EFL teachers had an effect on their professional development, and the way they teach the langauge, and nearly all of them stated that it would positively affect them.
Self-assessment of writing skills: A comparative study on teacher assessment and self-assessment of prospective efl teachers' writing skills and their perceptions of self-assessment
This study aims to investigate the prospective EFL teachers' perceptions on self-assessment; accordingly, their conceptualization of self-assessment, attitudes towards and perceived benefits of practicing self-assessment of their writing skills. In addition, the study also aims to find out the level of consistency of the prospective EFL teachers' self-assessment of their writing skills with the teacher assessment in general and regarding different components of writing skills. The study was designed as convergent parallel mixed method research including a group of freshman students enrolled in a Writing Skills 2 course in an ELT program. The participants were administered a self-assessment questionnaire both before and after including self-assessment practices to their essay writing tasks to elicit their views and experiences considering the use of self-assessment, and a self-assessment rubric to determine whether there is a significant difference between prospective EFL teachers' self-assessment and the teacher assessment scores. While the qualitative data obtained from the self-assessment questionnaire were analyzed via multiple-phased systematic content analysis, the quantitative including prospective EFL teachers' self-and the teacher- assessments were analyzed using SPSS. The results show that freshman prospective EFL teachers who participated in the study had limited level "self-assessment literacy" and lacked the awareness of and experience in using self-assessment to improve their English writing skills. The data analyses also reveal that the freshmen prospective EFL teachers' conceptualization of self-assessment as a skill that can be developed through guided applications on a regular basis and have positive attitudes towards practicing self-assessment in their writing classes and using self-assessment in their future assessment practices. Besides, practicing self-assessment is shown not only to improve prospective EFL teachers' writing skills but also their language assessment literacy skills. For this reason, prospective EFL teachers suggested teacher educators to incorporate self-assessment practices into their curriculum to promote their students' understanding of the concept of formative assessment and writing assessment. Moreover, while the results show that there is no statistically significant difference between prospective EFL teachers' self-assessment scores and the instructor's scores in assessing their writing skills considering final scores, there is a significant difference between the self- and instructor assessment scores regarding different components of writing skills.
EFL instructors' perceptions of student engagement and their use of student engagement strategies in blended learning
This study aimed to understand EFL instructors' perceptions of student engagement and their use of student engagement strategies in blended learning in a preparatory school in Turkey. Moreover, the study also aimed to find out the problems they encountered for student engagement and the solutions recommended to the mentioned problems. In this narrative case study, 10 EFL instructors were interviewed to collect the data. The data obtained from the interviews were analyzed using Creswell's (2013) systematic content analysis framework. The findings revealed that the EFL instructors' definition of student engagement referred to students' observable behaviors: behavioral engagement, which implies that the instructors have a narrow understanding of the multidimensional construct. It was found that emotional and cognitive engagement indicators might escape the instructors' attention, which mistakenly results in misinterpreting the level of student engagement for some individual learners. This might be a call for expanding instructors' conceptualization of the student engagement to have a good grasp of the dimensions of engagement for better teaching supported by in-service trainings. Despite their narrow understanding of the construct, EFL instructors implemented a wide range of strategies in face-to-face and online teaching to engage students behaviorally, cognitively and emotionally. Moreover, the findings also revealed that the problems they encountered for student engagement were learner-based and institutional-based; however, the solutions they recommended were institutional-based. Taking the results of the study into consideration, several implications and suggestions were made for foreign language instructors, curriculum designers, teacher trainers and language program administrators as well as further studies.
EFL instructors' and learners' perceptions on and preferences for oral corrective feedback: Do they overlap?
The purpose of this study was to investigate the EFL teachers' and students' perceptions on and preferences for Oral Corrective Feedback (OCF) with a comparative view as well as EFL instructors' conceptualization and practices of OCF. In this mixed method research, For the quantitative phase of the study, 30 EFL instructors working in the preparatory school of a private university in Ankara completed the teacher version the OCF questionnaire, and 247 preparatory school students with different proficiency levels filled out the student version of the OCF questionnaire. For the qualitative phase of the study, a semi-structured interview was conducted with EFL instructors purposefully selected among those who also filled out the questionnaire. The data obtained from the questionnaire were analyzed using SPSS through descriptive statistics and Chi-square analysis, and the qualitative data were analyzed by using Creswell's (2014) systematic content analysis framework. The results indicated that recast, hinting, elicitation, and repetition were expressed as the most used OCF techniques in the classroom by the EFL instructors. While hinting was identified as the most beneficial OCF techniques, explicit correction, clarification request, and recast are the least effective OCF techniques. The perceptions of EFL students on OCF showed that they preferred to be corrected by their instructors for grammar, vocabulary, pronunciation errors, and pragmatic failures. Another key finding of the study revealed there is a statistically significant difference between the OCF preferences of EFL instructors and students for grammar, vocabulary, and pronunciation errors. On the other hand, their preferences for pragmatic failures showed more similarities. Both groups perceived that OCF should be provided for the spoken errors. The results of this study are believed to contribute to a deeper understanding of the OCF through the lenses of EFL instructors and students as well as to more effective and personalized and localized applications of OCF according to the educational culture and needs of the learners.
Teaching critical thinking skills through the use of short stories
The term "critical thinking" has been defined by numerous scholars in a variety of ways and there is no widely accepted standard definition. It is believed that using critical thinking skills in English classes enhances students' performance. The purpose of this study is to tackle whether critical thinking skills can be enhanced through short story teaching or not. Two high school classes which participated in the study were assigned into two experimental groups, control group and intervention group, and were given Cornell Critical Thinking Test, Level X both as pretest and posttest. In the intervention group, students dwelt upon four short stories through critical thinking skills. Their structured class discussions paved the way for them to be exposed to the critical thinking use through Mr. Loveday's Little Outing by Evelyn Waugh, Miss Brill and The Fly by Katherine Mansfield, and A Family Supper by Kazuo Ishiguro. The results of the study highlight the importance of the synergy between critical thinking strategy use and short story teaching. Keywords : Critical thinking, short story teaching, English language teaching
The Effects of CEFR - based ESP speaking and listening activities on the success of students in Faculties of Tourism
This study aimed to increase the success of Tourism and Hotel Management students in developing their speaking and listening skills through the use of the suggested ESP speaking and listening activities based on the principles of the CEFR. This study was carried out with the students from the Tourism and Hotel Management Department in the Akdeniz University Faculty of Tourism. The students were randomly assigned as members of the experimental and control groups, with 9 male and 5 female students, making a total of 14 students in each group. To accomplish the aim of the study, the quantitative research method was used. In this experimental study, a pre-test and post-test control group design was applied, and self-assessment checklist was also administered to the students both at the beginning and end of the study to find out the language proficiency level of the students from their own perspectives, and to make the whole process more learner-centered. The data collected through the self-assessment checklist are presented in the form of percentages. During the 12-week implementation of the study, the experimental group studied the suggested speaking and listening activities for English for Tourism at B1 level based on the principles of the CEFR, while the control group followed the traditional teaching method using the current coursebook. Both groups were administered speaking and listening skill pre-tests at the beginning of the study and post-tests at the end of the study in order to assess the effects of the suggested activities. The data obtained from the pre-tests and post-tests were analyzed by using t-test. The findings in the study indicate a significant difference between the experimental and the control groups in terms of speaking and listening skill achievements. It was observed in this study that the improvement in the speaking and listening skills demonstrated by the experimental group was noticeably greater than the improvement found in the control group. In the light of this research, it can be suggested that implementing CEFR-based ESP speaking and listening activities in the English language lessons in the Faculty of Tourism were effective in increasing the achievement levels of the students in those skills.
The study of "Beloved" by Toni Morrison from the perspective of psychoanalytic approach
This critical study explores psychoanalysis as a form of literary criticsm on Beloved, a Plutzer prized novel by Toni Morrison. Key concepts of the psychoanalytic approach is overviewed through the lenses of Sigmund Freud, the father of psychoanalysis; Jacques émile Lacan, the forerunner French psychoanalyst; Alfred Adler, one of the initiatives of the school of the psychoanalysis; and Julia Kristeva, a living representative of French psychoanalysts. This makes up the theoretical background for the thesis. The necessary information about the literary career of Toni Morrison and the plot summary of Beloved has been viewed as central to the textual analysis. The psychoanalytic theory is applied both to the author?s life and the novel in order to show the close relation between the psychoanalysis and the literary criticism. Finally, this study challenges drawing out some psychoanalytic elements in the form of teaching materials so as to illustrate how it is possible to read a novel through the psychoanalytic perspective.
İlkögretim düzeyindeki çocuklara yonelik olarak yazılan Fransizca kitaplarının sözcükbilimsel ve anlambilimsel açıdan incelenmesi ve bazı sözcük gruplarıni öğretmek için modüller oluşturma
Yabancı dil öğretimi 5000 yıl öncesine dayanan bir olgudur. Akalıların Sümer ülkesini fethinden sonra Sümer dilini öğrenmeleriyle başlayan yabancı dil öğrenme süreci Yunanca ve Latince öğrenimi ile devam etmiştir. Rönesansla beraber ticaret geliştikçe dil öğrenme ihtiyacı artmıştır. Bu ihtiyacı karşılamak amacıyla on dilli sözcükler hazırlanmıştır.Günümüzde anadil dışındaki bir dilin öğrenimi globalleşen dünyanın ihtiyaçlarıyla ve teknolojik gelişmelerle daha da önem kazanmıştır. Bu amaçla da birçok yöntem geliştirilmiş ve çeşitli öğretim - öğrenme metotları hazırlanmıştır. Hazırlanan çeşitli metotlar çerçevesinde günümüzde en çok öğrenci merkezli metot olan « İletişime Dayalı Metot » öne çıkmıştır. Bu metotta sözcük dağarcığı geliştirmeye önem verilmiş ve bunun için de öğrenciyi sıkmadan onun ilgi ve alakasına göre hazırlanan birçok yöntem geliştirilmiştir. Öğrencilerin kendilerini daha da geliştirmelerinin yolu açılmıştır. Öğrenci karşılaştığı durumlarda öğrendiklerinden yola çıkarak kendini en uygun şekilde ifade etmeyi başarabilmektedir.
Learning grammar with edutainment activities in high schools
This study consists of quantitative and qualitative parts. English Grammar lessons are found to be more monotonous and boring than the other skills such as reading, listening and speaking. The purpose of the study is to investigate the effects of extra?curricular Edutainment activities (activities which both entertain and educate) which are thought to do away the boredom and monotony of the Grammar lessons on the students? attitude towards English lessons. The study was carried out in the Süper Lise part (Foreign Language centred High School) of Buca Lisesi (Buca High School) on the preparatory classes ( prep-A and prep-C) in the second term of the 2004?2005 academic year. The quantitative parts of the study consist of the extra?curricular edutainment activities prepared by the researcher after determining the weak and strong points in the students? Multiple Intelligences and taking into consideration students? age and level of English, a Multiple Intelligences Inventory and an English attitude scale developed by Assistant Prof. Dr. Ugur ALTUNAY. Two preparatory classes were randomly assigned as experimental and control groups; prep-C as the experimental and prep-A as the control groups. Prior to the initiation of the study the extra?curricular edutainment activities were prepared in line with the subjects of the course book units taken into consideration. After the results obtained from the Multiple Intelligences Inventory, edutainment activities such as songs and music, games, poetry and humour and jokes were chosen as the primary activities to be infused in the curriculum. In both of the preparatory classes the lessons were delivered by the researcher, who followed lessons enriched with extra?curricular edutainment activities in the experimental group and lessons only following the course book in a traditional communicative methodology in the control group (New Bridge to Success 2). Both the experimental and control group were given the English Attitude Scale as pre-test and post-test. In the qualitative part of the study after the treatment semi-structured interview questions were prepared to investigate the students? thoughts on the application of the edutainment activities in their Grammar lessons. For the analysis of the data gathered from the English lesson attitude scale the SPSS computer program 11.0 was used. For the analysis of the M.I. Inventory the criteria provided by Özden (2003) was used. For the qualitative part a descriptive analysis was used to summarize and comment on the data. The findings obtained from the pre-application and post-application English attitude scale indicate that the difference is insignificant (p < 0.05). This is to say that the extra?curricular edutainment activities did not have a significant effect in changing the students? attitude towards the English lessons in a positive way.
Scrutinizing inclusion in English language teaching: A comprehensive study of Turkish EFL teachers
The objectives of this descriptive mixed-methods study were five-fold: (1) determine Turkish EFL teachers' level of self-perceived knowledge concerning teaching the English language within the scope of inclusive education; (2) investigate EFL teachers' self-efficacy perceptions in inclusive classroom settings; (3) investigate EFL teachers' classroom practices in inclusive classroom settings; (4) identify the challenges, if any, that EFL teachers face in inclusive classroom settings; and (5) explore EFL teachers' self-perceived professional needs to overcome the difficulties they encounter in both planning and implementing the inclusive English language education practices in their classrooms. To this end, a total of 68 EFL teachers who taught the English language at mainstream schools in Yozgat Province during the 2023-2024 Academic year participated in the study. An adapted version of the survey that was developed by İlk and Açıkalın (2018) and the Short Form of the Teachers' Self-efficacy Perceptions Scale (TEIP-SF), (Sahli Lozano et al., 2023), were used to collect quantitative data. Qualitative data, on the other hand, were obtained via semi-structured interviews conducted with a sample of ten participants. The study's findings indicated that most EFL teachers have low self-efficacy perceptions in teaching English to students with special needs (SSNs) in the scope of inclusive education. Even though they are familiar with the description of the term inclusive education, they face difficulties due to inadequate training for planning and implementing their SSN in inclusive classroom settings. Though most of them are regulating their classroom practices in accordance with their SSNs, they do not consider themselves sufficiently competent in this area. The study's conclusions indicate that EFL teachers require in-service teacher training to overcome the challenges they face in inclusive classroom settings and to raise awareness of individual differences and various special needs of the students. Furthermore, the necessity of making inclusive education policies more practicable through collaborations with experts in the field and other stakeholders was emphasized.
English language teachers' perceptions of ELF in Turkey: Are they ready to embrace ELF in their teaching practices?
The study aimed at understanding in-service English language teachers' attitudes towards English as a Lingua Franca (ELF) paradigm which have arisen as a result of the use of English in the global world. The study investigated teachers' attitudes in relation to their own English learning, their students' English learning, and ELT environments along with their preferences for intelligibility and accuracy. A questionnaire, which consisted of 19 Likert-scale items, was adapted from Jaramillo (2014). The questionnaire results were also used in order to explore teachers' attitudes in terms of their experience and institutions (MoNE and HEC). Also, a Judgement Task was adapted from Dewey (2011) and 7 lexico-grammatically deviated sentences were rated in terms of a) correctness, b) acceptability, c) intelligibility and d) importance for classroom correction by the participants. The participants were chosen in line with convenience sampling method. 133 teachers who were teaching English at kindergartens, primary schools, secondary schools, high schools and universities took part in the study. Moreover, structured interviews were conducted with 7 of the participants in order to understand the reasons behind their preferences. The interviews were analyzed in accordance with qualitative data analysis procedures put forward by Creswell (2012) and the quantitative data obtained from questionnaire answers were analyzed in SPSS 25. The study revealed that teachers had a dual orientation in their perceptions of ELF and the varieties of English in that they favored native-like attainment in speaking both for themselves and for their students while they acknoewledged the importance of the integration of non-native varieties (Indian, Asian, etc) in English language classrooms. Considering the differences in teachers' preferences in terms of experience, Kruskal Wallis Test did not show any significant differences. However, Mann Whitney U Test revealed significant differences in terms of teachers' institutions (MoNE and HEC) for some of the items in the questionnaire. Furthermore, structured interviews showed that teachers emphasized the integration of elements from non-native varieties of English and they found the non-native varieties as acceptable and comprehensible. On the other hand, they labeled native varieties with correctness and intelligibility criteria. Also, the participants found the lexico-grammatically deviated sentences, which were common characteristics of ELF interactions, as acceptable and intelligible. These deviated sentences, on the contrary, were found to be incorrect and important for classroom correction. Another significant finding of the judgment task was that teachers found grammatically deviated sentences less correct than lexically deviated ones. The findings of the present study provided evidence for Turkish in-service teachers' current understanding of ELF and pedagogical implications in ELT were presented at the end of the study.
Türk ingilizce öğretmenlerinin TEOG sınavının İngilizce bölümünün öğretim plan ve uygulamalarına geri etkisine yönelik algıları
The primary aim of the present study is to find out how Turkish EFL teachers perceive the washback effects of English language section of TEOG exam on their instructional planning and practices regarding the dimensions of teaching content, methods, materials, syllabus, time arrangement and activities and classroom assessment practices, and how they actually teach at 8th-grade level. The second aim is to reveal to what extent the teacher and school-related factors (gender, school location, years of experience, academic degree, departments they graduated and class size) can interplay in the teachers' perceptions. Through random sampling, 97 8th-grade EFL teachers participated in the questionnaire survey, of whom 15 joined the semi-structured interviews while another 10 teachers were observed to gather data at public schools in different cities in Turkey. Quantitative (questionnaire) and qualitative (semi-structured interviews and classroom observation) data collection methods were performed to triangulate the data. The quantitative data were analysed through SPSS (23. version) and content analysis was carried out for the qualitative data. The findings demonstrated that English section of TEOG exam generated mostly negative washback on teaching content, materials, syllabus, methods, activity and time arrangement and classroom assessment practices. Positive washback was found only on teaching reading comprehension and vocabulary knowledge. As for the second aim, the teacher and school-related factors revealed no statistically significant differences in the teachers' perceptions of the washback effects of the exam except the choice of teaching methods were found to vary based upon where teachers work, that is their school location (.021, p<.05). As for the interview findings, teacher-related factors: prestige and feeling of responsibility and school-related factors: limited class hours, large class size, pressure put by stakeholders, discipline and students' low level proficiency were found to interplay in teachers' perceptions at different degrees. As also revealed in the interviews, most of the teachers were aware of the negative effects of the TEOG on their instructional planning and practices as well as the learners' English language proficiency, and they thus suggested improvements in the format and content of the examination towards the design of a communicative test involving four language skills. The present study revealed the mismatch among what the national ELT curriculum demands from the teachers, what actually the teachers perceived of the curricular and exam objectives, and how they actually taught. Finally, several implications were given for EFL teachers, Ministry of National Education and the design of TEOG as well as the suggestions made for further research.
L'Utilisation de la Traduction Audiovisuelle au service de la mediation dans l'enseignement du FLE
Bu tez, Yabancı Dil olarak Fransızca Öğretiminde, öğrencilere Görsel İşitsel Çeviri türlerinden biri olan altyazı ve türevlerini aktif olarak yaptırmanın öğrencilerin yazma ve çeviri becerilerine katkısını sorgulamayı, öğrencilerin Diller İçin Avrupa Ortak Başvuru Metni (AOBM) (Avrupa Konseyi, 2020) ek cildinde değinilen aracılık stratejileri kullanımını tespit etmeyi ve öğrencilerin konu hakkındaki görüşlerini belirlemeyi hedeflemektedir. Bu amaçlar doğrultusunda, karma yönteme başvurulan çalışma kapsamında toplam sekiz hafta süren bir uzaktan eğitim ve deney süreci tasarlanmış ve bir devlet üniversitesinin Fransızca Öğretmenliği Programı son sınıfında öğrenim gören on beş öğrenci ile ders dışı bir etkinlik olarak yürütülmüştür. Öğrencilerden toplamda altı adet etkinlik sayfasından her hafta birini özerk bir şekilde doldurmaları ve her etkinlik sayfası sonunda bulunan değerlendirme formuna görüşlerini belirtmeleri talep edilmiştir. Toplanan nitel ve nicel verilerin analizine göre ön test ve son test sonuçları değerlendirildiğinde bu iki test arasında öğrencilerin Fransızca yazma becerileri sonuçlarında anlamlı bir değişim olduğu tespit edilirken Türkçeden Fransızcaya yazılı çeviri ve Fransızcadan Türkçeye özetleme becerilerinde anlamlı bir değişim olmadığı saptanmıştır. Öğrenci görüşleri nitel analiz yöntemiyle değerlendirildiğinde, öğrenciler genel olarak aktif Fransızca altyazılama yapmanın yazma becerilerini "kesinlikle" geliştirdiğini düşünmekte ve bir yöntem olarak aktif altyazılamayı motive edici olarak nitelendirmektedir. Sonuç olarak, alanyazında yapılan çalışmalardan ve bu çalışmadan yola çıkarak Görsel-İşitsel Çeviri türlerinin Yabancı Dil Olarak Fransızca Öğretimi derslerinde sınıf içi aracılık faaliyetlerini sağlamak, öğrenenlerin dilsel becerilerini geliştirmek, bilişsel süreçlerini desteklemek, öğrenen özerkliğini sağlamak ve motivasyonu artırmak gibi amaçlarla kullanılabileceği ileri sürülmektedir.
İlkokul 2. sınıf İngilizce dersinde kullanılan 'Fun With Teddy' isimli ders kitabının İngilizce öğretmenliği alanındaki akademisyenlerin ve öğretmenlerin bakış açısından değerlendirilmesi
The purpose of this study is to evaluate the effectiveness of the coursebook "Fun With Teddy" in terms of different aspects by asking the teachers' and ELT academicians' ideas about the coursebook. In order to reach the aims of the study, 20 of English teachers who teach the second grades in public primary schools were asked eight interview questions related to the effectiveness of the coursebook "Fun With Teddy". With the participants' permission, the interviews were recorded as well as typed in the Word files. The modified interview questions were sent to the ELT academicians who work in different universities in Turkey by e-mail. The qualitative data collected from the teachers and ELT academicians were transcribed, content analysed, and categorised according to positive and negative answers. According to the results of the study, most teachers do not think that the coursebook is sufficient and effective to teach English to young children while all the academicians believe the coursebook is suitable for teaching English to young learners. Keywords: Coursebook Evaluation, Teaching English to Young Learners. English as a Foreign Language,
İngilizce öğretmen adaylarına edebi metinler yoluyla değerler öğretiminin etkililiği
This study aims to reveal the effects of value-based pedagogy on pre-service English teachers through literary texts. An explanatory sequential mixed-methods design was adopted in the study. In this perspective, the participants were selected from the ELT Department of a state university, which is situated in Turkiye. Fifty-three participants actively took part in the study. The study's first phase encompassed a pre-test of Portrait Values Questionnaire, which was given to the all participants. Then, the participants were divided into the experimental and the control group. It was followed by a six-week treatment period for the experimental group, and was finalized with the post-test of Portrait Values Questionnaire. The post-test design was given to all the participants to demonstrate the differences between the experimental and the control group. In the second phase, the focus group interview revealed the participants' perceptions of values. After the administration of pre-tests, a six-week value-based pedagogy was implemented. For this period, as course materials, literary texts (short stories) were systematically selected from six different authors depending on the rationale of multiculturalism. Twelve lesson plans for each week were arranged according to the task-based approach. The tasks in the lesson plans were also designed according to Bloom's Taxonomy. Following the treatment process, the post-test was administered to both groups in order to see the possible outcomes of the treatment period. Then, a focus group interview was conducted with the experimental group participants (N =12). Lastly, all participants were given imaginary situational dilemmas to gauge their perception and internalization of values. The Statistical Package for Social Sciences (SPSS), Version 22, was used to analyze the quantitative data. Thematic coding is employed to analyze the qualitative data. The results indicated that there was no statistical meaningful difference in terms of pre-test scores between the experimental and the control group. However, a six-week value-based pedagogy designed with the task-based approach depending upon Bloom's Taxonomy provided statistically meaningful differences in terms of post-test scores between the experimental and the control group. Additionally, when the post-test results of both groups are analyzed in terms of gender, only for the experimental group, there is a statistically meaningful difference between the male and female students. The qualitative data analysis yielded positive perceptions of value-based pedagogy for the participants. To conclude, value-based education is of great necessity for pre-service teachers to create awareness and consciousness. Additionally, teaching values as an integrated skill yields positive outcomes both for teachers and for learners. Rather than being taught separately, the integration of values with another subject may ease the process of learning and help create a better society. Moreover, to see the effect of values education through literary texts, a similar study should be applied to a larger population over a more prolonged period. In order to claim more precise implications and positive effects, the study should be extended to the other pre-service language teacher from different universities. The instructors' perception in terms of values cognition should be examined as well. Keywords: Values education, literary texts, morality, character education
Öğrenci yazımında sözcük öbekleri: Türk ve Kazakistanlı İngilizce Öğretmenliği Bölümü öğrencilerinin tartışmacı metinlerinin analizi
Recent publications have demonstrated how the advantageous use of lexical bundles is crucial in the forming of spoken and written discourse. Numerous studies are available in the literature that mentions the structural and functional differences between the use of lexical bundles by native speakers of English and non-native EFL students. This study examined the use of lexical bundles in Turkish, Kazakhstani and English L1 speakers' writing, in the form of argumentative essays with the aim of unveiling the differences in the use of lexical bundles by these three groups in terms of frequency, structures and functions. In the light of the findings of this study, they confirmed the general tendency of lexical bundles tradition that native speakers demonstrate to have less multi-word expressions than non-native speakers. In terms of structural categorization, overall numbers reported that noun phrases were prevalent in all four corpora. Anadolu University students and native speakers most frequently employed referential expressions. Eskişehir Osmangazi University and Ablai Khan University students mainly preferred discourse organizers. Native speakers' functional and structural analysis yielded almost similar results with non-native students. Statistical analysis revealed that non-native speakers overused frequently recurring word sequences in comparison with native speakers.
İngilizce öğretmeni adaylarının dijital yerlilik, teknoloji kabulü ve sınıfta teknoloji kullanımına ilişkin tutumlarının araştırılması
This study aimed at investigating prospective English teachers' digital nativity, technology acceptance, and attitudes towards technology use in the language teaching and learning processes as well as uniquely examining the possible relationship between digital nativity and technology acceptance. Digital nativity and technology acceptance were measured using Teo's (2013) Digital Nativity Assessment Scale (DNAS) and Teo's (2010) Technology Acceptance Measure for Pre-service Teachers (TAMPST). The results of the study showed that the majority of participating prospective teachers are digital natives, and that they are accepting of technology, indicating that prospective teachers are eager to incorporate technology in their professional lives as future language teachers. The calculation of Pearson's Correlation Coefficient showed that the relationship between digital nativity and technology acceptance is positive and moderate. Prospective teachers' attitudes were examined through semi-structured interviews. The analysis of qualitative data indicated that teacher candidates are active users of technology for both personal and educational purposes, that they used technology during their language learning process, and that prospective teachers think that technology should be a part of language teaching and learning because of its advantages, such as interesting content, and fun and game-like learning experience. However, prospective teachers also think that technology can have its disadvantages and that its use should not be unlimited.
Öğrenme ortamını ve öğretmen motivasyonunu etkileyen öğrenci davranışlarına dair öğrenci ve öğretmen algılarının karşılaştırmalı bir incelemesi
This study investigated the differences between students' and English teachers' conceptions of disruptive behaviours during English lessons and the impact of these behaviours on teachers' motivation. Quantitative data were collected from 222 secondary school students (private school, Antalya) and 82 English teachers (state and private schools, Antalya) and analysed using descriptive statistics, t-tests, Kruskal–Wallis tests, chi-square tests, and correlation analyses. Qualitative data were collected through semi-structured interviews and were analysed thematically. Students most frequently reported behaviours such as teasing, talking without permission, and off-topic discussions, while teachers highlighted behaviours such as coming to school without any preparation, talking without permission, and complaining about peers; overall, teachers reported higher levels of disruptive behaviour than students, and the differences at the item level were significant. Male students had higher total disruptive behaviour scores; differences between classes were not significant, but 6th grade students showed the highest averages. State school teachers tended to report higher scores for behaviours, while interview data showed that the exclusive use of the target language increased disruptive behaviours for some students; state school teachers emphasised student/family reasons and relationship-building strategies, while private school teachers emphasised family/school management reasons and behaviour control strategies. The findings point to practical needs for awareness raising, targeted teacher training, and context-sensitive classroom management policies. The study is limited by the absence of state school student data, and this issue should be addressed in future research.
Utilisation de la technologie Web 2.0 dans l'enseignement/apprentissage du FLE (Exemples des universités Gazi et Kırıkkale)
Sürekli çok hızlı bir gelişim ve değişim gösteren teknoloji günlük yaşamımızın bir parçası haline gelmiştir. Bilim ve teknolojinin birbirinden etkilenmesi ve yararlanması 19. Yüzyıla dayanmaktadır. Zamanla birbirini tamamlayan iki kavram haline gelen bilim ve teknoloji birbirinin gelişimine de katkıda bulunmaktadır. Teknolojik imkânlar insanların anlık bilgi ve verileri karşılıklı paylaşımını çok hızlı hale getirmiştir. Teknolojik değişimler sağlık, sosyal, sanat, kültür ve eğitim gibi alanlarda gelişimlerini sürdürmektedir. Gün geçtikçe bilginin artması, eğitimde verimliliği sağlama düşüncesi ve çağı yakalamak adına eğitimde davranışsal ve fiziksel değişimlere ihtiyaç duyulmuştur. Eğitim ortamlarındaki teknolojik gelişmeler sadece e-posta, forumlar, akıllı tahtalar, video ve benzeri araçlar ile sınırlı kalmamış, günümüzde bu gelişmelere ek olarak bilgisayar, tablet, mobil telefon tabanlı birçok uygulama ortaya çıkmıştır. Bu yeniliklerden özellikle Web 2.0 tabanlı uygulamaların kullanımı giderek yaygınlaşmıştır. Web 2.0 tabanlı uygulamaların en gelişmiş, en çok kullanılan uygulamalar olması ve birçok iletişimsel özelliği sayesinde eğitimde yer alması Web 2.0 teknolojisine yönelik bu çalışmayı beraberinde getirmiş; teknoloji ve eğitim kavramlarının birleşimine farklı bir açıdan bakmamızı sağlamıştır. Web 2.0 teknolojileri ya da Web 2.0 uygulamaları şeklinde adlandırılan bu gelişme, bilginin ağ üzerinden paylaşılması şeklinde ifade edilmiş ve kullanıcılarını Web okuryazarı haline getirmiştir. Böylece Web 2.0 bireylere Web ortamında içerik oluşturma, içerikleri düzenleme, paylaşma ve bunları bir araya getirme fırsatı sunmuştur. Dinamik içeriklerle öğrencinin kendini öğrenme ortamının merkezinde bulmasını sağlamıştır. Web 2.0 teknolojisinin kolay erişebilirliği öğrencilere kendi kendine farklı üretimler yapabilme ve herhangi bir problemi bağımsız bir şekilde çözebilme yeteneği kazandırmıştır. Öte yandan öğretmenin çeşitli, renkli, hareketli etkinliklerle dersteki materyal eksikliğini tamamlamış ve ona öğrenci dönütlerini hızlı bir şekilde kontrol edebilme ve düzeltme olanağı sağlamıştır. Web 2.0 teknolojileri tüm olanaklarıyla eğitimin birçok alanını etkilemiştir. Birçok aşamadan geçen ve çalışmamızın temel konusu olan yabancı dil öğretimi ve öğrenimi alanında da yadsınamaz etkileri görülmüştür. Yedi bölümden oluşan bu tezde Web 2.0 teknolojisinin Fransızca öğretimi ve öğrenimine katkısı, teknolojinin temelleri, gelişimleri, değişimleri yabancı dil öğretimi/öğrenimi kapsamında incelenmiştir. Ayrıca Web 2.0 teknolojisi yapılandırmacı ve sosyal-yapılandırmacı kuramların temellerine dayandırılarak yabancı dil Fransızcanın gelişimine katkısı ortaya konulmuştur. Tezin ilk bölümünde çalışmanın amacı, problem durumu, önemi, hipotez ve sınırlılıklarından bahsedilmiş, ikinci bölümünde araştırma konumuz ile ilgili çalışmalara yer verilmiştir. Üçüncü bölümde ise çalışmanın konusu olan teknolojinin gelişiminden, dil öğrenimine olan katkısından, Türkiye'de teknolojinin eğitimdeki yerinden bahsedildikten sonra asıl konu olan Web 2.0 teknolojisinin temelleri, özellikleri, içeriği, sınırlılıkları ayrıntılı bir biçimde irdelenmiştir. Web 2.0 teknolojisinin kökenine indiğimiz üçüncü bölümde bu teknolojinin eğitime ve özellikle dil öğretimi/öğrenimine olan katkısı Fransızcanın öğretimi/öğrenimi kapsamında incelenmiştir. Dördüncü bölümde, öğretim/öğrenim kuramlarından yapılandırmacı ve sosyal yapılandırmacı kuramları içinde Web 2.0 teknolojisinin yeri üzerinde durulmuş, ardından bu iki kuram ve Web 2.0 teknolojisi arasındaki ilişki Fransızca öğretimi/öğrenimi bağlamında ele alınmıştır. Tezin son iki bölümü çalışmanın uygulama bölümüne ayrılmıştır. Beşinci bölümde, araştırmamızın anket uygulamasının aşamaları, yapılan ön çalışma ve bu ön çalışmanın sonuçları yer almaktadır. Çalışmanın altıncı bölümü nitel araştırma deseninde ve tarama modelinde yapılandırılmıştır. Tezde, üniversite öğrencilerinin Web 2.0 teknolojilerini kullanma durumları, dil becerilerini geliştirme düzeyleri ve dil öğrenimine bağlı olarak bu teknolojiden faydalanma durumlarını ortaya çıkarmak ve bu değişkenlerin yaş, cinsiyet, bölüm ve sınıf açısından değişiklik gösterip göstermediğini incelemek amaçlanmıştır. Araştırmanın evrenini Türkiye'deki üniversitelerin Yabancı Diller Eğitimi Bölümü Fransız Dili Eğitimi Anabilim Dalı ve Fen-Edebiyat Fakültesi, Mütercim Tercümanlık Bölümü Hazırlık, 1, 2, 3 ve 4. sınıflarında öğrenim gören öğrenciler oluşturmaktadır. Örneklemi ise Gazi Üniversitesi, Gazi Eğitim Fakültesi Yabancı Diller Eğitimi Bölümü Fransız Dili Eğitimi Anabilim Dalı ve Kırıkkale Üniversitesi Fen-Edebiyat, Fakültesi Mütercim Tercümanlık Bölümü Hazırlık, 1, 2, 3 ve 4. sınıf öğrencilerinden toplam 253 öğrenciden oluşmuştur. Veriler öğrencilerin genel özelliklerini ve öğrencilerin Web 2.0 teknolojisini kullanma durumlarını, Fransızca dil becerilerini geliştirme düzeylerini ve dil öğrenimine ve gelişimine bağlı olarak faydalanma durumlarını ortaya çıkaracak çevrimiçi bir anket formu ile toplanmıştır. 32 maddeden oluşan ölçek araştırmacı tarafından geliştirilmiştir. Ölçeğin tamamına ait Cronbach-Alpha değeri 0.94 olarak hesaplanmıştır. Hesaplanan bu değerin 0.6'nın üzerinde olması nedeniyle güvenirlik ve iç tutarlılık için Kabul Edilebilir bir değer olduğu söylenebilir. Son bölümüne gelindiğinde ise çalışmanın genel sonuçlarına yer verilmiştir. Sonuç olarak, Web 2.0 tabanlı sosyal paylaşım sitelerinden Fransızca öğrenimi için yararlanıldığı ve öğrencilerin özellikle Fransızca'nın dinleme, sözcük ve dilbilgisi becerilerini geliştirmeye çalıştıkları, bu teknolojiyi kullanım çekincelerinin Fransızca öğrenim tabanlı uygulama, site ya da araçlarını bilmediklerinden kaynaklandığı sonucuna varılmıştır. Ayrıca yaş, cinsiyet ve bölüm değişkenleri incelendiğinde belirgin farklılıklar olmadığı ortaya çıkmıştır. Ancak sınıf değişkenine bakıldığında 4. sınıflar ve hazırlık grupları arasında belirgin farklılıklar olduğu görülmüştür. 4. sınıf öğrencilerinin hazırlık gruplarına göre Fransızca öğreniminde Web teknolojilerini kullanmada daha özerk olduğu gözlemlenmiştir. Web 2.0 teknolojilerini kullanım bağlamında 4. sınıf öğrencilerinin teknik ve bilgi edinme özerkliğini diğer sınıflara göre daha önce edindiği sonucuna varılmıştır.
Question de colons et de colonisés dans Meursault, contre-enquête de Kamel Daoud
Sömürgecilik, Antik Çağ'dan günümüze insanlık tarihinde pek çok tramvatik iz bırakmıştır. Sömürgeciliğin en yaygın olduğu dönem olarak verebileceğimiz 19. yüzyılda, büyük sömürgeci güçler arasında belirgin bir güç savaşı bulunmaktaydı. Tez konumuz dahilinde ilgilendiğimiz Fransa ise şüphesiz ki o dönemin en büyük güçlerinden biriydi. Tabii ki her alana olduğu gibi, edebiyata da yansıyan sömürgecilik, birçok yazarın ilham kaynağı olmuş ve olmaya devam etmektedir. Özellikle, Fransa'nın, büyük yankılar uyandıran Cezayir işgali ve etkileri pek çok romanın ve eleştirinin konusu olmuştur.Biz de bu çalışmada, Albert Camus'nün "Yabancı" adlı eserine devam niteliğinde olan, Cezayirli yazar Kamel Daoud'un "Meursault, Karşı soruşturma" adlı romanını incelemeyi hedefledik. Daha net olarak, çalışmamız Daoud'un romanındaki sömürgeciler ve sömürgecilik meselesini tartışmayı amaçladı. Tezimizi Albert Camus'nün "Yabancı" adlı romanından faydalanarak, romandan sık sık alıntılar yaparak sürdürdük. Araştırmamız nitel veriler ve yorumlanmasına dayanırken, metinlerarasılık teorisini temel alarak çalıştık. Genel olarak tezimizin içeriğinden bahsedecek olursak: çalışmamızın ilk bölümünde, Cezayir sömürge tarihine genel hatlarıyla yer verdik. Devamında Albert Camus ve "Yabancı"yı çalışmamıza paralel olarak inceledik. Son olarak ise "Meursault, karşı soruşturma"da yer alan bazı yapı ve kavramları inceleyerek sömürge, sömürgecilik anıştırmalarını yorumladık. Böyle bir araştırmanın roman incelemesine katkıda bulunacağı gibi öğrencilerimizin de eğitimine yardımcı olacağını umuyoruz.
L'alternance codique comme stratégie de communication orale: Le cas des étudiants bilingues de L'Université Anadolu
Günümüzde birkaç dili bilmek adeta bir zorunluluk haline gelmiştir. Kuşkusuz, küreselleşme, göç hareketleri ve uluslararası iletişim, insanları başka kültür ve dillerle karşılaşmaya zorlamaktadır. Gittikçe daha fazla insanı etkileyen çift dillilik, tartışmasız evrensel bir olgu haline gelmektedir. Bu nedenle araştırmamız, çift dilli göçmen olan Fransızca yabancı dil lisans öğrencilerini kapsamaktadır. Çalışmamızın asıl amacı, çift dilli Türk asıllı Fransız vatandaşların etkileşimlerinde, kod değişiminin iletişim stratejisi olarak analiz edilmesidir. Amacımıza ulaşmak için nitel bir yöntem olan durum çalışması kullanılmıştır. İlk olarak, çift dillilerin etkileşimlerini, özelikle kod değişim kullanımını analiz etmek için gözlem kullanılmıştır. Bu amaçla, 5 çift dilli katılımcının tartışma sırasındaki etkileşimlerinden gözlem yoluyla veriler elde edilmiş ve kod değişimin ortaya çıktığı bu çift dilli etkileşimlerin analizi yapılmıştır. İkinci aşamada, araştırmamızı derinleştirmek için, gözlemlenen 4 çift dilli katılımcı ile yarı- yapılandırılmış görüşmeler yapılmıştır. Elde edilen sonuçlara göre, çift dilli Türk asıllı Fransız vatandaşların kod değişimini bir iletişim stratejisi olarak kullanmaktadır. Kod-değişimin motivasyonları konuşmacıya, iletişim amacına ve iletişimin konusuna göre farklılık göstermektedir.
Sesletimin planlı ve plansız konuşma sınavı sonuçları üzerindeki etksisi
This study aims to figure out the effect of pronunciation and its segmental and suprasegmental features on two different speaking exam tasks: unplanned and planned genres. For this aim, a mixed-method research design was used. For the quantitative part of it, a total of 82 Turkish EFL learners were invited to spontaneous tests and presentations. As for the grading, a speaking rubric including a detailed pronunciation part was developed and utilized. For the qualitative part of the data, 18 of the participants were invited to a semi-structured interview aiming to reveal their perceptions on their pronunciation performances and preferences regarding the test types. The results revealed that pronunciation has a significant effect on both the exam types and the most influencing aspect of it was found to be intonation. All the results were interpreted that suprasegmental features have a bigger role than segmental features on students' exam scores. Hence, allocating time for practicing suprasegmental features in the classroom was suggested. Strikingly, the results also revealed that students perform better in unplanned exam task in terms of pronunciation compared to their performances in planned exam tasks. The present study also showed the interference of orthography, limited attention capacity and anxiety on pronunciation performance and possible solutions were suggested. Implementing audio articulation method for fossilized errors that the students complained about and as a result of the participants' suggestions, teaching International Phonetic Alphabet in the lessons for phonemes and word stress were recommended, as well. Keywords: The effect of pronunciation, Pronunciation testing, Planned speaking exam scores, Unplanned speaking exam score
Bütüncül fiziksel tepki metodu ile şarkılar kullanmanın çocukların İngilizce kelime edinimi üzerine olası etkileri
Today, people around the world can communicate easily. English is one of the most popular communication tools. Learning a second language, which is mostly English, is one of the requirements for communicating with the world. For this reason, teaching English to children in their early lives is crucial, since knowing English as a second language can be a constitutive factor in a child's career and social life. Various methods have been suggested by linguists to teach English as a second language. One of these methods is teaching English through songs, which I will address in this thesis. In this thesis, the data was gathered through a mixed methods from a private school in Istanbul. The study population consisted of 40 students, 6-7 ages. The teachers used the songs to teach vocabulary. The data collected during the study were analyzed to determine whether the use of songs in language teaching positively affects very young learners. The results of the analysis showed that using songs could have a positive impact on teaching the second language, English, to very young learners. Keywords: Language Learning, Very Young Learners, VYL, Total Physical Response, TPR
Türk lise öğrencilerinde kelime öğrenimi için öz-düzenleme kapasitesi: Deneysel bir çalışma
This study intended to investigate the general attitudes of a group of high school EFL students towards language learning strategies, particularly vocabulary learning strategies, and to investigate whether or not one month awareness-raising program for self-regulated vocabulary learning can increase the use of vocabulary learning strategies autonomously and the rate of success among the students. At the time of the study all the participants were in the same proficiency level (B1). The data were gathered through inventory, the self-regulated capacity for vocabulary learning (the SRCvoc) prepared by Tseng, Dörnyei and Schmitt (2006), which was translated to Turkish by a researcher with a PhD in ELT.The instrument, based on the notion of self-regulation drawn from the field of educational psychology by Tseng, Dörnyei and Schmitt (2006), is composed of 20 items in five subscales. The participants responded to the inventory during B1 level. The data were analyzed through SPSS (17.0) to find (a) the construct validity of the SRCvoc with the current sample, (b) the theSRCvoc use profile of the current sample, (c) the effect size of one month raising-awareness program for self-regulated vocabulary learning on the success of the experimental group, (d) self-regulated vocabulary learning behaviour displayed in the journals of the participants, and (e) significant differences between the weekly quiz results of the control group and experimental group before and during the awareness raising sessions.The findings of the study revealed that after conducting, EFA to get valid data, six items of the inventory were taken out, and five categories decreased to four categories named; commitment, meta-cognitive, satiation, and emotion control. It is revealed that one month raising awareness program did not achieve to increase the SRCvoc level of the experimental group significantly. Also it was found that although there is significant difference between the pre-test and the post-test results of the experimental group, they could not outperformed the control group significantly in the post-test. The last finding was that while the control group was significantly more successful than the experimental group in the pre-training weekly vocabulary quizzes, the experimental group was more successful than the control group in the post-training weekly vocabulary quizzes, yet the difference was not statistically significant.Keywords: Language, Self-Regulation, Vocabulary Learning Strategies
İngilizce okutmanlarının stres ve öz yeterlikleri üzerine karşılaştırmalı bir araştırma
This study aimed at investigating the level of stress and self efficacy levels of English instructors who work at the English Preparatory Schools of Universities in provincial and metropolitan universities. Two scales which consist of a demographic inventory; Stress Factors Questionnaire for English Language Instructors (Petek, 2008), English Teachers' Sense of Efficacy Scale (ETSES) (Chaco´n, 2005) were used. This data gathering instrument was implemented on 151 English instructors working at 7 universities in Turkey. Data gathered from 35 English instructors from Zonguldak Karaelmas University, 10 English instructors from Abant İzzet Baysal University .17 English instructors from Karabük University; 15 English instructors from Düzce University, 22 English instructors from Ege University, 32 English instructors from Yıldız Technical University, 20 English instructors from Gazi University. In analyzing the data SPSS.19 was used to find descriptive statistics and frequency, percent, average, and standard deviation, and inferential statistics. The results of the study revealed no significant differences in stress and self efficacy levels between instructors working at the English preparatory schools of Turkish state universities according to their gender, education level, or whether these universities are in metropolitan or provincial cities.
7. sınıf İngilizce ders kitaplarındaki kültürel öğelerin karşılaştırmalı analizi: Rusya ve Türkiye örneği
One of the goals in learning and teaching English as a foreign language is to increase intercultural competence, therefore, culture must play a key role. In addition, English learners may encounter people from different cultural backgrounds, and accordingly, in order to achieve good communication, students must become familiar with other cultural characteristics such as values and traditions. In this context, coursebooks play an important role in helping students recognize cultural knowledge more easily; Therefore, special attention should be given to cultural elements in coursebooks. This study aims to examine the representation of cultural dimensions from different aspects in the 7th grade coursebooks used in Russia and Türkiye, and to determine the dominance and frequency of cultural dimensions. The "Starlight" coursebook is used in Russia and is recommended by the MESRF (Ministry of Education and Science of the Russian Federation). "Let's Learn English" coursebook has been prepared for secondary schools and İmam Hatip secondary schools in Türkiye and has been offered by the MoNe (Ministry of National Education). A descriptive content analysis was employed to examine cultural aspects of coursebooks from two different countries. In the procedure of data analysis, an interactive model by Huberman and Saldana (2004) was carried out. Within the scope of the study, frameworks such as the culture categorization of Cortazzi and Jin (1999), the culture models of Chastain (1988), Tomalin's and Stempleski (1993), and CEFR (2001) were used. The findings revealed that in both coursebooks the most dominant culture was target culture. As for the other findings, larger half of the coursebook 'Starlight' is dedicated to Big 'C' with the category 'geography'. However, in the coursebook 'Let's Learn English' a great part is occupied by small 'c' with the category 'values, beliefs, and attitudes. The last findings showed that reading skill was the most prominent skill in both coursebooks. The results of the research revealed that coursebooks were quite rich in terms of a variety of cultures. Furthermore, the findings of the study may help teachers, coursebook authors, and designers to fill the necessary and important gaps in the coursebooks.
An evaluation of the new english course book of the fourth grade of state schools in Turkey and preparing supplementary materials in reference with the new English curriculum
This study has been carried out to analyze and evaluate the new English course book ?Time for English?. Workbook and materials of the course book which accompany the new English curriculum that are being used in the fourth grades of also evaluated in terms of their form and content.The first chapter attempts to give the background to the study as well as the aim and the scope. The second chapter reviews literature relevant to the subject and provides the definition of curriculum and the history of foreign language education and English curriculum in Turkey, the role of course books in the classroom, course book evaluation and adaptation, language teaching materials, the definition of young learners, general characteristics of young learners, how they acquire language, their needs in English classes and kinds of materials that young learners like, the definition of learning style and types of learning styles.In the third chapter methodology of the study is presented and the data collection techniques used in the present study is introduced and the interpretation of results is presented along with remarks on the results. Chapter four contains the suggested activities that are compatible with the new curriculum and supplementary materials and ideas for the teacher?s book. The fifth chapter includes a brief summary and the conclusion of the study. The present study has five appendices. The first Appendix is the English version of the student questionnaire. The second Appendix is the Turkish version of the student questionnaire. The third Appendix contains the English version of the teacher questionnaire. The fourth Appendix contains the Turkish version of the teacher questionnaire. The fifth Appendix displays a sample checklist for evaluation and selection of a course book.
Fransızca öğretiminde iletişim bilişim teknolojilerinin kullanılması
Bu araştırma, iletişim bilişim teknolojilerinin özellikle fransızca öğretimi alanında kullanım şekilleri ile ilgili literatür taraması üzerinden yürütülen betimsel bir çalışmadır. Öncelikli olarak birinci bölümde kısa bir giriş yapıldıktan sonra eğitim teknoloji kavramının tarihsel ve felsefi süreci işlenmeye çalışılmıştır. Daha sonraki bölümlerde ise sırayla;İletişim bilişim teknolojileriyle temel kavramlar açıklanmış, bu teknolojilerin eğitime neler getirebileceği üzerinde durulmuştur. Yine bu bölümde, geleneksel ve teknoloji zengini ortamların yarar ve sınırlılıkları karşılaştırılmaya çalışılmış ve bu yeni teknolojilerin öğretmene biçtiği yeni roller üzerinde durulmuştur.Dördüncü bölümde ise, yabancı dil öğretiminde iletişim bilişim teknolojileri üzerine yoğunlaşılmaya çalışılmış, bu teknolojilerin yabancı dil öğretiminde kullanım sebepleri ve şekillerine değinilmiştir. Yine bu bölüm başlığı altında her biri farklı bir alanı temsil eden uygulama örnekleri incelenmiştir.