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Wolfgang Kayser and Mikhail Bakhtin's typology of the grotesque: Flannery O'connor's selected short fiction
This thesis aims to analyze the development of American Southern gothic literature and the grotesque characterization as its essential feature through the characters in Flannery O'Connor's selected short fiction based on Wolfgang Kayser's classification and Mikhail Bakhtin's theory. American Southern gothic flourished as a subgenre of American gothic following the Civil War (1861-65) in the 19th century, and its increasing popularity coincides with the 20th century when O'Connor published her works. American Southern gothic writers dwell on the inherent problems of the society such as the stigma of slavery, racial discrimination, and class distinctions. They also make a number of references to Southern history and culture. O'Connor is regarded as one of the leading figures of this subgenre. In her fiction, which is the quintessence of American Southern gothic, she deals with the grotesque theme in order to expose the shortcomings of the society. Three categories of grotesque characters have been identified in her short stories on the basis of Wolfgang Kayser's classification in his The Grotesque in Art and Literature (1963). These categories are the characters whose appearance is grotesque, the intellectuals with their flawed perception of the world, and the demonic characters with a tendency to violence and cynicism. Keywords: American Southern gothic, the grotesque, Flannery O'Connor, Wolfgang Kayser, Mikhail Bakhtin, The Grotesque in Art and Literature.
An ecocritical reading of the Inheritors by William Golding
This study aims to discuss the concept of nature in William Golding's novel The Inheritors through ecocritical approach. The study consisting of four main chapters with an introduction and a conclusion examines the rise and development of ecocriticism and addresses reflections of ecocritical elements in The Inheritors. This novel reflecting William Golding's worldview and approach to human beings precedes current ecocritical discourses. In this respect, the primary samples of the destructive actions and the solipsist approach of human beings based on the exploitation of Nature are pictured in this novel representing an archaic world. This study aims to examine this world pictured by Golding as an ecocritical discourse. Key Words: Ecocriticism, William Golding, The Inheritors, Neanderthals, Homo sapiens
A postcolonial ecocritical approach to Animal's People by Indra Sinha
This study seeks to present a postcolonial ecocritical analysis of Indra Sinha's Animal's People (2007) by examining how the novel deconstructs the binary opposition between human and nonhuman beings. This binary opposition is regarded as the main cause lying behind long-standing social and ecological calamities. As a fictional re-working of the Bhopal Disaster (1984) in India, Sinha's novel paves the way for merging the postcolonial and ecocritical approaches to study the historical causes and ecological consequences of the human/nonhuman divide. The postcolonial ecocriticism rising from this convergence offers a theoretical framework for analysing how literature reflects the ecological problems in postcolonial environments that result from anthropocentric perspectives. Presenting a critique of these perspectives, the novel emphasizes the significance of ecocentrism claiming that all human and nonhuman beings in the ecosystem are interconnected and intrinsically valuable. Examining Animal's People's portrayal of a postcolonial environment through postcolonial ecocritical approach, this study reveals the great role of literature and literary criticism in raising ecological awareness at the regional and global level. Keywords: Indra Sinha, Animal's People, Postcolonial Ecocriticism, Human,Nonhuman Beings
Linguistic features of free indirect discourse in D.H. Lawrence's Women in Love
Regarding linguistic and literary perspectives, this stylistic study aims to analyse D. H. Lawrence's use of free indirect discourse in Women in Love. The account of the study is prompted primarily by the results of the content analysis of the relevant narrative text in terms of certain linguistic features indicating free indirect discourse. The selected technical terminology pertaining to these features are (a) syntactic patterns, (b) deictic expressions, and (c) lexical patterns, provided by Monica Fludernik (1993). In addition, the study investigates Oltean's three functions of free indirect discourse (1993): (a) integrative function, (b) evaluative function, (c) referential function. Since the study is projected to develop a mixed-method for analysis, a combination of qualitative and quantitative methods is used and corpus-based tables are also incorporated to the study. The study argues that the author's use of free indirect discourse helps to reverberate the characters' process of self-actualization, self-awareness, self-reflection, emotional disruption, destructive instincts, alienation, stirred but submerged feelings, multitudinuous thoughts, self-deception, inarticulate outburst, anachrony, emotional upheaval, self-assessment, and efforts for exploration of future selves and possible selves. Moreover, the study shows how the author exploits free indirect discourse to represent spontaneous consciousness, reveal the character's inner self; contributes to polyvocality; makes the character's subjective voice heard; invokes irony, creates a sense of detachment as well as arousing empathy in Women in Love. Keywords: free indirect discourse, spontaneous consciousness, empathy, irony, polyvocality
Turkish Erasmus students' perceptions about the use of English as a means of communication and their intercultural awareness in ELF communities
The purpose of this study is to investigate Turkish Erasmus students' perceptions about the use of English as a means of communication and their intercultural awareness in ELF (English as a lingua franca) communities. Besides, the study presents a distinctive perspective as the effect of gender on participants' perceptions and the issue of intolerance are taken into account and discussed. The sample in the study consists of 107 Erasmus students from Karadeniz Technical University and Gümüşhane University. This is a mixed-methods study which combines qualitative and quantitative research tradition. It adopts an explanatory research design in which a questionnaire was followed by interviews for data collection. The questionnaire was conducted with 107 outgoing Erasmus students whereas the semi-structured interviews were carried out with 11 volunteer students. The findings reveal that various reasons such as visiting different cultures and improving language skills play an important role in promoting Turkish Erasmus students' participation in the program. The study also identifies various challenges and problems students faced before, during, and after their Erasmus experience. As a result of their study abroad experience, the participants acknowledge improving their linguistic knowledge and skills in English as well as vocabulary knowledge. Concerning the lingua franca status of English, English is considered as a world language used a contact language. As for the cultural aspect of the Erasmus, the participants agree raising their intercultural awareness thanks to their interactions with people from different cultures. Keywords: Erasmus Exchange Program, English as a Lingua Franca, Intercultural Awareness
A study on beliefs and perceptions of language instructors about integration of language skills in foreign language teaching
One dilemma that is often faced in the teaching of foreign language skills in the classroom is whether to teach those skills in an integrated manner or to teach them in segregated classes. The present study investigated the issue from the viewpoint of EFL instructors and aimed to identify the perceptions, beliefs and experiences of instructors of English working at a state university in Turkey. Data were obtained through questionnaires, open-ended questions, interviews and a meeting. The findings reveal that the instructors were in favour of integrating language skills in their teaching practices and they preferred teaching language skills in an integrated way in their future teaching, too. The findings also show that the instructors are in favour of using coursebooks in which language skills are presented in an integrated fashion in their teaching. Key words: Language skills, skill integration, skill segregation, coursebook,perception, teacher beliefs
İngilizce ve Türkçede kullanılan eklerin karşılaştırılması
İngilizce günümüzde bilim dili olması, dünyanın önde gelen güçlerinin kullandığı dil olması gibi nedenlerle diğer bütün dünya dilleri üzerinde etkisi olan bir dildir. Tabii ki bu etki Türkçe içinde geçerlidir. Özellikle iki dil arasındaki ek sistemini karşılaştırmayı amaçladığımız bu çalışmamızda öncelikle dil, dilbilim, ek ve kök gibi bazı kavramları açıklamaya çalıştık. Türk dili eklemeli bir dil olduğu için ek ve kök kavramlarının önemini vurgulamanın gerekli olduğunu düşünüyoruz.İngilizce ile Türkçe arasındaki ek sistemini karşılaştırdığımız bu çalışmada iki dil arasında büyük farklılıklar olduğunu tespit ettik. Ural-Altay dil ailesine mensup olan Türkçe eklemeli bir dildir. İngilizce ise Hint-Avrupa dil ailesine mensuptur. İngilizce yapı bakımından hem eklemeli hem de çekimli bir özelliğe sahiptir. Çalışmada verdiğimiz örnekler, İngilizce'nin hem eklemeli hem de çekimli bir dil olduğunu da ortaya koymaktadır.Türkçe'de yapım eklerinin sayısı çok fazla iken İngilizcede daha az yapım eki kullanılmaktadır. Çalışmamızın neticesinde, Türkçe'nin yapım ekleri bakımından İngilizceye göre çok daha zengin olduğunu tespit ettik. Yine çalışmamızın sonucunda, Kelime türetiminin Türkçe'de bazı yabancı menşeli ek ve kelimeler dışında, yapım ekleriyle gerçekleştirilirken, buna karşın aynı işlemin İngilizcede ön ek, son ek ve kelimenin çekimlenmesiyle gerçekleştirildiğini gördük.Türkçe'de kelimelere işlerlik kazandıran birçok çekim eki varken İngilizce'de sadece sekiz tane çekim eki kullanıldığını tespit ettik.Çalışmamızda İngilizce ve Türkçe'deki eklerin kullanım benzerlik ve farklılıkları üzerine yoğunlaşıldı ve Türkçe'de kelime türetiminin ve işlerliğinin sadece eklerle sağlandığını, buna karşılık İngilizcede ise kelime türetiminde sadece eklerin kullanıldığını, ancak bunun tek yol olmadığı kelimelerin işlerliğinde edat ve zamirlerin daha etkili olduğu sonucuna varıldı.Anahtar Kelimeler: Yapım Eki, Çekim Eki, Karşılaştırmalı Dilbilim.
Chris Cleave'in Küçük Arı adlı eserinde çokkültürlülük ve ötekilik teması
Bu çalışmanın amacı, sömürgecilik sonrası dönemin doğal bir sonucu olarak ortaya çıkan göçlerin ardından, toplumsal uyum çerçevesinde tartışılan bir olgu olan çokkültürlülük kavramını ve göçmenlerin maruz kaldığı ?öteki? muamelesinin etkilerini Chris Cleave'in Küçük Arı adlı eseri bağlamında incelemektir. Bu amaç doğrultusunda çokkültürlülüğün ortaya çıkışı ve çeşitli bakış açılarından tanımları üzerinde durulmuştur. Aynı zamanda ?ötekilik? kavramı da anlam ve etkileriyle incelenmiştir.Çalışmada, olayların yaşandığı İngiltere ve Nijerya, sömüren ve sömürülen ülkeler olarak kısaca betimlenmiş ve ardından tüm bu özellikler eser bağlamında tekrar ele alınmıştır. Bir taraftan modern hayatın bunaltıcı temposunda koşuşturan bir İngiliz kadının hayat tarzı ve hassas düşünceleri, öte taraftan sömürülen ülkesinden kaçıp İngiltere'ye sığınarak, burada bir göçmenin karşılaşabileceği birçok olumsuz durumla mücadele etmek zorunda kalan Nijeryalı küçük bir göçmen kızın yaşadıkları ayrı ayrı incelenmiştir. Günümüzde üzerinde birçok tartışmanın yapıldığı çokkültürlülük, sömürgecilik sonrası, ötekilik, göç, modern hayat, postmodernizm gibi kavramlar eserden örnekler verilerek tanımlanmıştır. Son olarak eserdeki olaylar neden sonuç ilişkisi içinde değerlendirilmiştir.Anahtar Kelimeler: Çokkültürlülük, Ötekilik, Göç, Göçmen, Sömürgecilik Sonrası
Anti-war stances in the poetry of Wilfred Owen, Isaac Rosenberg and Siegfried Sassoon
This thesis aims to examine three significant poets of the First World War (1914-1918). These three poets, Wilfred Owen, Siegfried Sassoon and Isaac Rosenberg, were also soldiers who fought in the war; therefore, their attitude towards war is of great importance to understand the meaning of war. The poems of Wilfred Owen chosen for this thesis (?Dulce et Decorum est?, ?Anthem for Doomed Youth?, and ?Strange Meeting?) are examples which show how the war caused great horrors on the Western Front. The protest of war in the poetry of Owen involves his compassion for the fellow soldiers. The poems of Sassoon (?They?, ?Glory of Women?, and ?The General?) show his anger towards the non-combatants whom he held responsible for the ongoing of the war, and these poems are full of his anger. The third poet of the thesis is Isaac Rosenberg whose poems (?Break of Day in the Trenches?, and ?Dead Man?s Dump?) are full of pity and represent the war as all devastating power. The examined poems are examples of anti-war poems, with different themes and different approaches.Key Words: First World War, Anti-war poem, Wilfred Owen, Siegfried Sassoon, Isaac Rosenberg.
Edward Morgan Forster'ın ?A Passage to India (Hindistan'a Bir Geçit)? adlı romanında kültürlerarası etkileşim
Bu çalışmada Edward Morgan Forster'ın A Passage to India (1924) adlı romanında kültürlerarası etkileşim konusu irdelenmiştir. Bu çalışma giriş bölümünden, dört ana bölüm ve sonuç bölümünden oluşmaktadır. Çalışmanın birinci bölümünde kültür kavramı üzerinde durulmuştur, ikinci bölümde kültürlerarası iletişim ve etkileşim konusu ele alınmıştır. Üçüncü bölümde ise, öncelikle eser hakkında ve söz konusu romanın yazarı ve edebi kişiliği hakkında bilgi verilmiş, daha sonra romanın içeriği ve teması üzerinde durulmuştur. Son olarak dördüncü bölüm ise eserde kültürlerarası etkileşim durumuna ayrılmış, romandaki figürlerin yaşadıkları kültürlerarası sorunlar, kültürel uyumsuzluk ve etkileşim konusuna yer verilmiştir.A Passage to India'daki başlıca temalardan biri kültürel anlaşmazlıktır. Toplumsal kurallar ve dinin günlük hayattaki rolüne ilişkin ayrı kültürel fikirler ve beklentiler, İngilizler ile Müslüman Hintliler, İngilizler ile Hindu Hintliler, Müslümanlar ile Hindular arasındaki anlaşmazlığa sebeptir. Forster, sürekli tekrarlanan anlaşmazlıkların kültürel sterotipler olarak nasıl kanıksandığını ve bu anlaşmazlıkların sık sık kültürel uçurumlar üzerinde köprü kurma çabalarının gereksizliğini ispatlamak için kullanıldığını göstermektedir.Anahtar Kelimeler: Kültür, iletişim, kültürlerarası etkileşim, kültürlerarası iletişim, kültürel değerler.
Prospects of New Negro identity in Jessie Redmon Fauset's early novels
In this study called ?Prospects of New Negro Identity in Jessie Redmon Fauset?s Early Novels?, the writer?s novels, There is Confusion (1924) and Plum Bun: A Novel Without a Moral (1929), are handled. In the study, the situation of the black community living in the American society in the 1920s is examined. With a short history of the blacks? presence within American borders, especially the meaning of the Harlem Renaissance, which was a black intellectual movement, for the Afro-Americans is studied. Besides, what the leading intellectuals wanted to do for their people, their goals and the ways they envisioned to reach these goals are inferred. In the selected novels of Jessie Redmon Fauset, it is tried to reflect her perspective of the colored people and American society in general during the fervent years of the Renaissance. While her impressions on class, race and gender issues are traced with regard to the urban black society in general, the reflections of these discriminations within the white-male-class oriented American community in a narrower sense are also handled. In the introduction, the history of black people in America is presented in general terms. Beginning with the early 17th century, slavery and the process of betterment until the Harlem Renaissance of the early 20th century are shown. The events, foundations and especially black intellectuals that contributed to this improvement during this period are scrutinized. Additionally, detailed information about Fauset?s literary personality, who was the first Afro-American woman to attend Cornell University, and her approach to the problems of her day are stated. In the first chapter, the way how Fauset deals with `class? issues in the selected works is examined. While the power of economy in shaping the people?s attitudes towards such institutions as science, religion and marriage is stated, the effect of class in determining the human relations is also emphasized. Besides, the reality of `class consciousness? in the members of the society is reflected. In the second chapter, the `racial? issues in the works are studied. The idea of communal uplift is clarified with specific examples. However, the bitter facts of American society are also given: being a black person in this society brings a lot of disadvantages and having a dark skin is a sufficient criterion to be debased by whites. In the third chapter, as a female intellectual, Fauset?s point of view to the `gender? issues is made clear. Her criticism of the established gender roles and the women?s acceptance of status quo are analyzed. In addition, the female characters? distorted approaches to marriage as a way of escape, their class obsession and their feeling of dependence on men are revealed. Finally, the discourses of women that include a demand for equality and thereby appear as a reaction to the oppression of women are expressed. In the conclusion, some crucial facts inferred from the topics that Fauset studies in her novels are manifested. She emphasizes the fact that black people should abandon their illusions related to class and destroy the racist point of view to be happy and to be promotive for their race. As to race, Fauset is optimistic; she believes that black people can transcend the restrictions if they are equipped intellectually. Finally, the writer gives some messages about gender: first, the women should give up their self-interested relationships with men, and then blacks should avoid gender lines for racial solidarity. In the selected novels, she usually shows the negative features of her society and lets the reader see the positive and necessary ones; she envisions universal equality for the blacks within the scope of `New Negro?. Key Words: Harlem Renaissance, Jessie Redmon Fauset, There is Confusion, Plum Bun: a Novel without a Moral, class, race, gender, urban.
Türkiye'de ortaöğretimde yabancı dil öğretiminde görselliğin yeri
Uluslararası ilişkilerin en üst düzeye vardığı ve bundan ötürüdür ki küreselleşen dediğimiz bu dünyada iletişimin vazgeçilmez öğesi olan dil büyük önem kazanırken, yabancı dil öğrenmede öğrenilenlerin anlamlı ve kalıcı hale gelmesini; öğrenenlerin güdülenmesini sağlayan ve böylelikle öğrenmeyi kolaylaştıran görsel öğelerin/materyallerin kullanılmasının bir zorunluluk olması gerektiği göz ardı edilemez. Çünkü öğrenenler her ne kadar bireysel farklılıklara sahip olsalar da görme duyusu (görme engelliler dışında) genel olarak tüm bireylerin en çok yararlandıkları bir duyu olduğundan bireylerin dünyayı ve varlıkları bu duyu vasıtasıyla tanıma imkânı buldukları da bir gerçektir. Yeni algılanılanların önceki bilgilerle ilişkilendirilmesini gözler sağlamaktadır. Dolayısıyla bilgilerin anlamlandırılma sürecinin başlangıcı olarak bilinen ?algılama? büyük bir ölçüde gözler yardımıyla gerçekleşmektedir.Bu kapsam itibarı ile bu çalışmada; görsel öğelerin dolayısıyla görselleştirmenin, yabancı dil öğretiminde büyük önem arz etmesine rağmen Milli Eğitim kurumlarında hemen hemen hiç kullanılmadığı ortaya konmaya çalışılarak bu eksikliklerini giderebilmeleri açısından Almanca öğretmenlerinde bir farkındalığın oluşturulması amaçlanmaktadır. Anahtar Kelimeler: Yabancı Dil, Görsellik, Almanca, Ortaöğretim, Dil Öğretim Metodları
From Black Feminism to Womanism: Alice Walker's selected short fiction
The United States of America imagined as a place for happiness through freedom has been home to millions of people of various races, origins and cultures. Behind the apparent face of the American history exists the struggle years of Afro- American people, especially of the black women. This study aims to present the struggles of black women from the 16th century until today, besides the development of Black Feminism and one of the most significant Black Feminists, Alice Walker' s (1944-) 'Womanist' theory. Beginning with slavery, Afro-American history has witnessed a variety of black women's struggles to gain rights and more freedom in the racist and sexist America. During this process, Black Feminism has become a kind of foundation which black women have added to their racial and sexual identities. Walker created Womanism by having contributed to Black Feminism with some new standpoints since 1983. She considers gender and race as interlocked structures and emphasizes that black women's problems result from them. The study describes Walker, firstly as a Black Feminist and then a living figure and supporter of Womanism, which forms a new, thriving consciousness and standpoint for all women of color. Alice Walker improves Black Feminism formed by Barbara Smith in 1973 both by getting support from Black Liberation and Women Liberation Movements of the 1960s and as a reaction to them, she highlights that all women should adopt 'Womanist' identity as a concept embracing all women of color. Besides being a Womanist, Walker also stands out as one of the leading voices among modern Afro-American female authors having great influence on Afro-American community. This study provides a concise framework of Black Feminism and Walker's theory of Womanism concerning peace of black women's life which is under white and black patriarchal dominancy. Walker's short story collections entitled In Love and Trouble (1973) and You Can't Keep A Good Woman Down (1981) were selected as they reflect her changing attitudes about black woman phenomenon. Women characters in the first collection who are passive, incapable of understanding their problems exactly and lack consciousness of struggle are replaced by educated and conscious women in the second collection, the publication of which refers to the period when she developed her Womanist theory. This indicates that she changed her thoughts in time. Womanism and Walker's opinions in this term form the keystone of the selected short stories. The reflections of these thoughts on the selected short stories will be studied. Key Words: African American women, struggles of black women, Alice Walker, Black Feminism, Womanism.
Magical realism: A path to a new Chicana identity in Ana Castillo's so far from god
This thesis aims to examine reflections of magical realism in Ana Castillo's So Far From God (1993). Magical realism has developed as a branch of postmodernism in the 20th century and after the 'boom' of Latin American literature, it has been started to be widely used all over the world as postmodernism has improved. As magical realism aims to decenter the privileged powers of the society and become the voice of the other, postcolonial, deconstructive and feminist criticism theories have been generally applied to the works written in this narrative mode. In this respect, magical realism has attracted the attention of Chicana feminist authors and has been often employed by them. In this thesis, magical realism will be examined in So Far From God in relation to deconstructive, feminist and Jung's archetypal criticism theories. The work is a typical example of magical realism in terms of the supernatural and mysterious events, cultural deconstruction of old myths and the struggle of the female against the patriarchal society and dominant Catholic Church. To form a new mestizo consciousness of identity has been the purpose in this work. Key Words: Magical Realism, Ana Castillo, So Far From God, Chicana feminism, myths, archetypes, identity.
Understanding chicana feminism: The feminist elements in Sandra Cisneros's the house on Mango street
This thesis aims to examine Sandra Cisneros's (1954) The House on Mango Street in the light of Chicana Feminism. Chicana Feminist thought has emerged as a consequence of male dominated structure of Chicano Movement, which is a product of Civil Rights Movement in 1960s. Chicana feminists, who are against the sexism in Chicano Movement, also carry the spirit of nationalistic discourses. Chicana feminists, who are the product of Brown society, cannot find a place for themselves with the White feminists, so they stand against racist sexism as well. In this thesis the issues of race, class and gender will be examined in terms of Chicana Feminism in Sandra Cisneros's, who is the first Chicana writer entered the American mainstream, The House on Mango Street. This novel, which deals with the issues of female and male roles in a male dominated society, race, class and gender in a Chicago barrio, is an effective sample of Chicana Feminism. Key Words: Chicana Feminism, Sandra Cisneros, The House on Mango Street, race, class, gender, sexism.
Alexander Dumas Fills'in Kamelyalı Kadın romanı ile Namık Kemal'in İntibah romanının tematik açıdan karşılaştırılması
Bu çalışmanın amacı, Aydınlanma Çağını da sayarsak iki asırdan fazla bir süredir varlığını sürdüren klasisizme tepki olarak ortaya çıkan romantik akımın ve romantizmin Tanzimat Dönemi Türk Edebiyatına etkilerinin bariz bir örneği olarak A. Dumas Fils'in romantik anlayışa göre yazdığı Kamelyalı Kadın adlı eserinin Namık Kemal'in İntibah adlı eseri üzerine etkilerini incelemektir. Bu amaç doğrultusunda romantizmin sosyal, siyasal ve toplumsal yaşama etkilerinin belirgin olduğu ve romantik anlayışa göre yazılan her iki eser arasındaki benzerlikler, farklılıklar ve varsa esin, izlenim ve taklit öğeleri incelenmiştir. Daha kısaca demek gerekirse, etkileri bize göre oldukça belirgin olan KamelyalıKadın'ın İntibah'ta ki izleri ele alınmıştır. Çalışmada, A. Dumas Fils ile Kamelyalı Kadın adlı eserin romantizmdeki yeri ve Namık Kemal ile İntibah'ınTanzimat edebiyatındaki yeri, kahraman karakter birliği, olay örgüsü, eserler ve dönem bağlamında incelenmiştir. A. Dumas Fils ve Namık Kemal'in romanlarında yaratılan kadın karakterler üzerinden toplumdaki "Tutunamayanlar"a bakış açısı ele alınmıştır. Dönemin İstanbul ve Paris'inde yaşanılan aşk ilişkisi, aile, toplum, sadakat, intikam gibi kavramların eser bağlamında romantizmin kurallarıyla ne kadar örtüştüğü incelenmiştir. Yaratılan kadın ve erkek karakterlerin yaşadıkları tutkulu aşk karşısındaki yıkımları, özellikle Marguerite ve Mehpeyker gibi iki fahişenin toplum ahlakını ve aile saadetini bozar nitelikli yaşam şekilleri, toplum ve ailenin yaşanılan ilişkilerdeki tutumları ele alınmıştır. Eserlerin verdikleri temel mesaj olarak fahişe kimliği etrafında her iki yazarın takındığı farklı tutum ve bunun nedenlerine inilmeye çalışılarak belki de eserler arasında en ciddi fark ve Kemal'in özgün kaldığı biricik nokta gözler önüne serilmeye çalışılmıştır. Aynı zamanda A. Dumas Fils ve N. Kemal'in toplumsal olaylara yaklaşımları ve konunun insan psikolojisi açısından açıklığa kavuşması amacıyla çok kısıtlı olarak psikanalitik açıdan ele alınarak değerlendirilmiştir. Tanzimat Dönemi Edebiyatında sıkça karşılaşılan cariyelik kavramı ve sorunsalı tanımlanmaya çalışılarak eserde bu konu bağlam içinde kalınarak irdelenmeye çalışılmıştır. Özetle, her iki eser romantik edebiyat açısından ele alınarak eserler ve yazarlar arasındaki alışverişlerin nitelikleri, aralarında görülen benzerlik ve farklılıklar ile Namık Kemal'in romantik edebiyat okulunu ne denli anladığı, bunu eserine ne kadar giydirdiği bağlamında hem analitik, hem de eleştirel bir yaklaşımı karşılaştırmalı edebiyat yöntemi açısından ele almaya çalıştık. Anahtar Kelimeler: Romantizm, Tanzimat Edebiyatı, A. Dumas Fils, Kamelyalı Kadın, Namık Kemal, İntibah, Aşk, İntikam, Fahişelik,
Eklemeli ve bükünlü dillerde sebep-sonuç, etki-amaç, zıtlık-tezat ifade eden yan cümleciklerin söz dizimsel karşılaştırılması
Özet Yüksek Lisans Tezi Eklemeli Ve Bükünlü Dillerde Sebep-Sonuç, Etki-Amaç Ve Zıtlık-Tezat İfade Eden Yan Cümleciklerin Söz Dizimsel Karşılaştırılması Servet BALIKÇI Fırat Üniversitesi Sosyal Bilimler Enstitüsü Batı Diller ve Edebiyatı Ana Bilim Dalı 2008, Sayfa : VI+100 Bu çalışma Türkçe'nin Bükünlü dillere karşı gücünü ve üstünlüğünü sebep-sonuç, etki-amaç ve zıtlık tezat ifade eden yan cümlelerin söz dizim bakımından karşılaştırarak ispatlamayı amaçlamaktadır. Türk dili çok zengin ve etkileyici bir dildir. Elbette, zenginlikten söz ederken kelime sayısından söz etmiyoruz, kastettiğimiz Türk dilinin anlatım gücüdür; bitişken bir dil olması dilimizin asıl gücü ve zenginliğidir. Dilimizin en temel iki özelliği olan kelime türetme gücü ve kurallılığı pek çok yabancı dil bilimciyi kendisine hayran bırakmış ve şaşırtmıştır. Acıdır ki, bizler dilimizin bu üstünlüğünü, güzelliğini ve gücünü henüz kavrayamadık. Bükünlü Hint Avrupa dillerinde oldukça karmaşık biçimde oluşturulan bu dilbilgisel yapılar Türkçe'de bağlaçsız birleşebilme ve sıfat fiil, zarf fiil ve isim fiillerle daha kolay ve akıcı bir biçimde oluşturulabilmektedir. Türkçe'nin söz dizimi özellikleri ile sahip olduğu üstün anlatım gücünü sebep-sonuç, etki-amaç ve tezat-zıtlık ifade eden yan cümleler ile sergilemeye çalışacak, dilimizin üstünlüğünü ve zenginliklerini göstermeye çalışacağız. Türkçe'nin gücünü ve bükünlü dillere olan üstünlüğünü başta ?ngilizce olmak üzere, Fransızca ve Almanca gibi bükünlü dillerden örneklerle karşılaştırarak ispatlamaya çalışacağız. Anahtar Kelimeler: Söz dizimi, bitişken diller, bükünlü diller, yan cümle, sebep-sonuç, etki-amaç, tezat yan cümleleri
Individual and social conflicts in multicultural England: Zadie Smith's white teeth and Monica Ali's Brick Lane
In this study, in general, the individual and social conflicts of the societies that have experienced ?multicultural? structure, which is a social and cultural formation having gained a new dimension and have been effective on many geographical regions, are examined by the model of England, which is defined as a multicultural society in the twentieth century. In particular, the aim of the study is to analyze the individual and the social background of the conflicts of today which are originated from the multicultural structure of England, related to the novels: White Teeth (2000) and Brick Lane (2003), respectively by Zadie Smith (1975) and Monica Ali (1967), two contemporary women writers who have come from multicultural backgrounds.In the introduction part of the study, firstly, it is inspected how and in which dimensions the ?multi-national? and ?multicultural? structure of today?s England has been formed, parallel to the process of the collapse of the British Empire and the immigration to England. Afterwards, the concept of ?multiculturalism? which has appeared as a new approach in the twentieth century brought about by multicultural social structure, the point of views which are supporting or rejecting that approach, and the reflections of that approach in England are investigated.In the first chapter, as the novels which will be examined in this study are the writings reflecting the multicultural formation, ?multicultural literature? being the product of multicultural point of view and also being named as ?post-colonial literature? is dealt within the dimension of England and English literature; and the place of Zadie Smith and Monica Ali in this literary approach is observed.In the third and fourth parts of this study, ?individual and social conflicts? which intersect with each other and result from the multicultural social structure of England are analyzed related to the certain novels. In the first dimension, ?individual conflicts? originated from that kind of social structure are evaluated in relation to the immigrants and minorities, who have been exposed to the difficulties in the society on a large scale. It is argued that being considered of those groups as ?the other?, being humiliated frequently, not gaining approval in the society, and because of those reasons not being adopted in the society in which s/he lives by having the dilemma of feeling torn between create significant identity problems and inner conflicts for them.Afterwards, in the second dimension, the ?social conflicts? whether resulting from the problematic individuals experiencing inner conflicts or appearing totally out of those people are analyzed within the certain novels. In our day, the prejudices, racial and religious discrimination, xenophobia, racism which are common in great deal in the multicultural societies, and polarization comprising all of these are the main social conflicts. England as a country, which includes many citizens of diverse racial and religious origins, has been exposed to that kind of polarization on the social base and has entered into a process of social conflict ranging from racist to terrorist attacks. Consequently, the multi-national and multi-cultural social structure of England has brought many conflicts within itself, and in this study, Zadie Smith?s White Teeth and Monica Ali?s Brick Lane are explored as being two significant novels mirroring those conflicts in multicultural English society.Key Words: England, Multiculturalism, Individual and Social Conflicts, Immigrants, Minorities, Zadie Smith, Monica Ali
İngilizce ve Türkçede yer ve zaman edatlarının karşılaştırılması
Bu çalışma, karşılaştırmalı dilbilimi yöntemi ile İngilizce ve Türkçe'de yer alan yer ve zaman edatlarının kullanımlarını, işlevlerini ve anlamlarını açıklayarak, benzerlik ve farklılıklarını karşılaştırmalı olarak ortaya koymaya çalışmakta ve bu sayede Türk öğrencilerin performanslarını şekillendirecek olası farklılıkları izah etmektedir.Sonuçlar göstermiştir ki, İngilizce ve Türkçede yer alan yer ve zaman edatları arasında benzerlikler olduğu gibi farklılıklar da vardır. Benzerlikler yabancı dil öğrenimine katkı sağlamakta (olumlu aktarım), farklılıklar da yabancı dil öğrenimini zorlaştırmakta ve Türk öğrencilerinin çokça hata yapmalarına neden olmaktadır (olumsuz aktarım ya da etki).Bu çalışma, İngilizcede yer alan edatların öğretilmesine pedagojik katkı sağlamayı, öğretmenlere, öğrencilerini motive etme ve öğrenci hatalarını analiz etme konularında yardımcı olmayı ve onlara öğrencilerinin edat kullanımı konularında hata yapmalarını önleyecek alıştırmalar hazırlamalarına yardımcı olmayı amaçlamaktadır.Anahtar Kelimeler: Edat, karşılaştırma, benzerlik, farklılık, aktarım.
A comparative study on Ahmet Umit's and Dashiell Hammett's detective novels in terms of crime: Kavim and The Maltese Falcon
In this study, the elements in Ahmet Umit (1960- )?s Kavim (2005) and Dashiell Hammett (1894-1961)?s The Maltese Falcon (1930), including the historical background of the detective novel are comparatively given. Ahmet Umit, who is one of the most important detective novel writers of the modern Turkish Literature and Hammett, who is one of the most important American detective novel writers of the 1930s and 1940s are at the same time the representatives of the different detective novel genres. The former represents the police procedural type of the detective novel, which emerges in American literature after 1950s while the latter represents the hard boiled genre, which starts in the publications of the Black Mask Magazine in the 1920s. It should be noted that Umit?s police procedural Kavim includes the very elements of the hard-boiled detective novel, too. In choosing these two novels to be compared, their being among the best representatives of the detective genres and also their writers? perfect presentations of the period with political, social, economic and moral aspects have been effective.In the introduction part of the study the historical background of the detective fiction, not only in American and Turkish literatures but also in various literatures including several European ones like English, French and Russian is given. Besides, the features of the detective novel kinds like the-turn-of-the-century, the Golden Age, the hard-boiled and the police procedural which represent the characteristics of the detective novel from various literatures are accordingly explained. Additionally, the reasons why the detective fiction in Turkish literature could not develop as much as it could in European literatures and why it is so common and a developed genre in USA is presented with the answers. The fact that sociological reasons of the crime in The Maltese Falcon attract the attention while the psychological factors overweigh in Kavim is also stated.In the first chapter, the compared books are technically analyzed in terms of their plot, style, point of view, atmosphere and character. In this chapter the kinds of the plots like embedded, the apparent, the revealed and the plot of feud are represented. The questions why Kavim and The Maltese Falcon are police procedural and hard-boiled and their mystery features; the personal characteristics of the detective heroes and the concept of double identity are explained. Lastly, the common points inspired by Poe are given in a detailed way. The important distinctive characteristics of the detective hero Nevzat and the murderer Can in Kavim and the detective hero Spade and the villains Brigid and Gutman in The Maltese Falcon are given.In the second chapter, the symbols in both books are given. The literary and contextual meanings of the symbols like Diatessaron, Flitcraft parable, femme fatale, woman and the falcon and the reasons of their deliberate usage are explained. The literary and contextual richness that these symbols brought to both books are also stated.In the third chapter, which also constitutes the basic part of the study, the concept of ``crime?? and the psychological and socio-economic reasons of crime in Kavim and The Maltese Falcon are made clear. The reasons of the criminals? engagement in crime are clearly uncovered through the points of view of several psychiatrists such as Sigmund Freud, Bruce D. Perry, Anne Freud and Friedrich Nietzsche and sociologists such as William Glasser, Edwin Sutherland, and Robert Agnew. The personal psychologies of the detective heroes Nevzat and Spade during their crime investigations and in their social lives are also analyzed.In the conclusion, the study is briefly summarized and the findings are stated.Key Words: Kavim, The Maltese Falcon, symbol,crime, criminal psychology, socio-economic reasons of crime.
İkinci dil öğreniminde ana dil sözdiziminden kaynaklanan sözdizimsel hataların analizi
Bu çalışmada, Türk öğrencilerin yabancı dil olarak İngilizceyi öğrenirken yaptıkları sözdizimsel hatalar incelenerek, bu hataları en aza indirmek için çözüm önerileri sunmak amaçlanmaktadır. Yabancı dil öğrenimi, şüphesiz üzerinde en çok araştırma yapılan konulardan biri olmuştur. Geçmişten günümüze kadar, ana dil edinimi ve yabancı dil öğrenimi süreçleri incelenmiş ve bu süreçte en verimli sonuca ulaşmak için öğrencilere yardımcı olmak istenmiştir. Soyut bir süreç olan dil öğreniminin, somut belirtileri olan hatalar araştırmacılara önemli ipuçları sunmuştur.Tezde, IMKB Anadolu Lisesi öğrencilerine görmüş oldukları yapılardan oluşan üç metin verilmiş olup, bu metinleri Türkçeden İngilizceye çevirmeleri istenmiştir. Çeviri esnasında, sözlük kullanımına izin verilmiş ve not kaygısı taşımadan çeviriyi yapmaları istenmiştir. Öğrencilerin çevirileri, karşılaştırmalı analiz ve hata analizi yöntemlerinin bulguları eşliğinde incelenerek, sözdizimsel hatalar saptanmıştır. Bu tezde, sözdizimsel hatalar dışındaki hatalar dikkate alınmamıştır. Bu hataların hangi sebeplerden dolayı yapıldığı saptanmış ve buna uygun olarak çözüm önerileri sunulmaya çalışılmıştır.Anahtar Kelimeler: Sözdizimi, dilbilim, hata analizi, karşılaştırmalı analiz, ara dil, dil edinimi, dil öğrenimi, ana dil, ikinci dil
The use of literary texts in efl classroom
It is a fact that language teaching in Turkey is getting more and more important. Therefore, this thesis has been prepared to bring a new perspective on the subject and contribute to the purpose of current language teaching methods in order to reveal the contribution of literary texts in language teaching.Apart from the methods used in the current language teaching so far, this thesis has been based on the ?Question of whether we can achieve a higher success and motivation in teaching a foreign language through literary texts?. First of all, this approach and perspective has enabled to examine all the traditional methods observing a wide field of research. Therefore, in the first chapter, various methods applied up to now have been addressed in a general approach.In the second chapter, the relationship between literature and language, development of language and literature in Turkey, activities such as reading, comprehension, writing in language classes, and their historical development as well in order to give relationship between literature-language thoroughly have been addressed.In the third, and the following chapters, however, the issue of what kind of literary texts has been evaluated in the context of literary genres used in language teaching in association with the language. As the emphasis has been put on the place of literature in language teaching, its importance, and benefits, linguistic, methodological, and incentive causes and factors of the literary texts have been explained. In the next chapters, the approaches such as inclusion of literary texts into process, the way of teaching literary text, and application on a sample of course; the general approach to the results of all these processes and evaluations have been discussed. Finally, a questionnaire prepared in the light of questions which would serve best for the purpose in order to see and embody theoretical value for the application process has been added. The evaluations of the survey results will be another factor to show that the study will serve how much for the purpose of our study is hoped.Key Words: Literature, Literary Texts, Foreign Language Teaching.
The dialectic solution of capitalist and feminist problematic in Charlotte Brontë's Shirley
In the 19th century Victorian Era, while the Industrial Revolution develops and affects the socio-economic life of people, the situation of women who are oppressed under the male domination attracts the attention. These situations are reflected in the literature of the 19th century. Among the works about the Industrial Revolution and the position of women, Charlotte Brontë?s Shirley (1849) attaches importance to the matter in terms of dealing together with two important current issues of the period. Shirley deals not only with the subjects of capitalism and feminism but also with their opponents and their opposite situations. As an author Brontë bears the characteristics of romantic school in the context of her attitude, aesthetic understanding and style; however, Shirley includes important findings of realism in terms of both dealing with current issues and the style of handling with them. While the author tries to find a solution to the problematic which she has faced by applying Karl Marx?s (1818-1883) dialectic, she falls within the boundaries of ?sociolist realism?. Heroes? selecting forms of lives proposed by the author show clearly that she has never broken with romantic perception and tradition. Briefly, Brontë demarcates a tidal line between realism and romanticism in this novel.One of the basic aims of the thesis is to try to find answers to the questions such as how the author evaluates capitalism and feminism in the first half of the 19th century of her period, whether she deals with them in accordance to the periodic characteristics or not, on which parameters she criticizes capitalism and why she turns to feminism. As for the method, the novel Shirley is resolve on the basis of Marx?s dialectic approach consisting of thesis, antithesis and synthesis. In other words, capitalism and anti-capitalism, and feminism and anti-feminism are dealt together in the novel and are resolved as a synthesis at the end of the novel. It has to be said that as a method Marx?s dialectic approach comes to the fore literally by itself in the analysis of the novel because Brontë has applied intentionally or unintentionally in the novel much the same dialectic method of Marx who used it to explain that all societies would meet in ?socialism? at the end while describing the historical development of societies.The introductory explicates the emergence of novels based on the realities of life as a result of the reflection of the Industrial Revolution and feminism on literature in Victorian Era. The novel Shirley by Charlotte Brontë, one of the important writers of the 19th century, does not deal with very different issues than many other novels of the period do. Generally, as it involves the common features of the novels of the period, it informs us historically about the structure of the novel.The first chapter includes a general, historical evaluation about how the Industrial Revolution, capitalism and feminism develop in England and how the society is affected socio-economically in order to get a better understanding of capitalism and feminism which are the two basic themes of the novel. Thus, it is tried to help in understanding both the author?s intention and success in the novel through shedding light on the bachground of the novel and revealing the periodical, historical, social, economic and literary atmosphere.In the second chapter, as it is mentioned above, it can be said that elements such as Brontë?s attitude in the novel, giving together the opposite situations, employing the faltering and struggling heroes, witnessing the struggle of heroes with opposite thoughts at the both ends of antagonism necessitate to apply Marx?s dialectic method for the analysis of the novel. Thus, the phases of the dialectic such as thesis, antithesis and synthesis have become an appropriate means of analysis as a proposed solution and a method for the plot and problematic scheme in the novel.The conclusion part shows that it is impossible in real life to reach the solution achieved in the novel within the context of the method applied in the thesis. However, the author, anyway, emphasizes that through the changing of people the society can also change. This situation becomes meaningful in terms of showing the tides of the mentioned author between ideals and reality, in other words, between romanticism and realism.Keywords: The Industrial Revolution, Capitalism, Feminism, Dialectic Solution, Brontë, Shirley.
Yabancı dil dersinde pedagojik uygulama açısından sözcük öğretimi ve sözcük dağarcığını geliştirme yöntem ve tekniklerinin değerlendirilmesi
İngilizce'de kelime öğretimi son yıllarda yeniden önem kazanmaya başlamıştır. Dilöğretimi ile ilgili geliştirilen çeşitli metodlar ve görüşler vardır. Modern dil öğretim metodlarıkelime öğretiminin önemini kabullenmiş ve genel olarak bu alan üzerinde detaylı çalışmalar,uygulamalar ve araştırmalar yapılmıştır.Bu çalışmada kelime öğretiminin farklı dil öğretim metodları ile ilişkili olarak tarihiçerisindeki gelişimi kısaca özetlenmiştir. Kelime öğrenirken kelimenin kendi dilimizdekikarşılığının dışında farkında olarak ya da olmayarak başka ne türlü bilgileri öğrendiğimizüzerinde durulmuştur.Kelime öğretiminde üzerinde durulması gereken bir başka önemli nokta da öğrencilerehangi kelimelerin öğretileceği konusudur. Bu konuyla ilgili olarak, ngilizcede ne kadarkelime olduğu, ngilizce'yi anadil olarak kullanan kişilerin ne kadar kelime bildiği, farklıöğretim ve ihtiyaç seviyelerine göre öğrencilerimize ne kadar ve hangi kelimeleriöğreteceğimiz konuları ele alınmıştır. Kelime öğrenimi hedef kelimelerin hatırlanması vegerekli durumlarda kullanılabilmesini de içerir. Bu çalışmada kelimelerin öğrenilmesi vehatırlanması ile ilgili süreçler, kelime öğretim teknikleri, kelime bilgisinin değerlendirilmesigibi hususlar ele alınmıştır.Ayrıca yapılan bir pilot öğretim uygulaması ile önceden denenmemiş ve bağlamsalolmayan öğrenme prensiplerine uygun bir teknik denenmiş ve yöntemin etkili olduğugörülmüştür.Anahtar Kelimeler: Dil öğretimi, Kelime öğretimi
Zora Neale Hurston's women
In the study called ` Zora Neale Hurston?s Women?, it istried to make clear where the Afro-American woman reachedeconomically and socially at the beginning of 20th century.Itis examined how this reflected in her works by her ownperspective. In the selected novels and short stories, women?sperception of life, their sufferings, how they endure theoppression for some time, the process of their findingthemselves and the mistakes they make and the things theygrasp in this period are investigated with a criticalviewpoint.In her works, Hurston, whose childhood passed in a townwhere African-American people were the majority, mentions moreabout male-female issue rather than the subject of racialdiscrimination. In (1937) weTheir Eyes Were Watching Godwitness the adventure of a black woman called Janie Crawfordwho is looking for her own identity in a man-dominated blacksociety. In ?Sweat? (1926), Delia Jones washes the whites?clothes and works hard in order to maintain her homeeconomically, besides, there remains no tyranny which she doesnot suffer from her husband. Being different from the twoworks mentioned above, in Jonah?s Gourd Vine (1934) Hurstonintroduces a wise woman character to her readers. Lucy, theheroine of the novel, does not have to undergo a processthrough which Jane has done. She is already pleased with thepoint she has reached and with herself. She also sacrificesherself for the sake of her man she loves and she accepts allthe negative happenings in her marriage as well. Missie Mayin ?The Gilded Six Bits? (1933), for the sake of her love toher husband, becomes together with a man whom she thinks asrich so that she can help her husband to overcome his weaknesstowards money. The awareness she experiences by realizing thatthe man is not rich cannot be thought as simple. Contrary tothese characters, in (1948),HurstonSeraph On The Suwaneepresents her readers a white woman called Arvay Henson whoconvinces herself to the fact that she will never find outlove and happiness in life. Arvay, who could not get rid ofher complex of being a spinster even after she has married andwho has a communication problem with her husband, in herjourney to a self-actualized life, comes to a point that thereaders can take a deep breath. The works handled in thisstudy are classified according to their common points. In thefirst chapter, we witness the black woman?s newly-gainedposition through Nanny, Janie?s grandmother, who defines blackwoman as `the mule of the world?. In the second chapter,verbal and physical violence that the black men and thesociety implement on the women are told. In the third chapter,the awakening of the women, their adopting assertive attitutestowards their men and society are scrutinized. In addition,while becoming whole as a woman and as a person their beliefin God and tendency to education make them strong.
Reflections of historiographic metadrama in Tom Stoppard's Travesties, Arcadia, Indian Ink and Invention of Love
With the emergence of postmodern theory, certainties about historical knowledge have been challenged in the second half of the twentieth century. This thesis seeks to demonstrate how postmodernism has contributed to contemporary drama by problematizing the narration of past events with the help of metadramatic techniques in Tom Stoppard?s plays. His plays portray this difficulty by drawing attention to the constructedness of both history and fiction by depicting unreliable characters as narrators of the past.Accordingly, the thesis first discusses the transformation of historiography and its reflections on historiographic metadrama. This part is followed by a brief survey of postmodernity together with its consequences in the world. Thus, it aims to display how certain opinions about the world have changed. In order to acknowledge these changes and their effects on contemporary drama, a general view of postmodernism is given together with major postmodern theorists. By using Travesties, Invention of Love, Indian Ink and Arcadia as primary texts, this thesis attempts to display the metadramatic elements that are applied in these texts. With the use of these metadramatic devices, this thesis also indicates that the reader?s role in creating the text is significant.By displaying the unreliable narrators as well as the intertextual allusions in these texts, this thesis aims to point out to the fictionality of the plays, and how they have become puzzle-like structures with the help of Tom Stoppard?s creative intellect.
A Freudian approach to D.H. Lawrence
The present thesis, which focuses on D.H. Lawrence and two of his significant masterpieces, seeks to display the critical role and the significance of childhood experiences in the formation of individuality. The principal purpose is to analyze the main characters of these novels according to Freudian psychoanalytical theories. This thesis explores the connection between the characters and their psychological states which account for their behavior. Both Sons and Lovers and Women in Love have various autobiographical traces, since both of them reflect the personality, the time, the experiences, and the psychological state of the writer.As an outcome, this study firstly gives the necessary theoretical background on both D.H. Lawrence and the relevant psychoanalytical discussion. Secondly, the literary discussion starts with the interpretation of Sons and Lovers according to the Oedipus complex. An inappropriate maternal relationship between the characters in this novel results in the destruction of Mrs. Morel?s son Paul, largely representative of Lawrence himself. Excessive possession by his mother creates a dependent person of him. Thus, he is a man that can neither love nor give himself wholly to other women, which means he becomes unable to achieve full satisfaction.This thesis then continues with the discussion of the main characters of Women in Love according to Freud?s topographical and structural models of the mind. The three levels of consciousness and the significance of the unconscious are discussed in the analysis of the four main characters by making some references to their childhood and previous experiences. Their intricate relations, their psychic worlds, and their choices are discussed differentially on the basis of their own individual backgrounds.By presenting such a detailed discussion based on Freud?s psychoanalytical theories, this thesis hopes to display the underlying reasons of the inner conflicts, and the deteriorations of the various characters created by D.H. Lawrence in both the novels discussed here, Sons and Lovers and Women in Love.
Designing, developing and delivering an online medical english course with a focus on esp and online learning: EMPonline 2016
This study with a title of "Designing, developing and delivering an online medical English course with a focus on ESP and Online Learning: EMPonline 2016" is an attempt to converge recent educational technologies with ESP-based approach to language teaching. After a comprehensive needs analysis process due to its special focus on ESP, it was aimed at designing an online medical English course, developing 11-week syllabus, course content and the regarding course materials, delivering the suggested online medical English course, EMPonline and lastly, revealing the perceived effectiveness of implementing such an EMP-based English class in an online environment according to the views of various stakeholders based on their reflections, evaluations and experiences throughout the delivery process of the suggested EMPonline class. Lasting two years, this longitudinal study was conducted with the collaboration between three departments at a state university including the School of Foreign Languages, the Faculty of Medicine and Center of Distance Education. The sample comprised of administrators, English lecturers, medical doctors and students studying at the Faculty of Medicine. The data was collected through a variety of sources in each phase of the study. This study with quasi-experimental research design introduced two types of innovation concerning ESP-based course design and online educational environment. It conjoined qualitative and quantitative research traditions in order to get a more inclusive picture of the reality and to approach the issue on both macro and micro-levels based on the data analyzed quantitatively and qualitatively. The findings indicated that while the innovation concerning the suggested EMP-based course design was relatively more rewarded by the stakeholders; more time, mutual conscious effort and more importantly innovative minds are apparently needed on the part of the online educational environment.
An investigation into the relationships between learner autonomy, language engagement and academic achievement
The current study, conducted at the Department of English Language and Literature, Karadeniz Technical University, is an attempt to investigate the relationships between learner autonomy, language engagement and academic achievement as measured by Grade Point Average (GPA).The sample in the study consists of 83 students including senior and junior students attending the Department of English Language and Literature at Karadeniz Technical University. 8 out of 83 students are selected to conduct interviews. The participants are selected through purposive sampling which is a part of non-probability sampling.This is a case study combining qualitative and quantitative research tradition. The data is collected via questionnaires and face-to-face interviews. In analyzing the data obtained via the semi-structured interviews, qualitative analysis is used and quantitative analysis is used in analyzing the data collected via the questionnaire. The SPSS 16.0 program is used in the analysis of the quantitative data. As for the qualitative analysis, content analysis is used to determine recurring themes.The study indicates that there are statistically significant relationships between learner autonomy, language engagement and academic achievement as measured by GPA. The nature of the correlations is positive. The strongest relationship occurs between language engagement and learner autonomy while the relationship between learner autonomy and academic achievement as measured by their GPAs and the relationship between language engagement and academic achievement are moderate. The findings obtained via the interviews are consistent with the findings obtained via the questionnaire.
A synchronic study on gender voices in an 8th grade ELT coursebook prepared for Turkish elementary students
The aim of this study is to investigate how females and males are represented in a currently used 8th grade coursebook which was designed by the Ministry of National Education to meet the English language needs of Turkish students. Considering the fact that educational materials play a significant role in children?s development of gender identity, the present study further aims to create awareness about the importance of gender mainstreaming among teachers and coursebook writers. Critical Discourse Analysis covering a content analysis and discourse analysis was employed to reveal any possible points contrary to gender mainstreaming in both texts and visuals. With a view to see how femininity and masculinity are represented in the coursebook, the following categories were set for the content analysis: sex visibility, domestic roles, occupations, spare time activities and interests and personality traits. It also investigates whether gender-related ideologies and government policies are reflected in the female and male characters. Besides, linguistic ways which convey sexist attitudes such as generic constructions, order of mention and address forms are investigated. To bring into the open any possible power relation asymmetries between opposite sexes, a discourse analysis was applied to all the speech acts employed in the fourteen sex-mixed dialogues in the coursebook. The findings reveal that the analysed coursebook exhibits fairly egalitarian representations of both females and males in terms of visibility, spare time activities and interests, personality traits, gender ideologies, linguistic ways such as generic construction, and speech acts. However, some imbalances detectable in especially domestic roles, occupations, order of mention in sex pairs and address forms suggest that gender-related stereotypes are still unconsciously reinforced, and thus there is still room for improvement in the coursebook.
A content analysis on cultural representations in efl course books with teachers' perspectives
This study aims to investigate cultural representations in two currently-used English language teaching course books, Breeze 9 and Breeze 10, which were developed by the Turkish Ministry of National Education. The Breeze course book series was prepared for the students of general high schools in Turkey. The samples in this study, Breeze 9 and Breeze 10, were selected via purposive sampling, and 9 English teachers were selected via convenience sampling. In order to analyze the course books in terms of cultural representations, content analysis was conducted. This study is a predominantly quantitative study, though it includes a subsequent qualitative component. In the data collection process, a modified form of the categories suggested by Pfister and Borzilleri (1977) is utilized, including five general cultural themes: family unit and the personal sphere; the social sphere; political systems and institutions; environmental sphere; and religion and the arts. As for the teachers of English, a structured interview including five questions was developed and administered via e-mail. This study concludes that both course books include cultural elements regarding home culture, target language culture, and international target cultures. It is revealed that representations of international target cultures outnumber those of home culture and target language culture, thus indicating the status of English as a lingua franca. The responses of English teachers also confirm the result of the content analysis by stating the importance of culture in foreign language teaching and the inseparability of language and culture as being consistent with the relevant literature.
Loading, distribution, and repetition patterns of the 2000 high frequency words of general English in an efl course book
In this corpus-based study employing purposive sampling method; loading, distribution, and repetition patterns of the 2000 high frequency words of General English (West, 1953) were searched for in an EFL course book. For the analysis, the course book; Spot-On, Grade-8, used compulsorily in most of Turkish state schools, was selected and the `reading spots? (reading sections) of the book were examined by applying Range, a special computer programme, covering three ready-made base word lists; Word List 1 involving the first most frequent 1000 words of General English, Word List 2 involving the second most frequent 1000 words of General English and Word List 3 involving the academic words.`Reading spots? of the course book were examined to discover to what extent the 2000 high frequency words of General English are covered, distributed and repeated within distinct units, and within the course book. As for the vocabulary load, it was observed that the `reading spots? of the book involve 2200 tokens, 747 types, and 512 word families. When the vocabulary load was compared with the 2000 high frequency words of General English, the results suggested that Word List 1 asserts its dominance on the vocabulary coverage of the book, however, the book involves quite an insignificant number of words from the second most frequent 1000 words of General English, which reveals the limited vocabulary coverage in the book, and the number of infrequent words is small in the book. Concerning the distribution patterns of the 2000 high frequency words, it was observed that neither the distribution of two word lists nor the distribution of high frequency words within the book was balanced. In terms of the repetition, the results of this study revealed that the frequency values of the high frequency words of General English were low both within the units and within the book.Based on the results, this study aiming to investigate loading, distribution, and repetition patterns of the 2000 high frequency words of General English (West, 1953) in the course book; Spot-On, Grade-8, concludes that a considerable attention should be paid to vocabulary selection, distribution, and repetition in the course book. By examining unexplored dimensions in vocabulary of an EFL course book, this study hopefully contributes to future improvements in vocabulary coverage of EFL course books.
Stance in the discussion: A genre-based comparative study
The present study is a genre analysis carried out on Turkish and native speaking English (NS) master?s students? theses. It aims to investigate the probable differences between these two groups in terms of rhetorical organization and stance taking in the discussion sections of master?s theses. The analysis is based on 10 master theses in Applied Linguistics from each group. Additionally, a semi-structured interview was conducted with six students with the aim of commenting on the results more clearly. The rhetorical patterns (moves) and stance markers (hedges, boosters, attitude markers, self-mentions) used in the realization of the moves were examined. The results indicate that NS students appeared more cautious in making claims. NS students support their claims with evidence and tone them with hedges. However, the reverse was apparent in the case of Turkish students, who tend to make bold claims with boosters which are not down-toned by hedging and they seem to favour quick generalizations and jumps from specific results to general claims. Additionally, both groups project differences in terms of move organization and frequency. Interviews revealed that the background, active involvement in academic field and individual efforts could have helped NS students to exhibit a distinguished stance and rhetorical organization in discussion parts of their theses. Not all Turkish students received required education in academic writing; yet, they tend to show reluctance towards actively engaging in the academic disciplines and compensating the gaps in their genre awareness.
The road not taken: The socialist utopia of Edward Bellamy
In the aftermath of American Civil War, the United States underwent a serious change in its social, political and economic order. Gone was the Thomas Jefferson?s ideal of the United States that stood on the shoulders of the yeoman farmer. The blessings of technology and economic growth in addition to the firm belief in laissez faire capitalism and individualism shaped the future of the American nation. Under the leadership of captains of industry, namely the robber barons, the largest industries rose. Nevertheless, the inevitable consequences of this boom such as urbanization, immigration and pauperization were obviously seen in the growing portrait of an industrial America and the dissenting voices soon heard after many recurring economic depressions and labor unrest.At the turn of the new century, the attempts to address these social problems of America have been well documented by historians. For many, there was a better road to prosperity than rampant capitalism. Cooperation, planned economy, positive assistance by the state could turn social anarchy, caused by capitalism, to social order for unity and happiness for all. Although these socialistic means were criticized for being anti-American and foreign born ideas, they are in harmony with American traditions because they highlight social justice, economic security, equality of opportunity and peace which were also underlined by both Declaration of Independence and American Constitution.In this context, utopian literature undertakes a crucial role to exhibit the ills of the social order and reinvigorate the hopes for a better tomorrow. Their importance is neglected in historical analysis, yet the great bulk of utopian literature produced during the fin de siècle portrays another American dream for future. The most significant of these socialist utopian novels was Looking Backward 2000 ? 1887 written by Edward Bellamy. It sold millions and inspired many more at a time when the labor question was the most serious issue. Therefore, the objective of this thesis is to study how Bellamy frames the promised American dream for every citizen and to examine the reasons why it fell short of its goals despite its popularity and the great impact it had on society.Keywords: Gilded Age, Utopian Literature, Edward Bellamy, American Socialism.
ELT and non-ELT pre-service language teachers' stance on oral corrective feedback provision: A Turkish context
The study examined a purposively selected sample of pre-service ELT and non-ELT teachers' stance on oral corrective feedback (hereafter, OCF) and their actual practices in the classroom during their practicum classes. The objective of the study was explore the extent of student English teachers' use of OCF strategies and whether they would prefer the OCF types that promote interaction between language teachers and their students, and among their students or not. EFL student teachers' stated beliefs and classroom practices of OCF were explored by means of utilizing a survey and qualitative methods using classroom observations and face to face interviews. ELT and non-ELT pre-service EFL teachers studying in their final years at the Departments of English Language and Literature and English Language Teaching at Ataturk University participated in the survey and twenty of them took part in the both classroom observations and the interviews. This study examined EFL pre-service teachers' beliefs of importance of OCF provision, amount of their OCF provision in the classroom, preferences for error types to be treated, preferences for OCF types to treat with, preferences between explicit or implicit OCF types, preference between input providing or output prompter OFF types preferences for the timing in order to treat the erroneous productions, and preferences for the sources of OCF provision in general. This study also investigated whether EFL pre-service teachers beliefs differ regarding their ELT or non-ELT status. The main findings indicate that the participants with both ELT or non-ELT background regard OCF provision to be essential for language progress. As for their practices in the classroom, preservice EFL teachers found errors related to grammar (98%) and vocabulary (82.8%) more important than those regarding pronunciation and semantic. With regard to their preference for OCF type, explicit correction (92.9%) was their most frequently used error OCF technique, which do not promote the interaction between the language teachers and their students, and among the students. However, the analyses detected a discrepancy between their sated beliefs of OCF provision and their actual practices in the classroom. Finally the data revealed that there are significant differences between ELT and non-ELT pre-service EFL teachers regarding their beliefs on most of the belief topics. Keywords: Teacher education, oral corrective feedback, belief, pre-service English teacher, interaction
A study of ELL students' engagement and participation in online education during COVID-19 pandemic
Since the COVID-19 pandemic, education has been delivered online not just in our country but around the world. Students have to face this change which impacts their learning deeply because they are used to the traditional education method. To investigate how they engage in this new education type, this thesis study tries to understand and determine the engagement levels of the students. Also, it seeks to reveal the relationship between engagement, motivation, and satisfaction, together with their attitudes towards online education. Although the universe of the study covers all students studying at the same departments, convenience sampling is utilized to determine the participants who are students studying at English Language and Literature departments at two state universities. An online questionnaire and semi-structured interviews were used to gather data. A total of 186 students responded to the questionnaire while 20 of them accepted to be interviewed. For the analysis of the data gathered through both methods, SPSS 16' was used to analyze quantitative data while content analysis was used to analyze qualitative data. The findings have revealed that ELL students have a moderate engagement level in terms of the four sub-scales; skills, emotional, participation/interaction, and performance. Additionally, it has concluded that student engagement has a positive relationship with motivation and satisfaction and that students have different attitudes towards online education which has both advantages and disadvantages in their eyes. The study also provides instructional implications, limitations, and recommendations for further research.
A longitudinal learner corpus investigation of the use and development of formulaic sequences in argumentative essays of EFL learners
The current thesis investigates the usage patterns of three- to four-word sequences in longitudinal learner corpora composed of two semesters written data from 85 English as a Foreign Language learners (EFL). The analysis is twofold: the first one is a group analysis that made available to observe collective trends in terms of usage patterns of formulaic sequences across different time intervals, and the second one is an individual analysis that assisted in observing the use of formulaic sequences of the same 8 individual learners across two semesters. Based on the frequency approach, the most frequent three and four-word recurrent formulaic sequences were extracted from each sub-corpus in two groups of longitudinal learner corpora and classified structurally and functionally. Then, the use of these sequences was compared across native (LOCNESS) and non-native corpora. The individual analysis involved identifying unique sequences used frequently by particular learners across two semesters observation in the five sub-corpora. Quantitative analysis of the longitudinal learner corpora findings was followed by a qualitative analysis of the learners' responses to retrospective protocols. The frequency analyses, correlation statistical test, and the structural and functional analyses of the formulaic sequences showed that the number and the range of FSs seemed to show an increasing pattern in number and type, as the learners were given more instruction and teacher feedback regarding their essays for each week during two semesters. Structurally, the majority of formulaic sequences were found to be verb phrase fragments, followed by noun phrase and prepositional phrase fragments. Functionally, most formulaic sequences analysed in this study include referential expressions, followed by stance expressions like in previous literature. The Pearson correlation test also showed that the frequent FSs in the two learner corpora seemed to moderately correlate, in Group 1, with the native learner corpora in the five sub-corpora unlike Group 2. The results of the individual analysis showed some formulaic sequences that were unique to the particular learners. In other words, more than half of the formulaic sequences shared word-for-word or partially with longitudinal learner corpora whereas they shared less formulaic sequences with native written corpus (LOCNESS). Last but not least, the results of the retrospective protocol showed that participants' exposure and awareness of FSs increased through teacher feedback, and they used more FS across time intervals.
A critical discourse analysis of European Commission Turkey 2021 report
This research study focuses on the hegemonic discourse in the European Commission Turkey 2021 Report employing Critical Discourse Analysis and Systemic Functional Grammar. The study reveals ideological and political discourse structures in the target text. The overall methodological nature of this research is a textual examination of the target text's lexical, grammatical, graphological, pragmatic, and semantic manifestations of ideology, hegemony, and politics. Therefore, the study makes educated deductions and interpretations based on the findings of its analysis. The first analytic item is modality, which is a fertile semantic domain in the study of political and ideological discourse for it presents a number of semantic nuances. The study found that the report used deontic modality meaning that an external source exerts power and hegemony over the addressee. The external source is the European Union, and the addressee is Turkey. What makes the use of deontic modality significant for the study is that deontic modals accompany concepts, values and criteria emanating from a source of authority, which is the EU within the context of this study. Graphology was found to be another discursive strategy in the report. The use of 228 bold linguistic structures- including individual words, groups of words, phrases, and sentences (personal names, country names and names of institutions excluded) with negative neighbouring statements meant that the text placed a special emphasis on negativity and degradation. The ideological rhetoric of the text, which employs bold forceful terms and negative words, has the capacity to criticise and undermine Turkey. Such discourse structures in political texts of this kind serve to control and change the minds, attitudes, and postures of the reader. The study included 102 normative sentences with should, which reveals the EU's normative power identity at this level of study. Therefore, the study claims that such a discourse is a manifestation of a self-construction process that results in a distinct EU identity over non-EU or non-member countries, which can be defined as follows: EU norms vs. non-EU norms, or self- and others' norms. Political discourse has a general inclination to give greater weight to negative entities, based on both innate predispositions and experience of its producers. Therefore, political, and ideological texts are characterised by their negative potency, suggesting that negative entities are more powerful than equivalent positive entities. The report was no exception with the use of 1208 occurrences of negative words. The use of the quantity word some in sentences conveying a positive meaning about Turkey was interpreted as the very existence of a vague language in the text making the meaning and the message in these sentences less precise, valuable, respectable, or appreciable.
Narrative levels and textual layers in J.M. Coetzee's Elizabeth Costello (2003) and Diary of a Bad Year (2007)
J.M. Coetzee is directly or indirectly always concerned with the multi-layered narrative texts problematising the concept of authorship and narration. This study treats the two novels as "narrative texts" and "textual narratives" simultaneously. From a postclassical narratological perspective, the study investigates the narrators and narrative levels in J. M. Coetzee's Elizabeth Costello (2003) and Diary of a Bad Year (2007), two sophisticated narratives with authors without authority. The characters in these novels occupy the roles of authors, narrators, and characters with remarkable intellectual, self-conscious and reflective capabilities. The implied author, playing with the evasive links between the biographical connotations and fictional denotations, elucidates the fictional status of the novels regarding various narrative and authorial strategies. The study aims to reveal that both novels complicate the narrative levels and narrative voices, and further incorporates them with that of the implied author. The study, therefore, foregrounding the narratological insights into literary representation of the characters, narrators and fictional authors, explores how Coetzee questions the notions of fiction and history, textuality and metatextuality amalgamating the elements of narrative representation, writing, ideology, politics (ecopolitics) and literary theory. The thesis concludes that Coetzee undermines the hierarchical concepts and binary oppositions (textual, fictional, cultural, historical) assumed or produced through the act of writing or representation.
Challenges and opportunities of online education for EFL teachers during COVID-19 period
This mixed methods study aims to reveal online experiences of EFL teachers who taught at Türkiye' s secondary or high schools during Covid-19 times. Specifically, the study aims to find out challenges and opportunities of online education period for EFL teachers. Besides, the strategies employed to overcome the challenges faced by the EFL teachers are also focused in this study. In the study which qualitative side outweighs quantitative side, data were collected from the participants through semi-structured interview forms and questionnaires. Findings showed that from EFL teachers' perspectives, the biggest challenge was specifically students' lack of motivation. In general sense, findings addressed that the most frequently encountered problems by EFL teachers were the ones regarding technology, the ones regarding students' lack of participation and the ones which stemmed from teachers' inexperience. With respect to opportunities of online education for EFL teachers, flexibility and advantages regarding technology are the primary ones. As a conclusion, findings showed that EFL teachers and students adapted to online education, most of the problems faced in the beginning times of the online education process were solved; however, the problem that each and every student cannot participate in the online classes still could not be solved.
The effects of humanistic activities on the affective domain of the learners in English language classes
This study is an action research which aims to find out the effects of humanistic activities on students? affective domain in English language classes. Humanistic activities were applied in this study because these activities allow students to share their feelings, experiences, interests, and memories with each other in the classroom. The research was carried out in Rize Anatolian Teachers? Training High School and it took six weeks. During that period, humanistic activities were applied two hours in a week in English language class. At the end of the study, a questionnaire was administered to the students to elicit their opinions about the humanistic activities. Also, the teacher kept a teaching journal after each activity to reflect the students? attitudes towards the humanistic activities from her point of view. The results from the questionnaire and the journal show that humanistic activities can be considered effective to address the affective domains of the learners in this study.
Teachers' attitudes towards the ?dyned? in primary education in Turkey: From the 4th to 8th grades
Use of technology, especially use of computers, in language education has been very popular recently. In Turkey the Ministry of National Education made the Computer Assisted Language Learning (CALL) software DynEd compulsory in state primary education from the 4th to 8th grades in 2006. In this study, EFL teachers? attitudes towards the ?DynEd? in primary education in Turkey: from 4th to 8th grades were investigated. A descriptive research study was conducted with 121 teachers of English working at different primary schools and using DynEd in their lessons in 10 different cities in Turkey. Data for this study were collected through a questionnaire which was used to find out the participants? attitudes and a semi-structured interview which was held with participants to support the results of the questionnaire and to identify the factors (if any) that make teachers abstain from using the DynEd. Questionnaire was analyzed by using SPSS 11.5 statistical program. Statistical methods including frequencies, percentages, mean, and regression analysis were used to analyze data. Interviews were analyzed qualitatively using content analysis. The results of this study revealed that the teachers? attitudes towards DynEd were mildly positive but their attitudes towards CALL were very positive. The results of the regression analysis showed that computer knowledge has no effect on teachers? attitudes towards DynEd. The results indicated that there were some factors that make teachers abstain from using the DynEd such as lack of equipment (number of computers, microphones, headphones, etc.), internet connection problem, intensive syllabus, crowded classes, insufficient servers, lack of technical and administrative support.
Effects of explicit metacognitive strategy training on reading comprehension, attitudes towards reading and strategy awareness
Language learning strategies are important tools for creating autonomous learners who can take responsibility for their own learning processes. Metacognitive strategies which function in planning, monitoring and evaluating the phases of the process are vital for independent learning.The purpose of this study was to explore how metacognitive strategies can be implemented in Turkish universities to improve EFL students? reading comprehension, reading attitude and strategy awareness.31 preparatory school students at Izmir University were recruited as subjects in the study. A quasi-experimental research design was used. The experimental group received a 6 week explicit metacognitive strategy training embedded in their reading class curriculum. The control group in the study received no explicit strategy training.2 questionnaires and one reading comprehension test were used as data collection instruments in the study. Students? attitudes towards reading were measured by ASRA (Adult Survey of Reading Attitude) and reading strategy awareness was measured by SORS (Survey of Reading Strategies). Reading comprehension was assessed by using a multiple choice test. Pretests were given a week before the study and at the end of the intervention study. Students answered the two questionnaires and the comprehension test again as post tests in the same session.T-test measures were employed to assess whether metacognitive strategy training could bring significant outcomes on the EFL reading comprehension, reading attitude and strategy awareness. The results showed that the experimental group did not outperform the control group in terms of reading comprehension, attitude towards reading and reading strategy awareness. The metacognitive strategies that were taught in order to facilitate reading comprehension, improve reading attitudes and strategy awareness of preparatory school students at tertiary level did not cause any significant difference between the experimental and control groups in this study.KEY WORDS: Metacognitive strategies, strategy training, reading comprehension, attitude towards reading, reading strategy awareness.
A quasi-experimental study on the effects of cooperative learning activities in reading classes
The aim of this study is to investigate the impact of cooperative learning activities on students? achievement in EFL reading classes and students? attitudes towards cooperative learning. Possible differences in attitudes and scores in terms of gender are also investigated. Besides, the effect of cooperative learning on learners? self esteem is investigated. The study was conducted with one control and one experimental group. In total, 51 students participated in the study. Before the implementation of the treatment, a pre-test was given to both groups. The experimental group was instructed using four types of cooperative learning activities. The control group was taught using the traditional method. At the end of the four-week process, a post test was administered to both groups. A questionnaire was administered to the experimental group after the four-week treatment. Semi-structured interviews were also conducted with six purposefully selected students. Pre-test and post-test scores of both groups were analyzed by t-tests. According to the results of these tests, a significant difference after the treatment was found between the control group and the experimental group. The experimental group performed significantly better than the control group at post-test. Questionnaire data was analyzed through the SPSS. Gender was found to have no significant influence on students? attitudes towards cooperative learning and achievement. The interviews were analyzed through qualitative content analysis. Data collected in student interviews and the questionnaire reveal that students have positive attitudes towards cooperative learning. In addition, students reported that their self-esteem increased through cooperative learning activities.Key words: Cooperative learning, self-esteem, reading
The effect of multiple intelligence-based instruction on learning and attitudes of the sixth graders in English language teaching
In this research, Howard Gardner?s Multiple Intelligence Theory is described and it is investigated how MI-based instruction affected sixth grade students? learning level and attitudes in English language teaching.This is an experimental study which adopted single group pre-test and post-test design. The research was applied to 28 sixth graders in Akku? ?MKB Regional Boarding School. During the research the ?Simple Present Tense? was taught with the traditional teaching methods and the ?Present Continuous Tense? was presented with the activities of MI Theory to the students by the researcher. This six week research was administered to determine whether MI-based instruction caused a change on the students? success and attitudes towards English with respect to traditional teaching. In the study, the data which were obtained from English proficiency tests, the attitude scale and multiple intelligences inventory were analyzed by using SPSS (v.15).This experimental study examined the importance of MI Theory in the process of English language teaching in terms of success and attitude. At the end of the research, the post-test results revealed that MI-based instruction did not create a statistically significant difference on learning level of the students in comparison to traditional teaching methods. However, after the lessons which were equipped with the activities of multiple intelligence positive changes were observed on the attitudes of the students towards English in terms of finding English lessons easy to learn and enjoyable to study, feeling themselves comfortable and successful in the lessons and establishing classroom interaction in the target language more easily.Key Words: Multiple Intelligence Theory, Traditional Method
Barriers to reading-comprehension success of English-majoring prep students
In the background to this study lie the problems experienced by the researcher and by his high-intermediate level students during a three-year reading comprehension instruction. Considering the three dynamic and complex elements of reading in foreign language instruction; the reader, the text and the context, the curent study was undertaken to investigate mainly the reading comprehension problems of the English- majoring students studying reading skill in prep-classes. The subjects for the study were 45 English major students in the Department of English Language and Literature at KTU. The students, according to their university enterance marks, had upper intermediate level of proficiency. The study used researcher's classroom observations, tasks asigned to the subject students, a short questionnaire as data gathering instruments. The data coming from the instruments were analysed both qualitatively and quantitatively. The findings of the study indicated that there are a number of problems/challenges and negative factors whinch block the students reading comprehension competency in English. These could be grouped under four main categories: (1) problems with difficult vocabulary; (2) problems with reading strategies; (3) problems with the text itself, and (4) problems with the reader himself. The study attempted to investigate each of these categories very closely with their subcategories. The study suggests that identification and interpretation of potential challenges in the study of reading comprehension and designing the course, the materials, the classroom activities based upon these problems with a "problem solving" characterictic, will be of vital importance in any EFL teaching program. II
Tertiary level EFL teachers' perceptions of the role and importance of writing skill in English language teaching (ELT)
The present study was undertaken in an attempt to discover tertiary level EFL teachers' perceptions of the role and importance of writing skills in English Language Teaching (ELT) and to determine the place of writing skill in EFL curriculum. The subjects^ for me^tudywere 351EFL teachers who^WCTe^tea^hingirr^nglish preparatory classes of Karadeniz Technical University. Data collection procedures consisted of a retrospective protocol with EFL teachers, a teacher questionnaire, an interview, and a document analysis. The retrospective protocol was made with 10 EFL teachers who were randomly chosen among the above-mentioned subject group. Then, all of the participant teachers (35) were given a questionnaire. The protocols and the questionnaires were aimed at understanding EFL teachers' perception of writing as a language skill. An interview was conducted with five sub-coordinators for the purpose of understanding the place of writing in the school curriculum. Also a document analysis was conducted. The decisions made by the university administration about the curriculum were examined and thus the place of writing was identified. The study employed both quantitative and qualitative data. Qualitative data were analyzed manually while SPSS (vl 1) for Windows and Excel statistical packages were used to analyze the quantitative data. One of the major conclusions of the study in relation to the perceptions of EFL teachers' about writing is that EFL teachers have relatively negative attitudes towards writing and teaching writing, ranking it as the "least popular" skill. Another conclusion is that in the EFL curriculum writing is accepted as an important language skill and placed in the curriculum almost invariably. However, according to this study, its successful implementation in the EFL classes is rare, and it İs generally regarded as the "least useful" language skill in the EFL curriculum by teachers and students alike. Another interesting finding is that EFL teachers are most keen on correcting grammar and organization errors. In other words, they consider errors in the surface structure as more important than those in Üıe deep structure of a text in evaluating students' writing in the class. II
An application of theme-based model of content-based instruction (CBI) for the preparatory school of Karadeniz Technical University
English has become the lingua franca of the modem world. That's why, learning English has become a necessity for many people. Many approaches, techniques and methods concerning teaching English have been developed and applied in language institutions. Recently, Content-based Instruction (CBI) - an approach that integrates the learning of language with the learning of some other content, often academic subject matter- has received a great popularity in both English as a Second Language (ESL) and English as a Foreign Language (EFL) settings. This study was conducted to determine whether the Theme-based model of CBI can meet the language needs of the students in the preparatory school of Karadeniz Technical University (KTU). During the data gathering process, questionnaires were distributed to the students in the preparatory program and the students in the departments in order to find out their language needs and expectations. English lecturers in the preparatory program and subject specialists in the Physics, Chemistry and Biology departments were also given questionnaires to find out their ideas about students language needs and their expectations from the students and the preparatory school. Additionally, interviews were conducted with subject specialists and students in the departments. Two thematic-units were presented in the one of the classes in the preparatory school and the students were distributed questionnaires to find out their ideas and attitudes towards those units. The results of the study indicate that the needs and expectations of the parties are, mainly related to academic language skills, and those needs and expectations can be met if a curriculum based on theme-based model is applied in the preparatory program. The data obtained from the students who studied thematic units showed that students' motivation increased since they tried to learn language using materials related to their field of study. IX
A comparative analysis of politeness strategies employed by Turkish and American academicians
Employing the theoretical framework proposed by Brown and Levinson (1987), a study was conducted to find whether or not there are differences in the use and number of the politeness strategies employed by American Native Speakers of English (NSE), Turkish teachers of English (EFL) and Native speakers of Turkish (NST). This study also attempted to find out whether and to what extent the speech acts of favor asking (Low and High imposition), complaining and griping are face threatening. The effect of contextual variables, that is, power, social distance, ranking of imposition and gender were also studied to contribute to our understanding of the concept of verbal politeness in these societies. A questionnaire consisting of 24 speech situations with 6 types of equal and unequal social status was administered to 70 volunteers. The results of this study revealed that there are significant differences among the groups in their choice of strategies in the realization of the speech acts. In most of the cases, the EFL group deviated from both the NSE and NST groups. Also, the EFL group, in 14 out of 16 situations, employed the highest number of strategies and this made their utterances the most lengthy ones. The NST and EFL groups by modifying their employed strategies, displayed more sensitivity towards the gender variable, but the NSE group did not consider the gender variable as an important factor to change the strategies. Further analyses showed that all of the groups found FAL (Favor Asking Low) and GR (Griping) less face threatening than the FAH (Favor Asking High) and CM (Complaining), respectively. Also, for the EFL and NST groups, the power of the interlocutors was considered to be an important factor to choose the strategies; however, it was not the case with the NSE group. In sum, it would be possible to say that the variables included in this study are perceived differently by the survey groups and this can bring about cross-cultural miscommunication. X
In search of a black female legacy: artistic creativity as an agent of transformation in Adrienne Kennedy's plays
The United States of America, which is founded on the principles of life, liberty and pursuit of happiness, advocates the concept of freedom as one of the inalienable rights for all its citizens. The promise of freedom has made the United States a country of attraction for many immigrants around the world. However, for the slaves who were brought beyond their control, the United States has always been a country of paradoxes. Being abducted from their mother countries, African people have suffered ineffable pains during and after slavery.The social life of the United States is regulated by white patriarchal codes. The oppression black people have experienced in the white patriarchal world affected them mentally, spiritually, physically, and economically. Because of the prevailing patriarchal dominance, however, the black female in the United States has been under a heavier burden when compared to the black male. Oppressed more by the white male world because of her race and sex, the black female takes shelter in her creativity which enables her to cope with white male society while not losing in touch with her black roots and female heritage.Adrienne Kennedy is one of the most prolific playwrights of the United States. Her plays deal with black female characters suffering from white patriarchal oppression. Nevertheless, whatever the situation, Kennedy?s female protagonists are able to endure and survive through the ?act of writing.? They find solace in writing and by pouring out on the papers what they cannot say, they try to reconnect with their mothers? and grandmothers? legacy. This study by analyzing Adrienne Kennedy?s three plays A Funnyhouse of a Negro (1964), The Owl Answers (1965), and A Movie Star Has to Star in Black and White (1976), aims to interrogate the stifling impacts of white patriarchal oppression on the black female subject. By doing so, it will also illustrate how the ?creative imagination? is used by the Afro-American playwright as a channel of healing, self-discovery and female liberation.Key Words: 1) feminism 2) black feminism 3) Adrienne Kennedy4) Funnyhouse of a Negro 5) The Owl Answers, 6) A Movie Star Has to Star in Black and White.