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Daniel Pennac'ın çocuk kitaplarının eğitsel değeri üzerine bir inceleme ve Fransızca öğretiminde kullanımı
Son zamanlarda gündemde olan değerler eğitimi gerek sosyal bilimlerin gerekse eğitim bilimlerinin ilgi alanına giren bir kavramdır. Bu nedenle değerler eğitiminde kullanılacak yöntemlerin, kaynakların özenle seçilmesi gerekmektedir. Yazınsal metinlerin değer eğitiminde kullanılması da bu yöntemlerden biridir. Yazınsal metinler iletiyi genellikle örtük biçimde verdiğinden eğitimin her alanında kullanılabilecek varsıl bir kaynak olarak değerlendirilebilirler. Bu çalışmanın amacı Çağdaş Fransız Yazını yazarlarından Daniel Pennac'ın çocuklara yönelik kaleme aldığı yapıtlarının eğitsel yönlerini bulgulamak ve bu yapıtlarda hangi değerleri nasıl ele aldığı ve bunların kullanım sıklıklarının neler olduğunu saptamaktır. Bir diğer amaç Fransızcanın yabancı dil olarak öğrenimi/öğretiminde yazınsal türler aracılığıyla değerler eğitiminin nasıl kazandırılacağını ortaya koymaktır. Bu çalışmada tarama (survey) türü araştırma çeşitlerinden betimsel (descriptive) betimleyici araştırma deseni kullanılmıştır. Çalışmanın sonucunda öğretmen ve yazar kimliğiyle Daniel Pennac'ın çocuk yazını ürünlerinde değerlere doğrudan ve dolaylı olarak sıkça yer verdiği görülmüştür. Yazarın eğerler eğitimi içinde evrensellik, özyönelim ve iyilikseverliğe diğerlerinden daha fazla yer verdiği görülmüştür. Yabancı dil olarak Fransızca öğrenimi/öğretiminde Daniel Pennac'ın yapıtlarının sahip oldukları eğitsel değerler bakımından etkili ve yararlı bir materyal olabileceği sonucuna ulaşılmıştır.
The effects of flipped instruction through authentic videos on Turkish EFL learners' use of speech acts and willingness to communicate
Teaching speech acts from pragmatics in English as a Foreign Language (EFL) has been one of the neglected areas for several concerns such as limited class hours and inauthentic textbook content. Flipped classroom in which the instruction stage is completed before the class through communication technologies allows to allocate more in-class time for practice, especially for speech acts. Also, the inauthenticity of ELT textbooks could be compensated with authentic videos containing the use of speech acts. At this point, it could be remarkably useful to adopt flipped classroom instruction with authentic videos in teaching speech acts. Therefore, this quasi-experimental study that adopted mixed method design investigated the relation between teaching through flipped classroom with authentic videos and the EFL learners' performance on the use of speech acts. The participants who were 50 Turkish EFL students studying at Preparatory Department of English at a state university were divided into two groups as experimental (N=25) and control (N=25). The experimental group had flipped instruction on speech acts with authentic videos for 5 weeks while the control group were instructed in traditional classroom through the textbook as normally. Discourse Completion Test (DCT) was administrated to both groups in pre-test and post-test stages, and the experimental group were administrated a Perception Questionnaire and semi-structured interviews (N=5). The findings revealed that the experimental group outperformed those in the control group in terms of using speech acts. The data for Perception Questionnaire and semi-structured interviews also suggested that the experimental group had a positive perception towards flipped classroom and using authentic video-clips. It was also revealed that the participants in experimental group had an increased willingness to communicate after the treatment through flipped classroom and authentic videos.
A comparative study on students' intercultural communicative competence at state and private universities
The primary purpose of this thesis for Master of Art in English Language Education was to elicit ELT (English Language Teaching) students' intercultural cultural communicative competence (ICC) in wide-angle. First of all, the purpose aspired to investigate the ELT students' overall degree of ICC on the whole by comparing the state and private university students' perception towards ICC. Then the study proceeded to research the differences of ELT students' perception towards ICC in terms of their gender, native language, university type, and their overseas experience. Finally, it aimed to examine the difference of students' perception towards ICC concerning their age, language proficiency, learning English experiences, and their present grade at universities. A total of 232 participants took part in this study, which was namely from state and private universities in Turkey. Participants who have been exposed to the English language or English culture were selected in order to strengthen the objectivity of the study. An ICC Questionnaire (Wang,2016) was implemented, which consisted of 5 factors with the total of 15 question items that represent "Interaction Engagement," "Respect for Other Cultures," "Interaction Confidence," "Interaction Enjoyment," and "Interaction Attentiveness." As the measurement tool, SPSS 24. Version was performed to reach the findings and results of the study statistically. Findings demonstrated that the overall degree of ICC of all participants was found highly significant. The study reveals that state university participants' ICC is higher than the participants of private universities. Male participants indicated the significantly higher ICC than those of female participants. It also suggests that participants having overseas experience obtained considerable higher ICC than those without being abroad experience. Age, proficiency, and grade showed a statistically meaningful difference in state universities, whereas proficiencies and grade revealed a statistical difference among participants from private universities.
İkinci yabancı dil olarak İngilizce öğreniminin birinci yabancı dil ile dilbilgisi bakımından etkileşimi
Bu çalısmada, ikinci yabancı dil olarak ngilizce ögreniminin, birinci yabancı dil ile dil bilgisi bakımından etkilesimi arastırılmıstır. Arastırma, Galatasaray Lisesindeki bir sınıfta bulunan ögrencilerin, yazılı metinlerde yapmıs oldukları yanılgıların incelenmesi ile yürütülmüstür. Elde edilen bulgular dogrultusunda diller arası etkilesimin sebepleri ve bu sebeplerin yüzdelik oranları sunulmustur. Nitel veri toplanan bu çalısmada arastırmaya katılan dört gönüllü ögrenciye iki ay süresince farklı zamanlarda altı defa derste islemis oldukları bir kitap üzerinden bilestirme sınavı uygulanmıs ve bu uygulamadan elde edilen toplam 24 girdide bulunan 124 yanılgı çözümlenmistir. Tüm veriler yorumlamacı bir yaklasımla çözümlenmistir. Arastırmanın sonuçlarına göre katılımcıların yaptıkları yanılgılarda Fransızcanın etkisi görülmüstür. Dört katılımcıdan elde edilen 124 yanılgının Fransızca etkilesimli yanılgı sayısı oldukça fazladır (%56). Türkçe ile etkilesimden dogan yanılgı sayısı ise Fransızcaya kıyasla düsüktür (%3). Diger (bilgi eksikligi, dikkatsizlik, asırı genelleme v.b.) kaynaklı yanılgılar da Fransızcaya kıyasla (%41) azdır. Fransızca etkilesimli yanılgılar da çesitlerine göre incelenmistir. Bu yanılgılar Fransızcadan sözcük aktarımı (%71) ve kural aktarımı (%29) kaynaklı olarak tespit edilmistir. Elde edilen bulgular degerlendirildiginde, yanılgı çözümlemesi ile katılımcıların gerçeklestirdigi hataların kaynakları bulunmustur. Çokdilde egitimi destekleyen kurumlarda ögrenim gören ögrencilerde diller arası etkilesim kaynaklı yanılgıların ortaya çıkabilecegi yargısına varılmıstır.
The relationship between language learning strategies and vocabulary size: The case of Iraqi learners of EFL
The crucial role of strategies in effective language learning is unquestionable, especially when the purpose of using language learning strategies is to enhance learner's vocabulary size. This is because of the prominent place of vocabulary size in language learning and it is a vital aspect of lexical knowledge. Thus, this thesis examines the relationship between language learning strategies and vocabulary size in an English as a Foreign Language (EFL) context. With this aim, 122 students at Sulaimani University, School of Languages were chosen as the participants of the study. The data were collected in two phases. In the quantitative phase, the data were collected through Strategy Inventory for Language Learning (SILL) and Vocabulary Levels Test (VLT) while in the qualitative phase a semi-structured group interview was administered. So as to uncover the frequency of language learning strategy use and sub-category strategy preference, descriptive statistics were calculated. A Pearson product-moment correlation co-efficient was used to find out whether there is a relationship between language learning strategies and high vocabulary size. Finally, an independent-samples t-test was administered to reveal whether there is a significant difference between learners with high vocabulary size and low vocabulary size in their language learning strategy use. The results indicated that the learners applied language learning strategies with an average of 3.2. Similarly, the results for sub-category strategy use indicated that the learners with high vocabulary size employed metacognitive strategies most with an average of 4.66 and compensation strategies least with an average of 3.41. Additionally, the results showed that learners with low vocabulary size used metacognitive strategies most with an average of 3.50 and memory strategies least with an average of 2.86. According to the analysis results, there was a strong positive correlation between language learning strategy use and high vocabulary size (r=.96, p<.01, n=11). Moreover, a significant difference between the learners with large vocabulary size and small vocabulary size was revealed in their use of language learning strategies (t=13.81, df=24.87, p<.05). In addition, the findings of the interview supported those of the quantitative analyses in that the learners with high vocabulary size deployed more and various strategies than the learners with low vocabulary size. Key words: Language learning strategies, Vocabulary size, Vocabulary learning, Vocabulary knowledge
The effect of songs on pronunciation of young EFL learners
Pronunciation is an important part of language teaching for a clear and understandable communication in the target language. It does not have to be native-like but intelligible and comprehensible pronunciation is a requirement for an understandable communication. How to teach pronunciation in a foreign language classroom matters because the effectiveness of the activities determines the success of learners. Instead of uncommunicative and old-fashioned pronunciation activities, the use of music in language teaching is not a new trend. Music has lots of beneficial effects on language teaching from motivation to recalling learned items better and easily. In this study, the effects of songs on young learners' pronunciations have been investigated. Participants formed two groups, experimental and control group. Experimental group were taught by six different songs and control group received texts for pronunciation teaching during two 40 minutes lessons. All participants pronounced target words before and after teaching sessions. Two native speaker evaluators graded pretest and post-test pronunciations of the all participants. Results of ANCOVA analysis showed that experimental group's post-test scores significantly different from those of control group, which means that use of songs in pronunciation teaching has a positive effect on learners' pronunciation. Key Words: pronunciation teaching, songs, songs in ELT classroom, young learners
The effects of strategy training on learners' vocabulary development
Vocabulary knowledge is one of the most important factors that affect the language learning process. However, it is a problem for learners to learn vocabulary due to the lack of vocabulary learning strategies. The purpose of this study was to determine whether teaching learners vocabulary learning strategies explicitly helps them improve their vocabulary knowledge. The present study was carried out during the first term of the 2008-2009 academic year at University of Gaziantep, Higher School of Foreign Languages. One hundred Level B (pre-intermediate) preparatory class students, who were chosen randomly, participated in the study. First, a pilot study was conducted and reliability of the questionnaire was calculated as .81 while it was .79 for the proficiency test. The control and the experimental group were administered the pre-questionnaire and pre-proficiency test before the treatment started. The analysis of the data obtained from those suggested that two groups do not have a statistical difference in terms of vocabulary proficiency (p = .407) and percentage of using vocabulary learning strategies. The treatment took eight weeks during when the subjects in the experimental group had lessons two-hour a week about vocabulary learning strategies and had opportunity to use these strategies doing activities. The subjects were given the post-questionnaire and the post-proficiency test after the treatment. The results suggested that the groups had a statistical difference in terms of vocabulary proficiency (p = .023). The analysis of the data revealed that teaching vocabulary learning strategies explicitly helps learners adopt more strategies, which leads vocabulary development. The experimental group was observed to use more vocabulary learning strategies after the treatment and while there was no statistical difference between the control and the experimental groups in terms of proficiency before the treatment, the subjects in the experimental group improved their vocabulary knowledge much more than the control group.Key Words: Vocabulary learning strategies, Strategy instruction
Türkiye ve Nijer Cumhuriyetlerinde Arapça öğrenme kitapları (Karşıtsal çözümleme)
Bu Çalışma ,Türkiye'de İmam Hatip Liseleri'nde ve Nijer Cumhuriyeti'nde okullarda okutulan Arapça ders kitapları ile sınırlandırılmıştır.Birinci bölümünde Arap dili ile ilgili bilgiler verilmiş ,özellikleri ,klasik ve modern Arapça gibi konular üzerinde durulmuştur .İkinci bölümünde Türkiye'nin tanıtımı ve Türkiye'de Arapça öğretiminin tarihçesi, İmam Hatip liselerinde Arapça öğretimi, Nijer Cumhuriyetinin tanıtımı ile Nijer'de Arapça öğretimi ve okul kitapları ile ilgili ayrıntılar yer almıştır.Tezin son bölümünde Türkiye'deki İmam Hatip liselerdeki kitaplarının incelemesi ve bu kitapların karşılaştırması yapılmıştır.Çalışma sonunda ise sonuç ve önerilere yer verilmiştir . Anahtar Kelimeler: İmam Hatip Liseleri, Arapça?nın Yabancı Dil Olarak Öğretimi, Okul Kitapları.
Using story telling supported by NLP techniques in the teaching of vocabulary to young learners
This specific study concerns itself with the teaching vocabulary to 4th grade students by using story telling and Neuro-Linguistic Programming (NLP) techniques to trigger their long term memories. In this respect, this study tries to find out the answers to the following questions:? ? What are the attitudes of young learners towards English and vocabulary learning?? ? Do NLP techniques and story telling activities enhance students? vocabulary knowledge?? ? Does using story telling technique with NLP aids help students retrieve the vocabularies learned when needed?? ? Does using story telling technique with NLP aids contribute to students? level of motivation, interest, enjoyment and pleasure towards vocabulary learning?The purpose of the study is to help students to improve their vocabulary learning and retention skills. Another purpose of the study is to increase students? level of motivation, interest, enjoyment and pleasure towards vocabulary learning by offering meaningful and rich input. To this purpose, NLP techniques are integrated into the existing language syllabus through story telling activities.First chapter of this study is introduction. It gives information about the background of the study, statement of the problem and purpose of the study. The second chapter presents an overview of literature, by giving information about young learners and their characteristics, learning styles and the ways to teach vocabulary best. This chapter also emphasizes storytelling and NLP techniques. The third chapter explains the methodology in detail. The fourth chapter is the data analysis and discussion. In this chapter, the results of the pre and post tests are presented on tables and interpreted. Also, the results are discussed according to research questions and sub-problems. As for the fifth chapter, it provides a brief summary of the study. It also presents general implications and offers specific suggestions. Additionally, the study has appendices; the lesson plans and example of activities, complete forms of Attitude Questionnairre, Vocabulary Knowledge Scale, and Intrinsic Motivation Inventory.As sources of data Vocabulary Knowledge Scale (VKS), Intrinsic Motivation Inventory (IMI) and Attitude Questionnaire were administered. The VKS were administered as pre-test and the post-test to examine the results of the applied tasks. The results showed that implemented story telling activities and NLP techniques were helpful for students to learn the target vocabulary items. Although the mentioned post test applied two weeks after the implementation, the students (except one student) highly remembered the target words, so it can be claimed that the implemented study was effective in students? putting the target words into their long term memory and retrieving them when needed. Also it was found that students? motivation was high after the applied techniques and activities.Keywords: Story telling, Vocabulary teaching, Young learners, Neuro-Linguistic Programming, Long term memory.
Yabancı dil olarak Fransızca?nın öğretiminde ?Salut? adlı metod kitabında dilbilgisi incelemesi
« L'étude de la grammaire dans le manuel de FLE "Salut " » « Yabancı dil olarak Fransızca'nın öğretiminde « Salut » adlı metod kitabında dilbilgisi incelemesi » başlıklı konu bu araştırmada işlenecektir. Bu çalışmada Fransızca'nın yabancı dil olarak öğretiminde dilbilgisi öğretimi ele alınmıştır. Dil öğretimi için ortak eylem odaklı yaklaşıma göre, Milli Eğitim Bakanlığı tarafından hazırlanmış olan « Salut I » ve « Salut II » adlı ders kitaplarından sadece « Salut I » kitabının dilbilgisi bölümünün metoda uygunluğu araştırılmıştır. Araştırma, bu ders kitabında dilbilgisinin nasıl ele alındığının ve ortak eylem odaklı yaklaşıma göre yazılıp yazılmadığının incelenmesine yöneliktir. Bununla birlikte, karşılaştırmalı bir görüş açısı ortaya koyabilmek amacıyla aynı konu geçmişte kullanılan bazı eski metotlarda da kısaca incelenmiştir.Çalışmamızda dilbilgisi öğretimini ele alacağımızdan, birinci bölümde dilbilgisinin tanımından, tarihçesinden, çeşitlerinden ve dilbilgisi öğretiminin amaçlarından bahsedilmiştir. İkinci bölümde ise geçmişten günümüze kadar yaygın olarak yabancı dil öğretiminde kullanılan bazı metotlar, bu metotların tarihçeleri, dilbilgisini ele alış biçimleri ve dilbilgisine verdikleri önem ele alınmıştır.Araştırmanın üçüncü bölümünde, ortak eylem odaklı yaklaşım derinlemesine incelenmiştir. « Ortak eylem odaklı yaklaşım ne zaman ve nasıl ortaya çıkmıştır ? » sorusuna cevap aranmış ve ortak eylem odaklı yaklaşımın çıkış sebeplerine değinilmiştir. Aynı zamanda bu metodun geliştirilmesini destekleyen Avrupa Konseyi ve Avrupa Ortak Başvuru Metni araştırılmıştır. Bununla birlikte, ortak eylem odaklı yaklaşımının ayrılmaz bir parçası olan ve günümüzde de sıklıkla kullandığımız Avrupa Dil Dosyası (Portfolio) ve bu dil dosyasının içerikleri üzerinde durulmuştur.Çalışmamızın son bölümünde ise « Salut I» ders kitabında eylem odaklı yaklaşım çerçevesinde dilbilgisinin nasıl işlendiğini örneklerle açıklayıp, kitaptaki dilbilgisi bölümlerinin yöntemsel özelliklerini betimleyerek, uygulamadaki yeterliliklerini ve sınırlılıklarını belirlemeye çalıştık. Bunun yanı sıra, «Salut I» kitabındaki bu dilbilgisi bölümlerinin, Fransızca'yı ikinci yabancı dil olarak öğrenen Türk öğrencilerinin ihtiyaçlarını karşılayıp karşılamadığını saptamaya çalıştık.
İngilizce öğretmen adaylarının kültürlerarasi yetilerinin geliştirilmesine yönelik bir programin etkililiği üzerine bir çalışma
This study investigates the effectiveness of an intercultural training integrated Oral Communication Skills course on the development of pre-service English language teachers? behavioral skills of intercultural competence. Among the experimental research designs, the randomized pre-test post-test control group design was employed in the study. The study group of the research included two groups of first-year pre-service teachers studying at Gazi University, English Language Teaching Program. The study was carried out in the 2009-2010 spring semester and the treatment took seven weeks to complete. The quantitative data were gathered from the YDS scores, behavioral observation scores and self-assessment scores of the participants, while the qualitative data were gathered from the results of a demographic survey of intercultural experience and an interview conducted at the end of the study.The analysis of the pre-post test results of the study revealed that the pre-service teachers considerably improved in their behavioral skills of intercultural competence. They also expressed positive opinions towards the course carried out during the treatment. Therefore, it was concluded that an intercultural training integrated Oral Communication Skills course is effective for developing the pre-service English language teachers? behavioral skills of intercultural competence. In the light of the findings of the study, suggestions are made for further studies.
Milli Eğitim Bakanlığı'na bağlı okullarda okutulan Fransızca öğretimi ders materyallerinin metotsal yönden incelenmesi: Je Parle Français ve Je Voyage en Français
Bu çalışmada, birinci yabancı dil Fransızca öğretiminde (Je Parle Français ve Je Voyage En Français) kullanılmış ve kullanılmakta olan ders kitaplarının eğitsel, fiziksel ve yöntemsel içeriğinin sunumundan kaynaklanan sorunlar ele alınmış ve bu sorunların yeni yaklaşımlarla yorumlanarak Fransızca öğretimine katkı sağlaması amaçlanmıştır.Yabancı dil öğretimi, tüm dünyada olduğu gibi ülkemizde de eğitim-öğretim alanında en çok önem verilen alanlardan biridir. Fakat eğitim-öğretimde başarısız olduğumuz alanlardan biri de yabancı dil öğretimidir. Bu bağlamda, ülkemizin içinde bulunduğu durum, onca harcanan emek ve zaman kaybı düşünüldüğünde hem Fransızca hem de diğer dillerin öğretiminde yeteri kadar başarı gösterdiğimiz söylenemez. Üstelik Fransızca'nın okullarda her geçen gün daha az tercih edilmesi ve ders kitapları içeriklerinin uzun yıllar gözden geçirilmemesi, Fransızca öğretiminin en temel sorunlarındandır.Çalışmada, ilköğretim ve ortaöğretim birinci yabancı dil Fransızca öğretimi ders kitapları (Je Parle Français ve Je Voyage En Français) başta, 1739 sayılı Türk Millî Eğitim Temel Kanunu'na ve ders araç-gereçleri için hazırlanan yönetmeliklerle yönergelere göre incelenmiştir.Kavramsal çerçevede ise, tezi destekleyen ve sorunun daha iyi tanınmasını sağlayan bilgilere yer verilmiştir. Yabancı dil Fransızca öğretimiyle ilgili olabilecek konular (dil ve dil tanımları, Avrupa Birliği çerçevesinde dil öğretimi çalışmaları, yabancı dil öğretimi unsurları öğrenci, öğretmen ve programlar, dil öğretim ilkeleri, teknikleri, yöntemleri) taranmış ve yabancı dil Fransızca öğretiminin çerçevesi çizilmiştir. Sonrasında birinci yabancı dil Fransızca öğretimi ders kitapları eğitsel, fiziksel ve yöntemsel sorunlarına çözüm aranmıştır.Tüm bu çalışmalar sonucunda, Fransızca öğretiminde hem ders kitabından, hem de diğer etmenlerden kaynaklı sorunların çözümüne getirilen önerilere yer verilmiştir.Anahtar Kelimeler: Yabancı dil, ana dil, program, yabancı dil öğretim teknikleri ve yöntemleri, öğretim materyalleri
Fransa ve Türkiye'deki 2000-2007 yılları arasındaki ikinci yabancı dil öğretim programlarının karşılaştırılması
Bu tezin amacı, « İkinci yabancı dil öğretimi konusunda Türkiye ve Fransa arasında bir fark var mıdır ? » sorusuna cevap aramaktır.Avrupa Konseyi üyesi olan Türkiye ve Fransa, öğrencilerine lise son sınıfa kadar iki yabancı dil öğretmeyi hedeflemektedirler. Buna rağmen, Fransız öğrencilerin büyük bir kısmının iki yabancı dil öğrenebildiğini, ancak Türk çocuklarının bunu başaramadığını gözlemlemekteyiz.Çalışmamızda, bu sorunun nedenlerini ve çözüm yollarını, elde ettiğimiz verilerden hareketle bulmaya çalıştık.Bu çalışmada, Fransa ve Türkiye'de ilkokuldan liseye kadar olan dönemde ikinci yabancı dil eğitim-öğretimini karşılaştırmak için, iki ülke Milli Eğitim Bakanlıklarının internet sitelerinde yayınlanmış olan belgeler kullanılmıştır.
Metin incelemesinde söylembilim yöntemi "Binbir Gece Masalları üzerinde bir uygulama"
Giriş, sonuç, iki bölüm ve bir ekten oluşan bu çalışma söylembilimsel bir bakış açısından hareketle, özellikle Arapça metinler için metin inceleme ve okuma biçimi ortaya koyup bu çerçevede BGM'nin metin yapısı üzerinde bir uygulama yapmayı amaçlamıştır.Giriş bölümünde problem durumu, çalışmanın önemi, amacı, ilgili çalışmalar, metin inceleme ve okuma, Binbir Gece Masalları'nın tarihçesi, konusu ve yayılım süreci üzerinde durulmuştur.Birinci bölümde söylembilimin temel kavramları, metinsellik ölçütleri, söyleminbilimin tarihsel gelişimi, Arapçada söylembilim ve söylembilimsel bir bakışla metni anlamlama süreci üzerinde durulmuştur. Söylemi/metni anlama süreci ise betimleme, çözümleme ve yorumlama olmak üzere üç aşamalı bir süreç olarak ele alınmıştır. Birinci aşamada bağdaşıklık kavramına, ikinci aşamada tutarlılık kavramına ve üçüncü aşamada ise metinlerarasılık kavramına ağırlık verilmiştir.İkinci bölümde BGM'den seçilen bir grup anlatı üzerinde inceleme yapılmış ve masalların metin örgüsü belirlenmeye çalışılmıştır.Sonuç bölümünde çalışmanın değerlendirmesi yapılmış ve önerilerde bulunulmuştur.Ek'de söylembilimle ilgili temel terimlere yer verilmiştir.
Arapça ve Türkçede cümle yapısı, yabancılara Arapça cümle öğretimi -karşıtsal çözümleme-
Bu çalışmada, Arapça ve Türkçede cümle dil özellikleri ve çeşitleri açısından ele alındı, benzer ve farklı yönleri karşıtsal çözümleme bakış açısıyla ortaya konuldu, ortak ve farklı yönlerin cümle öğretimindeki yeri ve önemi tespit edilmeye çalışıldı. Karşıtsal dilbilim/çözümleme, anadili ile hedef dil arasındaki benzerlikleri ve ayrılıkları incelemektedir. Bu incelemeler daha çok farklılıklar üzerinde yoğunlaşmaktadır. Kuşkusuz her dil kendine özgü bir yapıya sahiptir. Ana dilleri faklı olan öğrenciler Arapçayı öğrenirken faklı güçlüklerle karşılaşmaktadırlar. Arapça Türkler için yabancı bir dildir. Bunun için, amaç dil anadiliyle karşılaştırılmalı, aradaki farklar ortaya çıkarılmalı ve böylece öğrencinin karşılaşacağı güçlükler önceden saptanmalıdır. Arapça ile Türkçe arasında cümle bakımından birbirine benzerlikler olduğu gibi farklılıklar da vardır. Bu benzerlik ve farklılıkları şu şekilde özetlemek mümkündür: a) Arapçada bulunan ancak Türkçede bulunmayan cümleler. b) Türkçede bulunan ama Arapçada bulunmayan cümleler. c) Hem Arapçada hem de Türkçede bulunan cümle çeşitleri. d) İsim benzerliğine rağmen Arapça ve Türkçede farklı yapıya sahip cümleler. İki dil cümle açısından karşılaştırıldığında ortaya çıkan bu grupların kendi içerisinde öğretim bakımından olumlu ve olumsuz tarafları vardır. Benzerliklerin olması karşıtsal çözümleme teorisinin orta görüşüne göre öğretimde kolaylık sağlamaktadır. Dolayısıyla benzerlik ve farklılıklar ortaya konduktan sonra bu iki özelliğe göre öğretimi gerçekleştirmek yararlı olacaktır.
Basın çevirisinde eğitim amaçlı çeviri
ÖZET Bu çalışma boyunca, eğitim amaçlı çevirinin bu bağlamda basın dili çevirisinin, yabancı dil olarak Fransızca eğitimindeki yeri ve önemini incelemeye çalıştık. ?Basın Çevirisinde Eğitim Amaçlı Çeviri? adlı tezimiz, dört bölümden oluşmaktadır. Birinci bölümde, farklı yabancı dil öğretim metotlarını ele alarak çevirinin yabancı dil eğitimindeki önemini belirtmeye çalıştık.Ayrıca, l'ESIT okulunda geliştirilen çeviri teorisi ?La Théorie Interprétative?i ele alarak çeviriyi incelemeyi hedefledik. İkinci bölümde yazılı basın dilinin genel özelliklerini, metin türlerini ve gazete metinlerini incelemeye çalıştık. Üçüncü bölümde gazete metinleri çevirisinin özelliklerini inceledik.Gazete metinlerindeki ve makalelerindeki başlıkların önemi ve bu başlıkların çevirisinde dikkat edilmesi gereken kuralları incelemeye çalıştık. Dördüncü bölümde, Hacettepe Üniversitesi Fransızca Mütercim Tercümanlık Bölümü II.sınıf öğrencilerine Basın Dili Çevirisi dersinde yapılan çeviri uygulamaları ve Gazi Üniversitesi Eğitim Fakültesi Fransızca Öğretmenliği Bölümü IV. sınıf öğrencilerine Çeviri dersinde yapılan çeviri uygulamalarına yer verdik. Gazete metinleri kullanılarak yapılan bu uygulamaların öğrencilere neler kattığını incelemeye çalıştık ve bu uygulamaların sonuçlarına yer verdik. Ayrıca, eğitimsel öneriler de getirmeye çalıştık. Bu yüksek lisans tezinin sonucunda, çevirinin, özellikle basın dili çevirisinin, yabancı dil olarak Fransızca eğitiminde önemli ve etkili olduğunu saptadık.
Task-based language teaching revisited: Examining EFL instructors' perceptions, awareness and preferences
Task-Based Language Teaching (TBLT) is a prominent approach to teaching foreign languages and is effective in encouraging real-world and authentic language use. Therefore, the purpose of this study is to investigate the awareness, preferences, and perspectives of EFL instructors about TBLT and its implementation in Turkey. To this end, the researcher constructed a Likert-scale survey and gathered information from 201 EFL teachers employed by different preparatory schools in Ankara, Turkey. Data were analyzed through descriptive and inferential statistics and the findings show that greater familiarity and favorable perceptions were connected with TBLT training. Besides, the study highlighted the teachers' favorable opinions of TBLT as a student-centered methodology that fosters collaborative learning and real-world communication. Conversely, negative views included big class sizes, students who weren't familiar with TBLT or group work, and a lack of resources for TBLT implementation in the classroom. In line with their preference, speaking lessons were found to be the most desirable skill to apply for TBLT, particularly among teachers who had received formal TBLT training. All things considered, the study provides valuable insights into the views, experiences, and preferences of EFL instructors in Turkey about TBLT. The design of language education curricula and professional development programs may benefit from the use of this data.
Investigating EFL teachers' motivation towards web-based professional development in a Turkish context
Evidence suggests that motivation is among the most important factors for participation in web-based professional development (WPD) activities. My experience during online education that has driven this research. Up to now, very little attention has been paid to the importance of motivation on WPD. It states a need to comprehend the different perceptions of motivation that exist among studies. This prospective study was designed to investigate how EFL teachers are motivated toward WPD. The research data in this thesis is collected from a hundred nine teachers working in a foundation university. In order to identify teachers' preferences, the participants responded to twenty-nine items using a 7-point Likert scale. Descriptive data were generated for all variables. Statistical significance was analysed using analysis of variance and t-tests as appropriate. All analyses were carried out using SPSS, version 23.0. The findings revealed that the teachers who were highly motivated and the respondents who reported low levels of motivation are nearly equal. Moreover, their motivation toward WPD did not distinct significantly with respect to gender, age, marital status, number of children they have, department, employment status, unit, principal area, degree status and computer competency. However, this study has identified that participants' motivation is significantly dissimilar in regard to experience and the Internet competency. Moreover, the results of this investigation show that there are some relationships between sub-dimensions. One of the most important findings to come out in this study is that the category of practical enhancement has the highest score of all dimensions. The present study has been one of the first attempts to thoroughly examine the motivation toward WPD.
Examining the relationship between foreign language enjoyment and public speaking anxiety among the Turkish efl learners
With the increasing of students who like to learn English language as Englısh foreıgn language, it is necessary to discover the difficulties which may affect negatively on learning process, for example, speaking, feeling anxiety and enjoyment which may negatively affect EFL second language learning during the class one of these difficulties which are reported as the main problem to students in their learning is anxiety. The current study examines the relationship between foreign language enjoyment and public speaking anxiety among Turkish EFL students. The participants of the study are undergraduate students in Baskent University in English Language Department. Quantitative statistical data analyses were applied to examine foreign language enjoyment and public speaking class anxiety. The results of the study showed that there is a medium positive correlation between students' performance and FL enjoyment. In addition, there is a negative correlation between feeling anxiety and FL enjoyment to a moderate negative relationship between FL classroom anxiety and FL enjoyment. Furthermore, there is a strong positive correlation between students' perceptions and FL enjoyment. Finally, our study showed that there is a moderate negative correlation between barriers and FL enjoyment.
The effects of multiple intelligences activities on vocabulary achievement and attitudes of learners of English
The acquisition of vocabulary is one of the main tasks in second language classrooms. Many language teachers are aware of the necessity of making vocabulary a main part of their teaching. The growing importance of vocabulary teaching in English Language Teaching (ELT) classrooms and the problems encountered in this process shaped this dissertation. The central aim of the researcher was to offer a better way to teach vocabulary in ELT classes using Gardner?s Multiple Intelligences Theory (MIT), which suggests there are many ways to be intelligent and an individual has several of them. Therefore, the effects of multiple intelligences (MI) activities on vocabulary achievement and retention of the learnt items constituted the keystone of this study. Whether MI activities affect students? attitudes towards English was the second question this research intended to answer. This study also designated the intelligence profiles of the students in the sample group.In order to test the effect of MI activities on achievement, retention and attitudes, an experimental study with a pre, post-test and delayed post test was conducted. The subjects of the study were 10th grade students of Söke Cumhuriyet Anatolian High School in the Spring Term of 2007-2008 academic years. These students had taken 10 hours of English lessons per week in the previous academic year. In the year the study was carried out, they had 4 hours of English lessons in a week. At the time of this educational treatment they were in the beginnings of the second semester. The selection of the participants was determined on the basis of a multiple-choice recognition test of the chosen target linguistic component. The students who showed any sign of knowledge of the target vocabulary items would have been excluded from the study. However, since none of the students scored over 50 in the recognition test, the number of the students in the sample remained 56. These students were divided into two groups in order to form the control and experimental groups. Thus, the sample of this research was composed of the sophomores of two Turkish-Mathematics department classes in Söke Cumhuriyet Anatolian High School. The control and experimental groups were assigned randomly. The age of the subjects ranged between 15 and 16. In the experimental group MI activities were used in presentation, practice and production. On the other hand, in the control group traditional method was implemented and controlled activities in presentation and practice, and freer activities in production were used to teach target vocabulary items. Both of the groups had an eight-week-treatment period.The outcome of the experiment reveals that MI activities have a significant positive effect on vocabulary achievement. However, MI activities do not have significantly more positive effects on the retention of the vocabulary items. The second primary research question is related to whether the students? attitudes towards English vary significantly in terms of the activities in the control and experimental groups. The analyses indicate in both groups there is a decrease in the students? attitudes towards English which is not statistically significant. Finally, it is found out that the most dominant intelligence type of the students in the sample group is verbal-linguistic. The second dominant type in both experimental and control groups is logical-mathematical intelligence. The lowest mean score in the multiple intelligence inventory belongs to interpersonal intelligence in both groups.
Yabancı dil olarak İngilizce öğretimi bağlamında Türkçeden İngilizceye çeviride internet kullanımının öğrencilerin hedef dil başarı düzeyleri üzerinde etkililiği
Geride bıraktığımız yirminci yüzyılda dil öğretimi konulu yayınlara bakıldığı zaman yabancı bir dili öğretmenin en iyi yaklaşımı ve yöntemi olarak birçok değişik bakış açısı geliştirilmiş olduğu görülür. Bu yaklaşım ve yöntemlerin diyalektik bir gelişim izlediğini söylemek yanlış olmaz. Bir diğer ifade ile her bir yaklaşım, bir önceki yaklaşımın eksikliklerini gidermeyi hedeflerken yeni eksikliklere neden olarak bir sonraki yaklaşımın da önünü açmıştır. Bu yaklaşımların her birinin olumlu yönlerinden faydalanan öğretmenler seçmeci bir bakış açısıyla mevcut metotları etkili bir şekilde kullanabilirler. Bunun ön koşulu ise değişik yöntem, teknik ve uygulamalar arasında bir seçime giderken bu seçimlerin bazı bilgi ve çalışmaların ışığında yapılmasıdır. Bu doğrultuda, bu çalışmanın çeviri ve interneti kullanmak isteyen öğretmenlerin gereksinim duyacakları bilgi birikimini, bu öğretmenlere sunması hedeflenmiştir.Bu araştırmanın temel amacı, Yabancı dil olarak İngilizce öğretimi bağlamında Türkçeden İngilizceye çeviride İnternet kullanımının öğrencilerin hedef dil başarı düzeyleri üzerinde etkililiğini saptamaktır. Öğrencilerin, bilgiye değişik yollardan ulaşmalarını sağlayarak bağımsız birer öğrenici haline gelmelerini sağlamak ise araştırmanın dolaylı amaçları arasındadır.Araştırma, kontrol gruplu öntest-sontest modeline dayalı yarı deneysel bir çalışmadır. İzmir Ekonomi Üniversitesi Yabancı Diller Yüksek Okulu'nda öğrenim gören, Düzey tespit sınavından başarılı oldukları belirlenen (D kuru), 120 öğrenciden oluşturulan altı sınıf içerisinden tesadüfi yöntemle seçilen ikisi deney (D1=20, D2=20) ve ikisi kontrol (K1=20, K2=20) grubu olmak üzere dört sınıf çalışma grubunu oluşturmuştur.Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen ve Pearson Korelasyon katsayısı 0,80 olan ?analitik değerlendirme? ölçeği kullanılmıştır.Deney grubuna, haftada 7 hafta boyunca 21 saat ?Bilgisayar Destekli İngilizce Öğretimi (BDİÖ) yaklaşımı temel alınarak hazırlanan yazma öğretimi programı? uygulanmıştır. Kontrol grubu öğrencilerine ise geleneksel öğretim yöntemi uygulanmıştır.Verilerin çözümlemesinde, verilerin normal dağılımlara uygunluğu Çarpıklık Katsayılarının hesaplanması ile belirlenmiş, Bilgisayar Destekli İngilizce Öğretimi (BDİÖ) yaklaşımı temel alınarak hazırlanan yazma öğretimi izlencesiyle yazma becerileri kazandırılmaya çalışılmış deney grubu ve geleneksel yöntemin uygulandığı kontrol gruplarının başlangıçtaki yabancı dil genel başarı düzeylerinin denkliğini sınamak için ?Tek yönlü varyans çözümlemesi (F Testi)? kullanılmıştır. Deneysel süreç sonunda deneysel işlemin etkililiğini sınamak amacıyla ?tek faktör üzerinde tekrarlı ölçümler için iki faktörlü varyans çözümlemesi? yöntemi uygulanmıştır (Bonate, 2000; Tabacknick ve Fidell, 2001; Büyüköztürk, 2007). Araştırmada, önem düzeyi 0,05 olarak belirlenmiştir.Araştırma sonucunda, Bilgisayar Destekli İngilizce Öğretimi (BDİÖ) yaklaşımı temel alınarak hazırlanan yazma öğretimi programına katılan deney grubu öğrencilerinin içerik aktarımı, yapısal ve anlamsal bütünlük, sözcük ve dilbilgisi düzeylerinde istatistiksel olarak anlamlı bir gelişmenin (farklılaşmanın) olduğu saptanmıştır.
An analysis of teaching practices and classroom interaction of native and non-native teachers of English
The purpose of the study is to shed light on the differences and similarities of native and non-native teachers of English in their classroom interaction. The study aims to put forward the keys to the successful classroom instructions. Together with qualitative approach, a discourse analysis approach were carried out to collect data from three native and three non-native speaking teachers working at a private university's language preparatory school in Turkey. Classroom observations, conversation analysis, teacher and student interviews, questionnaire were the main data sources. As regard with the analysis of the data, three main frameworks were employed to analyze the data. Sinclair and Coulthard's IRF (initiation-response-feedback) pattern (1975), four different question types, i.e., open, closed, display and referential first provided by Barnes (1969), Long and Sato (1983), and Walsh's SETT (self-evaluation teacher talk) framework (2006) helped the researcher analyse the native and non-native teachers' questioning habits. The results of the study revealed that the NS and NNS teachers had similar patterns of IRF sequence going on with a regular teacher initiation, student response and teachers' corrective feedback especially during materials and form-focused activities. Additionally, it was found out that both group of teachers utilized a lot more closed and open display questions to extend the classroom interaction which was also supported by the teacher interviews. The findings also show that, the NS teachers used more open-referential questions compared to the NNS teachers. This type of teacher questions also produced more extended output from the learners. Besides, the data show that the NS teachers have longer wait time following teacher questions for the student turn and this caused a positive effect on students' comprehensible output. Lastly, both groups of teachers were compared for the use of different types of questions with several purposes in the light of Walsh's SETT framework. Being in line with the interview results of teachers, the findings of the discourse analysis showed that each group of teachers attempted to use more scaffolding, form-focused feedback, and teacher echo and clarification questions. As another important difference between the teachers, the NS teachers were observed to use more content feedback, direct repair and turn completion questions. It can be concluded that the teachers are not just transferring knowledge, but they can also support, facilitate and negotiate the meaningful input and output in teacher – student interaction. The results of this study suggest that foreign language teachers should have awareness of the use of language in classroom to improve teaching and learning. Keywords: teacher – student interaction, discourse analysis, questioning, native speaker teachers, non-native speaker teachers
Lise öğrencilerinin eleştirel okuma seviyeleri ve eleştirel okuma seviyeleri ile eleştirel düşünme eğilimleri ve okuma sıklığı arasındaki ilişki
The century we live in is mentioned as ?information age?. The reason for this name is the information density changing and improving from day to day. This density of information necessitates people to select the data through thinking critically. Needless to say that, ?critical thinking? has been one of the most repeated and stressed concepts in educational life. Running parallel to ?critical thinking?, the concept of ?critical reading? has been introduced in teaching programs of many countries. In the Turkish educational system, the instructions supporting ?critical reading? are displayed in the many course teaching programs of almost all grades, and the activities encouraging ?critical reading? are provided in the course books. In high schools the English course is one in which ?critical reading? is forwarded by both the teaching program and the course books. Within this context, could our students genuinely acquire critical reading skills?The purpose of this study is firstly to measure the students? level of critical reading skills; and furthermore to identify whether there is a relationship between students? critical reading levels and critical thinking dispositions and reading frequency in both English and Turkish.The participants of this study, which was conducted in the spring term of 2008-2009 academic year, comprised 147 students in Bilecik Osmaneli 75. Yıl Anadolu High School.Data were gathered through two scales, namely, ?Critical Reading Scale?, and ?California Critical Thinking Dispositions Inventory?.For the statistical analysis of data received from the Critical Reading Scale, mean score and standard deviation were calculated to determine the levels of students? critical reading. The mean score calculated for critical reading skills was separated into three clusters -low, medium, high- through K-means Cluster technique. Additionally, to find out whether there is a difference among the grades (9th, 10th, and 11th), ANOVA and then LSD test were computed. Thirdly, to find out whether there is a relationship between the students? critical reading levels and critical thinking dispositions, data taken from the two scales were compared through correlation analysis (Pearson correlation). Finally, to find out whether there is a relationship between the students? critical reading levels and reading frequency, chi-square value was calculated.The results of the study indicated that 32.4% of the students were at low level, 46.2% of the students were at medium level and 21.4% of the students were at high level. As it is seen majority of the students were at medium level. For the students? level of critical reading, there is a significant difference between the 9th and 11th grades in favor of the 9th grades. For the relationship between the students? critical reading levels and their critical thinking dispositions the findings indicated a positive and direct correlation; however, this relation is not significant. For the relationship between the students? critical reading levels and reading frequency the findings showed that there is no relationship between these two variables.The findings of the study revealed that critical thinking dispositions have a triggering effect for the development of critical reading skills. However, it cannot be said that reading frequency effects critical reading.KEY WORDS: Critical Reading, Critical Thinking Dispositions, Reading Frequency
Untersuchung zur entwicklungder sprechkompetenzen von Deutschlernern mit hilfe der kreativen drama methode im fremdsprachenunterricht
Bu çalışmanın amacı, yabancı dil Almanca öğretiminde Yaratıcı Drama Yöntemi tekniklerini uygulayarak, yabancı dil Almanca öğretmen adaylarının konuşma becerileri ve performansları üzerindeki etkisini araştırmaktır. Araştırma 2022-2023 eğitim-öğretim yılının güz döneminde Anadolu Üniversitesi Eğitim Fakültesi Yabancı Diller Eğitimi Bölümü Almanca Öğretmenliği Programında öğrenim görmekte ve "Konuşma becerileri I" dersini almakta olan 18 öğretmen adayı ile yürütülmüştür. Araştırma, uygulama öncesi ve uygulama sonrası olmak üzere iki aşamadan oluşmuş, ön test ve son test kontrol gruplu karma desende sürdürülmüştür. Öğretmen adaylarının kelime dağarcığı uygulama öncesi ve sonrasında bir performans testi ile ölçülmüştür. Öğretmen adayları ile yaratıcı drama yöntemine ilişkin farkındalık, tutum ve beklentiler üzerine yarı yapılandırılmış bir görüşme uygulanmıştır. Ders on hafta boyunca kontrol grubunda ders kitabında listelenen konularla işlevselci, eylem odaklı yapılandırmacı yöntem ile, deneysel grubunda ise atölyeler yaratıcı drama yöntem ile yürütülmüştür. Yaratıcı Drama yöntemiyle ders işlenmiş atölyelerde nitel gözlem yapılmış ve araştırmacı notlarını içeren bir araştırma günlüğü tutulmuştur. Uygulama sırasında öğretmen adaylarının görüşleri alınmış ve "Konuşma Becerileri I" dersinin ara ve final sınavları incelenmiştir. Araştırmadan elde edilen sonuçlar, yaratıcı drama tekniklerinin konuşma becerileri ve performanslarını geliştirmeye yönelik kullanılmasının öğretmen adaylarının akademik başarılarını arttırdığını göstermiştir. Anahtar Sözcükler: Yaratıcı Drama Yöntemi ve Teknikler, Motivasyon, Yabancı Dil Almanca Konuşma Becerisi, Yabancı Dil Almanca Öğretimi.
The ideas of tertiary instructors on emergency remote education during Covid-19 pandemic
Öğretmen ve öğrencinin fiziksel olarak ayrı olması prensibi eğitim dünyasında yeni bir olgu değildir. Uzaktan eğitimin kendine has tarihi, yöntemleri ve teorisi vardır (Moore & Kearsley, 2012). Tarihteki ilk uzaktan eğitim örnekleri ile tren yolu yapımının tarihi aynı zamana denk düşmektedir (Peters, 2020). O zamandan beri, uzaktan eğitim devamlı olarak gelişmeye devam etmiştir. Bu ilerleme, eğitimin daha geniş kitlelere ulaşmasına ve yaygınlaşarak herkes için erişilebilir olmasına olanak sağladı. Korona virüs öğretmen ve öğrencinin fiziksel olarak ayrı olması olgusunu son dönemde daha da popüler hale getirdi. Böylelikle; uzaktan eğitim, alanyazındaki diğer terimler ile karıştırılırken, acil durum uzaktan eğitimi terminolojisi de gündeme gelmiş oldu. Bu noktada, kavramlar arasındaki ayrımı iyi yapmak, acil durum uzaktan eğitim sürecini doğru anlamak için önemlidir. Bu çalışma, uzaktan eğitimin tarihini irdeleyerek, öğretmen ve öğrencinin ayrı olduğu eğitim olgusunun temellerini anlatmayı hedeflemektedir. Böylelikle, güncel durumumuzun daha iyi kavranacağı düşünülmektedir. Çalışma, acil durum uzaktan eğitimi kavramı, eğitim dünyasında nispeten yeni olduğu için önemlidir. Acil durum uzaktan eğitimi, güncel durumumuzu iyi değerlendirmek ve geleceği bu doğrultuda şekillendirebilmek için araştırmaya değer bir konudur. Bu çalışmanın ana amacı; İngiliz dili öğretim elemanlarının görüşlerine başvurarak, farklı yapılaşmaya sahip olan eğitim kurumlarının acil durum uzaktan eğitim deneyimlerini karşılaştırmaktır. Çalışma, üniversitelerin yabancı diller yüksekokullarının hazırlık programında görev alan yüz otuz dört öğretim elemanının görüşünü alarak, acil durum uzaktan eğitim deneyimini gözler önüne sermeye çalışmaktadır. Araştırmanın sonucuna göre, acil durum uzaktan eğitim değerlendirmesinde üç farklı boyut elde edilmiştir; Öğretim elemanları acil durum uzaktan eğitimini öğrenci, üniversite ve süreç değerlendirmesi olacak şekilde ele almıştır. Araştırmanın sonucu hem vakıf hem de devlet üniversitelerinin, acil durum uzaktan eğitim sürecini çok benzer şekilde deneyimlediğini ortaya koymuştur. Hem vakıf, hem devlet üniversitesi öğretim elemanları, öğrencilerin öğrenme süreçlerinden memnun değildir. Öte yandan, üniversitelerin acil durum eğitim sürecini başarıyla yönettikleri ve öğretim elemanlarının süreçte teknolojik becerilerini geliştirme fırsatı bulduğu araştırmanın bulguları arasındadır.
Türkiye?deki üniversite yabancı dil hazırlık okulu öğretim elemanlarının kendilerini gözlemlemesi ile akranları tarafından gözlemlenmelerinin kıyaslanması
This study was designed to investigate the similarities and the differences between the types of information provided by peer and self observation conducted in Turkish university preparatory school classrooms by Turkish EFL instructors, as well as the extent to which peer and self observation contribute to reflective thinking in this setting and whether there are any differences in their contribution to reflective thinking. Six teachers, two of whom were focus teachers (FTs), as self observers, and the rest as peer observers (POs) participated in this study. From these participants, two groups, with one focus teacher and two peer observers, were formed. Data were collected through four types of observation instruments completed during or after the teacher observations: observation forms, checklists, open-ended questions and reflective writings.In this study, one lesson of each focus teacher was video-recorded, and both these focus teachers, as self observers, and two of their peer observers were asked to evaluate the videotaped lessons using the observation tools they were provided with. Each group?s documented information collected through observation forms, checklists and open-ended questions were compared to explore the similarities and differences between the types of information provided by peer and self observation. In addition to this, each group?s reflective writings were compared to explore to what extent peer and self observation contribute to reflective thinking and whether there are any differences in their contribution to reflective thinking. All the data in this study was analyzed both qualitatively and quantitatively. In the analysis of the observation forms, checklists and open-ended questions, the categories were developed by the researcher using the general inductive approach described by Thomas (2006), and in the analysis of the reflective writings, a framework for levels of reflective thinking devised by another researcher (Hasanbaşoğlu, 2007) was used.The findings of this study suggest that there are similarities and differences between peer observers and focus teachers in the documentation and interpretation of teacher actions, evaluation of what is observed, suggestions and ideas given, and specific information (via the checklist) about what is the focus of the observation. However, the similarities and differences are affected not only by the type of the observation, but also by variables such as the personal characteristics of the observer, the observation instruments and even the type of lesson observed
İngilizce derslerinde akıllı tahta kullanımına yönelik öğrenci ve öğretmen tutumları
This study explored the attitudes of students, teachers, and administrators towards the use of interactive whiteboards (IWBs) in language teaching and learning contexts, and also sought insights into students? and teachers? actual use of IWBs in English as a foreign language classes. The study also investigated possible factors affecting teachers? and students? positive and negative attitudes towards IWB technology.Data were collected through questionnaires distributed to 458 students and 82 teachers in different institutions across Turkey, ranging from primary schools to universities. Three administrators were interviewed in order to explore their opinions towards IWB use in language instruction, and three classrooms were observed. Questionnaire results revealed that both students and teachers have positive attitudes towards the use of IWBs in language instruction and are aware of the potential of this technology. Responses given in interviews indicated that all administrators are supportive of IWB technology in English classes, and observations revealed that IWBs are used with their basic functions in English classes. The statistical analysis revealed that the more teachers use IWBs, the more they like this technology. It was also found that as the number of hours of IWB exposure increases, students? awareness of the distinctiveness of IWB technology rises.Key words: Interactive whiteboard (IWB), attitude.
Turk üniverserlerindeki yabancı dil olarak İngilizce öğrencilerinin sınıf içi tartışmalarında eleştirel düşüncenin sözel ifadesi
This study was designed to investigate the amount of the expression of critical thinking (CT) and the nature of L2 in tasks that require critical thinking in English for academic purposes (EAP) classrooms in Turkish universities.This study was conducted with two advanced-level EAP classes, including 34 students in total, at Middle East Technical University, Turkey. The data was collected by video-taping the students? discussion in class and analyzing their transcripts in terms of critical thinking and nature of language.The results indicated that students can express their critical thinking skills orally in L2 to a certain extent but they have difficulty in doing so as a result of their lack of necessary language. This study suggests the need for further work on oral expression of CT in EAP classrooms in Turkish universities in terms of the vocabulary and grammar students need to express themselves more accurately while engaged in tasks that invite CT in their oral L2.
Mesleğin ilk yıllarındaki öğretmenlerle deneyimli öğretmenlerin soru sorma teknikleri arasındaki farklar
This study explored the difference between novice and experienced university teachers? questioning techniques in terms of the number and types of questions they ask, the amount of wait time they give, and feedback they provide to students? answers. I conducted the study with five novice and five experienced English teachers at Bilkent University School of English Language (BUSEL) and Middle East Technical University (METU) Department of Basic English.I collected the data through 20 classroom observations. I observed and audio-recorded each teacher twice in order to reduce the novelty effect. Also, I filled in a checklist, which enabled me to have a structured focus while collecting and analyzing the data. To analyze the data, I transcribed the question-answer episodes of the recordings and carried out priori coding. Novice and experienced teachers? data were compared both quantitatively and qualitatively.The findings revealed that novice and experienced teachers differed in their questioning techniques in some aspects quantitatively, in some aspects qualitatively. The results also showed the distinction between training and experience since they were both found to be influential in teachers? questioning behaviors. It was discovered that while some questioning habits could be developed via experience, some of them were learned via training.The results may call teachers? and teacher trainers? attention to the effect of experience on teachers? questioning techniques. Also, thanks to the findings of the present study, teachers? awareness of the influence of their questioning behaviors on the students? interaction in the target language may be raised. Lastly, administrators and teacher trainers can arrange in-service training programs to make teachers aware of the latest techniques and methods in language teaching, and they can hold regular meetings to enable teachers to share their experiences.
Nöro-linguistik programlama (NLP)? nın İngilizce eğitimi üzerindeki rolü: NLP eğitimi almış İngilizce eğitmenlerinin İngilizce eğitimi verilen sınıflarda uygulanabilecek NLP teknikleri ve stratejileri hakkındaki algıları
This qualitative research study explored 12 NLP-trained ELT practitioners? perceptions about the role of NLP in ELT. More specifically, the particular NLP strategies and techniques that are preferred by the NLP-trained language teaching practitioners, as well as the skills that are addressed by means of NLP were investigated. In addition to these, the study portrayed the reasons why some NLP strategies and techniques are not preferred to be used in language teaching settings. The data collection procedure of this study involved semi-structured interviews that were audio-recorded. The analysis of the interview transcripts showed that NLP is not a set of small scale teaching techniques, but a wide system of communication based on a number of disciplines. There was broad perception over the fact that NLP is not a teaching approach, but a philosophy, the principles of which are applicable to any setting that involves human interaction. Furthermore, the perceptions of most interviewees revealed that NLP involves what is already present in many humanistic approaches in language teaching. According to the interviewees, determining the learning styles of learners (VAK), and exploring their meta-programs will guide the language teachers to design their lessons accordingly. As the variables of language anxiety function like a filter through which instruction passes, it would be sensible to conclude that the findings of the study based on the role of visualisation, brain-gym, and circle of excellence encourage learners to raise their expectations about their learning processes. Moreover, NLP modelling strategy is perceived by the interviewees to be useful in helping students learn how to learn, enhancing learners? study skills and goal setting techniques, as well as developing their listening, speaking, reading, and writing skills. Apart from modelling, visualisation, guided fantasy, metaphors (especially used in stories and games) in NLP are useful in enhancing language skills and vocabulary learning skills.
Akademik bağlamda sözlü üst-söylem analizi: İngilizcenin ortak dil olarak kullanımında bir keşif çalışması
This study investigates the reflexive metadiscourse components in academic English as a Lingua Franca (ELF) context. Specifically, the current research explores the reflexive metadiscursive devices employed in student and examiner talk separately in PhD thesis defense discussions. With this aim, student and examiner talks have been analyzed regarding the frequency and use of discourse functions based on the taxonomy of metadiscourse in spoken and written English by Adel (2010). Concerning methodology, a corpus-based mixed-method analysis was adopted, and the analysis was performed on the data taken from eight defense discussions in the open-access English as a Lingua in Academic Settings (ELFA) corpus. Findings of this study indicate that reflexive metadiscourse components are used in PhD thesis defense discussions, which is observable through data. However, there are certain discrepancies regarding the frequency and use of the discourse functions in student and examiner talks. It has been analyzed that discourse functions in the 'speech act labels' subtype such as arguing and exemplifying, and discourse functions related to 'metalinguistic comments' subtype such as commenting on linguistic form/meaning and clarifying are observed to be frequent in student talk. However, student talk maintains a lower frequency regarding discourse functions related to managing topic under the 'discourse organization' subtype. Student talk is also frequent in terms of imagining scenarios discourse functions in the subtype of 'references to the audience.' Examiner talk shows a higher frequency of cases, especially regarding managing the message and managing the audience discipline discourse functions in the 'references to the audience subtype and adding to topic and concluding topic discourse functions in the 'discourse organization' subtype. Lastly, student and examiner talks have a high-frequency rate of certain 'discourse organization' related discourse functions such as enumerating and endophoric markings. The results of the study offer insights into the nature of the PhD thesis defense discussions.
Joseph Conrad'ın Under Western Eyes ve The End of the Tether eserlerindeki baş karakterlerin etik ikilemlerinin Bakhtinsel incelemesi
Conrad's Under Western Eyes and The End of the Tether dramatize the protagonists' ethical dilemmas by showing how a character can be "moral" and yet "immoral" at the same time. By looking at the ethical dilemmas presented in the two works, to what extent the protagonists, namely Razumov and Captain Whalley, can be claimed to have good morals is studied through the ethical perspective of the Russian philosopher Mikhail Bakhtin. The analysis is made through three main points Bakhtin elaborates on in his Toward a Philosophy of the Act: particularity in relation to the protagonist, plurality of value judgments, and the place of empathy and love in the assessment of a character. Making use of the Bakhtinian ethical perspective, this study maintains the argument that Razumov and Captain Whalley cannot be considered to be totally immoral despite the wrongdoings they have committed.
Akademik yazında sözdizimsel karmaşıklık: Anadili Türkçe ve anadili İngilizce olan yazarların karşılaştırmalı analizi
This study explores syntactic complexity features in applied linguistics research articles authored by L1 Turkish and L1 English writers. Using a corpus-based approach, the study incorporates both large-grained and fine-grained measures to compare clausal and phrasal complexity. The analyses are based on two self-compiled corpora, each consisting of 50 internationally published research articles. One corpus represents writers who are native speakers of English, while the other represents writers who share Turkish as a common L1 and have published research articles in English. The corpora comprise a total of 100 articles (718,105 words) drawn from ten high ranking journals in the field of applied linguistics. The findings of comparative analyses indicate that L1 English writers tend to use longer sentences, higher levels of subordination, and more adjective complements, reflecting a preference for layered syntactic structures. In contrast, L1 Turkish writers rely more on intra-clausal elaboration, including frequent use of coordinate phrases and adjectival modifiers, particularly in noun phrases. While both groups demonstrate genre-specific features of academic writing, the study highlights distinct stylistic preferences and complexities in their syntactic choices. The results contribute to a nuanced understanding of how linguistic background influences academic writing and offer practical implications for English for Academic Purposes (EAP) instruction, particularly for L1 Turkish writers aiming to publish in international academic journals.
İngilizce öğretmenlerinin ve öğrencilerinin İngilizce yazma eğitiminde ChatGPT'nin etkisine ilişkin görüşleri
This study investigates both EFL teachers' and students' perceptions regarding the integration of ChatGPT into L2 writing classes in the context of higher education in Türkiye. It explores how teachers perceive and approach such integration in their classes, as well as how students react and respond to this. Moreover, the study explores the changes in student writing outcomes as a result of the implementation. Adopting a mixed methods embedded case study design, the study involved nine teacher and nine student participants for the qualitative phase while written products of 63 students were analyzed quantitatively. Through semi-structured individual and focus group interviews, reflections, field notes about the class observations, and written student products both qualitative and quantitative data collected to answer the postulated research questions. Findings revealed that there is a discrepancy between the views of teachers and students about employing ChatGPT regardless of the changes. The quantitative data indicates that students with lower writing proficiency benefit more compared to those with higher writing proficiency.
Konu-odaklı öğretim ortamında uygulanan çoklu zeka etkinliklerinin İngilizce dilbilgisi, kelime, yazma ve okuduğunu anlama ile öğrencilerin ve öğretmenlerin tutumlarına etkileri
It is a well known fact that each and every individual is different from each other in terms of many personal characteristics. The case is the same for foreign language learners, as well. Each language learner possesses distinct characteristics that s/he brings into language learning environments. Their distinct characteristics are also reflected on their intelligence profiles; therefore, each language learner is unique in terms of his/her intelligence profile. However, although it is an undisputable fact that each and every human being is unique, in language classrooms, most of the students are instructed through same methods, which can be named as traditional way of instruction, being expected to learn the same topics in the same ways with their peers no matter how they are different from each other. Traditional method of instruction involves instructing different students through the same techniques such as lecturing, drills, and memorization. Traditional method of language teaching is often based on verbal / linguistic and logical / mathematical intelligences of learners ignoring students' strengths or weaknesses in other domains. As a reaction to traditional view of considering all individuals as similar, Gardner proposed Multiple Intelligences Theory (MI Theory) which has fundamental implications for the processes of teaching and learning a foreign language. MI Theory is based on the idea that intelligence is not restricted by only verbal and mathematical abilities; instead there are multiple types of intelligence, which can be listed as visual, verbal, mathematical, kinaesthetic, interpersonal, intrapersonal, naturalistic, and musical intelligence. It suggests that people have unique combinations of these intelligences; thus each and every learner can have distinct ways of learning. Therefore, instead of following one type of instructional method, instructors need to incorporate various instructional techniques in their lessons in order to reach as many students as possible. The basic purpose of the present study is to explore the effects of Multiple Intelligences based activities implemented in a content-based context on grammar and vocabulary learning, reading comprehension, and writing development of EFL students at both 6th and 9th grade levels. The current study also aims at finding out whether there are any differences in students' attitudes towards learning English after the implementation of the MI-based activities through a content. Besides, the study has a goal of exploring teachers' attitudes towards the processes involved in the application of MI-based activities in language teaching. For these ends, a quasi-experimental study with a pretest – posttest design was conducted at both 6th and 9th grade levels. The findings suggest that instruction conducted through MI-based activities in a content-based context has been more effective than the traditional method in improving students' knowledge of grammar, vocabulary and their skills of writing and reading comprehension in English at both grade levels. The study also reveals that the students have positive attitudes towards English lessons conducted through MI-based instruction at both grade levels. In terms of teachers' opinions, the study puts forward that teachers have also positive attitudes towards MI-based instruction; however, they also have some reservations about the challenges involved in the process of implementing MI-based activities. In conclusion, it is appropriate to state that the findings of the present study have important implications for the processes involved in foreign language teaching in Turkey. Key Words: Foreign Language Teaching, Traditional method, Multiple Intelligences Theory, Content-Based Instruction
The effect of language learning on the resilience and integration of Syrian refugees in Türkiye
The study aimed to examine the effect of language learning on the resilience of Syrian refugees in Türkiye and their ability to integrate with the host community. A mixed-methods research approach was used. 218 Syrian refugees participated in the study. First, the quantitative method was used by administering the CD-RISC-25 questionnaire to measure the refugees' resilience. The correlation between resilience and language proficiency in English and Turkish was analysed. The relation between gender groups of refugees, employment, and study status on the one hand and resilience level on the other was also analysed. The correlation between the number of years refugees spent in Türkiye and resilience level was also examined. Then the qualitative method was used. 13 out of 218 Syrian refugees participated in the qualitative data collection through a semi-structured interview. Content analysis was used to analyse the effect of language learning on boosting refugees' resilience and accelerating their integration with the host community. As a result of the quantitative data analysis, there was a statistical correlation between English language proficiency and resilience. There was also a statistically significant difference between gender groups of refugees and resilience levels. On the other hand, there was no statistically significant correlation between Turkish language proficiency and resilience. There was no statistically significant relationship between refugees' employment and study status on the one hand and their resilience level on the other. There was also no statistically significant correlation between the number of years refugees spent in Türkiye and their resilience level. The qualitative results show that language learning, mainly English and Turkish, is significant in boosting the refugees' resilience and accelerating their integration. It was also proved to be a vital tool for accessing jobs and education, future planning, and local and global communication. The study concluded that language learning in the refugee context is crucial in building refugees' resilience. Language learning is also a primary tool for accelerating refugee integration with the host community in Türkiye