International Journal of Language Academy

18-32

Authors: Eda ÇORBACIOĞLU GÖNEZER

L’organisation mondiale de la Santé (OMS) estime que d’ici 2020, le tabac sera la principale cause de décès et d’incapacité, avec plus de 10 millions de victimes par an. De nos jours on connait très bien les conséquences de la cigarette sur la santé. Afin d’aider les fumeurs pour qu’ils prennent la décision de cesser de fumer, on prépare des affiches. Ces affiches nous montrent tantôt les dommages causés dans le corps par le tabac, tantôt les dangers du tabac. Pour persuader les personnes au sujet des dommages de la cigarette, il faut sensibiliser le public visé.Dans les campagnes anti-tabac on se confronte aux figures de style. Les figures de style se composent des figures de mots, des figures de sens, des figures de constructions et des figures de pensées. Les figures de mots concernent le signifiant des mots, les figures de sens se basent sur le signifié des mots, les figures de construction se basent sur l’organisation du discours, les figures de pensée concernent seulement les relations entre les idées. Les figures de style nous servent à passer le message de façon éloquente et persuasive. Outre des spots TV pour sensibiliser le public aux effets néfastes du tabac, les affiches des campagnes enrichies des figures de style permettent de mieux monter les effets néfastes du tabac.

41-58

Authors: Kemal EROL

The evolition, the change and the metamorphosis process of a literary school or social mentality depend on place and human element, of course, the conditions of these. So the place and the social conditions, belonging to that period, have an important role in the formation and the differentiation of the political and sociological movement. The socialist poetry concept of the new generation poets who occured in our country after 1950s, is correlated with this. Talip Apaydın is one of these who reflects the truth of village and peasant in the context of the place and the human element, in their poems. Talip Apaydın (1926-2014) is the prominent of the socialist realistic movement; who also expresses Anatolias’ rural geography with its troubles in his poems as in his novels, stories, memories and his plays. Describing what was seen and recognized by the artist realistically is the main factor in the socialist concept which has affected every aspects of literature and art with poetry. With this mentalitiy, Apaydın also deals village and town environments, human relationships with descriptions of the nature in its own naturalness in his poems as well as his stories and novels. Apaydın, starting the literature with the socialist poems, has two poetry books called “Susuzluk” (1952) and “Kırsal Sancı (1999). The poems in this works are the explanation of the perception about the villages and the towns in Anatolia after 1950, and the people living in there. Although the place expressed in the poems is the regions, where the artist knows very well like Polatlı, Eskişehir, Beypazarı; it actually reflects the general view of backwoods in Anatolia of that term. Apaydın describes his works with the perspective of a peasant, not with the perspective of a townsman unlike other poets in the previous term. So in his works; the auditory, sentimental and olfaction images have more priority rather than visual images. The described backwoods is not the ideal backwoods of the republican ideology. The problem highlighted about the backwoods in this context, is the poverty of the people in rural, experienced social inequalities, administrative and class contradictions.

67-76

Authors: Yusuf SÜLÜKÇÜ

This study is a technical and methodological analysis of Kitâb-ı Mecmû-ı Tercümân-ı Türkî ve Acemî ve Mugalî (A Book Collecting Translations in Turkish, Persian and Mongolian), which was written to teach Turkish to Arabs in Egypt in the period of the Mamelukes, regarding the language material used in the book as well as foreign language instruction. The only manuscript of this work is in the Leiden University Library in the Netherlands. This book consists of 76 sheets with 13 lines on each page. The writer of the book is unknown, and its copyist was Halil bin Muhammed bin Yusuf el-Konevî, a Turk from Konya, Turkey. This book was intended to teach Turkish, the language of the rulers, to the Arabs, who comprised the public ruled by the Turks and spoke Arabic. As the language material, the first section of the book included 1,110 nouns and 18 verbs under 26 theme headings, and its second section included 455 verbs and 14 nouns. Together with the words in the grammar section with multiple meanings, there are 1,674 Turkish words in the book in total. It was found that the suffix, -ġıl/-gil, which is used in singular imperative mood and stopped being used in ancient Anatolian Turkish, was still in use in Egypt in the period when the book was written. The book also includes 89 words that it claims to have been used by the Turkmen and compares Kipczak and Turkmen. In accordance with the language instruction traditions of the time, this book divided the words into three groups, nouns, verbs and prepositions. In terms of language instruction methods and techniques, the book listed the nouns thematically, while it listed the verbs considering the sequence of events, closeness of meaning or oppositions between them. This technique is similar to the methods and techniques used currently in the instruction of foreign language and vocabulary. The writer states in the book that he or she had examined the previous works on similar subjects and preferred to take a different route. Another characteristic of the book that distinguishes it from the other books in the same field is that it has a table of contents. Like other Turkish instruction books, this book includes slang as well. The books published today are not called dictionaries, even though they have dictionary sections at the end. Thus, this book should not be described as a dictionary-grammar book based on its content. The researcher believes that it would be more suitable to describe this book as a Turkish instruction book aimed at teaching Turkish to foreigners (Arabs) who are beginner-level learners.

90-98

Authors: Mustafa SOLMAZ

The aim of this study is to evaluate the Context, Input, Process, Product dimensions of 10th grade English Teaching Curriculum using Stufflebeam’s CIPP model. Furthermore, it is aimed to explore whether the answers change based on the gender of the participants. With this aim, teachers’ who apply the program and stuents’ who are educated based on the program views are referred. The teacher and student five-point likert questionaires of which reliability and validity are provided by Karakaş were applied as the data collection tool. The study took place in the northen-west part of Turkey. The questionaires were applied to 26 English teachers and 227 students. According to the data obtained teachers and students are not satisfied with the context, input, process and product dimensions of the 10th grade English Curriculum. The view of students does not have meaningful difference based on the gender. As for that when teachers’ view is examined, it is detected that male teachers think more positively only about the dimension of Input of the Curriculum.

117-131

Authors: Mustafa SARICA

Languages hide, under their current images, the traces of a thousand years extending into the unknown and left behind. To make visible these traces, we should look to morphological and semantic fluctuations as stretch, shrink, falling syllable, expansion, contraction and change. Starting out from an unknown era, walking from the premise root morpheme and still existing today, free and bound morphemes, questioned the principles of morphology and syntax, can provide information, taking advantage of the diachronic perspective, about both the current function and appearance beside historical stages. Under this heading, etymology and morphological analysis’s contribution has been questioned to understand Turkish’ structure. Morphemes queried with analysis methods providing to make visible and measurable the morphological mark in words have been questioned language which belongs structurally in terms of etymology and structure and aimed intelligibility of Turkish language. To query the Turkish’s today, was respected the possibility of principle that word keep in the structure and texture morphological stages of development with deep morphology method. According to this, between the root morpheme and its derivations, texture and structure union is ongoing. Although known to be based on a root structure of each derivation block in Turkish, roots sounds change in the track of words and flexing of formal been observed to cause problems. By historical linguistics approach, diachronic perspective and deep morphological analysis, this research can make visible morphological stamp special to Turkish and aims to assist in the understanding of Turkish.

146-163

Authors: Tolunay EKİZ & Ebru ŞİRE KAYA

This article is one part of a larger master thesis titled “Increasing Self-Efficacy in Reading Skill through use of Native Culture in Turkish ELT Prep Classes” conducted at Çukurova University. There have been many studies into the teaching of target culture in EFL classes; however, little has been done into the place of native culture in foreign language teaching. It is believed that incorporating the native culture into reading in the target language may provide familiarity with the topic and contribute to foreign language learning. Therefore, the aim of this study is to discover whether reading about the native culture in the target language may affect students’ reading skill and their reading marks or not. Reading was significantly chosen because the students are exposed to the target language in EFL classes mostly through reading. The study was carried out for ten weeks with two Level 3 ELT prep classes, one experimental and one control group, at Foreign Languages Centre, Çukurova University, Adana using teacher diary, student minute papers, student oral feedback, and comparison of reading average marks. The qualitative results indicated that the topics about the native culture appealed to the majority of the participants, made vocabulary guessing easier and increased their knowledge about their own culture, permitting them to be able to share it in multicultural contexts.

174-187

Authors: Esim GÜRSOY & Özge BULUT

Used as an alternative form of assessment, portfolios are a collection of students’ work, which demonstrates students’ achievement and knowledge. As a result of learner-centered methodologies and benefits associated with portfolios, more and more teachers are using them for learner development and assessment. Due to this interest, the current study investigates opinions of teachers and students towards using writing portfolios in language learning classrooms at a large state university in Turkey. The study focuses on advantages, disadvantages, and effects of writing portfolios on students’ learning process. 12 teachers and 100 prep-school students contributed to the study. Survey type research design is used and data were gathered both from teachers and students’ via questionnaires. For dual and multiple comparisons Kruskal Wallis and Mann Whitney U Tests were conducted. Both questionnaires were found reliable with .707 (teacher) and .722 (student) alpha values. The results showed that the majority of teachers have positive opinions and perceptions regarding portfolio keeping and its effects on language learning. However, the students were mostly dubious regarding the effects and benefits of portfolios. Although the research indicates a lot of advantages, some drawbacks of keeping portfolios were also identified by teachers’ and students’. The findings show that teachers think portfolios are helpful to students’ learning while students are uncertain about the effects of portfolios in learning English.

206-224

Authors: Seda SİVACİ

The purpose of this study is to gain insights into students’ perception of learner autonomy development and to explore learners’ perceptions of learning English within a CALL environment. In order to gain insights about the students’ perceptions of learner autonomy development, four areas of learner autonomy were examined: (a) Learners’ motivation level in learning English, (b) Learners’ use of metacognitive strategies in learning English, (c) Learners’ responsibility perception of their own and their teachers’ in learning English and (d) Learners’ practice of English in the outside class activities. In order to reach the goals mentioned above, both qualitative and quantitative data were collected by the help of questionnaires, semi-structured face-to-face interviews. The data collected from the questionnaire were subjected to descriptive analysis and the data collected from interviews were subjected to content analysis. The findings indicated that the majority of the students had a high motivation and most of them tended to use some metacognitive strategies like self-monitoring and self-evaluation. On the other hand, the findings revealed that most of the students considered the teacher as more responsible for most of the tasks during their own learning process, and tended to spend a little time for outside activities to improve their English. During the study, the students were encouraged to take an active involvement to the CALL classes to increase their motivation, use language learning strategies, take responsibility for their own learning and engage in outside class activities.

10-28

Authors: Hasan AHKEMOĞLU & Aynur KESEN MUTLU

As a research tool, metaphor has been used recently in eliciting teacher or learner belief as a result of the assumption that our thought processes are largely metaphorical in nature. Indeed, the metaphors we use not only represent the way we perceive the world and reality but also shape our professional ideas, attitudes, and practices. This study aimed to investigate the conceptual metaphors of both ELT major and non-ELT major learners in regard to their perception of an English language teacher. In addition, the study searches into the similarities and/or discrepancies between ELT major learners and non-ELT major learners in how they perceive an English language teacher. Data were collected through metaphor elicitation sheet, semi-structured interviews, and personal essays. Both qualitative and quantitative methods of analysis were used. Personal metaphors were analyzed and main conceptual themes were identified. The main results of the study indicate that while some metaphors are peculiar to English language teacher such as oracle, schizophrenic, and gum, some metaphors seem to be common with the ones developed for the concept of a teacher such as "light", "guide" and "bridge".

37-51

Authors: Merve TEMEL & Yonca ÖZKAN

Language learning and teaching has always been a crucial issue due to newly emerging circumstances and rapidly increasing requirements of the globalizing world. There are many researches in this field to help learners and teachers overcome difficulties and have achievements in language. Compared to other skills, speaking in a different language is the most challenging one for learners. Besides cognitive, personal, social factors, etc., affective ones like motivation, confidence and anxiety also have an important role in performing speaking. Individuals learn a language well if they have an intelligible input and their affective filters are low enough to let it in. In studies on this area, learners report that their speaking performances are obstructed because a mental block prevents them realizing a good speaking when they feel unmotivated, anxious or insecure. It is therefore important to find strategies so as to handle negative emotions in learners and teachers in helping them. The target of this study is to find affective variables domestic (Turkish) and international students in preparatory classes of two state universities in Turkey might have in speaking English and to explore different strategies that are used to lower affective filter and its correlation with their achievement through speaking grades. The study, which was carried upon 11 Turkish and 11 international students, shows that international students have higher values in affective factors like self-confidence, motivation in, and attitude towards speaking English than Turkish students. Also, their speaking scores and affective strategy use are ahead of those of Turkish students.

71-86

Authors: Buket DEMİRBÜKEN

Though learners differ in acquisition, all languages have some certain linguistic forms that are accepted as complex and simple. Articles might be regarded as complex to understand as even advanced learners may have trouble in correct use of articles. The complexity is possibly higher for learners who have an article-less (henceforth –ART) native language background. This study investigates the use of articles by Turkish monolinguals and Turkish/ Kurdish bilinguals in two different tasks; a fill-in-article task and written- narrative task. Turkish is a (-ART) language while Kurdish is a (+ART) language, so the aim of the study is to examine if there is any variance between Turkish monolinguals (-ART) and Turkish/ Kurdish bilinguals (+ ART) in article use of English (+ART). The findings revealed the superior performance of bilinguals (+ ART) over monolinguals (-ART). The paper also questioned the metalinguistic knowledge of L2 and L3 learners on choice of article in English. The qualitative data was presented with possible explanations and interpretations.

98-110

Authors: Sibel SERT & Yonca ÖZKAN

In today’s world, English has become the global language that helps different cultures communicate each other. As a consequence of this globalization, culture has become an inseparable aspect of English language teaching (ELT). In line with this paradigm shift, many studies have investigated the role and importance of culture in ELT context. One of the most explored topics is language instructors’ perceptions of culture integration into ELT classes. However, few studies question whether their perceptions accord with the actual practices in classrooms. In this regard, the present study attempts to explore what English language instructors’ perceptions of culture and culture teaching in language classes are, and whether they are able to reflect these perceptions in their actual teaching practices. The study also attempts to show the possible factors that may impede the instructors’ applications of culture teaching. The participants were 10 English language instructors at a Turkish state university. Data were gathered via 10 classroom observations and two semi structured interviews carried out before and after the observations. Content analysis was conducted for analysing and interpreting the qualitative data. The findings revealed that the instructors considered culture integration significant in ELT classrooms. However, during their practice they mostly employed very short discussions that compare local and target culture. Besides, their practices were limited to the course book they use as they are obliged to implement a pre-planned syllabus. This study has significant implications for curriculum designers, material developers, language instructors, and language learners.

129-142

Authors: Sermin GÜLERER

Teachers of English, librarians, researchers have been interested in finding the right text for the right reader for many years. In teaching Second Language (L2), text writers often try to fulfil the demand by simplifying the texts for the readers. The emerged term “readability” can be defined as “the ease of reading words and sentences” (Hargis, et al. 1998). The aim of this research was to compare the ways to find the right text for the right reader: traditional readability formulae (Flesch Reading Ease, Flesch-Kincaid Grade Level), Coh-Metrix Second Language (L2) Reading Index, which is a readability formula based on psycholinguistic and cognitive models of reading’, and teachers’ estimation of grade levels by using leveled texts in a web site. In order to do this, a selection of texts from a corpus of intuitively simplified texts was used (N30). Coh-Metrix Readability levels, Flesch Reading Ease, and Flesch-Kincaid Grade Levels of the texts were calculated via Coh-Metrix Web Tool. Three teachers of English were asked to decide the levels of the texts. When the relationship between Coh-metrix Readability Level, traditional formulae and the texts levels in the website was analysed via SPSS, it was found that there was weak negative correlation between Flesch-Kincaid Grade Level and the texts levels in the website (-,39). Additionally, there was weak negative correlation between the texts levels in the website and Flesch Reading Ease scores (-,41). However, there was moderate negative correlation between Coh-metrix Readability levels and the texts levels in the website (-,63), where Teacher1 and Coh-metrix Readability levels had very strong positive correlation (,95). It was identified that readability formulae can help L2 teachers when they select texts for their students for teaching and assessment purposes.

153-173

Authors: Ayhan İNCİRCİ & Ramazan Şükrü PARMAKSIZ

The aim of this study is to evaluate the Context, Input, Process, Product dimensions of 10th grade English Teaching Curriculum using Stufflebeam’s CIPP model. Furthermore, it is aimed to explore whether the answers change based on the gender of the participants. With this aim, teachers’ who apply the program and stuents’ who are educated based on the program views are referred. The teacher and student five-point likert questionaires of which reliability and validity are provided by Karakaş were applied as the data collection tool. The study took place in the northen-west part of Turkey. The questionaires were applied to 26 English teachers and 227 students. According to the data obtained teachers and students are not satisfied with the context, input, process and product dimensions of the 10th grade English Curriculum. The view of students does not have meaningful difference based on the gender. As for that when teachers’ view is examined, it is detected that male teachers think more positively only about the dimension of Input of the Curriculum.

193-207

Authors: Sebine ABİD

The vocabulary of Azerbaijani dialects and vernaculars is a product of centuries. It is possible to find in dialects and vernaculars several words which were used in earlier periods of modern Azerbaijani Turkic but do not exist in current vocabulary of the written language. Although some of the words in Sheki dialect are used in a large geography, some others are used in small areas. Many archaic words found in vocabulary of Sheki dialect do not exist in the vocabulary of the modern Azerbaijani Turkic. Archaic forms of kinship names, ranks, and words not related with social structure, and the names of days and months are used in Sheki dialect. In particular, it can be noted that the elderly people use archaic words in Sheki dialect. Some of the archaic words used in Sheki dialect date back to Orkhon Inscriptions. Appearance of many archaic words has varying dates. The word ini (small brother) used since the time of Orkhon Inscriptions has been preserved as an archaic word in Sheki dialect. Similar to this one, there are several words of kinship such as bice, hatun (lady), elti (sister-in-law), yenge (aunt), buvi (grandmother) and yezne (brother-in-law), and some archaic verbs and other archaic words in Sheki dialect from historical dialects. Any word in written language of Azerbaijani Turkic which went through semantic and formal changes from historical ages to this date are preserved and used in Sheki dialect and other Azerbaijani dialects with their initial form and meanings. In this study, we deal and examine archaic words used in Sheki dialect. The form and meanings of archaic words, to be included in this study, available in texts of historical dialects and modern Turkic dialects will be demonstrated.

217-232

Authors: Fatma YUVAYAPAN

While there has been a considerable amount of literature which has been published on compliment responses (CRs), studies of this kind are usually based on CRs strategies of a particular language or cross cultural similarities and differences between languages. However, there is an increasing concern of the effects of second language (L2) on CRs strategies in native language (L1). The purpose of this study is to widen the scope of compliment speech act studies by examining variations in the use of CRs strategies among a group of English Language teachers and Turkish teachers who do not know English, in their workplaces and by identifying if there is an effect of L2 on their responses to compliments in Turkish. The participants of the study were consisted of 30 English teachers and 30 Turkish teachers who do not know English. All of the participants were Turkish. Turkish teachers who do not know English were experts in different fields such as history, geography and mathematics. The data included short responses of the participants collected through the use of a discourse completion task with 8 situational settings about physical appearance (hair style and beatiful eyes), personality (interpersonal skills), skill/work (cooking, writing a lesson plan, and teaching ability) and possessions (brand new car and smart clothes). The analysis of the data were yielded by the responses to the discourse completion test was done by using descriptive statistics under the framework of Holmes taxonomy of CRs. The results of the study show that there might be a transfer from second language (L2) to CRs in native language (L1) in a particular working place.

247-270

Authors: Ekin ŞEN & Murat ÖZGEN

Modern studies provided us with detailed descriptions of passivization in Turkish; however, they have not been transferred to learning materials of Turkish as a foreign language in a holistic way. The aim of this study is to discuss the properties of the passivization in Turkish as dealt with in modern studies, and to propose a material to learning environments of Turkish as a foreign language, which includes these detailed properties of passivization. In this respect, the research question is whether these properties can be transferred to learning environment in a holistic way. Under this main research question, the answers will be sought to question as to what the properties of passivization in Turkish are, and how they can be transferred to learning environments. The framework has helped shape a material proposal towards how such properties can be transferred. The language level of this material is B1+. Cognitive approach and task-based learning method have been employed in the preparation of this material.

282-297

Authors: Ramazan ÖZBAY & Zeynep TUZTAŞ

This study aims to find out students’ and instructors’ attitudes towards using Second Life (SL), a multi-user virtual environment, via a Task Based Syllabus (TBS). It was conducted with participants of intermediate level students (N=37) and instructors (N=2) of English Preparatory School at a private university in Turkey. In order to design a TBS, a two-month program of intermediate level syllabus has been modified by adding weekly tasks. Unlock Listening & Speaking 3 and Unlock Reading & Writing 3 published by Cambridge University Press were used during the instruction and the tasks were adapted from the same course books. After the completion of the final task, both students and instructors were given an evaluation survey asking for their opinions, experiences and evaluations of the TBS based SL sessions. The findings indicate that both instructors and students have positive and negative feedback; such as, the variety SL brings to a language class and the fact that SL demanding in terms of computer requirements. In order to avoid problems like other users’ involvement or distractions, and in order to help students find suitable rooms (virtual meeting environments) without a time loss or difficulty, teachers could be recommended to have a well prepared list of the free entrance rooms to meet and divert the students, instead of buying a new one.

310-312

Authors: Şahin ŞİMŞEK

Bayram, Y. (2009). Kuramdan Uygulamaya Yazma Yöntemleri (Sözlü ve Yazılı Anlatım Etkinlikleri). Kriter Yayınları: İstanbul, Sayfa Sayısı 219, Birinci Baskı, ISBN: 978-605- 5863-26-5 Öğrencilik yıllarındaki kompozisyon derslerinde yaşadığı hayal kırıklıkları ve öğretim elemanı olarak çalıştığı dönemlerdeki arayışları yazarı, bu kitabı yazmaya teşvik etmiştir. Yazar, yazma eğitiminde başarısız olunmasını, yazma eyleminin insanlar tarafından sıkıcı bir iş olarak algılanmasını, insanların kendilerini yazılı olarak doğru ve düzgün bir şekilde ifade edememelerini kompozisyon dersinin işlenişindeki eksiklere bağlamaktadır. Sözlü ve yazılı anlatımın hep, bilindik yöntemler kullanılarak yapıldığından şikâyet eden yazar, kitabında çok az başvurulan ya da hiç başvurulmayan bazı farklı sözlü ve yazılı anlatım etkinliklerine yer verdiğini belirtir. Kitap bu yönüyle dikkat çekmektedir. Konuşma ve yazma eğitimi ile ilgili yazılmış eserlerin çoğunda etkinlik örneklerinden ziyade kuramsal bilgiler verilmektedir. Kitapta izlenen aşamalar, verilen örnekler, kullanılan yöntemler ve teknikler yeni ve özgün sayılabilecek türdendir. Verilen, örnek araştırmaların çoğu Kompozisyon, Yazılı Anlatım, Konuşma Yazma Eğitimi, Türkçe Öğretimi, Türkçe Kompozisyon, Özel Öğretim Yöntemleri ve Metin Yazarlığı gibi derslerde yazarın öğrencileri tarafından hazırlanmıştır. Konuşma ve yazma eğitimiyle ilgili çoğu kitapta bulunmayan bol etkinlik örnekleri ve alıştırmalarla yazar, yazılı anlatım becerisinin gelişimine katkı sağlamayı amaçlamıştır. Yazar, yazmakla ilgilenenler için bir alıştırma kitabı olmasını beklemektedir. Kitabın yazarı Prof. Dr. Yavuz Bayram, 1970 Trabzon doğumludur. 1991’de KTÜ Fatih Eğitim Fakültesi, Türk Dili ve Edebiyatı Bölümü’nden mezun olmuştur. 1995 yılında OMÜ Sosyal Bilimler Enstitüsü, Türk Dili ve Edebiyatı Bölümü’nden yüksek lisans diplomasını; 2001 yılında aynı üniversite, aynı enstitü, aynı bölümden doktora diplomasını almıştır. 2014 yılında profesörlük unvanını alan Yavuz Bayram, hâlen OMÜ Eğitim Fakültesi Dekanı olarak görev yapmaktadır. Çalışmalarını başta Klasik Türk Edebiyatı olmak üzere, sözlü ve yazılı anlatım teknikleri, edebi sanatlar, edebiyat araştırmalarında yeni yöntemler, imla ve noktalama, Türkçe, öğrenme ve öğretme yöntemleri gibi konular üzerinde yoğunlaştırmıştır. Yazarın incelediğimiz “Kuramdan Uygulamaya Yazma Yöntemleri” kitabından önce basılmış “Sözlü ve Yazılı Anlatım Etkinlikleri” adında konuyla ilgili bir kitabı daha vardır. “Kuramdan Uygulamaya Yazma Yöntemleri” kitabı üç bölümden oluşmaktadır. “Sözlü ve Yazılı Anlatımla İlgili Bazı Değerlendirmeler” adını verdiği birinci bölümde 7 alt başlık bulunmaktadır. Yazar, ilk olarak sözlü ve yazılı anlatım eğitimi açısından olumsuz gördüğü etkenleri sıralamış; çoğu öğretmenin, öğrencinin yazma ürünlerini değerlendirirken bilimsel ve objektif ölçütlerden yoksun yaklaşımlar sergilediğine, ürünü sadece imla ve noktalama açısından gözden geçirdiğine bunun da öğrencide yazmaya karşı isteksizlik oluşturduğuna dikkat çekmiştir. Yazar, bu bölümde sözlü ve yazılı anlatımla ilgili, önce genel önerilere sonra da öğretmene yönelik önerilere yer vermiştir. Öğretmene, sözlü anlatım açısından öğrencileri her fırsatta düşünmeye, tartışmaya, duygu ve düşüncelerini açıklamaya teşvik etmesini; açık oturumlar, münazaralar, paneller düzenlemesini tavsiye eder. Yazılı anlatım açısından da sınıf içi yazma etkinliklerinin ilgi çekici ve zevkli hale getirilmesi için değişik çalışmalar ve yaklaşımlar kullanılmasını; öğrencinin katılımının sağlanması için duvar gazetesi, okul bülteni, okul dergisi hazırlanmasını; şiir, hikâye ve deneme gibi türlerde yarışmalar düzenlenmesini önerir. Yazar, 2004 yılında, Amasya ilinde, 15 ilköğretim okulunun 6, 7 ve 8. sınıflarında okuyan 450 öğrenci üzerinde yaptıkları bir araştırmaya dayanarak yazma eğitiminin en önemli meselelerinden birinin imla olduğunu ortaya koymuştur. Öğrenciler 14 imla kuralından 11’inde başarısız olmuşlardır. Burada imla konusunda yapılması gerekenleri 11 maddede sıralamıştır (Bayram, 2009: 31). Güzel bir yazı yazmak için gerekenleri maddeler halinde vermiştir. “Yazılı Anlatım Çalışmalarının Ölçülmesi ve Değerlendirilmesi” konu başlığında sağlıklı bir ölçmenin öneminden ve gereğinden bahseder. Devamlı göz önünde tutulacak ayrıntılı bir cevap anahtarı/bir ölçüt olmamasının öğretmeni zor durumda bıraktığını, kabataslak dönütlerle ölçme ve değerlendirmenin geçiştirildiğini ifade eder. Hâlbuki ölçme ve değerlendirme ne kadar ayrıntılı yapılırsa öğrencinin yazmaya olan ilgisi o derece artacaktır. “Yazılı Anlatımların Değerlendirme Ölçütleri” şeklinde önce genel (özet) bir tabloya ardından da ayrıntılı bir tabloya yer verilmiştir (Bayram, 2009: 43-44). Bu tablolar yazma ürünlerini değerlendirmede sorun yaşayan eğitimcilere yol gösterecektir. Kitabın ikinci bölümü “Açıklama ve Alıştırmalar Eşliğinde Kuramdan Uygulamaya Yazma Yöntemleri”dir. Bu bölümde yazar, “Cümle Geliştirme Yöntemi”nden başlayarak 22 adet yazma yöntemini önce açıklamış, sonra her bir yönteme bolca alıştırmalar ve etkinlik örnekleri vermiştir. Yazma çalışmalarında farklı yöntemlere ihtiyaç duyan eğitimciler kitaptan yararlanabileceklerdir. Burada yazarın tanıttığı yöntemlerden “Cümle Geliştirme Yöntemi”nde bir yüklem belirlenmekte, sonraki her aşamada bu öge üzerine yeni kelime ya da kelimeler eklenmektedir. Öğrenciler, en uzun ve anlamlı cümleyi yazma çabası içine girdiklerinde, bu onların arasında heyecan yaratabilir ve bu etkinlikten zevk alabilirler. Bu bölümde yazarın kendi öğrencilerinin oluşturduğu metinlere de yer verilmiştir. Tanıtılan yöntemlere göre oluşturulmuş bu metinlerin verilmesi, eğitimcinin bütünü görmesi ve daha genel bir bakış açısı edinmesi açısından önemlidir. “Masal, Fabl, Hikâye Kurma Yöntemi”ni açıklarken yazar, 1. alıştırmada bir yönerge vermiştir. Bu yönergeye göre “Belirsiz bir tarihte, yaz mevsiminde, şahıs kadrosu Maydanoz, Sarımsak, Soğan, Ayçiçeği’nden oluşan ve bencilliğin sonu pişmanlıktır mesajı veren bir masal, fabl ya da hikâye …” kurgulayacaklardır (Bayram, 2009: 117). 2005-2006 Programı’ndan itibaren etkinliklerin yer aldığı öğrenci çalışma kitapları sayesinde öğrenciler, atasözü açıklamaktan kurtulmuş olmakla birlikte, çoğu yazma etkinlikleri ön hazırlık olmadan, öğrenciden konuyla ilgili düşüncelerini yazmasını istemektedir. Oysa yukarıdaki gibi bir yönerge verilmiş olsa, öğrenci yazma eylemine başlama aşamasında, zorluk çekmeyecektir. Kitabın üçüncü ve son bölümü “Sözlü ve Yazılı Anlatıma Destek Etkinlikleri” başlığı altında verilmiştir. Burada ilk olarak edebi sanatların sözlü ve yazılı anlatıma olan katkısından bahsedilir. “Yarışma Düzenleme Etkinlikleri”nde yarışmaların öğrencileri yazı yazmaya yönlendirmedeki önemli işlevinden, öğrencilerin içtenlikle katılabilecekleri konuların seçilmesi gerektiğinden bahsedilir. Daha sonra “Gazete, Dergi, Bülten Çıkarma Çalışmaları”, “Tekerleme Söyleme Çalışması”, “Kompozisyon Dersleri İçin Örnek Sorular” verilerek kitap bitirilir. Bu kitap, yazma eğitimiyle uğraşan eğitimcilere yönelik bir kitaptır. Kitapta ayrıntılı olarak açıklanan ve alıştırmalarla desteklenen yazma yöntemlerinden, yapılacak olan anketlerle öğrencilerin en çok zevk aldıkları, en çok katıldıkları etkinlikler belirlenebilir. Bu araştırmanın sonuçlarına göre öğrencinin ilgisini çeken, yapmaktan zevk duyacağı etkinlikler Türkçe dersi çalışma kitaplarına alınabilir. Yazar, kendi hayatından, yaşadıklarından yola çıkarak eğitim sisteminde, yazma eğitimine dair bir sorunu ortaya koymuş ve bu soruna çözüm olması niyetiyle bu eseri kaleme almıştır. Eserinin birinci bölümünde, sözlü ve yazılı anlatımdaki sorunları tespit eden, bu sorunlara öneriler getiren yazar, eserinin ikinci bölümünde, yazma çalışmalarındaki monotonluğu ortadan kaldıracağını düşündüğü yazma yöntemlerini ele almıştır. Üçüncü bölümde ise sözlü ve yazılı anlatıma destek olabilecek etkinlikleri tanıtmıştır. Yazma sürecinde değişik yöntemler denemek isteyen eğitimcilere kılavuzluk edebilecek bir kitaptır. Kitabın birinci bölümünde, sözlü ve yazılı anlatımdaki sorunların etraflıca ele alınışı ve bunlara çözüm önerileri aranması okuyucunun konuya odaklanmasını kolaylaştırmaktadır. İkinci bölümde yer verilen metin örnekleri dil ve üslup bakımından sağlam metinlerdir. Okuyucu bu metinleri zevkle okuyacak, kendisi de böyle metinler yazmak yahut yazdırmak isteğini duyacaktır.

1-16

Authors: Nesrin SİS & Niymet BAHŞİ

The main aim of this research is exhibiting the problems, faced by sixth grade students in story completion, by utilizing sample studies. The research was carried out on the essays of the sixth grade students attaining to Atatürk middle school in Malatya. The data comprising the research basis were obtained from the narrative essays written by students. The introduction section of the storybook "Hişt Hişt" written by Sait Faik Abasıyanık was submitted to the students and asked for completion. A "Story Completion Evaluation Form" was prepared by the investigators and used for rating. The frequency levels of the data were determined. The results showed that the students had difficulties in combining the pieces and building relationship between the text parts. The initial episode given in the introduction section was completed without considering the place, time and the main characters of the story. It was also seen that the students failed in writing subject related and efficient solutions in story completion essays. The episodes were not completed and the results covering all sides of the story could not be presented. The conceptual connotations given in the introduction section was not noticed and did not take place in the following sections. The composing started without any plan and irrelevant explanations and advices were given in the completed stories. The students had problems in writing paragraph by presenting dissimilar subjects in a single paragraph. Since the supplied story is wellknown story since the early ages of the student. The performance of students was not sufficiently plausible, even though a well-known text type, story that is learnt since an early childhood, was essayed. Consequently, the story completion results showed that the students needed education in this area. 2

45-58

Authors: Seda BANLI

The concept of effective language teacher has become among the most controversial topics because of the interpretational variations of the word “effective” with respect to particular contexts as well as scholars. It used to be acknowledged as simply ensuring learners’ achievement or as having a good command of the target language. However, Çelik, Arıkan, and Caner (2013) suggest that students now hold different perceptions and expectations with respect to the characteristics of an effective foreign language teacher. Based on this assumption, the researcher aims to examine the concept of effective language teacher by exploring the personal theories of the participants selected from her own teaching context in this study. The participants are two classmates at two extremes in terms of their achievement, participation, and attendance to classes on effective English language teacher. Data have been collected through Repertory Grid Technique (Rep-Grid) and with a follow-up interview in order to clarify the subjects’ perceptions. Personal theories of the subjects demonstrate that the successful student characterizes an effective English teacher as someone having predominantly pedagogical content knowledge whereas the unsuccessful student is more concerned with classroom behavior of teachers.

72-87

Authors: Semiha KAHYALAR GÜRSOY

Anxiety is considered to among the factors influencing Foreign Language Learning (FLL) performance, which has intriguing researchers. Learning style is one of these factors which are thought to have great influence on language learning. The purpose of this small scale study was to investigate possible relationship of Foreign Language anxiety and Deductive/Inductive language learning style preferences of the Elementary level students at Çağ University Preparatory School. 33 students participated in this study and 2 questionnaires (FLCAS and Inductive/Deductive Learning Style questionnaire) were given to the participant students. The majority of the students (n=15) were found to have average level of anxiety, and only 8 students showed low-level of anxiety. It was also found out that the participant students of this study have both deductive and inductive learning styles although deductive style was slightly higher than the inductive one. (Deductive/Inductive, Mean=41.51, Deductive Mean=24.12, Inductive Mean=17.32). Finally, when the relationship between the Foreign Language Anxiety and Deductive/Inductive Learning Styles investigated, no significant relationship was found between them.

97-114

Authors: Reza BARZEGAR & Effat HADIDI

This article reports a study investigating the existence of any statistically significant correlations between the reading anxiety level and L2 learners’ overall performance on IELTS reading comprehension and on IELTS reading comprehension item types. Initially, 94 participants (73 females, 21 males) took part in this study. The Persian version of the Foreign Language Reading Anxiety Scale (FLRAS) was administered along with a General Training Reading Paper of IELTS. To exclude outliers, two box-and-whisker plots were drawn. As a consequence, just two individuals were excluded and the final sample consisted of 92 participants. Based on the Pearson product moment correlation, we found that there was a strong negative correlation between the reading anxiety level and overall performance on IELTS reading comprehension. It was also discovered that there was a significant negative correlation between the reading anxiety level and performance on IELTS reading comprehension item types including skimming, scanning, classification, table-completion, and true/false. The findings of the study have implications for L2 teaching and assessment.

124-133

Authors: Zekerya BATUR

Cultural values come at the head of the most important factors that separate one society from another. These values are classified as material and sentimental values. Individuals living in a society allocate themselves within the framework created by such values. Every individual achieves a feeling of belonging, responsibility, respect, love, success and feeling secure through these values. It is believed that use of national and cultural artwork bringing the past to the future will bear values in terms of creating awareness. Nowadays, cultural values are placed on extremely slippery surfaces, and it is never known when and where these surfaces will move. In this regard, utilization of cultural wealth and factors in place and in time has become inescapable. Perception and transition properties of such concepts as state, motherland, nation, feeling of belonging, compassion, safety, war and peace among cultural values are seen as a subject worth of attention in terms of being remembered in the past and creating awareness in the future. Use of distinguished examples when transferring both global and national values especially in the field of education and learning will prepare the environment for creation of more effective motivation in the education and learning environment. In this regard, transfer of artwork bearing national values to the learning environments is important in terms of creating awareness. This study is a qualitative research and was conducted based on document examination. Data of the study was acquired by screening of Muharrem Ergin's work titled Orhun Abideleri. During the screening, motivation related sentences that could be used in education were selected. Sentences were examined and evaluated in terms of motivation factors.

143-155

Authors: Nesrin SİS & Niymet BAHŞİ

The aim of this study is to figure out the exclamations and their functions in Anatolian dialects. For this purpose, some works about Anatolian dialects were selected and the exclamations and words functioning as exclamation in the works were obtained by survey method. In the selection of works, Anatolian dialects classification was taken account. The main groups in the classification and certain dialects in their subgroups took place in the study. Source documents on Eastern group dialects (Diyarbakır, Erzurum, Kars, Urfa, Keban, Baskil, Ağın, and Uşhum village in Yusufeli district in Artvin), Northeastern group dialects (Rize, compilation from northeastern cities) and Western group dialects (Adıyaman, Afyon, Bartın, Kütahya, Malatya, Ordu, Uşak) were selected as reference materials. The terms "dialect" and "Anatolian dialects" and "exclamations" comprise the main part of the study. The exclamations in the selected sentence were first evaluated in terms of their phonology and functions in Anatolian dialects. Then, the states of the exclamations in Eastern, Northeastern and Western groups were presented as tables, in which the exclamations changing with written language were included. The exclamations exhibiting phonetic similarities and changes were also included in the tables. Finally, the determined exclamations, exhibiting similarities and changes, were evaluated in Eastern, Northeastern and Western group dialects and then, evaluated for their phonetic and functional differences in the written language.

177-187

Authors: Alper Sezgin ÇİFTÇİ & Salih Zeki GENÇ

Democracy is a fact that individuals will use throughout their life. Especially, at primary school, teachers being an important role-model make their attitudes increase importance in developing democracy concept. In order that students acquire democracy concept completely, giving democracy education requires democratic environment. In this resarch it has tried to determine the relation between primary school teachers’ democratic attitudes and thier class management styles. 694 primary school teachers working in Bursa Central Districts in 2013-2014 education year form the workgroup. In the research, in terms of democratic values, it has been seen that teachers having 1-3 children give much more importance to the freedom right considering teachers having no children, widowe than single and maried teachers,teachers having MBA degree give much more importance to education right than teachers having bachelor degree. In this research,data have been obtained by the means of “Class Teachers Democratic Values Scale” developed by Selvi(2007) and Personel Information Form Prepared by the researcher. Data obtained by the result of the research has been analized by SPSS computer programme. In comparisons of gender and marital status, t test has been used.One direct variant analyze has been used for checking expressivenes between graduated school,age,seniority and number of children.

206-226

Authors: Dilek TÜFEKÇİ CAN & Mehmet BAŞTÜRK

Reading has always been at the very focus of researchers of English Language Teaching (ELT). The purpose of learners of English as a Foreign Language Learning (EFLL) is to acquire a considerable amount of knowledge both in academic subjects and socio-cultural settings. However, EFL learners do not engage themselves in reading activities outside class hours even though they unquestionably comprehend that extensive reading (ER) allows them to acquire certain language skills. Some experimental studies on motivating and demotivating factors on reading have been conducted. Yet, there have been very limited qualitative researches on whether affective or cognitive factors affect motivation and demotivation on ER. Thus, this paper firstly explores the literature related to ER and motivation in conjunction with second/foreign language learning. Then a case study was conducted to 25 EFL learners at the department of English Language Teaching, Balıkesir University, Turkey. The learners participating in ER project as a part of Advanced Reading I Course were asked to read any classical works of English literature over three to five months. The result of the study indicated that learners are demotivated since they commonly preferred either their computers or mobile phones to ER. The result also indicated that social media of the digital world, which covers a wide range of online applications such as Facebook, WhatsApp, twitter, snap chat, messenger, line and etc., constitutes a serious impediment to ER. The study specifically concluded that EFL learners do little ER in English language that goes beyond their required course textbooks.

238-247

Authors: Mazlume DEMİRCİ & Ruveyda H. ÇEBİ KOZALLIK

Lehrbücher sind abgeschlossene, gedruckte Werke für den schulischen Unterricht. Lehrbücher für den Einsatz im Fremdsprachenunterricht enthalten verschiedene Formen und Mittel für die Durchführung des Unterrichts wie z.B. Lese- und Hörtexte, Bilder und Grafiken sowie Übungen und Aufgaben, somit sind sie sowohl für die Lernenden als auch für die Lehrenden der Fremdsprache das Hauptelement im Unterricht und der wichtigste Hilfsmittel beim Lernen bzw. beim Lehren. Es wird viel um Lehrwerke herum diskutiert; sowohl die innerlichen Aspekte als auch die Gestaltung führt zu Auseinandersetzungen in der Theorie und in der Praxis vor allem im Bereich des Fremdsprachenunterrichts. Vor allem die Authentizität der Hörtexte in Lehrbüchern steht im heutigen Fremdsprachunterricht im Vordergrund, denn die Authentizität verschafft dem Hörtext einen realitätsnahen Kontext, in dem sich die Lernenden selbst wiederspiegeln und dadurch persönliche Bezüge mit dem wirklichen Leben herstellen können. In dieser Studie wurde ein regionales, türkisches Lehrwerk für Deutsch als Fremdsprache danach analysiert, ob die im Lehrwerk eingesetzten Hörtexte den authentischen Kriterien von Hörtexten angemessen sind. Es wurden alle Hörtexte einzeln angehört und nach diesen Kriterien hin untersucht. Bei der Datenerhebung wurde die qualitative Inhaltsanalyse eingesetzt. Die Ergebnisse dieser Analyse weisen darauf hin, dass die Hörtexte im Lehrwerk „Toko Demo 5“ nicht genügend authentisch sind.

267-282

Authors: Nuh DOĞAN

Collocational knowledge is an important level of proficiency for both native speaker and non-native speaker. As collocation knowledge increase in a dictionary of learner, so learner’s proficiency of decoding and encoding also develops and gets easy. However, collocation is one of the most major threats in terms of lexicographer. Specially, it is quite important that how many, what type, where, how collocational structures are presented in a learner’s dictionaries. The fact that collocations are throwed together and are presented in the place where they need to stay on causes dictionries to be tiring and unusable; besides, they also not satisfy the needs that learners need. Collocational structures which one can not overlooks as an important item of vocabulary of a language are word combinations that dictionaries can’t also have ignored. Unlike OALD and LDCE which are contemporary learner’s dictionaries, it is understood that learner’s dictionaries of Turkish ignore the collocational structures and they are describes either cursorily because of collocational unawareness specially in monolingual learner’s Turkish and are mostly confused with such other word combinations as idioms, routine, formulaic expressions and compound verbs. An lexicographer necessarily need to include the collocation knowledge to mono-lingual and bi-lingual dictionaries of learner or school that will be prepeared for both native speaker and non-native speaker of Turkish. Collocational structures need be distinguished form such other word combinations as idioms and formulaic expressions, and need be described in monolingual and bilingual dictionries consistently and systematically.

295-302

Authors: Eda ÇORBACIOĞLU GÖNEZER

Depuis la Xème siècle le français ou l’anglais ont attesté la passion pour les souffrances du Christ comme une maladie de l’âme. Mais de nos jours la notion de passion a évolué. Le terme de passion est tout d’abord apparu dans la philosophie occidentale à l’âge classique et puis dans la psychologie et la sociologie. Selon le dictionnaire Petit Robert, la passion est ”une vive inclination vers un objet que l’on poursuit, auquel on s’attache de toutes ses forces » (2004 : 1866). La passion se considère comme une inclination vers un objet. Elle est un état affectif violent et durable et elle cause un déséquilibre psychologique. La psychologie définit aujourd’hui la passion comme un état affectif qui se manifeste par un attachement intensifié, exclusif et durable à un objet, au point de dominer la personnalité du sujet et de déterminer son comportement. Le déroulement passionnel du sujet peut se montrer sur le schéma passionnel canonique. Le schéma passionnel qui définit les phases nécessaires d’un parcours complet se compose de quelques phases. Les phases de chaque parcours peuvent se montrer sur le schéma passionnel canonique. Ces phases sont la disposition, la sensibilisation, l’émotion et la moralisation. Par rapport au texte, les étapes peuvent montrer des changements. On peut sélectionner ou inverser les étapes. Les romans d’amour impliquent des phases et cela nous permet de montrer le déroulement passionnel du sujet.

315-330

Authors: Seyit Deniz YILMAZ

There have been many studies investigating display and referential questions in language classes. Although display questions were generally found to outnumber referential questions which are considered to resemble real interaction more, classrooms prioritizing the interactional objectives have not been observed much in terms of display and referential questions. Therefore, a lesson including 10 intermediate level students and a native teacher of English with the objective of interactive and speaking skills in the foreground was videotaped. The transcriptions of conversations between the teacher and students were analysed so as to find out the frequency of display and referential questions, syntactical differences between them and their effects on students’ answers. The results showed that referential questions outnumbered display ones by accounting for nearly three quarters of total questions and students apparently gave longer responses to them contrary to much evidence in literature. Also, the teacher changed question types and syntactical structures of questions during conversations. Implications were made on the results comparing to other studies in literature.

348-359

Authors: Erhan AKIN1

In order to make it more effective and efficient teaching Turkish to all possibilities of the technology to work as part of the education system koşulmalı, constructivist education individual differences should be taken into consideration of the subject and language training can be applied to everyone, should be made. Turkish teaching involved in or with the plan in this age of internet-based communication age training contacts varies, however, he started right, effective, permanent and time-saving, one of the largest of the teacher by way of taking advantage of the internet-based training, it should be noted that the method. This Turkish prospective teachers educational training required in order to use the internet eclipses in this direction and the fact that they need to attend to work makes it even more important. In this study, the goal is to use the internet for prospective teachers Turkish educational self in terms of a variety of variables that determine their qualifications and is looking at. Turkish Education Department work, Siirt University Faculty of education studying 231 teachers was conducted on. Study data collection tool as Şahin (2009) validity and reliability study has been developed by the Educational use of the İnternet has been used Self Beliefs Scale qualified educational user.The analysis of the data was used Spss For Windows 22.0 program. As a result of working; participants in the educational use of the internet to research her faith concluded that high levels of self-sufficiency. Participants in the educational use of the internet to research belief in self-sufficiency scores average level of education of parents, socio economic level does not show significant difference in terms of the gender variable, while the class variable with respect to the difference in favor of meaningful fourth-graders found. The results made suggestions for working in accordance.