INTERNATIONAL JOURNAL OF LANGUAGES' EDUCATION AND TEACHING

1-14

Authors: Agus Darmuki Andayani - Joko Nurkamto - Kundharu Saddhono - M.Hum

This study is the initial part of a doctoral dissertation research conducted with the aim at designing a learning model in teaching speaking according to the needs of faculty and students. The learning model is designed based on curriculum of Indonesian Language Education and Literature study program, IKIP PGRI Bojonegoro, UnirowTuban, and UnisdaLamongan, East Java, Indonesia. The development of this model is done to improve the students speaking skills. Research and development are the steps consist of a needs analysis, document analysis, design models, development models and experimental models. Needs analysis was conducted by researchers to the students of the first semester and three teachers’ and the head of study program of IKIP PGRI Bojonegoro, UnirowTuban and Unisdalamongan to get information related to the needs of students and faculty to model of learning speaking. Needs analysis and documents analysis were collected through questionnaires, interviews, and discussions with students and academics. Document and needs analysis in this study a syllabus, lesson plan (RPP) and the model used for this study. This research was carried out by following the nature of the procedures of research and development covering the steps of (1) an exploratory study, (2) the stage of development, (3) the testing phase models, (4) dissemination (Borg and Gall (1983) and Sukmadinata (2008)). The results of the analysis of questionnaires, and interviews revealed that lecturers need guidelines for the implementation of learning speaking. Learning model strategies wite that foster self-confidence in speaking is needed by students’.

27-36

Authors: Dwi Sulisworo - Ruri Supadmin

E-learning which have various shapes such as blog, classroom learning which is facilitated the World Wide Web; a mix of online instruction and meeting the class known as additional models or hybrid; or the full online experience, where all assessment and instruction is done electronically. Object relationship of learning and constructivist educational philosophy and confirmed that online learning has the orientation which is basically a constructivist ideology, where the combination of some of the knowledge is an inquiry-oriented activities and authentic and also promote the progress of the construction of new knowledge. Description of the online learning system in theory and practice can be illustrated in a few examples that have been found in the research that has been done and found new discoveries obtained in the study, but not everything can be done because of several factors. Please note that the components in the online learning system can serve as a learning system which is very strong influence on learning in the class. The objective of this research is to a pedagogical critical review of online learning system in theory and practice that can be applied by teachers in the teaching process in the classroom. The results obtained in this study were teachers and students need extra effort to make online classes and virtual. Further research is needed on appropriate strategies in order to determine the next result is more useful. There some advices for any studies that discuss online learning system are done in certain areas, namely the use of electricity and other disciplines such as social and humanities.

59-73

Authors: Ertan KUŞÇU

The purpose of this study was to investigate the reasons of French second foreign language learning anxiety levels of high school students. The sample of the study consisted of four hundred fifty six students from two high schools in Denizli province in 2015–2016 academic year. In this work, it has investigated that whether learners’ parents’ education and occupation, sex, class and theirs success levels, and investigated the effects on the level of foreign language anxiety. Results revealed that learners’ anxiety levels were not affected by the mentioned factors. However, it was found that in some of the students, anxiety level was high, the students’ success was low. It was identified that secondary school students’ anxiety level influenced those learners’ academic performance

102-124

Authors: Francis Ogbonnaya Ezeokoli - Igubor Patience

This study investigated the effects of two methods of instruction on secondary school students’ critical response to Prose Literature text. The study adopted a pretest, posttest, control group quasi experimental design. The participants in the study were 84 Senior Secondary II students of Literature-in-English purposively selected from four Schools in Ikpoba-Okha Local Government Area of Edo State. Two intact classes were randomly assigned to each of the treatment and control groups. Three hypotheses were tested at 0.05 alpha level. The instruments used were: Critical Response to Prose Literature Test (r = .75), Questionnaire on Home Background of Students (r = .82), and Critical Response to Prose Literature Test Marking Guide. Data obtained were subjected to Analysis of Covariance and graph. The results showed significant main effect of treatment on students’ critical response to Prose Literature (F (1, 77) = 44.731; p < .05). Students exposed to Engagement Strategies Method performed better than those exposed to the Conventional Method of instruction. Further, home background of students had no significant effect on students’ critical response to Prose Literature text (F (2, 77) = 4.902; p < .05). There was significant interaction effect of treatment and home background of students on students’ critical response to Prose Literature text (F (2, 77) = 3.508; p < .05). It was concluded that Engagement Strategies Method is effective in promoting students’ critical response to Prose Literature text. Teachers of Literature-in-English should employ Engagement Strategies Method in teaching Prose Literature to students in Senior Secondary Schools.

143-157

Authors: Gülşen Sezen

Gilgamesh Epic is known the oldest epic of the written literature. The first thing coming to mind when calling to “water of life” or “the Flood” is it again. The aim of this study is to reveal the story of water. As is known, “both Sumer and Babylon Civilisations are hydraulics civilisations” has been told by Karl Witfoger (Gencer, 2008: 18). From this point of view, the idea emerged for the investigation of “projection of water” in the Epic of Gilgamesh that written in the late Babylonian period. Because of this reason, it is considered necessary to reveal position of water phenomenon that it impressed deeply civilisations’ daily life, in written literature. And with this study, reveal position of water image clearly in our mind was wanted as far as possible. In this search “documentary screening/document review method” that is one of the Qualitative research method was used. And “Scanning method” was used for find water imagery in the Epic. Obtained data were grouped and interpreted. “Events (concepts)” were evaluated in its own context when doing qualitative analysis. This study was prepared with excitement of tracking water phenomenon. And firstly, about King Gilgamesh and the Epic was mentioned with very quick overview, then Epic’s theme was discussed, after that main theme in the article was studied. In here, three-phased method was (mainly) followed. Initially, on the subject of water in the Epic was mentioned briefly; later, plot was supported with quotations from Epic; in the last stage, comment was made about subject. In this way, reach to results have been tried. Furthermore it was targeted to be understandable, because of this reason some articles that they have attached the subject or have importance was cited from time to time. Also in comments were paid attention for not use anachrony. We determined that water has got equality in positive and negative directions generally. Negative function of water improve through this notions: Opponent, being predictive factor of competitive pressure, formidable handicap, danger, scene that increasing the tension, wildness, uncivilised, death, disease, uselessness, ephemerality, annihilation, idleness, deprivation, damage, mourning, puerperality, nonresistance, desperation, hopelessness, greed, fear, frightfulness. On the other hand water’s positive arguments are like these: Virtue, farsightedness, overcome the obstacles, achievement, good qualities, courage, bravery, being sturdy, place of vow, cleanliness, sipiritual purification, holiness, virginity, purity, God help, protectorate, fruitfulness, shelter, utopia, happiness, fortune, present, provide comfort, steady fear, redemption, loyalty to decedent. If this work that were written before Christ compare with other same period epics (like Iliad, Odyssey, Creation Epic of Altay ets.) it will become clearer from the point of water images in the Epic. But this subject may be the subject of another article because of its width

167-182

Authors: Hasene AYDIN

It is said that there are not imperfect and dubitative of imperative in grammar books. In spite of this it is seen that -{DI} and -{mIş} may get together with imperatives as in the examples “Varsın yıkılsındı ne varsa.”, “Niçin bu adam İnce Memeddir desinler de ağıt söylesinlerdi üstüne?”, “Geçerken bana gümrükten bir karton sigara alsınmış istersem.”, “Dur ben bir düşüneyimdi.”, “Şimdi gidelimmiş…”, “Dert ettiğim şeye baktı.”. These examples have widespread application in language. These attract the attention that the said suffixes do not form combined suffix structures like -{sIndI}, -{sInlArdI}, -{sInmIş}, -{sInlArmIş}, -{AyImdI}, -{AlImdI}, -{Ø+DI} etc. and -{DI} and -{mIş} involve not only imperatives but also the whole sentences that are formed by verbs conjugated with imperatives. In this way a structure having predicate that is an internal sentence consists of and this structure that it’s subject is in deep structure is used as nominal sentence. -{DI} and -{mIş} undertake a function as a statement transfer or consideration transfer in this structure. -{DI} is generally used for transfer of witnessed and known expressions. In case -{mIş} is used for transfer of earwitnessed and learned statements or considerations else emphasize witnessed but despised, ridiculed and unacceptable expressions. The statements and considerations that belong to both transmitter and others can be transferred using said structures. This transfer can be determined by evaluation tips within the frame of the context. It is thought that it is direct transfer when the sentences that are formed by verbs conjugated with imperatives are given exactly the same and transferred with -{DI} and -{mIş}; it is free indirect transfer when the sentence has some changes in this structure

193-200

Authors: Kerime Üstünova

Grammatical notions play an important role in teaching of structures constituting language. For this reason, there is grammar teaching in the first stage of language teaching, and its most important objective is not only to transfer on knowledge the language, but also to serve as a skill with all its subtleties, its expression possibilities and wealth. Grammar is seen as body of rules supporting basic skills of language like listening, watching, speaking, reading, and writing. This situation brings forward to grammar lessons, their important, their practice forms, their teaching methods, and necessitates beginning a quest and examination. Commonly neglected of grammar teaching seen very important in language acquisition, and underestimation are a grave contradiction. Today at the point, it shows that teaching by way of memorizing seeing as body of rules to grammar is of no use. Practices which are not considered as language is a system composed of signs, on the one hand to cause the discussion of language issues, on the other hand to extend the learning process, to make difficult to learning, to bring forward a number of problems. Thus, one of the issues discussed in Turcology research belong affixes. It seems that deadlocked on many issues like classification, nomenclature, processing format, and teaching methods. Different perspectives about what is the grammatical notion of affix, its characteristics, how it is perceived, how it is taught, its practice area and format, have led to the emergence of different approaches. Naturally, studied issues, notion errors, context-free definitions are handled with unlike terminology and different methods from each other. Today, common language and common viewpoint is almost lost in the studies of grammar. In this study which is used scanning method of quantitative research methods and is benefited from descriptive research approaches in, it will be focused on that affixes require to be taught into the context based on their formal and semantic functions, drawn attention to the problem, presented solutions

217-232

Authors: MEHMET ÖZDEMİR

The place and importance of Masnavi, written by Mevlana Rumi, is unarguable in the Turkish Literature because of the immense interest in it throughout centuries. The emphasis on it since the very first days when it was written and the many studies conducted on it show this interest clearly. Masnavi is the “Magz-ı Qur’an”, and is a hidden treasure full of precious gems, as Ankaravî said. Since it is not possible for every single mind to collect these precious gems from this treasure, various commentaries have been written for Masnavi throughout years. The most preferred among these is the work of İsmail Rüsûhî-yi Ankaravî with the name Mecmû’atü’l-Letâyif and Matmûratü’l-Ma’ârif. The commentator made it to be called with the titles such as “Hazret-i Şarih, Şarih-i Ankaravî, Şarih-i Masnavi, and Şarih İsmail”. When Ankaravî prepared his commentary, he both included his own commentaries and also included the commentaries of previous commentators. Before Ankaravî, the commentators Sürûrî and Şem’î was mentioned as the commentators of the six volumes of the Masnavi, and the Venerable Commentator Ankaravî refers to the commentaries of these two commentators in his work, sometimes to show that their comments are accurate, and sometimes to show that their comments are incorrect. These references are generally inclined to show that his comments are more accurate. When he comments on their statements that he considers as incorrect, he says that Surûrî and Şem’î’ imitated each other, and did not write their commentaries in accordance with “siyak u sibak”, and therefore their commentaries cannot be accepted. After he explains the places where Surûrî and Şem’î’ made mistakes, he closes the topic by presenting his own judgment. Ankaravî does not only focus on mistakes, but he also mentions the comments of Surûrî and Şem’î that he considers as accurate. Based on this attitude of his, we can suggest that the Venerable Commentator handled the fourth volume of the Masnavi in a comparative manner. In this study, we will try to reveal some observations about the critical identity of Ankaravî based on his evaluations on Sürûrî and Şem’î included in the fourth volume of the Commentary on Masnavi, which was prepared by Mehmet ÖZDEMİR as a critical text. In order to facilitate the evaluations, the numbers of the couplets given by Mehmet ÖZDEMİR in his doctorate thesis will be used.

257-275

Authors: Mümtaz Kaya - Ayşe Şirin OKYAYUZ

Subtitling is one of the important courses in contemporary undergraduate translator training. The study deals with the preparation and delivery of a subtitling course, in view of contemporary training principles and practices, in a way that it is integrated with technology and for the purpose of training professionally proficient graduates. Following a theoretical background on the principles of contemporary training practices and the fundamentals of subtitling training, the way of thinking to be instilled in the future subtitler, the skills and competences that students need to acquire have been exemplified and detailed. The content and flow of a model for such training composed of five training modules has been provided along with examples of some exercices and practices. Finally, the study refers to the issue of evaluation and grading in the subtitling classroom. The training model proposed takes into account new training practices, technology and the specifics of subtitling training. The model is proposed as food for thought for those colleagues undertaking subtitling training at the undergraduate level at universities.

290-313

Authors: Özlem Ayazlı

The subject of this study is to create an etymological dictionary on Yellow Uyghur. Yellow Uyghur-Russian dictionary was published by Sergey Yefimoviç Malov in 1957. In this study, sentence examples in “A” item and “A” item of this dictionary were translated into Turkish. After completed translation etymologies of words, “A” item was compared with both historical and modern Turkic languages. A total of 259 words were identified in “A“ item of dictionary. 18 of these words are loanwords from Mongolian, 4 of them from Tibetian, 2 of them from Chinese. Results comparison of “A“ item of Yellow Uyghur dictionary with the other Turkic languages are as follows: It was identified that common 30 words are in Yellow Uygur and North-South Siberian Turkic languages. These basic verbs and nouns are as follows: aç-, açı-, açıg, açıt-, agıl, agır, agır-, agıs, agrık, al-, ala, alın, alın-, alkış, altı, alton, ana, andan, ara, art-, as, asıru, at “horse”, at “name”, at-, attıg, ay, ayak, azak, azgır. 87 of Yellow Uyghur words in Khakas, 75 of them in Tuvanian, 69 of them in Altay, 46 of them in Yakut were determined. This data confirms that Yellow Uyghur is closely related to Khakas and Tuvanian from Siberian Turkic languages. It was determined 36 common words which are seen some sound changes all modern languages or languages groups in accordance with vocabulary of “A“ item: a, aç-, açı-, açıg, açık, açıt-, ağına-, agır, agır-, ak, ak-, aksa-, aksak, agıs, al-, ala, alın-, alkış, altı, altın, andan, ara, arıg, arka, art-, as, as-, at “at”, at “isim”, attıg “süvari”, ay, ayak, azak, azgır, azır-, azuk.

329-342

Authors: Erol Barın - Umut Başar

These days, Turkish language is being taught not only in Turkey but everywhere in the world from the Middle East to the Balkans and Europe to the Caucasus in various institutes which provide students with Turkish studies as a foreign language.Learning process of Turkish as a foreign language is planned in different ways in order to be suitable for different groups of target students. Middle-east is one of those areas in which people pay attention to Learning Turkish a lot and this attention in Iran is undoubtedly at its highest point. Whether in Tehran Yunus Emre Cultural Center or other language institutes in Tehran or other cities, thousands of target students are learning Turkish. Verbal’s is one of those grammar subjects which Iranians face many problems during learning Turkish as a foreign language. Although there are some similarities between Turkish and Persian in Verbal’s but important differences still exist. Target students obviously make mistakes in writing or speaking while transferring words from their mother tongue to Turkishlanguage in making nouns from verbs process. Recognizing those probable mistakes made by target students help teachers provides against them, do better course planning and make the best use of their time. In this work, the problems existing in the process of teaching Verbal’s to Iranians who learn Turkish as a foreign language and their causes are discussed and suggestions and solutions are provided

387-398

Authors: Zeynep Çetin Köroğlu - Gülay EKİCİ

Metaphor studies are accepted as research tools by general education and language pedagogy scholars in related fields. It is considered that metaphors are useful tools to investigate and construct teacher’s professional life. Metaphor studies generally focus on teacher-produced or student-produced metaphor images and qualitative data are used to analyze these images. The current research utilized pre-service English language teacher’s metaphor perceptions about English language teachers. Therefore, the participants of the study will be prospective teachers in the future, their perceptions about English language teachers are quite important to investigate their identity building process. The participants of the present research are 128 English language teacher candidates who are first graders of English language teaching department at Gazi University. The data were collected in 2014- 2015 academic year. The data were collected through a scale which had been developed by researchers of the study. The scale consists of two part that investigate participants’ perceptions through metaphors. The data were analyzed through content analysis. The results show that English language teacher candidates’ perceptions vary and mostly positive metaphors were used to describe English language teachers. The current research is significant in terms of understanding English language teacher candidates’ perceptions about their future career.