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  • Publication
    Open Access
    Incorporating Advising Strategies into One-to-One Tutoring: Effects on the Awareness Towards Vocabulary Learning
    (Kanda University of International Studies, 2021) Aydın, Doğuş; TÜTÜNİŞ, BİRSEN
    Language advising helps a language learner discover different ways of learning and enables him/her to make decisions for better learning. This paper reports on an inquiry conducted with one English language learner who had difficulty with vocabulary acquisition which led to a perceived lack of progress in learning. The main purpose of the research was to observe and interpret the experience of the learner in terms of how different teaching and learning strategies appeared to affect her vocabulary learning. Qualitative research instruments including a semi-structured interview and a diary were used for this study. The results showed an increase in the learner's control over her vocabulary learning process which was likely facilitated by the incorporation of language advising strategies into individual private tutoring.
  • Publication
    Open Access
    The Effects of Extensive Reading on Turkish Learners' L2 Reading/Writing Performance and Foreign Language Self-Concept
    (Asia TEFL, 2020) Yılmaz, Melda; Atay, Derin; ER, MUSTAFA
    This study investigates the impact of extensive reading (ER) program, which integrates extensive reading with in-class follow-up writing activities, on Turkish EFL learners' L2 reading/writing and foreign language self-concept (FLSC). In this research, conducted in a Turkish university, experimental design was used and the experimental group was exposed to ER for six weeks different from the control group. Data was collected by means of L2 reading and writing tests and Foreign Language Self-concept Scale (FLSCS) (Er, 2007) given at the beginning and at the end of the intervention, and by means of focus group interviews carried out with 10 randomly chosen experimental group students. Analyses of the data showed a significant difference between control and experimental groups regarding their L2 reading and writing performance. The difference between the groups' FLSC was found to be insignificant, though within group analyses indicated that ER affected the students' FLSC positively. Qualitative data, interviews, supported the quantitative data and revealed that the project also improved students' motivation and self-confidence as well as various aspects of L2 language ability and fostered their positive self images as EFL learners. The insights gained from the study provide important implications for English language teaching programmes in EFL context.
  • Publication
    Metadata only
    Correlation between social skills and emotional intelligence inregarding language learning competences
    (2011) Ataç, Selçuk
    As far as technical education is concerned the lack of motivation plays a significant role in terms of academic achievement and failure within the concept of language learning and teaching. In order to supply a valid source of reference for the language teacher, we, at the Vocational School of Technical Studies, have conducted a survey to find out the effects of emotional and social skills of the learners, paying particular attention to the academic achievement, emotional intelligence and social skills and found out that students with higher academic scores were also equipped with certain social skills like self esteem and empathy. While doing this literature on the area has been scanned and case studies have been performed and one to one interviews were used so as to reach formal quantitative results. This study aims at finding out the importance of social intelligence and emotional intelligence in terms of managing language learning process. To reach this goal, a research has been conducted on the students of (n=240) of two institutions of vocational education in Istanbul. In the research, participants' emotional intelligence was assessed by the Emotional Competence Inventory (ECI, 2nd Version) developed by Boyatzis and Goleman and the Resilience Scale for Adults (RSA-scale) proposed by Hjemdal, Friborg, Martinussen, and Rosenvinge. According to the results, relationship was revealed among emotional intelligence, social intelligence and language learning.
  • Publication
    Metadata only
    Collaborative Bilingual Teaching in Turkish EFL Context
    (2018) Yılmaz, Melda; Dikilitaş, Kenan; 114284; 146362
    The aim of this case study is to investigate the way of implication of collaborative bilingual teaching based on co-teaching model between English language teacher and content /class teacher in a private primary level school in Istanbul in the fall term of 2017-2018 academic year and to explore the perceptions and attitudes of the administrators and teachers related to this programme maintained in Turkish EFL context. During the bilingual collaborative teaching, each 1st grade class is staffed by two Turkish native teachers, a monolingual Turkish class teacher and a bilingual English language (L2) teacher, and the medium of instruction is both in the native language, Turkish, and the international language, English. In this study, qualitative research method was used and the data was collected by means of semi structured interviews with 4 administrators and 12 teachers and observations conducted in two classes where co-teaching bilingual education was operated. The data was analysed by means of inductive analysis, a bottom up approach. The analysis of the data revealed out information about the implementation of the programme and the teachers' practises based on different co-teaching roles, administrators and teachers' perceptions including the benefits of the collaborative bilingual education and the challenges faced in this programme and the future actions need to be taken for a successful bilingual education based on collaboration. Thus, the findings were categorized under three main themes: 1) Implementing Collaborative Bilingual Programme and Classroom Practices, 2) Administrators and Teachers' Perceptions, and 3) Future Actions (Actions Need to be Taken).