ethanporcaro/eric-fulltext-meta huggingface dataset:
Revisiting the Socio-Educational Model of Second Language Acquisition in Turkish Tertiary EFL Context
Author: Eraldemir Tuyan, Seden
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Foreign Countries,English (Second Language),Undergraduate Students,Models,Positive Attitudes,Anxiety,Language Attitudes,Measures (Individuals),College Preparation,Gender Differences,Language Proficiency

The aim of this study is to analyze and determine the various socio-psychological orientations of undergraduate students in learning English as a Foreign Language (EFL) to have a comprehensive overview. The study was originally intended by the school administration to improve the quality of instruction and promote positive attitudes by understanding individual students, mainly in terms of their language learning motivation and attitudes towards learning English. The participants were 793 university prep-year students studying a one-year EFL program to complete their postsecondary education in an English-medium state university in Turkey. The data were collected using Attitude-Motivation Test Battery (AMTB) (adapted Turkish version, Gardner, 2004). The collected data were analyzed using SPSS 23 software firstly to be able to display the current situation regarding the 6 constructs measured by AMTB, mainly; integrativeness, attitudes toward the learning situation, motivation, language anxiety, instrumental orientation and parental encouragement levels of Turkish tertiary students in EFL learning by gender and level of proficiency. The results of this study identified that Turkish EFL learners at tertiary level showed relatively high levels of the qualities measured by the AMTB constructs and their sub-scales, except in &quot;attitudes toward English speaking people&quot; and &quot;anxiety.&quot; As an interesting finding, the participating students of the study were found to be often anxious in participating the English classes and using English, while female students felt more discomfort concerning these issues.
The Acquisition and Use of Negation in the Early Child Language
Author: Inci Kavak, Vildan
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Acquisition,Child Language,Form Classes (Languages),Morphemes,Turkish,Foreign Countries,Toddlers,Parent Child Relationship,Oral Language,Speech Acts

This paper investigates how negation develops in the speech of a Turkish-speaking child in the very early stages of language acquisition. The study features the video recordings of a child between the ages of 19 and 22 months and the analyses of negative forms in the recorded data. The development of negation in parent-child interactions is discussed with demonstrative examples between the boy and his parents. The data was recorded by the mother in a regular fashion, particularly at play and lunch times. For the detailed data analysis, the recordings have been divided into three sets according to the age of the child as 1;8, 1;9 and 1;10. The initial step is to identify and explain how negation is formed in Turkish, which is followed by the data analysis in order to track the development of negation in the child's speech. The ways in which his formation of negation improves have been given special attention and interpreted as the child's linguistic knowledge expands. The data evidences that the child not only starts to use most forms of negation as early as the age of 1;10, but also does this strategically by performing them for a successful communication in a clear developmental sequence. Some of his strategies traced in the data are using variety sets, complementing one negative form with the other to emphasize his point and providing reasons and results for his statements. The findings confirm that the child acquires the forms in an order from more independent to the dependent as well as in a sequence from the easy to the linguistically and cognitively more challenging.
Examining the Use of Picture Books in Preschool Education Institutions
Author: Adak Özdemir, Atiye
Date: 2019-00-00
Type: Journal Articles
Subjects: Picture Books,Preschool Education,Preschool Children,Preschool Teachers,Preschools,Foreign Countries,Childrens Literature,Fairy Tales,Story Reading,Reading Strategies

The present study aims to examine the use of picture books in preschool classes. Case Study, a qualitative research method, was employed as the research method. The data were collected through video recording, semistructured interviews, and documents. They were analyzed by means of document and descriptive analysis techniques. The research findings revealed that the books in the classes were generally composed of the picture books in the form of series and fairy tale books. Teachers participating in this study thought that books were not sufficient in most classes and that in addition to the books present in the classes, there should be more books related to science. The research findings showed that when children are read informative picture books, they display more distracted behavior compared to when narrative picture books are read. However, when examined in general, distracted behavior by children while the teacher reads were understood to be associated more with the strategies that the teacher uses while reading. The most remarkable finding of the study was that the teachers made a limited eye contact with the children while story reading, they did not adjust their tones according to the characters and carry out an activity except asking questions about the story in the post-story reading process.
An Assessment of the Perceived Professional Development Needs of Turkish as a Foreign Language Teachers
Author: Ünlü, Nihan Aylin
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Attitudes,Language Teachers,Foreign Countries,Needs Assessment,Turkish,Second Language Instruction,College Students,Educational Needs,Second Language Learning

This study aimed to investigate the professional development needs of Turkish as a foreign language teachers and to examine whether there was a difference among the professional development needs of teachers with different educational backgrounds. To this end, the professional development needs of teachers were first investigated through a questionnaire administered to a total of 160 participants. Then, 15 teachers were interviewed in focus groups randomly selected from Turkish teaching centers (TÖMER) in Ankara. The population of the study was teachers working in Turkish language centers and institutes around Turkey. As a research method, the explanatory sequential mixed method was used. In the analysis of the data, descriptive and prescriptive statistical analyses were conducted and content analysis was used in the analysis of the interviews. Findings revealed that teachers needed to develop speaking and writing skills in both assessment and teaching. Professional development needs of the teachers varied according to age, occupational experience, the department they graduated from and the latest graduation degree. Finally, pedagogical implications of our research are briefly considered.
CEFR-Oriented Probe into Pronunciation: Implications for Language Learners and Teachers
Author: Topal, Ibrahim Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Proficiency,Phonetics,English (Second Language),Second Language Learning,Language Teachers,Professionalism,Pronunciation,Pronunciation Instruction,Second Language Instruction,Phonological Awareness,Teaching (Occupation),Preservice Teachers,Inservice Teacher Education,Preservice Teacher Education

Adopting an action-oriented approach, Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001) can be considered as a general framework for language learning, teaching, and assessment across Europe. With its descriptors of language skills across proficiency levels, CEFR can be utilized as a guideline for language learners, teachers and assessors. Bearing this in mind, this paper aims to delve into pronunciation from a CEFR-oriented perspective by (i) exploring the skills and competences required to be considered as proficient language users with specific reference to phonetics and phonology on part of language learners and (ii) describing the standards of teaching profession with regard to pronunciation and its instruction in the light of CEFR and the standards of EFL/ESL Teachers of Adults (TESOL, 2008) with direct implications for teacher education contexts. While doing this, this paper further aims to contribute to the literature of teacher education in terms of pronunciation pedagogy with considerable implications with reference to previous research through further discussion.
The Use of Task-Based Language Teaching Method to Teach Terms and Phrases for Those Learning Turkish as a Second Language and Sample Activities
Author: Simsek, Bahattin
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Turkish,Second Language Instruction,Second Language Learning,Language Skills,Language Teachers,Communicative Competence (Languages),College Students,Foreign Countries,Phrase Structure,Instructional Design,Learning Activities

Human beings, since they first met different languages and cultures, have had an urge to learn those languages and cultures. In modern societies, this urge has currently turned into a necessity. As a result of this necessity, the supply-demand balance has changed and the rate of language learning and acquiring new cultures have increased parallel to the rising world population. All these developments required the language teaching and learning process to be implemented as a scientific discipline. A plethora of different methods have emerged and shaped on the basis of scientific data. One of these methods is &quot;Task-based Language Teaching (TBLT)&quot;. This method was introduced in the last quarter of 20th century and has still been widely used in language teaching today. In this study, we tried to teach new terms and phrases to C1 level learners learning Turkish as a second language with task-centered activities formed in compliance with the principles of task-based language teaching method. Terms and phrases are vital for C1 level learners to be an independent performer of the language in four basic skills of language. Two discrete sections form up this study. In the first section, literature review and general information about taskbased language teaching method are introduced. In the latter, there are seven sample activities formed with regard to the instructional design of task-based language teaching method. In these activities, we tried to teach terms and phrases through various tasks.
A Research on Reading Comprehension and Morphological Awareness Levels of Middle School Students and the Relationship between These Concepts
Author: Memis, Muhammet Rasit
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Research,Reading Comprehension,Middle School Students,Correlation,Morphology (Languages),Phonological Awareness,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Reading Tests,Scores,Gender Differences

This study aims to determine the levels of reading comprehension and morphological awareness in middle school students and to examine the dimensions of these two concepts by illustrating the existence of a relationship between them. The study group of the research conducted with the relational screening model consists of 1561 students in the 5th, 6th, 7th and 8th grades from the cities located in six different regions of Turkey. Morphological awareness test and the reading comprehension tests developed separately for each grade were used in the collection of data obtained between the years of 2016-2018. According to the results, it was seen that the reading comprehension levels of the middle school students were &quot;moderate,&quot; that there was a significant difference between the grades in terms of the success in the reading comprehension in favor of the upper grades, and that the female students had better reading comprehension skills compared to the male students. According to the other results obtained from the research, it was observed that the students in the 5th and 6th grades were at a &quot;low&quot; level in terms of morphological awareness, that the levels of the students in the 7th and 8th grades were &quot;moderate,&quot; and that there was a significant difference among the grades and between the genders in terms of the success. Lastly, it was understood that there was a &quot;high-level&quot; relationship between the reading comprehension and morphological awareness. Accordingly, it was determined that the success in morphological awareness was at a higher level in the students having a high rate of success in terms of reading comprehension, and that the students having lower morphological awareness got lower scores in reading comprehension tests.
An Investigation of Attitude, Motivation and Anxiety Levels of Students Studying at a Faculty of Tourism towards Vocational English Course
Author: Özer, Selda
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Anxiety,Student Motivation,College Students,Tourism,Vocational English (Second Language),Age Differences,Academic Achievement,Gender Differences,Second Language Learning,Foreign Countries

The aim of the study is to analyse attitude, motivation and anxiety levels of students at a state university studying at a faculty of tourism towards vocational English course. In the study, quantitative research and survey method were used. 325 students participated in the study voluntarily. Attitude Scale towards Vocational English Course, Foreign Language Classroom Anxiety Scale (FLCAS) and Attitude/Motivation Test Battery (AMTB) were used in the research to collect data. At the end of the study, the students' attitude and motivation levels towards vocational English course were at &quot;Agree&quot; level, and their anxiety levels were at &quot;Slightly agree&quot; level. Attitude, motivation and anxiety levels of students did not differ in terms of age. There was a significant difference between attitude, motivation and anxiety levels in terms of department, achievement and additional study. There was a significant difference in anxiety, while there was no significant difference in attitude and motivation levels in terms of gender. While attitude and anxiety did not differ, motivation differed in terms of tourism experience of the students.
Contrastive Analysis of the Semantic Relations of Connectors in Argumentative Texts in English and Albanian
Author: Lubishtani, Manjola
Date: 2019-00-00
Type: Journal Articles
Subjects: Semantics,Correlation,Indo European Languages,Classification,Foreign Countries,Translation,Connected Discourse,Persuasive Discourse,Contrastive Linguistics,English (Second Language),Second Language Learning,Functional Behavioral Assessment

The main purpose of this paper is the functional analysis and argumentation of text connectors as tools for implementation of the textual connectivity not only in the local but also global context. Given the comparative nature of this paper, we will be comparing typology and relationships expressed by the connectors in some of the argumentative texts published in the investigative journalism &quot;Project Syndicate&quot; network with their analogous versions translated into Albanian and published in the Kosovo daily newspaper &quot;Koha Ditore.&quot; Thus, the treatment of the relationships they express will be realized by analyzing the preservation of the typology of the connectors during the translation process from the original variants in the language in which they are translated, in our case in Albanian. Such processed data will provide answers related to the frequency of the connectors' use, their means of realization, relations expressed according to the prevalence of connectors as well as their semantic, grammatical and functional equivalency.
Timing of Pedagogical Intervention: Oral Error Treatment in EFL vs. CLIL Contexts in Primary Education in Spain
Author: Estrada, José Luis
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language of Instruction,Language Usage,Foreign Countries,Elementary School Teachers,Teaching Methods,Communicative Competence (Languages),Error Correction,Time Factors (Learning),Oral Language

This study stresses the major circumstances in terms of timing of pedagogical intervention in English as a Foreign Language (EFL) and Content Language Integrated Learning (CLIL) contexts within the same school setting in Madrid (Spain). The rationale of the research lies in the EFL and CLIL Primary Education teachers' preferences for online and offline correction (Pawlak, 2014). In order to gather significant data, classroom observation took place to list teachers' timing of error correction in oral communication -- i.e., whether EFL and CLIL teachers perform immediate, delayed, or postponed correction. As for content and language integration, recent literature (Coyle, 2010; Wewer, 2017) stands out that CLIL practice should reflect upon alternative teaching methods different to EFL instruction (i.e. focus on language forms). Contrary to the expectations, the results highlight that there are no major differences of the timing of pedagogical intervention between EFL and CLIL teachers: Mostly all oral errors committed during EFL and CLIL courses were immediately intervened. In light of the results, some recommendations are proposed concerning the focus on language functions; i.e., being able to develop communicative competence and collaborative work along with language teachers.
Does the ELP Promote Learning English as a Foreign Language at Tertiary Level?
Author: Sentürk, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Foreign Countries,Lifelong Learning,Self Evaluation (Individuals),Personal Autonomy,Language Skills,Portfolio Assessment,Undergraduate Students

The study investigated the effect of European Language Portfolio (ELP) on students' attitudes towards learning English. The study also examined the attitudes of students and teachers towards the ELP and its implementation into the curriculum. The study was conducted at Bülent Ecevit University the School of Foreign Languages Basic English Department in the 2016-2017 academic year. The data collection instrument employed in this study was semi-structured interviews which were conducted with thirty students and five teachers. The analysis of the interviews indicated that the ELP can promote self-assessment on the condition that it is used effectively both by the teachers and students and as a consequence the students support having more positive attitudes towards learning English. Additionally, it was found that the students felt positive towards the ELP and working with it as far as they used it correctly in their classes as part of the curriculum. In addition, the findings of the study indicated that both the teachers and the students believed that the ELP was a tool for self-assessment; however, the implementation of the ELP in the curriculum of the School of Foreign Languages at Bülent Ecevit University needs support since the ELP has only been newly introduced in Turkey as well and the teachers have very little information about the use and effectiveness of the ELP in language learning. However, this study showed that the ELP could be used as a tool to promote self-assessment and to create learner-centered classrooms in Turkey.
Translanguaging in EFL Classrooms: Teachers&apos; Perceptions and Practices
Author: Yuvayapan, Fatma
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Code Switching (Language),Native Language,Language Usage,Teaching Methods,Positive Attitudes,Foreign Countries,Bilingualism,Private Schools,Elementary Secondary Education,Public Schools

The belief that the native language practices of individuals improve their competence in a foreign language gave rise to a number of bilingual language pedagogies, one of which is translanguaging. This term does not merely refer to switching between two languages, on the contrary, it involves a systematic use of two languages in a particular language teaching activity. In this study, English language teachers' perceptions of translanguaging were examined through a questionnaire. Classroom observations were done to examine for what purposes they apply the use of L1 in their teaching and semi-structured interviews were done to figure out the reasons of the differences between their perceptions and actual use of L1. The participants of the study were English language teachers (EFL) who work at state and private schools in Turkey. The Likert-type items in the questionnaire were analyzed quantitatively using descriptive statistics and the data gathered from open-ended questions in the questionnaire, classroom observations and semi-structured interviews were exposed to structural-coding analysis. The results showed that EFL teachers' perceptions were not akin to their practices. Although they held positive views about translanguaging in some particular situations, they did not frequently employ this pedagogy due to the expectations of their institutions, colleagues and parents of their students.
Dichotomy of EFL Reading: Metacognition vs. Proficiency
Author: Ozturk, Nesrin
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading,Metacognition,Language Proficiency,Reading Skills,Correlation,Thinking Skills,Foreign Countries,Scores,Teaching Methods

This study examined (a) the effects of metacognition and proficiency on EFL reading performance and (b) the relation of metacognition and EFL reading performance. Data were collected by Metacognitive Awareness Inventory (MAI) and reading scores were examined. By variance analyses, we found that reading scores and metacognitive knowledge show variations across proficiency levels. There were no effects of time, timeXclass, and timeXproficiency on metacognition. When tests incorporated higher order thinking skills, participants' metacognitive knowledge or regulation correlated with reading scores, positively. Although trends that can explain differences in metacognition did not follow a pattern; it was observed that different proficiency groups benefited from training differently; for low- and mid-proficiency groups, a slight increase in metacognition regulation; and for high-proficiency group, a refinement in metacognitive knowledge was observed. We suggest instructional and assessment practices incorporate metacognition regarding learners' proficiency levels. Therefore, all students might see the relevance of metacognition and take responsibility for it.
Examination on the Use of Emoticon Technique as a Communication Tool for Narrative Skills
Author: Sönmez, Hülya
Date: 2019-00-00
Type: Journal Articles
Subjects: Visual Stimuli,Emotional Response,Reading Comprehension,Grade 7,Grade 8,Foreign Countries,Reader Response,Gender Differences,Elementary School Students,Student Attitudes

The aim of this study is to examine how critically and creatively the students express their feelings and thoughts by using emoticons. In the first part, how the students expressed what they read by using emoticons was examined. In order to assess their skills for reading comprehension and the skills for expressing what they understood through emoticons, an achievement test was applied. The second part was reserved for the case study. The case analysis processes (items) were designed based on the case. In the end of the pilot application, both the achievement test and the case analysis processes (items) of the case were reviewed and completed. In actual application the findings suggested that the students were able to comprehend what they read and express their emotions and ideas in a certain context in a critical and creative way by using emoticons. Based on this finding, it has been suggested that emoticons used in many parts of the world should take place consciously in education.