ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Academic Motivation in Predicting Preservice EFL Teachers&apos; Achievement
Author: Kirkagaç, Senay
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Preservice Teachers,Academic Achievement,Student Motivation,Correlation,Incentives,Grade Point Average,Regression (Statistics),College Students,Foreign Countries,Measures (Individuals),Learning Motivation,Likert Scales,Statistical Analysis,Surveys

This study sought to investigate the possible relationship between academic motivation and academic achievement among preservice English as a Foreign Language (EFL) teachers. A total of 200 university students enrolled in an EFL teacher education program at a major state university voluntarily participated in the study. Data were collected using the Academic Motivation Scale (AMS) and the self-reported grade-point average (GPA). The results revealed that types of Extrinsic Motivation (External Regulation, Identified Regulation and Introjected Regulation) correlated significantly and positively with academic achievement of the participants. Likewise, Intrinsic Motivation to Know and Intrinsic Motivation to Accomplish correlated positively with the participants' academic achievement. The only negative correlation of the study was expectedly between amotivation and academic achievement. The findings of regression analyses also indicated that academic motivation accounted for 10% of the variance in academic achievement of the participants.
A Sample Corpus Integration in Language Teacher Education through Coursebook Evaluation
Author: Asik, Asuman
Date: 2017-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials,Language Teachers,Preservice Teachers,Instructional Material Evaluation,Secondary School Students,Textbook Evaluation,Word Frequency,Vocabulary Development,Teacher Education Programs,Foreign Countries

The use of corpora has an increased interest in language teaching in the past two decades. Many corpora have been utilized for several purposes in language classrooms directly or indirectly. In spite of the increasing awareness towards the use of corpora and the corpus tools, language teacher education programs still do not include corpus consultancy in their programs. This study aims to present a sample corpus integration in a language teacher education program at a large university in Turkey. The participants of the study were 21 senior pre-service English teachers enrolled in a fourth grade course called Materials Adaptation and Evaluation. The task of coursebook evaluation was one of the requirements of the course. After being trained on the use of corpora for lexical awareness and corpus-informed coursebook evaluation, the participants evaluated local English coursebooks used in secondary schools in Turkey according to the frequency level of target words, vocabulary selection, presentation and practice. Findings are discussed and analyzed to provide an example of corpus integration in language teacher education programs. Thus, this experience of student teachers might be of interest for teacher trainers and trainees to empower their research skills and to increase hands-on experiences on corpus use.
Achievement Attributions of Preparatory Class Learners in Learning English
Author: Paker, Turan
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Academic Achievement,Correlation,Interviews,Gender Differences,Language Proficiency,Statistical Analysis,Questionnaires,College Preparation,Language Teachers,Teacher Effectiveness,Student Attitudes,Content Analysis,Vocabulary Skills,Attribution Theory,Foreign Countries

The aim of the study is to find out the achievement attributions of preparatory class learners studying at preintermediate and intermediate levels for their perceived success or failure, and to investigate whether there is a significant relationship between achievement attributions of learners, their gender and level of language proficiency. The data were gathered through a questionnaire and a follow up interview with the participants. First of all, the questionnaire was administered to 223 participants, university English preparatory students. Then, 50 of the participants were interviewed to gain more insight about their perceptions. The quantitative data were analyzed by using descriptive statistics and independent sample t-tests, and the qualitative data were analyzed by means of content analysis. The results revealed that successful learners ascribed &quot;having a successful teacher&quot; as the most important attribution. In addition, internal and controllable causes such as &quot;having self-confidence,&quot; &quot;enjoying learning English&quot; and &quot;being interested in English&quot; were the three outstanding attributions of successful learners. On the other hand, unsuccessful learners attributed their failure most to &quot;lack of enough vocabulary&quot; as well as to external, stable and uncontrollable factors such as &quot;difficulty of exams,&quot; &quot;short education term to learn English,&quot; and &quot;lack of background education&quot; at reasonably high level. In terms of gender, while females attributed success to studying English adequately, listening to the teacher carefully, reading books more than male learners, and getting help from others (friends, instructors, other sources) if necessary more than male learners, male learners found learning English easier than female ones did. In terms of proficiency level, the learners of intermediate level were more likely to view learning English as an easy task. In addition, the learners of pre-intermediate level seemed to depend more on their instructors.
Variation on the Status of the P and Its Effects on Relative Clause Construction
Author: Gondra, Ager
Date: 2017-00-00
Type: Journal Articles
Subjects: Phrase Structure,Syntax,Languages,Morphology (Languages),Language Variation,Grammar,Structural Analysis (Linguistics)

This paper presents an analysis of the structure of relative clauses with an indirect object or adjunct gap in two Mundaka Basque varieties (&quot;Mundaka Basque I&quot; and &quot;Mundaka Basque II&quot;). In Mundaka Basque I, relativization of indirect objects and adjuncts is grammatical when the relative clause is in subject or direct object position, while in Mundaka Basque II this same syntactic configuration is ungrammatical. This variation is explained by a difference in the status of P. In Mundaka Basque I the P has unvalued f-features, whereas in Mundaka Basque II the P has no unvalued f-features. Evidence for this comes from PP extraction out of [-Q] embedded clauses: the intermediate [nu] gets its f-features valued by the P of the extracted phrase in Mundaka Basque I, while it does not in Mundaka Basque II. Additionally, this study shows that the Case matching effect is not a syntactic constraint but rather a morphological constraint.
A Constraint-Based Approach to Acquisition of Word-Final Consonant Clusters in Turkish Children
Author: Gokgoz-Kurt, Burcu
Date: 2017-00-00
Type: Journal Articles
Subjects: Turkish,Phonemes,Simulation,Grammar,Linguistic Theory,Comparative Analysis,Children,Language Acquisition,Foreign Countries

The current study provides a constraint-based analysis of L1 word-final consonant cluster acquisition in Turkish child language, based on the data originally presented by Topbas and Kopkalli-Yavuz (2008). The present analysis was done using [?]+obstruent consonant cluster acquisition. A comparison of Gradual Learning Algorithm (GLA) under Optimality Theory (OT) as opposed to Harmonic Grammar (HG) is made to see under which model GLA functions more efficiently and reaches the target adult form faster. This convergence was simulated using the simulation feature of &quot;Praat&quot; (Boersma &amp; Weenik, 2012). Since child language is unmarked at the initial state, faithfulness constraints have been assigned lower ranking values than markedness constraints. The noise was set to 2.0 and the plasticity to 0.1. The findings of the simulations show that GLA is more compatible with Noisy HG in showing convergence properties with the target adult output forms. In other words, the number of trials HG-GLA needed to reach the winning/optimal form was fewer than it was for OT-GLA.
An Analysis of Turkey&apos;s PISA 2015 Results Using Two-Level Hierarchical Linear Modelling
Author: Atas, Dogu
Date: 2017-00-00
Type: Journal Articles
Subjects: Hierarchical Linear Modeling,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Reading Skills,Adolescents,Surveys,Comparative Analysis

In the field of education, most of the data collected are multi-level structured. Cities, city based schools, school based classes and finally students in the classrooms constitute a hierarchical structure. Hierarchical linear models give more accurate results compared to standard models when the data set has a structure going far as individuals, groups of individuals and communities of groups. In this study, the effects of the school level indicators on overall reading skills performance of 15 year-old group students within PISA 2015 Turkey application, are analyzed by using a two level hierarchical linear model. In the study, socioeconomic indicators of family, education level of the parents and some student level indicators regarding reading skills, school level indicators such as school type, number of students and number of teachers are also integrated to modelling process to reflecting the hierarchical data structure into the statistical model. At the end of the modelling process, factors that effects the reading skills are determined.
Digital Self-Review and Anonymous Peer Feedback in Turkish High School EFL Writing
Author: Kayacan, Ayten
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Writing Instruction,High School Students,Educational Technology,Technology Uses in Education,Quasiexperimental Design,Self Evaluation (Individuals),Peer Evaluation,Mixed Methods Research,Writing Assignments,Scores,Writing Improvement,Student Attitudes,Foreign Countries,Essays,Scoring Rubrics,Questionnaires

Although writing is considered one of the most essential foreign language skills, to nurture and develop writing skills among students is challenging. To overcome this, teachers have recently considered benefiting from digital technology. Self-monitoring and self-evaluation, as sub-skills of metacognition, in addition to scaffolding, might be beneficial in accordance with the Zone of Proximal Development; hence both peer feedback and self-monitoring could be integrated with digital platforms in language classrooms. This quasi-experimental research study aimed to investigate the impact of exchanging self and anonymous peer feedback on writing assignments in a digital environment among Turkish EFL high school learners. Data were collected both quantitatively and qualitatively by means of open-ended questions and writing task scores using an analytic scoring rubric. Forty-six students in two intact classes exchanged both self and anonymous peer feedback through four writing assignments submitted via Edmodo as the digital environment. Participants were categorized as good, moderate and weak in each group and each student exchanged self and peer feedback on four written assignments in reverse order. Findings revealed that both self and peer feedback contribute positively to the revision of papers by student authors as they scored significantly better in the revised versions. Their writing scores indicated improvement in five major components: organization, content, grammar, vocabulary, and format. The participants also reported improvements related to content, grammar and format and indicated a positive attitude towards digital self and peer feedback. Since both digital self and peer feedback were found to be beneficial, EFL teachers should be encouraged to implement them in their writing classes.
Influence of Person Epistemology on Research Design: Implications for Research Education
Author: Singh, Viren
Date: 2017-00-00
Type: Journal Articles
Subjects: Epistemology,Research Design,Graduate Students,Engineering Education,Research Methodology,Student Research,Interviews,Bias,Masters Theses,Foreign Countries,Experimenter Characteristics,Researchers,Phenomenology,Statistical Analysis

This study was aimed at determining whether a specific research methodology was dominant within a cohort of master's level engineering management students and, if so, whether this preference was directed by their personal epistemology, rather than the dictates of their research questions. Secondary data were used to determine the dominant research approaches. Interviews with a selected sample of students were undertaken to obtain a more detailed understanding of how personal epistemology impacts on the students' methodological approaches to research. It was found that empirical-analytical approaches account for 72% of all studies within the student cohort, indicating a strong preference for such approaches. Furthermore, it was revealed in the interviews that the students tended to overlook methodological considerations, focussing only on research design. There was a general lack of self-reflection and awareness of personal epistemology, despite the latter being an important influence over the type and topic of the research, its purpose, research design, analytical techniques, and even the interpretation of results. The rather superficial approach could result in research designs biased by personal epistemologies and ill-suited to the research problems. This suggests possible changes to the teaching of research methodology in order to improve the research practice of students.
Translating the Metaphor in Poetry: A Cognitive Approach to &quot;Le Bateau Ivre&quot; and Its Translation in Turkish
Author: Güçlü, Ruhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Figurative Language,Poetry,Translation,French,Turkish,Concept Mapping,Language Variation,Cognitive Processes,Contrastive Linguistics

Lakoff and Johnson (1980) gave a cognitive point of view to metaphor study explaining that metaphor is not a mere literary stylistic device, rather a tool for conceptualization. According to this view, metaphors are conceptualized in man's mind with regard to source domain and target domain in different types of context. This study is an attempt to investigate the conceptual mapping between the metaphors in Source Language (SL) and Target Language (TL) and explain how the conceptual shift occurs between the domains. In order to do so, the metaphors in the poem &quot;Le Bateau Ivre&quot; by Arthur Rimbaud (1854-1891) and their translations in Turkish by Sabahattin Eyuboglu (1908-1973) are investigated within the framework of Mandelblit's (1995) Cognitive Translation Hypothesis in which the translations of the metaphors are evaluated from a cognitive perspective. A schema added by Al-Hasnawi (2007) to this hypothesis is also included in the analysis of the present study. The conclusion aimed at by the researcher is to turn focus to metaphor as a conceptualized cognitive figure in translation and to unearth the dimensions of analysis, comprehension and interpretation of metaphor in source and target language with a cognitive perspective.
Autonomous Language Learning on Twitter: Performing Affiliation with Target Language Users through #hashtags
Author: Solmaz, Osman
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Second Language Learning,Ethnography,Spanish,Content Analysis,Telecommunications,Longitudinal Studies,Language Usage

The purpose of this study is to examine the potential of social networking sites for autonomous language learners, specifically the role of hashtag literacies in learners' affiliation performances with native speakers. Informed by ecological approach and guided by Zappavigna's (2012) concepts of &quot;searchable talk&quot; and &quot;ambient affiliation&quot;, the current study employs an autoethnographic approach by analyzing the researcher's own Twitter experiences in his target language, Spanish, over the period of a year. The participant's journal, tweets and conversations, and both qualitative and quantitative analysis of the hashtags accompanying tweets show that Twitter has potential to create a space for autonomous learners to enrich their language learning experiences. The thematic analysis of the data further reveals that hashtags, which perform an affiliative function, enable the learner to bond around particular values within authentic discourse communities in his target language. The methodological and practical outcomes of this longitudinal study for second language learning and teaching contexts are also discussed.
A Text World Theory Approach to the Teaching of Short Stories in an EFL Context: A Pedagogical Stylistic Study
Author: Mohammadzadeh, Behbood
Date: 2017-00-00
Type: Journal Articles
Subjects: Literary Genres,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Styles,Metalinguistics,Reader Response,Critical Reading,Reading Comprehension,Creativity,Focus Groups,Interviews,Outcomes of Education,Undergraduate Students,Foreign Countries

The present study attempts to examine how the stylistic aspects of Text World Theory (TWT) can be used in Literature and Language Teaching classrooms in order to help students to improve their critical understanding and interpretation. The pedagogical stylistic application of this theory can enhance ELT students' language awareness, creative reading skills as well as reader-response skills and deepen the interaction between readers and texts. The study focuses initially on the efficacy of the use of short stories for Literature and Language Teaching courses and, then, adapts a sample short story entitled &quot;The Bracelet&quot; by Yoshiko Uchida according to the three layers of the Text World Theory which are &quot;discourse world&quot;, &quot;text world&quot;, and &quot;sub-world&quot;. The researcher then offers students pedagogical stylistic applications through a) what are the building blocks of the story which can be identified by the Text World Theory? and b) How do these building blocks enable students to make connections with the text? This latter will help them establish a link between the worlds of the main characters and their own. The results of the focus group interview revealed that using this theory in EFL context enhanced language awareness, creative reading skills and reader-response skills in students.
A Study on Metadiscoursive Interaction in the MA Theses of the Native Speakers of English and the Turkish Speakers of English
Author: Köroglu, Zehra
Date: 2017-00-00
Type: Journal Articles
Subjects: Masters Theses,Discourse Analysis,Turkish,English (Second Language),Second Language Learning,Word Frequency,Computational Linguistics,Native Language,Contrastive Linguistics,Second Language Instruction,Computer Software,Writing (Composition),Statistical Analysis,Foreign Countries

This study has been conducted to evaluate the TM usage in the MA theses written by the native speakers (NSs) of English and the Turkish speakers (TSs) of English. The purpose is to compare the TM usage in the introduction, results and discussion, and conclusion sections by both groups' randomly selected MA theses in the field of ELT between the years 2010 and 2014. The WordSmith Tools 5.0 software is used in order to analyze the data. TMs were analyzed in terms of percentages, frequencies per 1,000 words and they were interpreted by calculating the log-likelihood (LL) value whether there was a significant difference in their usage. The results indicated that the frequencies, and frequencies per 1,000 words of the TM usage in the sections which were investigated of the MA theses of each group were different.
Effects of Task Planning and Rhetorical Mode of Writing on Lexical Complexity, Syntactic Complexity, and Overall Writing Quality of EFL Writers&apos; Task Performance
Author: Yildiz, Mine
Date: 2017-00-00
Type: Journal Articles
Subjects: Syntax,English (Second Language),Second Language Learning,Second Language Instruction,Writing Achievement,Essays,Writing Skills,Writing Strategies,Task Analysis,Foreign Countries,College Freshmen,Graphs,Multivariate Analysis,Computational Linguistics,Statistical Analysis

Based on Robinson's Triadic Componential Framework and the definition of task planning by Ellis (2005), this study was carried out to find out the effects of task planning and rhetorical mode on lexical and syntactic complexity, and overall writing quality of writing production of EFL learners. Following a repeated-measures design, the present study involved 41 ELT students who learned English as a foreign language. In this study, two rhetorical modes were used and for both rhetorical modes, two writing tasks were performed. Whereas one of the tasks was carried out under strategic pre-task planning in which students had extra time and opportunity to make a plan, the other task was performed under unpressured on-line planning in which they had no time pressure or no extra special time for planning. Thus, each participant produced 4 essays, and a total of 164 essays were obtained. Each written text was separately analyzed by automated analysis tools for lexical and syntactic complexity, and also assessed through an analytic rubric for general writing achievement. The results revealed that while all the three dimensions in this study showed significant difference according to the rhetorical mode of writing, task planning had varying effects on each component.
/ae/ versus /[open back unrounded vowel]/: Vowel Fossilization in the Pronunciation of Turkish English Majors: Rehabilitation 1
Author: Demirezen, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Phonetics,Majors (Students),Pronunciation,Vowels,Foreign Countries,Dialects,Pretests Posttests,Auditory Discrimination,College Students

In North American English (NAE) and British English, [ae] and [open back unrounded vowel] are open vowel phonemes which are articulated by a speaker easily without a build-up of air pressure. Among all English vowels, the greatest problem for most Turkish majors of English is the discrimination of [ae] and [open back unrounded vowel]. In English, [ae] is called the &quot;short a&quot; or ash, and [open back unrounded vowel] is termed as &quot;short o&quot; or &quot;script-a,&quot; which has a soft nature in its pronunciation. [Open back unrounded vowel] exists in Danish, Norwegian, and Swedish. In addition, it exists in French vowel system, as in &quot;temps&quot; (time) and &quot;banc&quot; (bench). It is commonly known that non-native speakers of a language, such as Turks, who cannot hear different sounds, are probably not pronouncing [ae] and [open back unrounded vowel] sounds correctly. The aim of this study is to uncover the difficult phonetic details of English [ae] and [open back unrounded vowel] sounds for Turkish English majors, and teachers-on-the-job and propose a sample lesson plan to them.