Müjdat Gezen:"İnsanlardan izin alıp yakalarını, kıravatlarını düzeltiyorum":Elim herkesin yakasında

Taha Toros Arşivi, Dosya No: 103-Müjdat GezenUnutma İstanbul projesi İstanbul Kalkınma Ajansı'nın 2016 yılı "Yenilikçi ve Yaratıcı İstanbul Mali Destek Programı" kapsamında desteklenmiştir. Proje No: TR10/16/YNY/010

War in Turkish Literature

AbstractWars determine the turning points in the history of nations and find a place in literature as the main sources. War literature conveys the information to generations. It is a powerful tool for social and personal change and tightly related to the peace. This article critically discusses war literature and its role in Turkish Literature educat ion. The war literature texts in Turkish Literature course books from Grade 9 to 12 were analysed in terms of subject, time, genre, peace, and aim of text questions. Document analysis was used in this study

SPEAKING ANXIETY OF FOREIGN LEARNERS OF TURKISH IN TARGET CONTEXT

While speaking anxiety has received much attention in foreign language education, speaking anxiety experienced in second language learning context still needs investigation. In addition, while there are many studies on speaking anxiety in English, speaking anxiety in Turkish learned in second language learning context remains under-examined. This qualitative study was intended to investigate the sources of speaking anxiety for foreign learners of Turkish as a second language and their coping strategies with these challenges. The data collected through semi-structures observations and open-ended questions from ten foreign learners of Turkish were analyzed through content analysis. The results revealed that the participants, as they had language learning experiences in foreign language learning context in their home countries and second language learning context in Turkey, favored the latter learning environment for their speaking development because of the available chances for exposure to and practice in the target language. However, the participants also referred to some challenges increasing their speaking anxiety such as the fear of making mistakes and being negatively evaluated, immediate questions, self-comparison with others and self-evaluation. In addition, they counted such anxiety-creating, context-specific factors as the fear of communicating with native speakers, having native-speaker teachers, accent of the local people, cultural differences between themselves, their classmates and the native speakers. They also reported the strategies like considering mistakes as natural and beneficial, regarding the existence of native speakers and friends from other countries contributory for language development and cultural enrichment, having self-preparation and doing individual listening or watching activities. In the light of these results, some practical suggestions were provided

Reading Cahit Sitki TARANCI

AbstractReception aesthetics theory which is a kind of reader-oriented theory is used as a new approach in analysis and explication of literature texts. The latest curriculums, which were prepared according to Constructivism in Turkey, require the using of Reception aesthetics theory. Reception aesthetics theory and the method of changing genres were used in this study. The poem “Otuzbes Yas” was chosen for this study. 28 students were chosen from COMU. Every reader analysed the poem with the questionary which were prepared by the researcher and transformed it from poem to story. The aim of this study is to determine the differences of perception and style between the readers

Motivación estudiantil en CORONAPOLIS: Efectos de las percepciones de distancia transaccional en la motivación de los estudiantes universitarios de inglés como lengua extranjera

The concept of Transactional Distance (TD) experienced in distance education has been recorded as a focal point in many studies examining its effects in various dimensions in different courses. However, there is scarcity of research on TD in relation to learner motivation in language learning. This exploratory case study investigated TD perceptions of EFL (English as a Foreign Language) undergraduates participating in distance education courses held at a Turkish university within the boundaries of CORONAPOLIS, an imaginary city which is under the threat and destructive effects of Covid-19 pandemic. Specifically, this study examined the effects of TD perceptions on the motivation of 87 EFL students. The data were collected through the participants’ informal self-reports and open-ended questions. The results of the content analysis showed that the participants had varying perceptions of the dimensions of TD; dialogue, structure and autonomy. The results also showed that they had different motivational experiences in relation to their perceptions. In the light of the results, some pedagogical implications are made.El concepto de Distancia Transaccional (TD) experimentado en la educación a distancia se ha registrado como un punto focal en muchos estudios que examinan sus efectos en varias dimensiones en diferentes cursos. Sin embargo, hay escasez de investigación sobre TD en relación con la motivación del alumno en el aprendizaje de idiomas. Este estudio de caso exploratorio investigó las percepciones de TD de estudiantes universitarios de EFL (inglés como lengua extranjera) que participan en cursos de educación a distancia realizados en una universidad turca dentro de los límites de CORONAPOLIS, una ciudad imaginaria que se encuentra bajo la amenaza y los efectos destructivos de la pandemia de Covid-19. Específicamente, este estudio examinó los efectos de las percepciones de TD en la motivación de 87 estudiantes de inglés como lengua extranjera. Los datos se recopilaron a través de autoinformes informales de los participantes y preguntas abiertas. Los resultados del análisis de contenido mostraron que los participantes tenían diferentes percepciones de las dimensiones de TD; diálogo, estructura y autonomía. Los resultados también mostraron que tenían diferentes experiencias motivacionales en relación con sus percepciones. A la luz de los resultados, se sugiere la formación teórico-práctica del cuerpo docente y la integración de cursos de educación a distancia en los programas de grado/grado

The Role of Pragmatic Competence in Foreign Language Education

Pragmatic competence has become, especially in the last few decades, one of the issues that attracted attention in the field as an essential part of language competence. The realization that having a good command of linguistic knowledge in target language would not be enough to master the language has created the need to investigate the value and effect of pragmatic competence in language education. This review is intended to provide a brief overview of pragmatics and pragmatic competence, the pedagogic significance of pragmatic competence highlighting the relevant theoretical components of pragmatics. For the purposes of this review, relevant literature covering definitions of pragmatics and pragmatic competence and research carried out on pragmatic competence is presented

Una investigación cualitativa de desarrollo pragmático en el contexto extranjero y objetivo

The effects of learning environment on language development in general and pragmatic competence have received increasing attention in the last few decades. The existing studies examined the effects of ESL and EFL settings on pragmatic development from a variety of standpoints. Taking these studies as the basis, this comparative case study aimed to investigate the effects of target context and foreign context on the pragmatic development of two groups of learners, one learning a foreign language (English) and the other learning a second language (Turkish). What differentiates this study from the previous ones is that it compares the cases of learning foreign and second languages (by two different student groups) in the same country (Turkey) The participants, selected on purposeful sampling, were one group of Turkish learners of English in an EFL department in Turkey and the other group was learners from different nationalities learning Turkish in Turkey. The data were collected through participants’ self-reports, interviews and in-class observations by the researcher. The content analysis mainly revealed that the foreign context did not offer learners adequate chances for exposure to and practice in the target language, which negatively influenced their pragmatic development. However, the target context provided ample chances of natural and authentic communication in which learners of Turkish could develop their pragmatic knowledge and production. Based on these results, some pedagogical and practical suggestions are provided.        Los efectos del ambiente de aprendizaje sobre el desarrollo del idioma en general y la competencia pragmática en particular han recibido una atención creciente en las últimas décadas. Los existentes estudios examinan los efectos de los escenarios de inglés como segunda lengua y de inglés como lengua extranjera sobre el desarrollo pragmático desde una variedad de posturas. Al tomar estos estudios como la base principal, este estudio de caso tiene como propósito investigar los efectos del contexto objetivo y contexto extranjero sobre el desarrollo pragmático de dos grupos de aprendices, uno que aprende una lengua extranjera (inglés) y el otro que aprende una segunda lengua (turco). Los participantes, seleccionados en muestreo intencional, fueron un grupo de aprendices turcos de inglés en un departamento de inglés como lengua extranjera y el otro fue un grupo de aprendices de diferentes nacionalidades que aprendían turco en Turquía. Los datos se recolectaron a través de autoinformes de los participantes, entrevistas y observaciones de clase realizadas por el investigador. El análisis de contenido principalmente reveló que el contexto extranjero no ofrecía a los aprendices las oportunidades adecuadas para la exposición y la práctica en la lengua meta, el cual influenció negativamente su desarrollo pragmático. No obstante, el contexto objetivo proporcionó amplias posibilidades para una comunicación natural y auténtica en el que los aprendices de turco pudieron desarrollar su conocimiento pragmático y su producción. Basado en estos resultados, se proporcionan algunas sugerencias pedagógicas y prácticas

Peace Education in Foreign Language Classroom

Due to the ever improving relations between the nations of the world in many respects for the last decades, foreign language teaching has been an area which occupies a large place in the agenda of every modern individual. Numerous studies have been carried out to realize effective foreign language teaching. Materials designed for this purpose are intended not only to teach the structural language, vocabulary, listening, speaking, reading and writing but also to present texts including knowledge in many different areas presumed to attract attention by learners. Because foreign language teaching materials are also essential course materials that can contribute to the cultural accumulation of learners, topics focusing on ‘peace’ as a concept indispensable for the present and future of mankind should also be included in the course material as much as possible. In this way, with a focus on peace as a common universal notion, the importance of peace in one’s country, peace with neighboring countries and peace in the whole world, students in every single county on earth may be conscious of the concept from a very early age. Growing with an understanding that peace is not an undeniable conclusion but an undeniable reason in every mutual relation, generations receiving peace education at school, especially in foreign language classes which allow flexibility in course content, may be more conscious of and insistent on peaceful approaches. Keywords: peace; peace education; foreign language education; global citizenship; global friendship and understandin

Integrating Articles into Teaching English to Young Learners II Course in ELT Department

While relevant literature presents us different studies examining teaching English to young learners from an application and practice perspective, its theoretical side, i.e., how to instruct pre-service teachers in foreign language departments to teach the language to young learner profiles is still an area needing investigation. Conducted in English Language Teaching department at a state university in Turkey, this case study was purposed to evaluate the effectiveness of integrating articles into TEYL II course. The participants were 36 students taking TEYL II course in the third grade. The data of this case study were collected through open-ended questions and classroom observations. The data were analyzed through conventional content analysis. The results revealed that integrating articles into TEYL II course had educational, linguistic, affective and individual/group-work-related contributions to participants. Setting out from the results, it can be suggested that articles can be rich sources of theoretical content and offer a scientific base for discussion. Besides, article integration in courses with applicable content is also suggested

Análisis de la ansiedad y estrategias de afrontamiento en profesores en formación: un contexto de escuela primaria turca

The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom setting. Specifically, this intrinsic qualitative study investigates the anxiety sources for pre-service teachers in their practicum experiences and the ways they adapted to cope with these anxiety-provoking sources. The data were triangulated by consulting three sources of data (e.g., open-ended questions in the self-report forms, open-ended questions in the peer-reflection forms, and diaries) relating the 32 participants' teaching experiences. The findings indicated that prior to teaching experience, classroom management is the major teaching anxiety source and the frequently employed coping strategy is to consult their mentors and cooperating teachers. However, during the actual teaching experience, being observed by a mentor was the most common concern and to cope with it, each participant developed different coping mechanisms. Finally, receiving negative feedback from mentors decreased self-confidence and to compensate, pre-service teachers frequently asked mentors to provide further advice. It is implicated that teacher education programs raise the awareness of pre-service teachers of the potential challenges awaiting them in the practicum experience and equip them with coping strategies.&nbsp