The effects of marginal glosses and online dictionary use on incidental receptive and productive vocabulary acquisition through reading

This study tests the Involvement Load Hypothesis (Hulstijn and Laufer, 2001), which suggests that incidental vocabulary acquisition depends on the involvement load (i.e. the amount of mental effort needed to complete a task) required by a task. The premise of this theory is that the use of dictionaries during reading tasks results in better vocabulary acquisition and retention than marginal glosses as the former requires more effort on the part of learners. Fifty-seven Egyptian upper intermediate ESL learners participated in this study. Half of the students were given access to an online monolingual dictionary while completing a reading comprehension task whereas the other half were provided with marginal L2 glosses. Both groups were given four uninformed immediate and four delayed vocabulary tests that measured (1) receptive knowledge of meaning, (2) productive knowledge of meaning, (3) receptive knowledge of word class, and (4) productive knowledge of word class. The results showed a superiority of the online dictionary group in productive tests while no statistically significant difference was seen between the performances of the two groups in receptive tests

Süleymaniye ile Ayasofya arasında bir mukayese

Taha Toros Arşivi, Dosya No: 102-Camilerİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

Piyale Pacha

Taha Toros Arşivi, Dosya No: 102-Camilerİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

Kapalı Çarşının tamiri

Taha Toros Arşivi, Dosya No: 8-Kapalıçarşıİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

Teachers’ Adoptation Level of Student Centered Education Approach

The aim of this study is to identify how far the student centered education approach is applied in the primary, middle and high schools in Düzce. Explanatory design which is one type of mixed research methods and “sequential mixed methods sampling” were used in the study. 685 teachers constitute the research sample of the quantitative phase of the study and 13 teachers constitute the research sample of the qualitative phase of the study. The quantitative data were collected using “Student Centered Education Scale” and the qualitative data of the study were collected by semi-structured interview form. Mann Whitney U test was applied to determine if the level of adaptation of student centered education approach vary in terms of gender. Kruskal Wallis test was performed so as to see whether teachers’ adaptation level of student centered education approach vary in terms of seniority and the type of school (primary, middle and high school) they work at. Qualitative data were analyzed by means of content analysis method. The quantitative findings of the study present that teachers’ adaptation level of student centered education is “high” whereas the qualitative findings reveal that the teachers still adopt a teacher centered education in terms of “Planning”, “Application” and “Assessment”. The findings of the study reveal that teachers’ adaptation level of student centered education is not significant in terms of gender and seniority; teachers’ adaptation level of student centered education decreases from the primary school to high school, and the perception of teachers in terms of practicability of student centered education is not positive. Some suggestions were developed based on the result of the study. Keywords: student centered education, student centered education approach, teacher perceptions, planning, application, assessmen

Çocukta Benlik Gelişimine Ailenin Etkisi ve Çocuğun Okuldaki Başarısı

— Ben kimim? — Bu ben miyim? — Ben ne olabilirim? Yukarıdaki ifadeler, insanoğlunun kendisi ile ilgili özellikleri algılamaya ve bu algıları yorumlamaya başladığından itibaren, kendi kendine sürekli olarak sorduğu sorulardan birkaçıdır. Yine aynı kişinin, bu algılama ve yorumlama süreci sonunda kendi özellikleri hakkında oluşturduğu kanılarını, aşağıda bazı örnekleri verilen ifadelerle belirtmesi mümkündür. — Ben buyum — Ben akıllıyım. — Ben beceriksizim. — Ben matematikte yetenekliyim

Sevda çağı

Celal Esat'ın servet'te tefrika edilen Sevda Çağı adlı romanıTelif hakları nedeniyle romanın tam metni verilememiştir