240 10 3494 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 852 Title A name given to the resource The Errors of Noun Case Morphemes (suffixes) Kyrgyz Students make While Learning Turkish Language of Turkey and Solutions to them (Kırgızların Türkiye Türkçesi Öğrenirken Ad Durum Biçimbirimleriyle İlgili Yaptıkları Hatalar ve Çözüm Önerileri) Author Author Gul Banu , Duman Abstract A summary of the resource. Teaching Turkish as foreign language is a new and rapidly developing area. Everyone agrees that teaching Turkish to cognate Turks and teaching Turkish to the foreigners of Turkish is different from each other in various aspects. Despite this acceptance, preparing special books for cognate Turk is not still enough .In other words, the realty, which we should prepare different course books and materials for cognate Turks, is not taken seriously into consideration, unfortunately. While teaching Turkish as foreign language, each grammatical unit must be examined separately and the common error should be corrected via intensive exercises. In this study, we have detected the errors of noun case morphemes Kirghiz students who are learning Turkish make. Then, we tried to find out the causes of these errors and we seek solutions to eliminate them. In this way we aimed to help the teachers who are teaching Turkish language in Kyrgyzstan. The errors that the students make are limited as “the errors in theme of noun case morphemes” and they were analyzed in this study Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 851 Title A name given to the resource The Effects of Various Teaching Methods on Learning New L2 Vocabulary Author Author Gulay, Bedir Sevgi Bektas, Bedir Abstract A summary of the resource. The aim of this research is to define the effects of various teaching methods (classic teaching, using realia , picture-drawing ) on learning, short and long-term recall of new L2 vocabulary. This experimental model research is used in this study. Participants are 24 students from 10th grade of Zile Trade Vocational High School during 2011-2012 academic year. The research data was collected with the measurement tool (achievement test) developed by the researchers. The achievement test consists of three main and ten sub- sections and one open ended-question to see participants’ attitude against methods used in this research. Participants studied 12 new words in L2 each through three methods (classic teaching, using realia, picture drawing). Experts’ opinions were taken for validity assessment. Reliability was determined by test-retest method. The data analyzed by using package program SPSS 15:00. After learning sessions, participants took posttests immediately, after 1 week, and after 1 month. Results show that using realia has significant advantages over others. It is the most effective method among the others. Classic method is the second and picture drawing is the third one to teach new L2 vocabulary. Participants’ attitudes also emerged that the using realia is the most effective method to learn new L2 vocabulary. Key words: learning, foreign language, vocabulary teaching, teaching methods and techniques Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 846 Title A name given to the resource The Effects of Using Visual Aids in Teaching Writing on Learners’ L2 Writing Proficiency Author Author Gulumser, Efeoglu Abstract A summary of the resource. The current study aims to find out whether the use of visual aids in writing classes facilitates the path that learners go though while acquiring writing skills in L2. Although strategy training in writing has been proved to be effective in L2 writing development by many studies, the role of visual aids has not been obscured yet (Kobayashi and Rinnert, 2008; Ong and Zahan, 2010; Shi; 1998; among many others). Thus, this study focuses on four particular writing tasks which have been designed by particular visual aids. Ten freshman students studying in Foreign Language Education Department at Yıldız Technical University were recruited as an experimental group as they scored less than 20 out of 40 in the writing component of FCE. On the other hand, the control group consisted of ten randomly selected freshman students from the same department and the institution. Both qualitative and quantitative data have been gathered by the questionnaire with open ended questions asking for students’ reflections on the usefulness of the training and by the pre and post-tests evaluated by two different raters. In the end, it has been found out that there is no significant difference among groups in terms of their writing scores; which may be interpreted as this particular training has not helped learners to enhance their writing skills in L2. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 929 Title A name given to the resource The Role of Learner’s Culture in EFL Textbooks Author Author Gurbanov, Meretguly Abstract A summary of the resource. Language is used both as a means of communication as well as a carrier of culture. Language without culture is unthinkable, so is human culture without language (Wei, 2005). Moreover, linguistic competence alone is not enough for learners of a language to be competent in that language (Krasner, 1999). That is, learners need to be aware of the culturally appropriate ways to address people, disagree with someone, express gratitude or make requests (Peterson and Coltrane, 2003). Teaching a foreign language by means of culture has become increasingly widespread nowadays. As an English teacher, we should try to keep students interested in the classroom. Culture is one of the best ways of motivation and it also provides students with useful models of authentic use of the language in the classroom. Universally accepted cultural –moral values may more motivate the ELT classrooms while learning a foreign language. Among the scholars of the field there are two widely spread and opposing views regarding the relationship between culture and English language teaching (ELT). One is that, since culture and language are inseparable, English cannot be taught without the culture (or rather, one of the cultures) in which it is embedded. The other one is that English language teaching should be carried out independently of its cultural context. But the researcher suggests that, instead of the context of the target culture, the content of ELT and ELT materials should be familiar to language learners. And the researcher hopes that culturally friendly ELT materials will motivate and accelerate the learning of English. Taking this argument as a starting point, this study reports on a research carried out at different educational institutions in Turkmenistan investigating students’ and teachers’ attitudes to the cultural content of the Turkmen EFL courses. The findings of this study are hoped to have implications for teaching and learning culture and moral values in English as a Foreign Language classrooms in Turkmenistan. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 854 Title A name given to the resource Learning Turkish as a Foreign Language via Electronic Tandem (eTandem) Author Author Gurkan, Tabak Abstract A summary of the resource. Technological developments present various opportunities to foreign language learners. On the other hand, teaching and learning a foreign language should not be solely based on a classroom teaching environment after witnessing such technological developments. These developments provide foreign language learners with more communicative interaction and natural environment. One of the opportunities which technological developments bring in learning of a foreign language is electronic tandem (eTandem). In eTandem, language learners learn a foreign language from their learning partners and teach their main language to their learning partners through telephone, e-mail or other media tools. This paper introduces eTandem and describes how eTandem was used to facilitate the learning of Turkish as a foreign language. There hasn’t been any study concerning eTandem in the field of teaching Turkish as a foreign language yet. For this reason, it is thought that this study will contribute to the field of teaching Turkish as a foreign language. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 901 Title A name given to the resource Turkish Writers vs. Native Writers of English: Heading in the Discussion Section of ELT Research Articles Written by Native and Non- Native Writers of English Author Author Göçmez , Lutfiye Göçmez, Ensar Abstract A summary of the resource. Hedging as a very crucial pragmatic-discourse device for the academic writers to be accepted by the academic discourse community has gained much attention among the academics and linguists researching hedges in scientific literature. To define it shortly, hedges are the words or phrases whose job is to make things fuzzier implying that the writer is less than fully committed to the certainty of the referential information given. That is the most effective use of hedges in academic writing, and for this way the academic writers may build a mutual interaction between them and the reader. This study, which was based on corpus analysis, compared the use of hedges in the discussion section of Research Articles (RAs) – published in ELT Journal – of two groups of writers who are the native writers (English) versus the non-native writers (Turkish). For this purpose, Hyland’s (1994) categorization of hedging patterns (modal verbs, lexical verbs, modal adverbs, modal adjectives and modal nouns) in 20 RAs (10 of NNWs and 10 of NWs) were analysed contextually. The findings from the study showed that both English writers and Turkish writers did use the hedges in the discussion section of RAs with almost same frequency. However, by comparison, English writers tended to use different varieties of hedges while Turkish writers preferred using the hedges of modal verbs in their Research Articles more frequently. On the other hand, it was also seen that, contrary to some scholars’ views, the non-native writers (Turkish) were well qualified to use hedges effectively in their Research Articles as well as the native writers (English) were. In sum, this data may emphasize the importance of the use of hedges in academic writing and therefore, English for Specific Purposes (ESP) teachers should sensitize the novice writers to the effective use of hedging in their academic writing. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 936 Title A name given to the resource Socio-Cultural Influence on Cooperative Foreign Language Learning Author Author Gülmez, Recep Abstract A summary of the resource. Cooperative learning focuses on the interaction with peers in a learning environment. So, most important factor that affects learning is socio-cultural situation of learners that plays a role in learning. Some students are timid due to their piety while others are too extravert. Some students are not willing to interact because of their ideological differences while others behave more pragmatic. Socio-cultural differences are therefore quite important in the application of cooperative learning theory in the class. Sociocultural approaches emphasize the interdependence of social and individual processes in the construction of knowledge. Socio-cultural approach, theorized by Vygotsky, which is the fact that all learning takes place as a result of social interaction, giving rise to the concept of “social constructivism”, is actually a new concept in cooperative learning strategy. Socio-cultural approach supports collaboration as the means that would prove to be the catalyst to help the meta-conceptions mature into learned concepts. The aim of this study is to contribute to the research on cooperative learning in foreign language classes by investigating the social relations of Turkish students in the foreign language classroom. We examined the socio-cultural influence on cooperative learning in foreign language learning process from socio-culturalist perspective and tried to find out if there was any cultural and gender effect on cooperative language learning in the classroom at the university. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 761 Title A name given to the resource Yabancılara Türkçe Öğretiminde Alt Yazılı Kliplerin Yeri Author Author Gürdal, Ahmet Abstract A summary of the resource. Görsel ve işitsel araçlarla dil öğretimi daha kalıcı ve zevkli olmaktadır. Hem görsel hem işitsel bir araç olan alt yazılı klipler yabancılara Türkçe öğretiminde etkin olarak kullanılmaktadır. Bu tür alt yazılı klipler ile yabancı dil olarak Türkçe öğrenenler hızlı ve kalıcı olarak Türkçeyi öğrenebilmektedirler. Müzikle dil öğretimi yabancılara dil öğretiminde önemli bir yer teşkil etmektedir. Bu alanda yabancılara Türkçe öğretim kitaplarında özellikle ilköğretime yönelik hazırlanan kitaplarda konulara uygun bestelerin yapıldığı görülmektedir. Bu çalışmalar sayesinde yabancı dil olarak Türkçeyi öğrenen öğrencilerin öğrenme isteğini daha da artmaktadır. Ancak profesyonel manada bu tür çalışmaların daha çok yapılması gerektiği görülmektedir. Yabancılara Türkçe öğretiminde kullanılmak üzere alt yazılı kliplerden faydalanmak isteyen öğretmenler bu konuda kullanabilecekleri materyallere ulaşmakta zorluk çekmektedirler. Bazı öğretmenlerin şahsi gayretleriyle hazırlanan amatör çalışmalar bulunmaktadır. Bu tür kliplerin hazırlanması için profesyonel bir çalışma yapılması gerekmektedir. Bu çalışmaların yapılmasıyla alt yazılı kliplerden daha etkin bir şekilde kullanıcılar istifade edebileceklerdir. Bu çalışmayla alt yazılı kliplerin yabancılara Türkçe öğretiminde kullanımı açıklanmış ve bu çalışmada örnek uygulamalara yer verilmiştir. Yabancılara Türkçe öğretenler benzer uygulamalar hazırlayarak Türkçe öğretiminde alt yazılı kliplerden faydalanabilirler. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 858 Title A name given to the resource An Approach to Understanding Native English through Listening Author Author Güzel, Hızır Ali Abstract A summary of the resource. Our attention has been drawn increasingly to the problems our learners have in listening, and in particular to hearing the weak forms, especially the most commonly used sound in the English language, the schwa. We see that many non-native speakers of English find it difficult to understand the English spoken by native speakers or other fluent speakers of English.That is to say, they cannot recognise words they know when they hear . We consider that this difficulty generally arises because of their unfamiliarity with the schwa , which is weak, unstressed , occuring in auxiliary verbs , pronouns, articles , linkers and prepositions that are not usually stressed , and are reduced to keep the stress pattern regular.Recognising the fact that the weak forms are problematical for Turkish learners, and English language tuition tends to focus primarily on grammar, it is therefore not surprising that Turkish learners have considerable difficulty in hearing sounds uttered by native-English speakers. A further problem is spoken English should not be confused nor considered to be the same as academic English, nor written English, or perfectly structured grammatical English sentences; spoken English is inherently in short form regardless of being formal or informal spoken English. The most articulate standard English speaker will use short forms when speaking. This presentation shows the results of a small- scale research project undertaken with a mostly random selection of about 150 students attending Rize University, from different faculties in the range preparatory level to 2nd year level, and with varying levels of English tuition in terms of years of study but attending both private and government schools. Each student listened to 50 elementary-level sentences that are common to hear in everyday life , which were repeated three times by a recorded native English speaker, and they were asked to write down what they heard. No attention was given to spelling and some learners wrote phonetically. Interestingly the vocational students’ listening capacity was equal to some of the medical students and higher than the educational faculty students. Those with the most proficient listening skills came from the merchant navy faculty students who had had exposure to native- English speakers in their home towns situated on the touristic Aegean and Mediterranean coast. Our purpose in this presentation is to raise the awareness of non-native teachers, especially the new inexperienced teachers of English usage to value, understand the nature of listening and to practise a more constructive methodology of teaching listening skills to their learners. In doing so, we can help our learners not only understand native speakers better but enable them to sound a bit more natural when they speak English.In addition, we believe the other skills, that of reading, writing and speaking of English will not only be advanced but internalised into becoming a lifelong skill. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 848 Title A name given to the resource Suggested Ways of Providing an Immersive Environment in an EFL Context: An Extensive Rreading Program in a Shanghai Senior High School Author Author HE, Mu YAP, Foong Ha Abstract A summary of the resource. In recent decades, there have been numerous studies on the significance of extensive reading to English as a second language (ESL) and English as a foreign language (EFL) teaching and learning showing that extensive reading can effectively improve students’ proficiency in various skill areas and language knowledge components. However, extensive reading has a low profile in mainland China, despite mainland China representing the largest number of English language learners in the world. In fact, extensive reading may have particular value in mainland China, as it is optimal for providing an immersive environment to English language learners in this EFL context. To address this lack of information about extensive reading in mainland China, this study seeks to disseminate the results of one particular extensive reading program implemented at a public high school in Shanghai. In this study, ninety-nine students were stratified into three groups of thirty-three on the basis of overall English language proficiency and gender, namely the Integration Reading group, the Free Reading group and the Control group. The Integration Reading Treatment was used in the Integration Reading Group, and the Free Reading Treatment was used in the Free Reading Group. The Intensive Reading Treatment was used in the Control Group. The post-test was administered at the end of this study to evaluate the significance of extensive reading to senior high school English teaching and learning. The pre- and post-study questionnaires were administered to investigate whether extensive reading affected the students in terms of their perception of and attitude towards reading in English. Analysis of the data revealed the following major findings: (1) Extensive reading can effectively improve senior high school students’ listening, reading and writing proficiency and linguistic knowledge; and (2) extensive reading positively affects students’ attitude and behaviours towards reading in English. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics