Yabancı Diller Yüksekokulu / School of Foreign Languages

Permanent URI for this collectionhttps://hdl.handle.net/11727/3651

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    Aim Of Using Cultural Elements In A Language Class to Enhance Students' Speaking on Basis of Acquisition and Skill
    (2016) Sozen, Pelin Hamurabi
    Learning a new language as a foreign language rather than a second language is not very easy. Since the learner is alone this new world, (s) he may need effort to overcome the barriers of language acquisition. The natural environment of a learner may not include social, emotional, pedagogical or even cultural support. Socially, the learner may not have a peer group who speaks the target language or a parental support and may not have a clear idea about the attitude towards language and learning as well. In pedagogical sense, the school and classroom culture, improper materials and curriculum or method of instruction, strategies as well as little access to input can lack the supportive learning environment. In emotional basis, the learner's self-belief and motivation can be low. There can be many items which result in resistance for a learner in case of a language acquisition. Every learner needs encouragement. Life without knowing a foreign language seems almost inescapable. People live in world where mobility is in the heart of many activities. This idea is valid for educational and business life. One can be mobile either by travelling or technology. In both means, there is a need for not only the language but also the cultural elements which are more vivid in a language. In this sense, curriculum is the core. It serves as a framework. Appropriate changes should be done in class depending on your students' needs. This research aims at finding the needs of approximately 400 university students who are learning English as a foreign language. In this research, the link between cultural elements in a curriculum and acquisition of speaking skill which has a prior place among students is also studied.
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    The Need for Autonomous Learners in A Language Classroom
    (2017) Sozen, Pelin Hamurabi; Ulusan, Ahmet Remzi
    It is better if learners can direct their own learning. No learning takes place unless the learner has the control over the learning process. Each learner should construct his/her meaning. In order to achieve this, learners should be given the responsibility to make decisions about their learning styles, capacities and needs. In other words, learner should have some idea of what, why and how s/he tries to learn. In this way, learning could be more focused and purposeful and more effective both immediately and in longer term. There are ways to foster learner autonomy in teaching and learning. In an autonomous classroom the starting point is not the textbook but the learners. Teacher cannot teach students to become autonomous. But the teacher may create such atmosphere and conditions in which they will be encouraged to develop the autonomy that they already have. What is suggested, prospective teachers should be provided with the skills to foster autonomy. In other words teachers should become less of an instructor and more of a facilitator. Language teaching is not setting the grammar rules and vocabulary of a language. An ideal foreign language class that promotes learner autonomy should be designed as a rich and natural learning environment where learners think, instead of memorizing and search for new things.
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    The Role of Metacognitive Activities on University Level Preparatory Class EFL Learners' Reading Comprehension
    (2016) Balikcioglu, Gulin; Efe, Tuba
    The aim of this study is to investigate the role of metacognitive activities on university level preparatory class EFL learners' reading comprehension. The research was conducted in one of the foundation universities in Ankara, Turkey in the fall term of 2015-2016 academic year. It was designed as an action research study to improve the efficiency of reading lessons in the institution, and two existing B level prep classes were taken as experimental (n:19) and control groups (n:14). In both groups, related vocabulary was introduced prior to giving multiple choice reading test consisting of ten questions, but in the experimental group the learners were also exposed to metacognitive strategies (Socratic circle and shape shifting) as pre-reading activities. Then, an interview study was conducted with 3 randomly selected students from the experimental group to learn how they felt during these activities. The data collected from the reading comprehension text was analyzed statistically and the results showed that the experimental group students slightly outperformed the control group students. This research concludes that significant results can be attained if metacognitive strategies as pre-reading activities are integrated more frequently into reading lessons. (C) 2016 Published by Elsevier Ltd.