Yabancı Diller Yüksekokulu / School of Foreign Languages

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

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2016 - 20187

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Now showing 1 - 7 of 7
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    The Representation of Trauma and Trauma Coping Strategies in Grace Nichols's I is a Long Memoried Woman
    (2017) Sarikaya Sen, Merve; 0000-0003-2091-2536; AEG-2545-2022
    Using the historical background of the Middle Passage and slavery and drawing on the tools provided by trauma studies, this study carries out a comprehensive analysis of Grace Nichols's I is a Long Memoried Woman (1983). The starting hypothesis explored in this study is that I is a Long Memoried Woman represents traumatic experiences of the Middle Passage and slavery as well as trauma coping strategies adopted by Afro-Caribbean slaves, especially black slave women. Accordingly, this study first delves into four main trauma representation strategies in I is a Long Memoried Woman: repression, haunting, repetition and traumatic pastoral. It then explores the representation of trauma coping strategies adopted by Afro-Caribbean peoples: return to religion and spirituality, dissociation, escape through imagination and revenge fantasies. In doing so, this study demonstrates that there is a possibility for trauma victims such as Afro-Caribbean peoples to heal their wounds and move on as represented in I is a Long Memoried Woman.
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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 Effects of Facebook and Whatsapp on Success in English Vocabulary Instruction
    (2018) Cetinkaya, Levent; Sutcu, Selim Soner; 0000-0002-0167-4846; C-7503-2019
    The purpose of this study is to determine the effects of Facebook and WhatsApp on success in English vocabulary instruction and the learners' opinions about the implementation process. In the study, mixed method model, which combines both quantitative and qualitative data, was used. The success of the students in Facebook, WhatsApp, and control group showed a significant difference between the pretest and posttest, meaning that the learning environments had different effects on the increase of success of students. The analysis revealed that the difference in the mean scores of the students in WhatsApp, Facebook, and control group was significant, and WhatsApp has been more effective in the increase of the success. Although more increase in the mean scores of Facebook group was observed compared with control group, this increase was not found significant. Furthermore, students expressed their willingness to go on the practice not only in their present course, but also in their other courses as well. They also opined positive opinions that learning could also take place unconsciously. However, a few students reacted negatively against the unnecessary messages and the timing of some messages. The results indicated that, compared with Facebook, WhatsApp is more effective in teaching vocabulary.