Yabancı Diller Yüksekokulu / School of Foreign Languages

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

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2017 - 20184

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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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    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.