Yabancı Diller Yüksekokulu

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Assembling a justified list of academic words in veterinary medicine: The veterinary medicine academic word list (VMAWL)
(ELSEVIER, 2024) Özer, Mustafa; Akbaş, Erdem; 0000-0002-7468-2150; AGÜ, Yabancı Diller Yüksekokulu, Yabancı Dilleri Bölümü; Özer, Mustafa
The assembly of corpus-based discipline-specific word lists for pedagogical purposes has recently been on the rise (e.g., Arndt, 2022; Fraser, 2007; O’Flynn, 2019; Yang, 2015). In order to cater to the needs of learners in veterinary medicine (VM) and for field-specific academic literacy, this paper analyses a reiteration of the Veterinary Medicine Corpus (Özer and Akbas¸ , 2023; hereafter the VMC), assembling a specified list of academic words used in published research articles (RAs) in VM. So far, VM has remained largely unexplored with the exception of Durrant’s (2009) limited coverage of VM texts. The analysis was conducted using LancsBox 6.0, prompted to yield a list of PoS-tagged lemmas (Plemmas) sorted by frequency (Coxhead, 2000; Yang, 2015) and dispersion (Arndt, 2022). The most frequent 1,000 lemmas for each content word category were collated into a candidate list. We then manually eliminated proper nouns and GSL (West, 1953) words. The final list, the Veterinary Medicine Academic Word List (VMAWL), contains 835 PoStagged lemmas (P-lemmas), a reiteration of which was produced by adding the types in Bauer and Nation’s (1993) taxonomy at the second level to test coverage. The VMAWL was profiled and validated against the four parent categories independently on AntWordProfiler (Anthony, 2022a) with analysis showing the VMAWL comprises 13.75 % of the VMC and diverges greatly from generic word lists like the AWL, NGSL, new-GSL, and AVL. The list can be used to develop teaching materials for EAP or ESP academic writing courses.
English language needs of the library staff: A study on university libraries in turkey
(Sakarya University, 2015) Alabay, Mehmet Nurettin; Bayram, Ayla; 0000-0002-1126-4154; AGÜ, Yabancı Diller Yüksekokulu, Yabancı Dilleri Bölümü; Alabay, Mehmet Nurettin; Bayram, Ayla
As a part of information society, libraries have to keep up with the recent developments and changes in the field. In this regard, library staff have to obtain various skills for their profession. One of the most important skills is to know a foreign language. This needs assessment study focused on English language needs of people working in university libraries in Turkey. Within the scope of this study, we tried to find out why it was necessary for the library staff to know English. To ensure if library staff need to acquire English language knowledge, we conducted a needs assessment survey consisting of three parts. To begin with, respondents were expected to answer the questions in the first two sections entitled institution and demographic knowledge. They went on to answer the questions related to English language needs in the last part. This part included opinion questions asking about foreign language needs of the library staff. Through these questions we attempted to discover the relationship between the positions of the library staff and their language needs. Moreover, we aimed at identifying the current situation in terms of English language needs in university libraries in Turkey. As a result, all the participants agreed that library staff had to know at least one foreign language, especially English in order to supply quality service in university libraries. The ultimate goal of this study is to make the library staff and universities aware of to what extent English is needed for professional development.
The Implementation of the 4+4+4 Educational Policy in Turkey: Reflections from English Classrooms
(SPRINGER, 2023) Birdal, Tuğba; Vural, Seniye; 0000-0002-9460-3173; AGÜ, Yabancı Diller Yüksekokulu, Yabancı Dilleri Bölümü; Birdal, Tuğba
Lowering the age of English instruction has been a common language policy of many countries in response to the global status of English, as well as the benefits of learning a foreign language at a younger age. However, how congruent the policies are with actual implementations is a crucial question. That being the case, the purpose of this study was to investigate the training backgrounds, perceived pedagogical weaknesses, needs, frequent classroom practices, and challenges of primary school English teachers in Turkey after a policy change that lowered the beginning age of English instruction from 4th grade to 2nd grade. Qualitative and quantitative data were collected via questionnaires and semi-structured interviews based on a mixed-methods research design. The results indicate that most teachers express needs for their everyday classroom practices, such as games, songs, and materials, whereas theoretical or cultural constructs are of secondary importance to them. In addition, the policy change entails modifications in the curricula of teacher education programs.

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