Yabancı Dilleri Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/416

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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.
Fostering intuitive competence in L2 for a better performance in EAP writing through fraze.it in aTurkish context
(SPRINGER, ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES, 2020) Cakir, Ismail; Ozer, Mustafa; 0000-0002-7468-2150; 0000-0002-7497-3249; AGÜ, Yabancı Diller Yüksekokulu, Yabancı Dilleri Bölümü
Online corpus referencing through web applications such as fraze.it can help non-native language teachers train tertiary level learners of academic writing by providing them with native or near-native perspectives which come within concordance lines derived from authentic sources. The present study features a semi-experimental design in order to reach an understanding of the impact of simulated academic reading (SAR), which denotes a sentence-based approach to getting students familiar with the authentic use of English in academic texts. The sample (N = 62) is comprised of English for academic purposes (EAP) students taking a grammar course with a specific focus on academic writing at the language school of a state university in Turkey. In order to see the difference that SAR could make, the sample was split into an experimental group (n = 32) and a control group (n = 30). Whilst the experimental group received SAR-weighted grammar aid through effective teacher guidance for seven weeks, the control group was required to follow the guidelines exerted by the existing curriculum. The quantitative data were collected through the application of a delayed pre-test and a post-test, and the scores of the learners in the two groups were compared through a paired sample t-test. The qualitative data was collected by means of an online survey of four open ended questions, and a corpus analysis was conducted to reach common codes and themes emerging in the responses. The difference between the test scores of the two groups were statistically significant. This overall trend was concurrent in the responses to the survey as well. Further research is needed to see the extent to which SAR can change the way learners learn in the long run, though.
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.
Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project
(Eastern University, 2022) Atlamaz-Arabacı, Tuba; 0000-0002-6332-7727; AGÜ, Yabancı Diller Yüksekokulu, Yabancı Dilleri Bölümü; Atlamaz-Arabacı, Tuba
SciVal Topics Metrics Abstract Teacher preparation for culturally and linguistically diverse communities is crucial as classrooms become increasingly diverse. This study reports on the interaction between 20 pre-service teachers (PSTs) and adult emergent bilinguals during a community-based service-learning (CBSL) project. The project was part of a course offered at a state university in the northeastern USA. The qualitative data demonstrated that the PSTs gained sociolinguistic consciousness, learned about language learners’ prior experiences and linguistic proficiencies, and identified the linguistic demands of the interaction. The study also revealed that CBSL projects can possibly be an effective means of teacher preparation for emergent bilinguals worldwide
UNDERGRADUATES’ ATTITUDES TOWARDS DISTANCE EDUCATION AND PERCEPTIONS OF READINESS FOR E-LEARNING DURING THE COVID-19 PANDEMIC
(Anadolu Universitesi, 2022) Kuloğlu, Muhammed Esad; Yildiz, Sevilay; 0000-0001-5149-5494; AGÜ, Yabancı Diller Yüksekokulu, Yabancı Dilleri Bölümü; Kuloğlu, Muhammed Esad
The COVID-19 pandemic, which suddenly took the whole world under its influence, also radically affected the educational environments. This research aimed to examine the attitudes of undergraduates towards distance education, their perceptions of readiness for e-learning, and the relationship between these two variables during the COVID-19 pandemic, the effects of which are also felt in higher education. Thus, quantitative research paradigm and correlational design were used in the study. Data were collected online in two weeks via the Attitude Scale towards Distance Learning (ASDL) and E-Learning Readiness Self-Assessment Instrument (ERSI). Using the convenient sampling method, 1422 undergraduate students enrolled in a summer school program at a state university in Turkiye were included in the sample. The findings of the research indicate that the participants’ attitudes towards distance education are moderate, and their perceptions of readiness for e-learning are high-level during the COVID-19 pandemic. There is a moderate positive correlation between these two variables. There are also positive, moderate, or strong correlations between the ASDL and some subscales of the ERSI. The findings of the study provide useful information about the distance education carried out during the COVID-19 pandemic.
Washback effects of high-stakes language tests of Turkey (KPDS and ÜDS) on productive and receptive skills of academic personnel
(JLLS, 2013) Akpınar, Kadriye Dilek; Çakıldere, Bekir; AGÜ, Yabancı Diller Yüksekokulu, Yabancı Dilleri Bölümü; Çakıldere, Bekir
Washback, the impact of tests on education in general and language testing in particular, has become a popular area of study within educational research. This paper focuses on the washback effects of two high-stakes Foreign Language Tests (KPDS and UDS) of Turkey. The main concern of the study is to investigate the impact of these tests on receptive and productive language skills of academicians. 103 academic personnel working at Nevsehir University attended the study. A 26-item questionnaire was designed and administered to 103 academic personnel working at Nevsehir University. The data were analyzed using statistical analysis including descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics that use ANOVA to find whether there are significant differences between productive and receptive skills of the participants. It has been found out that there are significant differences between reading and writing; reading and listening, but reading and speaking provided insignificant results.

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