Top PDF On Plurality Category and Teaching in Turkish

On Plurality Category and Teaching in Turkish

On Plurality Category and Teaching in Turkish

/+º T+/ frequently seen in Ancient Turkish Language Period generally state plurality and generalization: tarkat (tarkans), oglıt (children), apat / apıt (sisters mothers), bayagut (riches, assets), alpagut (valiant, hero, brave), yılpagut (yvaliant, hero, brave), urungut (director,admin,chairman,chief,head), sengüt (generals), beget (sirs), tigit (tigins, princes), erat / eret (males, soldiers, valiants), yiğit (valiants, braves), sıgıt (sadness, distress), yaşıt, boyut, eşit, karşıt, bört (< börit: worms, bugs), kanat, kulut (slaves, serfs), süt, Sakait (>…> İskit), Türküt, Tangut, Bayat, Bugut, Ongut / Öngüt, Soğut (Sogut < Suk+ut), Mançud (<Mançu+t), Teleüt…
Show more

6 Read more

Comparison of Elementary Students’ Images of Science Teaching for Turkish, Dutch, Scottish, and German Science Classrooms

Comparison of Elementary Students’ Images of Science Teaching for Turkish, Dutch, Scottish, and German Science Classrooms

Abstract The Draw-A-Science –Teacher-Test Checklist (DASTT-C) is an useful instrument to show how our science teaching environment and science teacher behaviors have been going on. This study is a cross cultural and comparative study to contribute to literature of problems of science teacher behaviors and of science learning environment. The purpose of this study is to investigate Turkish, Scottish, Dutch and German elementary students’ images of science teachers and science teaching environment and to compare Turkish science teaching environment with other three countries. 128 elementary students from four different countries have joined this study in order to collect data. The results from the study have showed that Turkish elementary students’ perspectives of science teaching style is 4.5% student-centered, 36.4% between student- teacher-centered, and 59.1% teacher-centered. The Scottish elementary students’ perspectives of science teaching style is 38.6% student-centered, 52.3% between student- teacher-centered, and 9.1% teacher-centered. The Dutch elementary students’ perspectives of science teaching style is 25% student-centered, 50% between student- teacher-centered, and 25% teacher-centered. The German elementary students’ perspectives of science teaching style is 24% student-centered, 55% between student- teacher-centered, and 21% teacher-centered.
Show more

10 Read more

Turkish Prospective English Teachers' Reflections on Teaching Practice

Turkish Prospective English Teachers' Reflections on Teaching Practice

Still, this study is not the one without limitations. From methodological stands, as teaching practice is a social situation, experimental and observation-based studies would offer more workable outcomes about the affective and cognitive influence of process on prospective teachers by providing further insight into the phenomena of practicum. In this sense, using questionnaire and open-ended question within a mixed method paradigm, of course, revealed alternative and specific explanations through prospective teachers’ reflections on experience: the findings can be regarded novel when to consider the sample which was, to the knowledge of researchers, not the case of any study up to now. But again, further studies sampling the same participants with different research paradigms should be done for deeper understanding of the case. Moreover, though the sample size of this study was the representative one for the relevant research setting, to get more valid data, the number of participants may be higher to strengthen the consistency of the results. To the theoretical stands, as mentioned before, teaching practice is the joint participation of many figures besides prospective teachers so any holistic conception of process could be accomplished by exploring reflections, acts, and regards of other practicum members. And, to fully comprehend the practicum phenomenon in Turkish case, further studies with individuals in “geographical dispersed” [12] settings should be carried out to explore contextual factors involving social and cultural ones behind the course of teaching practice.
Show more

8 Read more

Using Films in Vocabulary Teaching of Turkish as a Foreign Language

Using Films in Vocabulary Teaching of Turkish as a Foreign Language

Although teaching Turkish as a foreign language started to develop in the last 20-25 years, due to the increasing international position and power of Turkey, it is necessary to recognize Turkey, Turks, and therefore Turkish culture and communicate more effectively with Turks. The number of people who want to learn Turkish abroad is rapidly increasing. In order to meet this demand and to promote Turkey in international arena, the issue of teaching Turkish to foreigners should be meticulously addressed. Büyükikiz and Hasırcı (2013) also have the following suggestions in teaching Turkish as a foreign language: The target group should be well-recognized and the materials should be prepared according to the target group. In the course materials prepared according to the target group, the basic vocabulary should be given as a whole in a way that is related to each other. While the word is determined, care must be taken to ensure that the words are prepared at three basic levels (basic), B (intermediate) and C (upper). All meanings of the words should be taken into consideration; the needs of the student must be taken into account.
Show more

9 Read more

Teaching case suffixes with the aid of the usage of Turkish folk literature in teaching Turkish to the foreign students

Teaching case suffixes with the aid of the usage of Turkish folk literature in teaching Turkish to the foreign students

A grammar teacher must do different activities in the lesson to save it from being boring. It is up to the teacher to make the lesson colourful and spirit it up. A lesson will surely be productive if the teacher prepares the lesson plan and the activities he/se will use beforehand. The researcher has taught Turkish in different countries for a long time. This has helped him gain experience and know how to deal with the difficulties of teaching grammar. He has used the folkloric works as a useful source for explaining grammar. He thinks that keeping in mind the students‟ age is necessary. He has also used his experience as a tool to help understand this topic better.
Show more

15 Read more

The use of task-based language teaching method to teach terms and phrases for those learning Turkish as a second language and sample activities

The use of task-based language teaching method to teach terms and phrases for those learning Turkish as a second language and sample activities

Communicating is a fundamental fact of human cultures, and learning to communicate – learning to use language to do things – in another language offers considerable value from instrumental, aesthetic, moral, cognitive, and other perspectives. A basic question that must be answered by all language educators, then, is “what do our learners learn how to do, and how do they learn to do it”? Task offers a helpful way of encapsulating the things humans tend to do with language, in particular because it emphasizes the functional sense of language use (Norris, 2009). With the purpose of teaching Turkish terms and phrases in mind, TBLT method steered the learners into communication in the learning process and facilitated as well as required the interactive learning while acquiring the new terms. The functional sense of language use was invigorated thorough the designed activities as they involve interaction among the peers in the course.
Show more

20 Read more

Analysis of problems encountered by instructors teaching Turkish as a foreign language to Syrian children and their opinions on their participation in the certification program for teaching Turkish as a foreign language

Analysis of problems encountered by instructors teaching Turkish as a foreign language to Syrian children and their opinions on their participation in the certification program for teaching Turkish as a foreign language

Besides, some problems regarding the Syrian students in teaching Turkish as a foreign language to the Syrian children are present. One of the most common problems is the lack of interest to learn Turkish. The underlying reason may be the loss of motivation among the students to learn Turkish (Moralı, 2018). In their study on the students learning Turkish as a foreign language, Fatih Yılmaz and Sevtap Buzlukluoğlu Arslan (2014) conclude on the aspect of motivation: “The most important external factor that affects students is teachers. For that reason, it is a must that teachers make the lesson fun to provide motivation in teaching Turkish to foreigners. Otherwise, the lesson becomes a chore and students lose their motivation. It is pivotal to provide motivation while teaching Turkish to foreigners. The reason why a foreigner wants to learn your language is as important as your approach towards him/her and your effort to make the lesson fun and interesting in order to ensure that students do not become uninterested in the course. In this regard, the role of the lecturer is primary. The behaviors and approach of the lecturer towards students affect the interest of foreign students in Turkish either in a positive or negative way.” (Yılmaz & Buzlukluoğlu Arslan,2014, p. 1185). According to Çiftçi (2011, p. 339), no matter which subject area is concerned, no matter which tools are used in the course, none of them is as effective as the teacher factor in achieving the learning outcomes. On the importance of the approach of the teacher, Soodak & Podell (1997) argue that the perception and belief of the lecturer towards the course directly affect students and influence the acquired behavior or attitude of students towards the course and learning. Kara (2010) point to that some games played by the foreign students learning Turkish in the courses of writing, speaking, comprehension and grammar enabled them to learn Turkish faster and easier, to enjoy the course they willingly participate in and to ensure more permanent learning. The greatest contribution of this to teaching Turkish as a foreign language is that the feelings of fear and anxiety, which are the main obstacles in student dimension, are relieved through the provision of authentic and natural learning environments.
Show more

28 Read more

Certain Basic Concepts of Teaching Turkish as a Foreign Language

Certain Basic Concepts of Teaching Turkish as a Foreign Language

Common European Framework of Reference for Languages We believe that Common European Framework of Reference for Languages , which includes learning, teaching and assessment, needs to be assessed as a concept due to the fact that it is used as a base in Europe in foreign language teaching and teaching of Turkish as a foreign language and that its expression needs to be used as an equivalent concept in the field. This is because there is not any consensus about Turkish translation of the text in the literature. It has been identified that different confusions took place about translation. The headings identified are as follows: Program of Common European Framework of Reference for Languages, Common European Framework of Reference for Languages: Learning, Teaching and Assessment, Common European Framework of Reference for Languages, Learning - Teaching - Assessment, Council of Europe's Common European Framework of Reference for Languages, Common European Framework for Teaching Languages, Common European Framework of Reference for Languages, Teaching and Assessment, Council of Europe's Framework Program on Common Language Criteria, Common European Framework of Reference for Languages: Learning, Teaching, Assessment. A unit has not been ensured about the name of the text in both two different versions of the text that was published in Turkey by the Ministry of National Education. Common European Framework of Reference for Languages that was translated in 2009: Education, Educating, Assessment (MEB (Ministry of National Education), 2009) title has been used but the Common European Framework of Reference for Languages that was translated in 2013: The title of Learning, Teaching and Assessment (MEB, 2013) has been used. At this point, it can be stated that an association is needed about Turkish equivalent of the text in order not to cause any concept contradiction.
Show more

12 Read more

Teaching Turkish Language and Literature: What Teachers Think?

Teaching Turkish Language and Literature: What Teachers Think?

While it is known that assessment studies that are carried out by individuals, who work in practicing programs, are more effective than the ones that are carried out by other various institutions (Fitzpatrick et al., [22]), it is pointed out that qualified approaches, questions directed to students, teachers and other shareholders are important in effective program assessment studies (Burke-Sinclair, [8]). In the meantime, it can be expected mostly from teachers to observe students' differences and cultural changes in program assessment studies carried out for education activities (Pritchard and Marshall, [61]). In this regard, it can be expected from empiric designs that are used by teachers as a leader, to provide important feedback for renewed programs (Stufflebeam [75]; Erden, [23]; Sandholtz, [63], Ringstaff and Dwyer, 1997, p. 51; Schneider, Brief and Guzzo, [64]). The difficulties encountered in transferring acquisitions that the program foresees in courses are noticed by field teachers firstly and they tried to establish solutions directed towards the program. Continuation of Turkish language and literature teaching within system integrity is in direct proportion to how the effective services associated with teaching are offered. Group studies are organized under 16 articles in Ministry of Education regions and education commission instructions and they are necessitated to make it possible to discuss the thoughts about program and its operation in teaching studies. Teacher commission meetings are among important activities that make it possible to make common decisions in order to strengthen relation among Turkish language and literature teachers and to catch the success in education studies. For this purpose, program assessment studies are conducted through feedback chain about program in a vertical mobility. These assessment studies are discussed by school literature teachers in school meetings and discussed in district course meetings via school course president and in province course meetings via district
Show more

11 Read more

The Psychometric Properties of the Mindfulness in Teaching Scale in a Turkish Sample

The Psychometric Properties of the Mindfulness in Teaching Scale in a Turkish Sample

The Turkish adaptation study of the Mindful Attention Awareness Scale (MAAS) was carried out by Özyeşil, Arslan, Kesici and Deniz [23]. According to the compliance statistics based on the confirmatory factor analysis results of MAAS (c2 = 187.811, sd = 90, c2 / sd = 2.086, p <.01), the scale showed a one-dimensional structure and had a goodness of fit which is an acceptable model. In the item-total correlations, all items of MAAS were over .40. The factor loadings of MAAS for each item ranged from .484 to .805. In order to determine the reliability of the scale, Cronbach Alpha internal consistency coefficient calculated as .80 and test-retest correlation was found as .86 depending upon item analysis. 2.2.2. Mindfulness in Teaching Scale (MTS)
Show more

6 Read more

Evaluation of the Grammar Teaching Process by Using the Methods Used in Turkish Language Teaching as a Foreign Language: A Case Study

Evaluation of the Grammar Teaching Process by Using the Methods Used in Turkish Language Teaching as a Foreign Language: A Case Study

Abstract The preferred methods for the success of foreign language teaching and the reflection of these methods on the teaching process are very important. Since approaches and methods in language teaching enable the teacher to use different techniques in his/ her lectures, they provide a more effective teaching process. The methodology in teaching the Turkish language as a foreign language is generally discussed for the development of language skills, and there is not enough emphasis on which methods are used and how they are reflected in the linguistic teaching process. In teaching grammar, some aspects are adopted such as learning the rules and structures directly, following a specific order and transferring them, intimidating those rules by integrating with language skills and even ignoring teaching the grammar. The starting point of the study is to determine the reflection of these perspectives upon the teaching of grammar and to investigate which methods are used in the teaching of grammar. The purpose of the study is to determine the methods and techniques which the teacher uses by teaching grammar through teaching the Turkish language as a foreign language. In this way, the process of teaching grammar will be assessed by taking into account the beliefs and views of teachers. In this study, the case study among qualitative research patterns will be used. The lecturers who work in Turkish Language Teaching Centers in various universities and the volunteers to participate in the study will build up the study group. The data will be collected using the interview technique and the resulting data obtained will be analyzed through the content analysis. As a result of the study, suggestions will be brought up from the perspectives of teachers, from the methods they use and from the applications of what they do. Hence, it is hoped that awareness can be raised in the design of a grammar teaching process.
Show more

11 Read more

Orthographic Interference and the Teaching of British Pronunciation to Turkish Learners

Orthographic Interference and the Teaching of British Pronunciation to Turkish Learners

words to be unstressed, they are particularly subject to weakening influences. Certain changes are characteristic of the way in which “strong forms” are replaced by “weak” ones. They are: the replacement of a strong vowel by one of the three weak ones. They are: the replacement of a strong vowel by one of the three weak ones / ɪ /, / ə /, / ʊ / , the replacement of a vowel plus consonant by a syllabic consonant, or the omission of a vowel or consonant, which are in no way shown in the English orthography. But in Turkish orthography, an entirely different state of affairs is found in which there are no neutral vowels, and the vowels in weakly stressed syllables are indistinguishable in quality from those in strongly stressed syllables. The phonemes are consistently and invariably shown in the spelling, though not, of course, certain additional phonetic features of pronunciation, notably palatalization of consonants, stress, intonation, etc.
Show more

36 Read more

The implementation of flipped education into Turkish EFL teaching context

The implementation of flipped education into Turkish EFL teaching context

Constructivist approach in which the individual is in the focus of education does not need to sacrifice the content while trying to make learning easier and more effective. Although we might think that all educators will adopt this approach easily due to the benefit given in the previous sentence, the educators tend to keep away the idea of teaching by taking into consideration all individual differences (different learning speed, motivation levels, cognitive skills, etc.) that students bring to the class in a limited time. Therefore, teachers should save time and students should start taking over their learning responsibility. In this point, FC that brings together individual based education idea of constructivism and the technology seems to be one of the solutions to that problem. FC requires students to spend some of their out of school time for schoolwork and aims to make best use of school time. It employs the technology and its popularity among students to realize this aim. The technology eliminates dependency on time and place between teacher and student, student and student and most importantly student and information, and keeps schools and libraries open 24/7.
Show more

14 Read more

TURKISH EMOTION WORD ‘SIKILMAK’ AND EQUIVALENTS IN KOREAN

TURKISH EMOTION WORD ‘SIKILMAK’ AND EQUIVALENTS IN KOREAN

After examining the sentences above, it has been observed that the word sıkılmak contains three main emotional notions. The first one is „boredom‟, the second one is „shame' and the last one is 'bother'. But in detail, it is analyzed that the meanings of this word appear in more than three words. In the notion of boredom, it is equivalent to Korean word ‟simsimhada‟ and „jiruhada‟, in the notion of shame it is possible to interpret „changpeehada‟, „minmanghada‟ and „pookkeureopda', in the last notion which is bother mainly ‟dabdabhada‟ is selective word but depend on the context „pigonhada‟, „jillida‟, „jigyeopda‟, „chimulhada‟, „jaemieobsda‟ can be used as an equivalent. In this context, it is possible to say that Turkish emotion word sıkılmak is more comprehended and multidimensional than any equivalent word either in English or in Korean. With one word three kind of emotion and more emotion words can be stated. Considering this from the Korean point of view, Korean words of emotions are more specific and has minimal meanings in various contexts. While Turkish emotion words are situation or context dependent, Korean words are not. As a result of this, this study provides us the knowledge that because both languages‟ emotion words have different characteristic features, attention must be paid, either from Korean to Turkish, or Turkish to Korean, both in a learning step and in teaching step. Otherwise, in further level of education, errors and mistakes which can be the reason of confusion for both speakers and hearers, are going to be made by learners of these languages.
Show more

10 Read more

The Impact of Active Learning Approach on Improving the Reading Skills in Native Language Teaching

The Impact of Active Learning Approach on Improving the Reading Skills in Native Language Teaching

In this research, the effectiveness of active learning approach in native language education has been emphasized. This research is an experimental one that is used by Turkish Teaching organized by active learning approach for determining learning levels of the students concerning their reading comprehension skills. Data have been obtained by utilizing “Turkish Reading Comprehension Skill Test”. The research was conducted at fifth class level in Şehit Tuncer and Geçitkale primary schools by getting perm ission from Ministry of Education and it lasted for fourteen weeks in the second term of 2005-2006 education semester. In Turkish teaching, there is a meaningful difference in favor of the active learning group between the experiment group’s (that active learning approach is applied to) and control group’s (that traditional method is applied to) average of the reading comprehension skill points. The results of the study indicated that the active learning approach is more effective than the traditional approach.
Show more

14 Read more

Academic Turkish for international students: Problems and suggestions

Academic Turkish for international students: Problems and suggestions

Goldenberg and Coleman (2010) state that students need academic language for two reasons: to learn the content of their courses and to express what they know. All the students, including native speakers, have to perform different tasks using language when they go to university. “The most obvious of these tasks is the ability to understand complex academic discourse, especially academic research articles and books, as well as course lectures” (Biber, 2006, p. 1). Not only international students but also mother tongue speakers are required to learn and use academic language and they also have difficulties in using it. However, as Baily (2007) puts forward, it is more difficult for an international student to learn academic language. Therefore academic language is more often studied in foreign language teaching contexts (Haneda, 2014) and some studies (see, e.g., Christison & Krahnke 1986; Johns 1981; Kim 2006; Leki 2001; Liu 2001; Ostler 1980; Phakiti & Li 2011) on academic English have decidedly shown that international students have difficulties in using academic language skills properly. The reason that makes academic language difficult for international students is its having some features different from everyday language. Long and complex sentences, nominalizations, lexical density (especially abstract and low-frequency vocabulary), formality, hedging, impersonality and abundance of passive voice sentences are among the features that make it more difficult to comprehend. Nominalization, for example, “means turning verbs or adjectives into noun phrases that then become the subject or object in a clause or phrase. The purpose of nominalization is to condense what can often amount to lengthy explanations into a few words” (Zwiers, 2014, p. 39). In other words, nominalization allows writers to express a lot of information with a few words, which in turn makes comprehension of those clauses more difficult for readers.
Show more

14 Read more

The investigation into prospective teachers’ Turkish metalinguistic awareness

The investigation into prospective teachers’ Turkish metalinguistic awareness

Relying on the literature related to the importance and purpose of teaching grammar, Dolunay (2010) considers “grammar teaching as an area that can be used to help students acquire four basic language skills, not a prime target”. In other words, teaching grammar should not aim to teach the rules of the language itself but to acquire the ability to use the language correctly and effectively. However, when the studies carried out on grammar teaching are examined, it is seen that “grammar studies focus just on terms and grammar rules are memorized” (Kilic & Akcay, 2011); students memorize grammar rules during their learning experiences in primary education (Demir & Yapici, 2007), and grammar is not taught consciously to students (Aytas & Cecen, 2010). Language teachers have important responsibilities in overcoming these problems because they are the practitioners of teaching process. Many problems in language teaching process can be solved if teachers can help their students learn strategies, methods, and techniques to acquire language skills adequately during their undergraduate education. To do this, first of all, undergraduate programs should be reviewed and updated, after determining the problems in practices based on prospective teachers’ opinions. For example, as in this study, prospective teachers' Turkish metalinguistic awareness can be revealed, since metalinguistic awareness is about recognizing, knowing the sub-dimensions of language as a system/arrangement and producing new texts. In a more holistic approach, language awareness is the ability to know the social life and thinking the style of the language community, the relationship between language and thought, bilingualism, children’s language acquisition and the principles of polysemy (Karaagac, 2013, p. 841) in learning of language units and their functions. In concrete terms, separating the sentence into words, syllables, and phonemes, deciding whether the sentence is correct in terms of the components of the language, forming words by combining the sounds, finding rhyming words, figures of speech are some points related to metalinguistic awareness (Sayar & Turan, 2012, p. 50)
Show more

19 Read more

Yabancılara Türkçe kelime öğretiminde market broşürlerinden yararlanma

Yabancılara Türkçe kelime öğretiminde market broşürlerinden yararlanma

In recent years, the number of foreigners who want to learn Turkish has been increasing at home and abroad. This case has also led an increase in the number of the studies in this field. One of the issues in language teaching is vocabulary teaching. Vocabulary directly affects one’s understanding and communication in the target language. Accordingly, the subject of vocabulary teaching should be given importance sensitively while teaching Turkish to foreigners. The various materials can be used while teaching vocabulary to the target students. One of the materials that can be used in this field is marketing brochures. Because these materials are authentic, they increase student's attention and motivation. Market brochures, especially for elementary level students (A1 and A2), make it convenient to meet their daily basic needs. In this study, the importance of acquisition of vocabulary in language teaching was emphasized and how to use the advantage of marketing brochures in this field was handled. Because of the opportunities offered to teachers and students, marketing brochures should be one of the materials to be used while teaching Turkish to foreigners.
Show more

10 Read more

Diary Keeping in Writing Education

Diary Keeping in Writing Education

There are many types of research regarding reflective or learning journals such as science and technology (Çavuş, Özden, 2014; Cengiz, Karataş, 2014), mathematics (Hensberry, Jacobbe, 2012; Atasoy, Atasoy, 2006); teacher’s practice (Alterman, 1965; Ekiz, 2006; Numrich, 1996; Gömleksiz, Sinan, Demir, 2010; Koç, Yıldız, 2012); teaching English as a foreign language (Barjesteh, Vaseghi, Gholami, 2011; Kır, 2012; Marefat, 2002); teaching Turkish to foreigners (Melanlıoğlu, Atalay, 2016); home studies (Güvenç, 2011); postgraduate (Tang, 2002); engineering (Wallin, Adawi, 2017); academic writing (Klimova, 2015). The use of the concepts of "reflective and learning logs" for a similar type of research in the literature can lead to a conceptual conflict. If it is thought that almost any kind of diary is a reflection of a person who keeps it, it may be more appropriate to name such diaries as the "learning diary" that represents the actual teaching process.
Show more

12 Read more

A Comparative Study Of The Attitudes, Self-Efficacy, And Readiness Of American Versus Turkish Language Teachers

A Comparative Study Of The Attitudes, Self-Efficacy, And Readiness Of American Versus Turkish Language Teachers

The sample comprised of 18 student teachers in their final year of studies for a BA degree in the English Language Education Department of a Turkish University in Izmir, and 15 student teachers in their final year of MA TESL program in an American University in Arizona. All subjects participated in an internship program and attended a supervision-training course in their institutions. They reported that they had completed at least one linguistic theory course and one methodology course. This allowed the participants to report their views about the importance of linguistic and language teaching theories in their teaching practice. Convenient sampling collected the data and all subjects participated voluntarily in data collection procedures.
Show more

8 Read more

Show all 10000 documents...