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Permanent URI for this collectionhttps://acikarsiv.thk.edu.tr/handle/123456789/2551

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Subject: search.filters.subject.[Sosyal > Sosyal > Dil ve Dil Bilim]

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Now showing 1 - 3 of 3
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    The analysis of A1 level speaking exam in terms of syntax: The effect of general competence on syntax in A1 level speaking
    (2017) Hülya MISIR; Hacettepe Üniversitesi, Ankara, Türkiye
    This study aims at discovering the relevance of general competence of Turkish and Arab learners who have anA1 level of English proficiency in preparatory school of University of Turkish Aeronautical Association(UTAA) to their speaking skill in terms of syntax by analyzing the recordings of speaking exams in the firstsemester. One can ask why learners could ever perform a great variety in syntactic structure in spokenperformance while the university ensures that all learners get a standardized language education based on thesame syllabus and course books to succeed their future academic studies. The answer may seem easy; however,it is difficult to get out thoroughly. Therefore, the paper will try to explain this connection between betterperformances in terms of syntactic structures in spoken performance comparing to Common EuropeanFramework of Reference (CEFR) A1 level expectations and these learners’ attitudes, motivation, background ofeducation, and world knowledge. During the process, the information falling within the scope of generalcompetence (declarative knowledge and existential competence) is held by one-to-one interviews with 22randomly chosen learners. The results mainly showed that the learners who invested in developing generalcompetence have their own independent wordrobe and a higher level and variety of syntactic structures in theirspeaking whereas the rest and also the majority of the learners who are not as competent regarding declarativeknowledge and existential competence (attitude and motivation) show a standard level of syntax (commonlyused structures as defined in ALTE) in speaking.
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    Issues in pre-service and in-service teacher training programs for university English instructors in Turkey
    (2018) Cemile DOĞAN Tuğçe TEMİR İlknur PAMUK Seher BALBAY; Temir, Tuğçe; Necmettin Erbakan Üniversitesi Türk Hava Kurumu Üniversitesi Hacettepe Üniversitesi Orta Doğu Teknik Üniversitesi
    English language teaching programs in Turkish universities do not have uniform standards. The quality ofeducation given to teachers in their undergraduate programs varies as does the teacher training provided duringemployment. The factors affecting the teacher training policies are numerous, such as the needs of the institution,the funding, time, technology and especially the importance attached to an ongoing development process.Particularly in higher education, lip service is paid to English language teacher training policies. To investigatethe shortcomings of these teacher training policies, this research study was conducted by interviewing instructorsfrom twenty different universities in Turkey. The study conducted has revealed the fact that there is a gap inspecific language learning management policies concerning preservice and in-service language teacher trainingfor university instructors in Turkey.
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    Evaluation of an English preparatory program at a Turkish foundation university
    (2019) Özlem CANARAN İlknur BAYRAM; University of Turkish Aeronautical Association, Ankara, Turkey TED University, Ankara, Turkey
    This mixed-methods study aims to evaluate the English Preparatory Program (EPP) offered at the Department ofForeign Languages (DFL) at an English-medium foundation university in Turkey during 2017-18 academic yearto discover the strengths and weaknesses of the program. Participants of the study were 241 students and 26teachers. The data were collected from the “Program Evaluation Survey” designed by the researchers and focusgroup meetings with students and teachers. The results revealed that the strengths of the EPP included homeworkassignments, exams and the program while the extracurricular activities and online programs were found to be themain weaknesses of the EPP. It was also found that student and teacher perceptions of the EPP showed statisticallysignificant difference. Finally, students and teachers suggested some improvements in terms of the pacing of theprogram, course books and supplementary booklets, number of the portfolio assignments and the picturedescription part in the Speaking Exam. It is hoped that the findings of the study will contribute to the improvementof the existing program and lead to better learning opportunities for students in the coming years