ICPESS (International Congress on Politic, Economic and Social Studies), Jun 1, 2018
The present study analyzes how a university English as a Foreign Language ( EFL) teacher created ... more The present study analyzes how a university English as a Foreign Language ( EFL) teacher created vocabulary teaching moments as pre-listening activity by asking vocabulary items whose meanings are potentially unclear to help learners’ listening comprehension. Within the frame of the study, h ow explicit and side sequence vocabulary teaching moments arise before doing a listening activity and how these moments are handled by the teacher are described in detail within a conversation analytic framework. Based on a two-hour videotaped adult EFL listening class at a state university, such a description is provided in the present study. The participants are young adults, aged between 18 and 21 and a local teacher. The data analysis was carried out using conversation analysis and taking a multi-modal approach focusing on gestures, body orientations and eye-gaze. The findings indicate that the teacher prefers to focus on vocabulary explanations as pre-listening activities both explicitly and as side sequences. Learners claim insufficient knowledge through long silences, headshakes and gaze shifts. The teacher does not just provide explanation of the vocabulary item subsequent to a claim of insufficient knowledge (CIK), but tries to engage learners through providing learners long wait-time, rephrasing her questions, using her body movements, facial expressions and hand gestures. Findings of this study may contribute to the existing literature on management of CIK and classroom context by providing samples of explicit and side sequence vocabulary teaching as pedagogical goals in a listening class.
Vygotsky’nin Sosyokültürel teorik yaklaşımından türetilen dinamik değerlendirme (DA), psikoloji v... more Vygotsky’nin Sosyokültürel teorik yaklaşımından türetilen dinamik değerlendirme (DA), psikoloji ve genel eğitim alanlarındaki araştırmacıların büyük ilgisini çekmiştir; ancak ikinci dil edinimi alanında hala yeni bir yaklaşım olarak kabul edilmektedir. Dinamik değerlendirme, adında belirtildiği gibi, sadece değerlendirme odaklı bir yaklaşım değil aynı zamanda sosyokültürel teori çerçevesinde aracılık biçimleri olan ipuçları ya da yönlendirmeler yoluyla öğrencileri eğitmeyi de hedefler. İkinci dil öğretimi alanında DA üzerine yapılan çalışmaların artmasıyla birlikte DA’nın dil öğretim ve öğrenme süreçleri için umut verici yönleri olduğu görülmüştür. Bu çalışma DA ile ilişkili temel ilke ve yapıların kısa bir incelemesini yapmayı amaçlamaktadır. Çalışmada ilk önce değerlendirmenin eğitim alanındaki yeri ele alınmaktadır. Daha sonra, DA’nın teorik çerçevesi sunulmakta ve DA için önemli olan yakınsal gelişim alanı (ZPD), yönlendirme ve içselleştirme dahil olmak üzere teorinin temel bile...
This study aims to investigate the effect of blogging and portfolio- keeping on EFL learners’ aut... more This study aims to investigate the effect of blogging and portfolio- keeping on EFL learners’ autonomy levels and self-assessment of their language skills in the process of learning a language. In addition, it aims to contribute to the learners’ language achievement through the application of learner blogs and portfolios and to reveal the perceptions of the learners towards the use of blogs and portfolios as educational tools. The study lasted for ten weeks with 60 pre-intermediate prep-class students assigned to three groups; namely blog group, portfolio group, and control group. The participants in the blog group kept personal blogs where they could share their personal studies regarding their language learning process with their classmates, get feedback both from their course instructor and classmates on their own work and make comments on each other’s works in addition to their usual classroom practices. They shared their essays, story reviews, vocabulary studies, grammar studie...
Willingness to communicate (WTC), which is believed to be one of the main components of second la... more Willingness to communicate (WTC), which is believed to be one of the main components of second language acquisition, has been the subject of many research studies that are conducted to investigate the factors affecting L2 learning. It has been revealed that no matter what the approach or technique followed in a language class is, many learners in an EFL context perceive the ability to effectively communicate in English as the most difficult skill to be developed. Therefore, the concept of willingness to communicate stands as an important research area for many researchers. The present study seeks to explore to the extent tertiary-level learners are willing to communicate in English and its relationship with individual affective factors including learners’ motivation in learning English, attitude towards learning English and ideal L2 self. A group of 158 students enrolled at the School of Foreign Languages, Pamukkale University participated in the study. Data were collected through q...
The present study analyzes how a university English as a Foreign Language ( EFL) teacher created ... more The present study analyzes how a university English as a Foreign Language ( EFL) teacher created vocabulary teaching moments as pre-listening activity by asking vocabulary items whose meanings are potentially unclear to help learners’ listening comprehension. Within the frame of the study, h ow explicit and side sequence vocabulary teaching moments arise before doing a listening activity and how these moments are handled by the teacher are described in detail within a conversation analytic framework. Based on a two-hour videotaped adult EFL listening class at a state university, such a description is provided in the present study. The participants are young adults, aged between 18 and 21 and a local teacher. The data analysis was carried out using conversation analysis and taking a multi-modal approach focusing on gestures, body orientations and eye-gaze. The findings indicate that the teacher prefers to focus on vocabulary explanations as pre-listening activities both explicitly an...
Corpus studies shed light on academic discourse in terms of genre, lexicon, and grammar. In order... more Corpus studies shed light on academic discourse in terms of genre, lexicon, and grammar. In order to expand grammatical knowledge, this corpus-based study takes as an evidence based approach and focuses on however, a single adverb reported as being one of the most commonly used linking adverbials in academic discourse, and analyses the uses of however in British academic spoken and written English. Analysis of British Academic Written English (BAWE) and British Academic Spoken English (BASE) Corpus provided comprehensive linguistic information on the use of linking adverbial however in terms of its frequency, positional distribution in clauses, collocations and clusters. The findings indicated that contrary to common pedagogic academic writing and English as a Second Language (ESL) or English as a Foreign Language (EFL) grammar books, however has various functions in British academic English. Furthermore, usages of however differ in written and spoken academic discourse.
Investigating the Impact of Blogging and Portfolio-Keeping on English as a Foreign Language Learn... more Investigating the Impact of Blogging and Portfolio-Keeping on English as a Foreign Language Learners’ Level of Autonomy, Self-Assessment and Language Achievement
Willingness to communicate (WTC), which is believed to be one of the main components of second la... more Willingness to communicate (WTC), which is believed to be one of the main components of second language acquisition, has been the subject of many research studies that are conducted to investigate the factors affecting L2 learning. It has been revealed that no matter what the approach or technique followed in a language class is, many learners in an EFL context perceive the ability to effectively communicate in English as the most difficult skill to be developed. Therefore, the concept of willingness to communicate stands as an important research area for many researchers. The present study seeks to explore to the extent tertiary-level learners are willing to communicate in English and its relationship with individual affective factors including learners’ motivation in learning English, attitude towards learning English and ideal L2 self. A group of 158 students enrolled at the School of Foreign Languages, Pamukkale University participated in the study. Data were collected through q...
ICPESS (International Congress on Politic, Economic and Social Studies), Jun 1, 2018
The present study analyzes how a university English as a Foreign Language ( EFL) teacher created ... more The present study analyzes how a university English as a Foreign Language ( EFL) teacher created vocabulary teaching moments as pre-listening activity by asking vocabulary items whose meanings are potentially unclear to help learners’ listening comprehension. Within the frame of the study, h ow explicit and side sequence vocabulary teaching moments arise before doing a listening activity and how these moments are handled by the teacher are described in detail within a conversation analytic framework. Based on a two-hour videotaped adult EFL listening class at a state university, such a description is provided in the present study. The participants are young adults, aged between 18 and 21 and a local teacher. The data analysis was carried out using conversation analysis and taking a multi-modal approach focusing on gestures, body orientations and eye-gaze. The findings indicate that the teacher prefers to focus on vocabulary explanations as pre-listening activities both explicitly and as side sequences. Learners claim insufficient knowledge through long silences, headshakes and gaze shifts. The teacher does not just provide explanation of the vocabulary item subsequent to a claim of insufficient knowledge (CIK), but tries to engage learners through providing learners long wait-time, rephrasing her questions, using her body movements, facial expressions and hand gestures. Findings of this study may contribute to the existing literature on management of CIK and classroom context by providing samples of explicit and side sequence vocabulary teaching as pedagogical goals in a listening class.
Vygotsky’nin Sosyokültürel teorik yaklaşımından türetilen dinamik değerlendirme (DA), psikoloji v... more Vygotsky’nin Sosyokültürel teorik yaklaşımından türetilen dinamik değerlendirme (DA), psikoloji ve genel eğitim alanlarındaki araştırmacıların büyük ilgisini çekmiştir; ancak ikinci dil edinimi alanında hala yeni bir yaklaşım olarak kabul edilmektedir. Dinamik değerlendirme, adında belirtildiği gibi, sadece değerlendirme odaklı bir yaklaşım değil aynı zamanda sosyokültürel teori çerçevesinde aracılık biçimleri olan ipuçları ya da yönlendirmeler yoluyla öğrencileri eğitmeyi de hedefler. İkinci dil öğretimi alanında DA üzerine yapılan çalışmaların artmasıyla birlikte DA’nın dil öğretim ve öğrenme süreçleri için umut verici yönleri olduğu görülmüştür. Bu çalışma DA ile ilişkili temel ilke ve yapıların kısa bir incelemesini yapmayı amaçlamaktadır. Çalışmada ilk önce değerlendirmenin eğitim alanındaki yeri ele alınmaktadır. Daha sonra, DA’nın teorik çerçevesi sunulmakta ve DA için önemli olan yakınsal gelişim alanı (ZPD), yönlendirme ve içselleştirme dahil olmak üzere teorinin temel bile...
This study aims to investigate the effect of blogging and portfolio- keeping on EFL learners’ aut... more This study aims to investigate the effect of blogging and portfolio- keeping on EFL learners’ autonomy levels and self-assessment of their language skills in the process of learning a language. In addition, it aims to contribute to the learners’ language achievement through the application of learner blogs and portfolios and to reveal the perceptions of the learners towards the use of blogs and portfolios as educational tools. The study lasted for ten weeks with 60 pre-intermediate prep-class students assigned to three groups; namely blog group, portfolio group, and control group. The participants in the blog group kept personal blogs where they could share their personal studies regarding their language learning process with their classmates, get feedback both from their course instructor and classmates on their own work and make comments on each other’s works in addition to their usual classroom practices. They shared their essays, story reviews, vocabulary studies, grammar studie...
Willingness to communicate (WTC), which is believed to be one of the main components of second la... more Willingness to communicate (WTC), which is believed to be one of the main components of second language acquisition, has been the subject of many research studies that are conducted to investigate the factors affecting L2 learning. It has been revealed that no matter what the approach or technique followed in a language class is, many learners in an EFL context perceive the ability to effectively communicate in English as the most difficult skill to be developed. Therefore, the concept of willingness to communicate stands as an important research area for many researchers. The present study seeks to explore to the extent tertiary-level learners are willing to communicate in English and its relationship with individual affective factors including learners’ motivation in learning English, attitude towards learning English and ideal L2 self. A group of 158 students enrolled at the School of Foreign Languages, Pamukkale University participated in the study. Data were collected through q...
The present study analyzes how a university English as a Foreign Language ( EFL) teacher created ... more The present study analyzes how a university English as a Foreign Language ( EFL) teacher created vocabulary teaching moments as pre-listening activity by asking vocabulary items whose meanings are potentially unclear to help learners’ listening comprehension. Within the frame of the study, h ow explicit and side sequence vocabulary teaching moments arise before doing a listening activity and how these moments are handled by the teacher are described in detail within a conversation analytic framework. Based on a two-hour videotaped adult EFL listening class at a state university, such a description is provided in the present study. The participants are young adults, aged between 18 and 21 and a local teacher. The data analysis was carried out using conversation analysis and taking a multi-modal approach focusing on gestures, body orientations and eye-gaze. The findings indicate that the teacher prefers to focus on vocabulary explanations as pre-listening activities both explicitly an...
Corpus studies shed light on academic discourse in terms of genre, lexicon, and grammar. In order... more Corpus studies shed light on academic discourse in terms of genre, lexicon, and grammar. In order to expand grammatical knowledge, this corpus-based study takes as an evidence based approach and focuses on however, a single adverb reported as being one of the most commonly used linking adverbials in academic discourse, and analyses the uses of however in British academic spoken and written English. Analysis of British Academic Written English (BAWE) and British Academic Spoken English (BASE) Corpus provided comprehensive linguistic information on the use of linking adverbial however in terms of its frequency, positional distribution in clauses, collocations and clusters. The findings indicated that contrary to common pedagogic academic writing and English as a Second Language (ESL) or English as a Foreign Language (EFL) grammar books, however has various functions in British academic English. Furthermore, usages of however differ in written and spoken academic discourse.
Investigating the Impact of Blogging and Portfolio-Keeping on English as a Foreign Language Learn... more Investigating the Impact of Blogging and Portfolio-Keeping on English as a Foreign Language Learners’ Level of Autonomy, Self-Assessment and Language Achievement
Willingness to communicate (WTC), which is believed to be one of the main components of second la... more Willingness to communicate (WTC), which is believed to be one of the main components of second language acquisition, has been the subject of many research studies that are conducted to investigate the factors affecting L2 learning. It has been revealed that no matter what the approach or technique followed in a language class is, many learners in an EFL context perceive the ability to effectively communicate in English as the most difficult skill to be developed. Therefore, the concept of willingness to communicate stands as an important research area for many researchers. The present study seeks to explore to the extent tertiary-level learners are willing to communicate in English and its relationship with individual affective factors including learners’ motivation in learning English, attitude towards learning English and ideal L2 self. A group of 158 students enrolled at the School of Foreign Languages, Pamukkale University participated in the study. Data were collected through q...
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