Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. Bu ... more Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. Bu makale, öğretmen adaylarının öğrenim bilgilerini, kişisel çalışma ve gördükleri eğitimle tasarlarken nasıl dönüşümsel olarak anlam ürettiklerini veya başka bir deyişle anlam üretme sürecinin nasıl bir dönüşüme uğradığını ele alır. Yazarlar, öğretmen adaylarında öğrenimin nasıl anlamlanıp, bilinçli bir hale gelerek düzenlendiğini ve dönüştürüldüğünü, Shank ve Cunningham'ın öğrenim bilgisi oluşumunu anlamada kullandıkları, Peirce'ün ilişkilendirme modeli ile inceler. Araştırma süreci, İngiliz Dili Öğretmenliği adaylarının, öğrenimlerini modelleme yeteneklerini ve alanlarında kendi yetkin kimliklerini ortaya çıkarmaya çalışır. Yazılı ve sözlü görüşmelerde gözlemlenen kavrayışları, yansıtıcı düşünceleri, sezgileri ve ilişkilendirmeleri, alan hakkındaki inançları ve değerleri, özetle hepsi anlamın çeşitli şekillerde ortaya çıkışıdır. Bu makale, hem alan hakkındaki mantıksal, sosyal ve...
La sémiotique implique des processus de recherche qui intègrent la dimension humaine dans l'a... more La sémiotique implique des processus de recherche qui intègrent la dimension humaine dans l'analyse du raisonnement logique. Cet article est une tentative d'interpréter la "trans-sémiose" ou production transformatrice du sens que les professeurs stagiaires mettent en oeuvre lorsqu'ils établissent, soit personnellement soit en commun, la carte de leurs connaissances de la discipline enseignée. Les auteurs de l'article utilisent le modèle de raisonnement proposé par Shank et Cunningham dans la ligne des travaux de Charles S. Peirce pour comprendre le processus de formation disciplinaire, c'est à dire la manière dont le savoir est organisé dans la didactique de la discipline, dont il devient conscient et transforme les enseignants prospectifs. La recherche explore la compétence des stagiaires à modéliser leur discipline, qui est l'anglais langue étrangère, et investigue la croissance de leur identité professionnelle. Leur capacité de réflexion, leur in...
As an inquiry process, semiotics integrates the human dimension in its analysis of logical reason... more As an inquiry process, semiotics integrates the human dimension in its analysis of logical reasoning. This article is an attempt at interpreting the transformative meaning-making—or trans-semiosis—of student teachers mapping their curriculum knowledge through personal and shared educational inquiry. The authors use Shank & Cunningham's Peircean model of reasoning to understand the process of curriculum formation that is, how curriculum meanings are organized and become conscious and transformative in postulant teachers. The inquiry process explores the modeling ability of student teachers in their discipline—English Language Teaching—and the growth of their professional identity. Their capacity of reflection, their intuiting and reasoning, their values and beliefs about the subject-matter, are all aspects of meaning emergence, which have been elicited through observations as well as oral and written interviews. The article provides indications of the benefits of curriculum mappi...
This study focuses on the participation and thoughts of teacher candidates on activities related ... more This study focuses on the participation and thoughts of teacher candidates on activities related to the reception and dissemination of field-specific knowledge, and questions the functionality of the actitivities in interpreting knowledge. The teacher candidates were asked to evaluate their performance in lessons, communication with the department and their colleagues, and their accumulated field-specific knowledge. It also questions whether field knowledge is transferred through activities; what kind of cooperation is actualized at work; how their performance and interest develop in the lessons; what kind of a role institutional learning culture and MEB’s (the Ministry for National Education) curriculum play in the application of lessons. The study adopts a general review model. The universe of the study is constituted by the students enrolled in the Turkish Language Teaching department at Yıldız Technical University. The purposeful sample is comprised of sophomores taking the ‘’Sc...
Ankara Papers in Turkish and Turkic Linguistics, 2015
Based on the Garden Path Correction Technique, we focused on developing a learning strategy in tr... more Based on the Garden Path Correction Technique, we focused on developing a learning strategy in translation from English (L2) to Turkish (L1).
In this study, we shall examine the portfolio studies of the third grade student teachers of the ... more In this study, we shall examine the portfolio studies of the third grade student teachers of the English Language Teaching Department in Yildiz Technical University, as part of the requirements of the “Language and Literature” course offered. They include the worksheets designed by student teachers, mainly targeting teaching grammar, vocabulary, translation, textual cohesion and coherence. The research shall mainly focuses on the following points of (i) how student teachers approached literary texts, highlighting the advantages and disadvantages they encountered while coping with literary texts; (ii) which literary texts were chosen as teaching materials and how were these texts internalized and interpreted to target cultural enrichment; (iii) which language samples of real life settings were demonstrated. This paper aims to show that teaching language through literature initiates the student teachers' pragmatic input in progress, and helps them to prepare authentic teaching mat...
A learner is able to make his/her cognitive skills more effective through writing. S/he organizes... more A learner is able to make his/her cognitive skills more effective through writing. S/he organizes his/her emotions and thoughts as well. The usage of language with this awareness would influence the individual’s mother tongue education. Writing course, which is a significant part of the mother tongue education, tried to determine the role of the learner due to the education reforms constructed in the 19th century. In this study, we discussed the progressions of the writing course which took in time with regards to social changes in the history. We examined the course books ∗ Yrd. Doc. Dr., Yildiz Teknik Universitesi, celileokten@gmail.comand syllabuses which are prepared for the formal education. The course books are classified chronologically in order to show that what the social structural changes expect from the education, and according to the contents of the writing course. The content analysis of each book has been based on sociolinguistic approach. Eventually, the effects of t...
Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 2018
Yabancı Dil Olarak Türkçe Öğretimi, ülkemizde lisans ve lisan üstü çalışmalarla gelişmekte olan b... more Yabancı Dil Olarak Türkçe Öğretimi, ülkemizde lisans ve lisan üstü çalışmalarla gelişmekte olan bir alandır. Bu alanda çalışan öğretmenler de akademik çalışmalardan ve daha sonra aldıkları hizmet içi eğitimlerden yararlanarak katkıda bulunmaktadırlar. Bununla birlikte Yabancı Dil Türkçe Öğretiminde alan yeterliliklerinin, öğrenme alanlarının ve kazanımlarının, vb. belli olduğu, ölçme ve değerlendirme ölçütlerinin herkesçe kabul edilen bir çerçeveye oturtulduğu bir öğretmen yetiştirme programına ihtiyaç duyulmaktadır. Genelde bu alanda ders veren öğretmenlerin programlarını kendi yaptıkları, ünitelerin yapılandırılmasında, temaların ve onlara bağlı olarak materyallerin geliştirilmesinde zorlandıkları, ders kitabının dışına pek çıkamadıkları, dil bilgisini bağlamdan uzak yapısal kalıplarla verebildikleri, dil becerilerini hedef alan öğrenme alanlarındaki kazanımları ölçmede de standart bir uygulama takip edemedikleri görülmektedir. Bu araştırmada Yabancı Dil Olarak Türkçe (YDOT) alanı...
http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2013_04.php This paper focus... more http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2013_04.php This paper focuses on the creation of an instructional hyper textbook that serves as a personal environment for learning a less-commonly-taught language. The study aims to raise awareness of ways in which digital personal learning environments can be used in tandem with more formal learning strategies. The study explores self-regulated language learning within personal environments created for intermediate and advanced Turkish. We reviewed the conceptual background for the approach as well as the project-based learning strategies scaffolded in the online thematic materials. Through a 2- to 3-year longitudinal inquiry and semi-structured interviews with eight instructors who implemented the approach in four universities, the authors analyze the impact of personalized learning in developing deeper levels of language apprenticeship. The instructors interviewed report increased growth in proficiency and acc...
Conceptual mapping requires a visual support for communication, such as an economic organigram, p... more Conceptual mapping requires a visual support for communication, such as an economic organigram, planning rubric, literary genealogy, geographic representation, anthropological card, systems representation, linguistic tree, semantic structure, cognitive frame, mental model, sociological tree of knowledge. Such visual maps constitute ontologies or conceptual structures that model ‘what is’. When designing such models of reality, then, students are involved in an epistemic process, a way of conceptualizing disciplinary priorities. Therefore conceptual maps are sometimes named epistemic maps.
IMPROVING WRITING SKILLS WITH GENRE-BASED INSTRUCTION FOR TURKISH AS A FOREIGN LANGUAGE LEARNERS, 2015
In this study, we designed a writing class which is a genre-based and content-related course for ... more In this study, we designed a writing class which is a genre-based and content-related course for TÖMER B1 level students. Teaching writing about a certain subject matter through specific genres allows learners to raise their awareness not only of rules of thumb but also of language functioning with exceptions and ambiguities. The learning activities conducted for this course have been theoretically framed within the principles of sociocultural theory (Vygotsky, 1978) and the movement from the abstract to the concrete (MAC) (Davydov, 1988). These two pedagogical approaches, which aim to foster cognitive development in order to engage learners in meaning-making processes, are constituted by the social environment. Data was collected through examining the course book (HİTİT B1) writing skill sections and genre-based writing assignments targeting communicative principles of language functioning in terms of language and context. Primarily, the analysis of the writing assignments was done with systemic functional linguistics including genre-based instruction (Martin, 1993 cited in Ferreria, 2005). The learners practiced writing through several genres such as petitions, bio-sketch, e-mail, etc. which give the conceptual understanding of concrete manifestations of communication. The results of the data indicate genre-based instruction improves learners’ writing skills, and second language sociopragmatic knowledge, which in turn supports explicit instruction, sociolinguistic conventions, meaning-based practices and the relationships among all three (van Compernolle, 2011).
Curriculum mapping and instructional affordances: Sources of transformation for student teachers - , 2010
Semiotics is the study of semiosis or sign action; it can describe any process that includes the
... more Semiotics is the study of semiosis or sign action; it can describe any process that includes the production of meaning, whether linguistic or not. Thus semiosis defines the process of making meaning as mediated by signs and the interpretation of those signs. Significantly, teachers’ awareness of semiosis generates metasemiosis, as their engagement in such deep reflection stimulates conceptual reframing, which can be qualified itself as a trans-semiotic process. From intuiting to perceiving to wording, stages of clarification operate that Charles S. Peirce (1877a) has deciphered and theorized as being inherent to the process of belief confirmation that characterizes scientific inquiry. In a similar manner, intuiting, perceiving and wording curriculum interpretations involves a subtle belief formation that this article aims to explore through hierarchizing and mapping curriculum concepts in teacher education. We are using a Peircean analysis in part due to his work with existential diagrams, making his theories a natural match for concept maps. The next section reinvests these concepts into theorizing the curriculum building process. It will highlight why curriculum mapping can stimulate semiotic inquiry and student teachers’ transformation of knowledge.
Learning the Deep Approach: Language Teachers' Voices, 2012
Based on Tochon's Deep Approach and learning modules prepared for Turkish as a Foreign Language, ... more Based on Tochon's Deep Approach and learning modules prepared for Turkish as a Foreign Language, this qualitative study analyzed the experiences of instructors working at five research universities in the United States and one university in Turkey. The focus was on understanding how the implementation of the new approach was negotiated by teachers as they reflected on pedagogies. As a result of the interpretive analysis, we identified three main themes. This article presents how teachers’ practices, professional and cultural identities, and transformations in learning and teaching emerged during the process of employing the deep approach.
Teaching Foreign Language with Using Cultural Aspects of Literature - Edebiyatın Kültürel Yönlerini Kullanarak Yabancı Dil Öğretmek, 2013
In this study, we shall examine the portfolio studies of the third grade student teachers of the ... more In this study, we shall examine the portfolio studies of the third grade student teachers of the English Language Teaching Department in Yıldız Technical University, as part of the requirements of the “Language and Literature” course offered. They include the worksheets designed by student teachers, mainly targeting teaching grammar, vocabulary, translation, textual cohesion and coherence. The research shall mainly focuses on the following points of (i) how student teachers approached literary texts, highlighting the advantages and disadvantages they encountered while coping with literary texts; (ii) which literary texts were chosen as teaching materials and how were these texts internalized and interpreted to target cultural enrichment; (iii) which language samples of real life settings were demonstrated. This paper aims to show that teaching language through literature initiates the student teachers’ pragmatic input in progress, and helps them to prepare authentic teaching materials in terms of developing teaching competencies. - Bu çalışmada, Yıldız Teknik Üniversitesi İngilizce Öğretmenliği Bölümü 3. Sınıf öğrencilerinin Dil ve Edebiyat dersi için oluşturdukları çalışma dosyalarını inceledik. Bu dosyalar, öğretmen adayları tarafından hazırlanmış olup dilbilgisi, sözcük bilgisi, çeviri, metinsel bütünlük ve tutarlılık öğretimini hedefleyen çalışma kağıtlarını içermektedir. Araştırmamız başlıca şu noktalar üzerinde durmaktadır: Öğretmen adayları edebi metinlere nasıl yaklaşıyor? (Edebi metinlerle çalışırken ne gibi olumlu veya olumsuz yönlerle karşılaşıyorlar?) Öğretim materyali olarak hangi edebi metinleri seçiyorlar? Hedef dil kültürünü nasıl içselleştirip yorumluyorlar? Gerçek hayattan hangi dil örneklerini gösteriyorlar? Amacımız, edebiyatı dil öğretiminde kullanırken öğretmen adaylarının edimbilimsel girdisini geliştirmektir. Böylece edebiyatın dil öğretiminde kullanımı, öğretmen yeterliliklerini geliştirmek açısından onlara özgün materyal hazırlama da yardımcı olacaktır.
KIBRIS TÜRK EDEBİYATINI OKUMAK - Reading the Turkish Cypriot Literature, 2014
The significance of literature course books in conveying national culture and their role in the i... more The significance of literature course books in conveying national culture and their role in the integration of national culture and multiculturalism have been emphasized in this study. Since the literary works which bridge today to the past, are significant to the construction of a national identity, and revival of common societal memory, therefore they should be chosen elaborately for literature education. Within this framework, Cyprus Turkish Literature Course Books I-II, which arestudied at high schools in Cyprus, have been examined in terms of content in our research. We determined that how the changes have been occurred over the values and approvals interrelated to societal dynamics, and chronologically given literary communities and literary genres developing through literary periods, with regard to Cyprus Turkish People’s social reality. We aimed to exhibit how Cyprus Turkish Literature took the lead in time with its multicultural and local atmosphere arising from the geography, and also its relation to Turkey. Consequently, literature course books provide young people with language and literature instruction in order to uncover their both collective and self-local culture with the help of exploring Cyprus Turkish culture. National identity supports an individual so that he/she can define him/herself and determine his/her status in the world. - Bu çalışmada edebiyat ders kitaplarının milli kültürü aktarmadaki önemi ve aynı zamanda milli kültür ile çok kültürlülüğün kaynaşmasındaki rolü üzerinde durulmuştur. Bugün ile geçmiş arasında bağ kuran edebi eserler, mili kimliği yapılandırmada ve ortak toplumsal hafızayı canlı tutmada önem taşıdıklarından edebiyat eğitimi için daha özenle seçilmektedirler. Bu çerçevede araştırmamızda Kıbrıs’ta liselerde okutulan Kıbrıs Türk Edebiyatı I-II (2013) kitapları içerik bakımından incelenmiştir. Kronolojik sırayla verilen edebi toplulukları, edebi dönemlerle gelişen edebi türleri, toplumsal dinamiklerin ve buna bağlı değerlerin, kabullerin nasıl değiştiğini Kıbrıs Türk halkının toplumsal gerçeği üzerinden tespit ettik. Kıbrıs Türk Edebiyatının, ülke coğrafyasından kaynaklanan çok kültürlü ve yerel ortamına, Türkiye ile olan ilişkisine göre zaman içerisinde nasıl bir yol kat ettiğini sergilemek istedik. Sonuç olarak edebiyat ders kitapları, gençlere dil ve edebiyat eğitimi ile Kıbrıs Türk kültürünü keşfederek hem müşterek kimliklerini hem de öz-yerli kimliklerini ortaya çıkarmada yardım etmektedir. Bu süreçte milli kimlik, bireyin kendini tanımlamasını, dünyadaki konumunu belirlemesini desteklemektedir.
Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. Bu ... more Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. Bu makale, öğretmen adaylarının öğrenim bilgilerini, kişisel çalışma ve gördükleri eğitimle tasarlarken nasıl dönüşümsel olarak anlam ürettiklerini veya başka bir deyişle anlam üretme sürecinin nasıl bir dönüşüme uğradığını ele alır. Yazarlar, öğretmen adaylarında öğrenimin nasıl anlamlanıp, bilinçli bir hale gelerek düzenlendiğini ve dönüştürüldüğünü, Shank ve Cunningham'ın öğrenim bilgisi oluşumunu anlamada kullandıkları, Peirce'ün ilişkilendirme modeli ile inceler. Araştırma süreci, İngiliz Dili Öğretmenliği adaylarının, öğrenimlerini modelleme yeteneklerini ve alanlarında kendi yetkin kimliklerini ortaya çıkarmaya çalışır. Yazılı ve sözlü görüşmelerde gözlemlenen kavrayışları, yansıtıcı düşünceleri, sezgileri ve ilişkilendirmeleri, alan hakkındaki inançları ve değerleri, özetle hepsi anlamın çeşitli şekillerde ortaya çıkışıdır. Bu makale, hem alan hakkındaki mantıksal, sosyal ve...
La sémiotique implique des processus de recherche qui intègrent la dimension humaine dans l'a... more La sémiotique implique des processus de recherche qui intègrent la dimension humaine dans l'analyse du raisonnement logique. Cet article est une tentative d'interpréter la "trans-sémiose" ou production transformatrice du sens que les professeurs stagiaires mettent en oeuvre lorsqu'ils établissent, soit personnellement soit en commun, la carte de leurs connaissances de la discipline enseignée. Les auteurs de l'article utilisent le modèle de raisonnement proposé par Shank et Cunningham dans la ligne des travaux de Charles S. Peirce pour comprendre le processus de formation disciplinaire, c'est à dire la manière dont le savoir est organisé dans la didactique de la discipline, dont il devient conscient et transforme les enseignants prospectifs. La recherche explore la compétence des stagiaires à modéliser leur discipline, qui est l'anglais langue étrangère, et investigue la croissance de leur identité professionnelle. Leur capacité de réflexion, leur in...
As an inquiry process, semiotics integrates the human dimension in its analysis of logical reason... more As an inquiry process, semiotics integrates the human dimension in its analysis of logical reasoning. This article is an attempt at interpreting the transformative meaning-making—or trans-semiosis—of student teachers mapping their curriculum knowledge through personal and shared educational inquiry. The authors use Shank & Cunningham's Peircean model of reasoning to understand the process of curriculum formation that is, how curriculum meanings are organized and become conscious and transformative in postulant teachers. The inquiry process explores the modeling ability of student teachers in their discipline—English Language Teaching—and the growth of their professional identity. Their capacity of reflection, their intuiting and reasoning, their values and beliefs about the subject-matter, are all aspects of meaning emergence, which have been elicited through observations as well as oral and written interviews. The article provides indications of the benefits of curriculum mappi...
This study focuses on the participation and thoughts of teacher candidates on activities related ... more This study focuses on the participation and thoughts of teacher candidates on activities related to the reception and dissemination of field-specific knowledge, and questions the functionality of the actitivities in interpreting knowledge. The teacher candidates were asked to evaluate their performance in lessons, communication with the department and their colleagues, and their accumulated field-specific knowledge. It also questions whether field knowledge is transferred through activities; what kind of cooperation is actualized at work; how their performance and interest develop in the lessons; what kind of a role institutional learning culture and MEB’s (the Ministry for National Education) curriculum play in the application of lessons. The study adopts a general review model. The universe of the study is constituted by the students enrolled in the Turkish Language Teaching department at Yıldız Technical University. The purposeful sample is comprised of sophomores taking the ‘’Sc...
Ankara Papers in Turkish and Turkic Linguistics, 2015
Based on the Garden Path Correction Technique, we focused on developing a learning strategy in tr... more Based on the Garden Path Correction Technique, we focused on developing a learning strategy in translation from English (L2) to Turkish (L1).
In this study, we shall examine the portfolio studies of the third grade student teachers of the ... more In this study, we shall examine the portfolio studies of the third grade student teachers of the English Language Teaching Department in Yildiz Technical University, as part of the requirements of the “Language and Literature” course offered. They include the worksheets designed by student teachers, mainly targeting teaching grammar, vocabulary, translation, textual cohesion and coherence. The research shall mainly focuses on the following points of (i) how student teachers approached literary texts, highlighting the advantages and disadvantages they encountered while coping with literary texts; (ii) which literary texts were chosen as teaching materials and how were these texts internalized and interpreted to target cultural enrichment; (iii) which language samples of real life settings were demonstrated. This paper aims to show that teaching language through literature initiates the student teachers' pragmatic input in progress, and helps them to prepare authentic teaching mat...
A learner is able to make his/her cognitive skills more effective through writing. S/he organizes... more A learner is able to make his/her cognitive skills more effective through writing. S/he organizes his/her emotions and thoughts as well. The usage of language with this awareness would influence the individual’s mother tongue education. Writing course, which is a significant part of the mother tongue education, tried to determine the role of the learner due to the education reforms constructed in the 19th century. In this study, we discussed the progressions of the writing course which took in time with regards to social changes in the history. We examined the course books ∗ Yrd. Doc. Dr., Yildiz Teknik Universitesi, celileokten@gmail.comand syllabuses which are prepared for the formal education. The course books are classified chronologically in order to show that what the social structural changes expect from the education, and according to the contents of the writing course. The content analysis of each book has been based on sociolinguistic approach. Eventually, the effects of t...
Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 2018
Yabancı Dil Olarak Türkçe Öğretimi, ülkemizde lisans ve lisan üstü çalışmalarla gelişmekte olan b... more Yabancı Dil Olarak Türkçe Öğretimi, ülkemizde lisans ve lisan üstü çalışmalarla gelişmekte olan bir alandır. Bu alanda çalışan öğretmenler de akademik çalışmalardan ve daha sonra aldıkları hizmet içi eğitimlerden yararlanarak katkıda bulunmaktadırlar. Bununla birlikte Yabancı Dil Türkçe Öğretiminde alan yeterliliklerinin, öğrenme alanlarının ve kazanımlarının, vb. belli olduğu, ölçme ve değerlendirme ölçütlerinin herkesçe kabul edilen bir çerçeveye oturtulduğu bir öğretmen yetiştirme programına ihtiyaç duyulmaktadır. Genelde bu alanda ders veren öğretmenlerin programlarını kendi yaptıkları, ünitelerin yapılandırılmasında, temaların ve onlara bağlı olarak materyallerin geliştirilmesinde zorlandıkları, ders kitabının dışına pek çıkamadıkları, dil bilgisini bağlamdan uzak yapısal kalıplarla verebildikleri, dil becerilerini hedef alan öğrenme alanlarındaki kazanımları ölçmede de standart bir uygulama takip edemedikleri görülmektedir. Bu araştırmada Yabancı Dil Olarak Türkçe (YDOT) alanı...
http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2013_04.php This paper focus... more http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2013_04.php This paper focuses on the creation of an instructional hyper textbook that serves as a personal environment for learning a less-commonly-taught language. The study aims to raise awareness of ways in which digital personal learning environments can be used in tandem with more formal learning strategies. The study explores self-regulated language learning within personal environments created for intermediate and advanced Turkish. We reviewed the conceptual background for the approach as well as the project-based learning strategies scaffolded in the online thematic materials. Through a 2- to 3-year longitudinal inquiry and semi-structured interviews with eight instructors who implemented the approach in four universities, the authors analyze the impact of personalized learning in developing deeper levels of language apprenticeship. The instructors interviewed report increased growth in proficiency and acc...
Conceptual mapping requires a visual support for communication, such as an economic organigram, p... more Conceptual mapping requires a visual support for communication, such as an economic organigram, planning rubric, literary genealogy, geographic representation, anthropological card, systems representation, linguistic tree, semantic structure, cognitive frame, mental model, sociological tree of knowledge. Such visual maps constitute ontologies or conceptual structures that model ‘what is’. When designing such models of reality, then, students are involved in an epistemic process, a way of conceptualizing disciplinary priorities. Therefore conceptual maps are sometimes named epistemic maps.
IMPROVING WRITING SKILLS WITH GENRE-BASED INSTRUCTION FOR TURKISH AS A FOREIGN LANGUAGE LEARNERS, 2015
In this study, we designed a writing class which is a genre-based and content-related course for ... more In this study, we designed a writing class which is a genre-based and content-related course for TÖMER B1 level students. Teaching writing about a certain subject matter through specific genres allows learners to raise their awareness not only of rules of thumb but also of language functioning with exceptions and ambiguities. The learning activities conducted for this course have been theoretically framed within the principles of sociocultural theory (Vygotsky, 1978) and the movement from the abstract to the concrete (MAC) (Davydov, 1988). These two pedagogical approaches, which aim to foster cognitive development in order to engage learners in meaning-making processes, are constituted by the social environment. Data was collected through examining the course book (HİTİT B1) writing skill sections and genre-based writing assignments targeting communicative principles of language functioning in terms of language and context. Primarily, the analysis of the writing assignments was done with systemic functional linguistics including genre-based instruction (Martin, 1993 cited in Ferreria, 2005). The learners practiced writing through several genres such as petitions, bio-sketch, e-mail, etc. which give the conceptual understanding of concrete manifestations of communication. The results of the data indicate genre-based instruction improves learners’ writing skills, and second language sociopragmatic knowledge, which in turn supports explicit instruction, sociolinguistic conventions, meaning-based practices and the relationships among all three (van Compernolle, 2011).
Curriculum mapping and instructional affordances: Sources of transformation for student teachers - , 2010
Semiotics is the study of semiosis or sign action; it can describe any process that includes the
... more Semiotics is the study of semiosis or sign action; it can describe any process that includes the production of meaning, whether linguistic or not. Thus semiosis defines the process of making meaning as mediated by signs and the interpretation of those signs. Significantly, teachers’ awareness of semiosis generates metasemiosis, as their engagement in such deep reflection stimulates conceptual reframing, which can be qualified itself as a trans-semiotic process. From intuiting to perceiving to wording, stages of clarification operate that Charles S. Peirce (1877a) has deciphered and theorized as being inherent to the process of belief confirmation that characterizes scientific inquiry. In a similar manner, intuiting, perceiving and wording curriculum interpretations involves a subtle belief formation that this article aims to explore through hierarchizing and mapping curriculum concepts in teacher education. We are using a Peircean analysis in part due to his work with existential diagrams, making his theories a natural match for concept maps. The next section reinvests these concepts into theorizing the curriculum building process. It will highlight why curriculum mapping can stimulate semiotic inquiry and student teachers’ transformation of knowledge.
Learning the Deep Approach: Language Teachers' Voices, 2012
Based on Tochon's Deep Approach and learning modules prepared for Turkish as a Foreign Language, ... more Based on Tochon's Deep Approach and learning modules prepared for Turkish as a Foreign Language, this qualitative study analyzed the experiences of instructors working at five research universities in the United States and one university in Turkey. The focus was on understanding how the implementation of the new approach was negotiated by teachers as they reflected on pedagogies. As a result of the interpretive analysis, we identified three main themes. This article presents how teachers’ practices, professional and cultural identities, and transformations in learning and teaching emerged during the process of employing the deep approach.
Teaching Foreign Language with Using Cultural Aspects of Literature - Edebiyatın Kültürel Yönlerini Kullanarak Yabancı Dil Öğretmek, 2013
In this study, we shall examine the portfolio studies of the third grade student teachers of the ... more In this study, we shall examine the portfolio studies of the third grade student teachers of the English Language Teaching Department in Yıldız Technical University, as part of the requirements of the “Language and Literature” course offered. They include the worksheets designed by student teachers, mainly targeting teaching grammar, vocabulary, translation, textual cohesion and coherence. The research shall mainly focuses on the following points of (i) how student teachers approached literary texts, highlighting the advantages and disadvantages they encountered while coping with literary texts; (ii) which literary texts were chosen as teaching materials and how were these texts internalized and interpreted to target cultural enrichment; (iii) which language samples of real life settings were demonstrated. This paper aims to show that teaching language through literature initiates the student teachers’ pragmatic input in progress, and helps them to prepare authentic teaching materials in terms of developing teaching competencies. - Bu çalışmada, Yıldız Teknik Üniversitesi İngilizce Öğretmenliği Bölümü 3. Sınıf öğrencilerinin Dil ve Edebiyat dersi için oluşturdukları çalışma dosyalarını inceledik. Bu dosyalar, öğretmen adayları tarafından hazırlanmış olup dilbilgisi, sözcük bilgisi, çeviri, metinsel bütünlük ve tutarlılık öğretimini hedefleyen çalışma kağıtlarını içermektedir. Araştırmamız başlıca şu noktalar üzerinde durmaktadır: Öğretmen adayları edebi metinlere nasıl yaklaşıyor? (Edebi metinlerle çalışırken ne gibi olumlu veya olumsuz yönlerle karşılaşıyorlar?) Öğretim materyali olarak hangi edebi metinleri seçiyorlar? Hedef dil kültürünü nasıl içselleştirip yorumluyorlar? Gerçek hayattan hangi dil örneklerini gösteriyorlar? Amacımız, edebiyatı dil öğretiminde kullanırken öğretmen adaylarının edimbilimsel girdisini geliştirmektir. Böylece edebiyatın dil öğretiminde kullanımı, öğretmen yeterliliklerini geliştirmek açısından onlara özgün materyal hazırlama da yardımcı olacaktır.
KIBRIS TÜRK EDEBİYATINI OKUMAK - Reading the Turkish Cypriot Literature, 2014
The significance of literature course books in conveying national culture and their role in the i... more The significance of literature course books in conveying national culture and their role in the integration of national culture and multiculturalism have been emphasized in this study. Since the literary works which bridge today to the past, are significant to the construction of a national identity, and revival of common societal memory, therefore they should be chosen elaborately for literature education. Within this framework, Cyprus Turkish Literature Course Books I-II, which arestudied at high schools in Cyprus, have been examined in terms of content in our research. We determined that how the changes have been occurred over the values and approvals interrelated to societal dynamics, and chronologically given literary communities and literary genres developing through literary periods, with regard to Cyprus Turkish People’s social reality. We aimed to exhibit how Cyprus Turkish Literature took the lead in time with its multicultural and local atmosphere arising from the geography, and also its relation to Turkey. Consequently, literature course books provide young people with language and literature instruction in order to uncover their both collective and self-local culture with the help of exploring Cyprus Turkish culture. National identity supports an individual so that he/she can define him/herself and determine his/her status in the world. - Bu çalışmada edebiyat ders kitaplarının milli kültürü aktarmadaki önemi ve aynı zamanda milli kültür ile çok kültürlülüğün kaynaşmasındaki rolü üzerinde durulmuştur. Bugün ile geçmiş arasında bağ kuran edebi eserler, mili kimliği yapılandırmada ve ortak toplumsal hafızayı canlı tutmada önem taşıdıklarından edebiyat eğitimi için daha özenle seçilmektedirler. Bu çerçevede araştırmamızda Kıbrıs’ta liselerde okutulan Kıbrıs Türk Edebiyatı I-II (2013) kitapları içerik bakımından incelenmiştir. Kronolojik sırayla verilen edebi toplulukları, edebi dönemlerle gelişen edebi türleri, toplumsal dinamiklerin ve buna bağlı değerlerin, kabullerin nasıl değiştiğini Kıbrıs Türk halkının toplumsal gerçeği üzerinden tespit ettik. Kıbrıs Türk Edebiyatının, ülke coğrafyasından kaynaklanan çok kültürlü ve yerel ortamına, Türkiye ile olan ilişkisine göre zaman içerisinde nasıl bir yol kat ettiğini sergilemek istedik. Sonuç olarak edebiyat ders kitapları, gençlere dil ve edebiyat eğitimi ile Kıbrıs Türk kültürünü keşfederek hem müşterek kimliklerini hem de öz-yerli kimliklerini ortaya çıkarmada yardım etmektedir. Bu süreçte milli kimlik, bireyin kendini tanımlamasını, dünyadaki konumunu belirlemesini desteklemektedir.
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production of meaning, whether linguistic or not. Thus semiosis defines the process of
making meaning as mediated by signs and the interpretation of those signs. Significantly,
teachers’ awareness of semiosis generates metasemiosis, as their engagement in such deep
reflection stimulates conceptual reframing, which can be qualified itself as a trans-semiotic
process. From intuiting to perceiving to wording, stages of clarification operate that Charles
S. Peirce (1877a) has deciphered and theorized as being inherent to the process of belief
confirmation that characterizes scientific inquiry. In a similar manner, intuiting, perceiving
and wording curriculum interpretations involves a subtle belief formation that this article
aims to explore through hierarchizing and mapping curriculum concepts in teacher education.
We are using a Peircean analysis in part due to his work with existential diagrams, making
his theories a natural match for concept maps. The next section reinvests these concepts into
theorizing the curriculum building process. It will highlight why curriculum mapping can
stimulate semiotic inquiry and student teachers’ transformation of knowledge.
-
Bu çalışmada, Yıldız Teknik Üniversitesi İngilizce Öğretmenliği Bölümü 3. Sınıf öğrencilerinin Dil ve Edebiyat dersi için oluşturdukları çalışma dosyalarını inceledik. Bu dosyalar, öğretmen adayları tarafından hazırlanmış olup dilbilgisi, sözcük bilgisi, çeviri, metinsel bütünlük ve tutarlılık öğretimini hedefleyen çalışma kağıtlarını içermektedir. Araştırmamız başlıca şu noktalar üzerinde durmaktadır: Öğretmen adayları edebi metinlere nasıl yaklaşıyor? (Edebi metinlerle çalışırken ne gibi olumlu veya olumsuz yönlerle karşılaşıyorlar?) Öğretim materyali olarak hangi edebi metinleri seçiyorlar? Hedef dil kültürünü nasıl içselleştirip yorumluyorlar? Gerçek hayattan hangi dil örneklerini gösteriyorlar? Amacımız, edebiyatı dil öğretiminde kullanırken öğretmen adaylarının edimbilimsel girdisini geliştirmektir. Böylece edebiyatın dil öğretiminde kullanımı, öğretmen yeterliliklerini geliştirmek açısından onlara özgün materyal hazırlama da yardımcı olacaktır.
-
Bu çalışmada edebiyat ders kitaplarının milli kültürü aktarmadaki önemi ve aynı zamanda milli kültür ile çok kültürlülüğün kaynaşmasındaki rolü üzerinde durulmuştur. Bugün ile geçmiş arasında bağ kuran edebi eserler, mili kimliği yapılandırmada ve ortak toplumsal hafızayı canlı tutmada önem taşıdıklarından edebiyat eğitimi için daha özenle seçilmektedirler. Bu çerçevede araştırmamızda Kıbrıs’ta liselerde okutulan Kıbrıs Türk Edebiyatı I-II (2013) kitapları içerik bakımından incelenmiştir. Kronolojik sırayla verilen edebi toplulukları, edebi dönemlerle gelişen edebi türleri, toplumsal dinamiklerin ve buna bağlı değerlerin, kabullerin nasıl değiştiğini Kıbrıs Türk halkının toplumsal gerçeği üzerinden tespit ettik. Kıbrıs Türk Edebiyatının, ülke coğrafyasından kaynaklanan çok kültürlü ve yerel ortamına, Türkiye ile olan ilişkisine göre zaman içerisinde nasıl bir yol kat ettiğini sergilemek istedik. Sonuç olarak edebiyat ders kitapları, gençlere dil ve edebiyat eğitimi ile Kıbrıs Türk kültürünü keşfederek hem müşterek kimliklerini hem de öz-yerli kimliklerini ortaya çıkarmada yardım etmektedir. Bu süreçte milli kimlik, bireyin kendini tanımlamasını, dünyadaki konumunu belirlemesini desteklemektedir.
production of meaning, whether linguistic or not. Thus semiosis defines the process of
making meaning as mediated by signs and the interpretation of those signs. Significantly,
teachers’ awareness of semiosis generates metasemiosis, as their engagement in such deep
reflection stimulates conceptual reframing, which can be qualified itself as a trans-semiotic
process. From intuiting to perceiving to wording, stages of clarification operate that Charles
S. Peirce (1877a) has deciphered and theorized as being inherent to the process of belief
confirmation that characterizes scientific inquiry. In a similar manner, intuiting, perceiving
and wording curriculum interpretations involves a subtle belief formation that this article
aims to explore through hierarchizing and mapping curriculum concepts in teacher education.
We are using a Peircean analysis in part due to his work with existential diagrams, making
his theories a natural match for concept maps. The next section reinvests these concepts into
theorizing the curriculum building process. It will highlight why curriculum mapping can
stimulate semiotic inquiry and student teachers’ transformation of knowledge.
-
Bu çalışmada, Yıldız Teknik Üniversitesi İngilizce Öğretmenliği Bölümü 3. Sınıf öğrencilerinin Dil ve Edebiyat dersi için oluşturdukları çalışma dosyalarını inceledik. Bu dosyalar, öğretmen adayları tarafından hazırlanmış olup dilbilgisi, sözcük bilgisi, çeviri, metinsel bütünlük ve tutarlılık öğretimini hedefleyen çalışma kağıtlarını içermektedir. Araştırmamız başlıca şu noktalar üzerinde durmaktadır: Öğretmen adayları edebi metinlere nasıl yaklaşıyor? (Edebi metinlerle çalışırken ne gibi olumlu veya olumsuz yönlerle karşılaşıyorlar?) Öğretim materyali olarak hangi edebi metinleri seçiyorlar? Hedef dil kültürünü nasıl içselleştirip yorumluyorlar? Gerçek hayattan hangi dil örneklerini gösteriyorlar? Amacımız, edebiyatı dil öğretiminde kullanırken öğretmen adaylarının edimbilimsel girdisini geliştirmektir. Böylece edebiyatın dil öğretiminde kullanımı, öğretmen yeterliliklerini geliştirmek açısından onlara özgün materyal hazırlama da yardımcı olacaktır.
-
Bu çalışmada edebiyat ders kitaplarının milli kültürü aktarmadaki önemi ve aynı zamanda milli kültür ile çok kültürlülüğün kaynaşmasındaki rolü üzerinde durulmuştur. Bugün ile geçmiş arasında bağ kuran edebi eserler, mili kimliği yapılandırmada ve ortak toplumsal hafızayı canlı tutmada önem taşıdıklarından edebiyat eğitimi için daha özenle seçilmektedirler. Bu çerçevede araştırmamızda Kıbrıs’ta liselerde okutulan Kıbrıs Türk Edebiyatı I-II (2013) kitapları içerik bakımından incelenmiştir. Kronolojik sırayla verilen edebi toplulukları, edebi dönemlerle gelişen edebi türleri, toplumsal dinamiklerin ve buna bağlı değerlerin, kabullerin nasıl değiştiğini Kıbrıs Türk halkının toplumsal gerçeği üzerinden tespit ettik. Kıbrıs Türk Edebiyatının, ülke coğrafyasından kaynaklanan çok kültürlü ve yerel ortamına, Türkiye ile olan ilişkisine göre zaman içerisinde nasıl bir yol kat ettiğini sergilemek istedik. Sonuç olarak edebiyat ders kitapları, gençlere dil ve edebiyat eğitimi ile Kıbrıs Türk kültürünü keşfederek hem müşterek kimliklerini hem de öz-yerli kimliklerini ortaya çıkarmada yardım etmektedir. Bu süreçte milli kimlik, bireyin kendini tanımlamasını, dünyadaki konumunu belirlemesini desteklemektedir.