Yabancı Diller Bölümü
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Browsing Yabancı Diller Bölümü by Author "32516"
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Article Citation Count: Güneş, H.; Karaazmak, F. (2017). "Issues Related To English Language Teaching At Primary Schools And Suggested Solutions", Uluslararası Sosyal Araştırmalar Dergisi / The Journal of International Social Research, Vol.10, No.54.Issues Related To English Language Teaching At Primary Schools And Suggested Solutions(2017) Güneş, Hilal; Karaazmak, Fulda; 32516The purpose of this study is twofold. Firstly, it aims to examine Turkish Educational Policy with regard to English Language Teaching (ELT) at primary school level and then identify positive and negative sides both at the theoretical and practical level. Secondly it attempts to make some suggestions related to primary school ELT curriculum and teacher education. The studies conducted to evaluate the effectiveness of primary school ELT curriculum unveiled that; though teachers are contented with the fact that English language teaching starts at earlier grades, they indicated a myriad of problems related to assessment, quality of textbooks, technical infrastructure, teaching materials, physical conditions of the classrooms, class hours, in-service trainings, and so on. In the light of detected problems, some pedagogical suggestions related to primary school ELT curriculum and teacher education were made.Article Citation Count: Öz, Hüseyin; Karaazmak, Fulda (2019). "L2 Learners' Perceptions of Using L1 in EFL Classrooms", Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, Vol. 42, pp. 213-222.L2 Learners' Perceptions of Using L1 in EFL Classrooms(2019) Öz, Hüseyin; Karaazmak, Fulda; 32516Most foreign or second (L2) language teaching happens in classrooms where teachers and learners share the same first language (L1), and there has been a long-standing controversy over using L1 in language teaching classrooms. Thus, the present study sought to explore English learners' perceptions about using their L1 in English as a foreign language (EFL) classrooms. The study further aimed to investigate whether English proficiency level had any effect on learners' preferences of using L1 in English classrooms. A total of 75 EFL learners enrolled in an English preparatory program at a foundation university in Ankara voluntarily participated in the study. Data were collected using a questionnaire to determine participants' views on using their L1 in English classes. The results revealed that EFL learners supported the use of English as the only medium of instruction in EFL classrooms and English proficiency level had an effect on learners' preferences of using L1. Findings also indicated that learners with a low level of English proficiency had more positive opinions about using L1 in EFL classrooms as opposed to learners with a high level of English proficiency. On the other hand, regardless of the proficiency level, all participants agreed that they might use their L1 in the class if they really needed to do so. Another significant finding of the study was that learners' willingness to use L1 in the classroom decreased as their English proficiency level increased. In line with these findings, further recommendations were proposed regarding the place of L1 in EFL classrooms.Article Citation Count: Karaazmak, Fulda (2018). "The Effects of a Grammar Error Correction Session on Language Learners' Success", International Journal of Curriculum and Instruction, Vol.10, No.1, pp.61-70.The Effects of a Grammar Error Correction Session on Language Learners' Success(2018) Karaazmak, Fulda; 32516Error correction has a significant place in language teaching classrooms since language learning involves some kind of a trial and error process during which learners test their language related hypotheses. The present study sought to examine the effects of a grammar error correction session on 64 eleventh grade high school students’ success in a grammar test. The pre-test post-test quasi-experimental design involving the experimental and control groups was used in the study. In the data collection procedure, two parallel grammar tests were implemented to the learners. Results showed an increase in learners’ mean scores in the grammar test used as the post-test, which the learners took following the error correction session. However, the increase in the learners’ grades was not at a statistically significant level. The positive effects of the remedial error correction session were not explicit in the study.Article Citation Count: Altay, İsmail Fırat; Karaazmak, F. (2018). "The evaluation of instructors’ views on the use of semiotics in English classrooms", Journal of Language and Linguistic Studies, Vol.14, No.4, pp.63-73.The evaluation of instructors’ views on the use of semiotics in English classrooms(2018) Altay, İsmail Fırat; Karaazmak, Fulda; 32516Semiotics is the scientific field dealing with the meaning making process via signs and symbols. This study primarily aims at investigating the opinions and preferences of English instructors about the usage of semiotic elements such as mimics, gestures, body movements, posture, eye contact, and clothing in language teaching classrooms. Instructors’ awareness of the unspoken interaction in the class, to what extent they are using the semiotic elements in their teaching style, whether they find these elements useful or not are among the aims of this study. Further aims include determining whether or not language instructors need training about the effective use of non-verbal communication and which semiotic elements they may need special training in. In the data collection process, a questionnaire involving 20 items in a Likert scale format is completed by 40 English instructors, who are currently working in a university preparatory school. The results of the study reveal English instructors’ positive beliefs about the effective use of semiotic elements in their teaching and the powerful effect of successful non-verbal communication to boost student achievement and motivation. Additionally, having previous training on non-verbal communication use is found to be influential on instructors’ belief, which is interpreted as a need for training about the conscious use of semiotic elements in language teaching. Based on these findings, some pedagogical recommendations are proposed for further research.
