Altay, İsmail Fırat

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https://hdl.handle.net/20.500.12416/9026
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Okutman
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Yabancı Diller Bölümü
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Former Staff
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NO POVERTY1
NO POVERTY
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ZERO HUNGER2
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GOOD HEALTH AND WELL-BEING3
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QUALITY EDUCATION4
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GENDER EQUALITY5
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CLEAN WATER AND SANITATION6
CLEAN WATER AND SANITATION
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AFFORDABLE AND CLEAN ENERGY7
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DECENT WORK AND ECONOMIC GROWTH8
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INDUSTRY, INNOVATION AND INFRASTRUCTURE9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
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REDUCED INEQUALITIES10
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SUSTAINABLE CITIES AND COMMUNITIES11
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RESPONSIBLE CONSUMPTION AND PRODUCTION12
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LIFE BELOW WATER14
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LIFE ON LAND15
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PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
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PARTNERSHIPS FOR THE GOALS17
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Scholarly Output

1

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1

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Journal of Language and Linguistic Studies1
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Scholarly Output Search Results

Now showing 1 - 1 of 1
  • Article
    The evaluation of instructors’ views on the use of semiotics in English classrooms
    (2018) Altay, İsmail Fırat; Karaazmak, Fulda
    Semiotics 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.