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Open educational resources refer to the digital learning tools enabling lifelong learning formally and informally with free-of-charge access. Their openness principle makes learning effective and efficient. Therefore, this study aimed to examine teachers' familiarity status with open educational resources language processing technologies and to reveal the intention of English teachers to continue using open educational resources in language teaching. As one of the quantitative methods, this cross-sectional survey study consists of two steps. In the first step, we asked English teachers about their awareness of open educational resources language processing technologies with a questionnaire. Secondly, we measured their intention to continue using open educational resources language processing technologies with an integrated model including the Technology Acceptance Model, Planned Behavior Theory, Expectation Confirmation Model, and Flow Theory. The participants were English teachers working at all school levels in the 2022-2023 academic years in Afyonkarahisar, Turkey. We tested this comprehensive model with a partial least squares structural equation model. The results of the first step showed that 54% of the English teachers knew or used any of the open educational resources language processing technologies. The structural equation model revealed a positive effect of perceived usefulness, subjective values, perceived behavioral control, and concentration on the intention of English teachers to continue using open educational resources language processing technologies. However, attitude, satisfaction, and perceived pleasure did not significantly affect their intention. Consequently, the future of open education resources lies in a clear understanding of teachers' perceptions of open education resources, and this study is of great importance in understanding it. [ABSTRACT FROM AUTHOR]

The aim of this research is to reveal the learning autonomy behaviors of students learning Turkish through distance education and to examine these behaviors in terms of some variables. Survey research model, one of the quantitative research methods, was preferred in the study. The sample of the study consisted of 143 students learning Turkish as a foreign language. The data obtained was analyzed in the program called SPSS. As a result of the study, it was observed that the majority of the students who learned Turkish through distance education tried to attend classes regularly, the students showed a high level of autonomous behavior in completing homework and assigned tasks, and the students did not behave autonomously compared to the instructors in solving the problems they encountered in distance education, but they behaved sufficiently autonomously according to themselves. Students stated that they exhibited a sufficient level of autonomous behavior during the entire distance Turkish learning process. However, the level of use of Web 2.0 tools and camera participation in lessons during the distance learning Turkish process was found to be low. In addition, in the analysis of the data, it was found that women behaved more autonomously than men in the sub-dimensions of participation in the lesson and following the lesson regularly, interaction and self-evaluation in distance education, there was no relationship between the age of the students and their autonomous behavior, and a relationship was found between the education levels of the students and their participation in the lesson and their regular follow-up of the lesson has been detected. [ABSTRACT FROM AUTHOR]

Yunus Emre, one of the great masters of Turkish, opened new doors to Turkish with the vocabulary he used in his works and brought original expressions and images. He succeeded in influencing the artists and readers after him with the depth of his words and his effective use of the art of sehli mümteni (pithy words that seem easy but are difficult to say and write). Yunus Emre, who added different values and meanings to many words, used the expression "head" in his Divan with various language structures (idiom, metaphor, compound word, reduplication, phrase, old Turkish-folk dialect) and in a way that can have different meanings (polysemy) in the Turkish dictionary today. The study aims to classify these different meanings and usages. In this qualitative study, the different meanings and usages of the expression "head" in Turkish in Yunus Emre's Divan were determined by document analysis method, the findings were shown in tables, and based on these findings, evaluations were made about the poet's mastery of using Turkish and the richness of Turkish vocabulary and meaning. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the researches carried out using virtual reality technology in the context of language teaching and to determine their reflections on language teaching. In this research, which was carried out in accordance with the nature of qualitative research, document analysis technique was used to collect data. The data were obtained by examining the articles that used virtual reality applications in language teaching scanned in Web of Science. As a result of the content analysis, it was seen that the students studying at high school and undergraduate level were mostly preferred as samples in the articles examined. In addition, a significant part of the research was carried out on the teaching of English and Chinese. Also, it has been determined that the researches mostly focus on writing skills and vocabulary teaching. When the results of the related studies were examined, it was seen that the negative results were more in the context of reading skills. On the other hand, it has been determined that virtual reality supported activities produce positive results in researches on listening skills, speaking skills, writing skills, grammar teaching and vocabulary teaching. The results obtained were discussed together with the results of the articles scanned in different indexes and various suggestions were presented. [ABSTRACT FROM AUTHOR]

Considering 21st-century skills, initially sought in technology, economics, and natural sciences, in social sciences is likely to contribute to the multi-faceted development of students. Thus, these skills are deemed essential in language teaching, a prominent area of educational sciences. In general, language teaching is built on the development of four basic language skills with the help of texts and activities in coursebooks dedicated to language teaching. Then, the target group's adoption of 21st-century skills is thought to contribute to their acquisition of four basic skills of Turkish. While a few university-affiliated Turkish Teaching Centers (TOMER) used to undertake teaching Turkish as a foreign language before, many public and private organizations (e.g., TOMERs of state and foundation universities, Yunus Emre Institute, and some other public and private institutions affiliated with the Ministry of National Education) share this task today. In this qualitative study, we explored 21st-century skills in the texts of a coursebook utilized in teaching Turkish as a foreign language. As the materials, we selected texts within "Yeni Hitit 3 Yabancılar İçin Türkçe Ders Kitabı" (Yeni Hitit 3 Turkish Coursebook for Foreigners) taught in Ankara University TOMER for the B2-C1 level learners and used document analysis to analyze the data. Overall, although we could not detect any statement in any part of the texts that the target texts have been prepared considering 21st-century skills, we may deduce that the subjects, meanings, and intended messages of the texts cover 21st-century skills. However, we concluded no systematic, planned, and proportional distribution of the skills in the texts. [ABSTRACT FROM AUTHOR]

Research in the field of language dates back to the thousands years ago, but the influence of the English language on "Applied Linguistics" in its modern sense is the biggest factor in its development and inception. However, it is difficult to define precisely when applied linguistics became an autonomous science. In the 1950s, it is known that applied linguistics has been an indispensable part of general linguistics, or it has been named as theoretical linguistics since the 1950s. During that period, applied linguists efforts were mainly confined to the fields of language learning, teaching, and testing. Nothing else seemed to be the applied linguistics. However, much progress was made in the subjects covered by it. Probably as part of their field, it was considered normal for applied linguists to focus on education issues in the past. Applied linguists, however, began to believe in the course of time that they should do more than teaching languages or doing research. Therefore, applied linguistics has come to a level at which it can no more be accepted as a sub-branch of linguistics. Rather, applied linguistics, including theoretical linguistics, is a multidisciplinary field applying the information obtained from a number of disciplines in an attempt to understand the language, society and their problems. Thereafter, a number of new branches of science appeared in this field, including sociolinguistics, psycholinguistics, neurolinguistics, and computational linguistics. Despite this great development in applied linguistics, applied linguists are still reluctant to enter into many fields that can achieve a development in human societies. The purpose of this research is to explore the most important delicacies of this relatively modern field and to clarify its concept, its origin and the stations where it could reach in the future. [ABSTRACT FROM AUTHOR]

In this study, it was attempted to determine the technological pedagogical content knowledge proficiency (TPACK) perceptions of preservice teachers who will teach a foreign language. This study, which was designed as a general survey model, included preservice teachers who will carry out language education. The proficiency and efficiency levels of preservice teachers were determined concerning certain variables such as gender, department, receiving technology education, having access to internet, ability to use computer, searching for new technologies particular to the field, and ability to use these new technologies in the teaching activities. It was detected that they had the proficiency for TPACK. It was also determined that there was statistically no significant difference between the general TPACK proficiency levels of the students and the gender variable. It was determined that gender had no impact on the TPACK general proficiency levels of the students. It was determined that there were statistically significant differences among the TPACK general proficiency levels concerning department, receiving technology education, having access to internet, ability to use computer, searching for new technologies particular to the field, and ability to use these new technologies in the teaching activities. It was also found that these variables had impacts on the preservice teachers to have the TPACK proficiency concerning the selected languages, which were included in the study. [ABSTRACT FROM AUTHOR]

One of the chronic problems of higher religious education institutions is the teaching of foreign languages in general and Arabic in particular. This study focused on the quality of Arabic teaching, which constitutes an important part of higher religious education and was carried out to determine the opinions and expectations of the students of Dicle University Faculty of Theology about Arabic teaching in the 2017-2018 academic year. A simple random sampling method was used in the study designed with descriptive analysis, which is one of the quantitative research methods. In this context, a 25-item questionnaire was applied to the students about Arabic education and training, and the data were analyzed with the SPSS program. Within the scope of the study, the adequacy of Arabic lesson hours in higher religious education, whether the lessons pass efficiently, the effect of high school graduation on learning Arabic, student relations with the instructor in Arabic teaching, modern techniques in Arabic teaching, etc. answers to questions were sought. As a result of the study, student views on how to teach Arabic effectively in higher religious education were reached. It is hoped that this study will clarify the quality of existing Arabic teaching and contribute to higher education literature and provide quality data for new studies. [ABSTRACT FROM AUTHOR]

An educated and intellectual class whose mother tongue is Kurdish has conducted Kurdish teaching activities that can be assessed within inner language planning since 1960s in Turkey. Although those activities have started independently and without a language teaching plan, they have gained a more institutional state after the foundation of Istanbul Kurdish Institute. The teaching of Kurdish, which was an elective course in some public universities since 2009 and in secondary schools after 2012, had the chance to address to different student profiles. One of the most important components of Kurdish teaching activities is undoubtedly the "Kurdish teacher". In this study, it is focused on "who" is the Kurdish teacher depending on the changing quality of Kurdish teaching courses, what kind of education she/he got through. In this study which is a "qualitative study", in-depth interview has been used as data collection apparatus. Thirty three teachers of Kurdish have been interviewed through the study. As a result of the research, it has been found that teacher of Kurdish was formerly a self-educated person that were not been financially rewarded, however it has been seen as a professional profession with financial returns through subsequent pedagogical trainings. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine ELT tea chers' proficiency perceptions of English Course Curriculum they use in primary schools. The descriptive survey method from quantitative research methods was used in this study. The sample of the current study was comprised of 259 ELT teachers working in the primary schools in the province of Diya rba kır in 2014 -2015 academic year. The data of the study were collected through the "Proficiency Perception Sca le for Applica tion of Prima ry School English Course Curriculum" the obta ined da ta was analyzed via SPSS Package Program. The results of the analysis showed that ELT tea chers' proficiency perceptions of English Course Curriculum significa ntly differ in terms of tea chers' experiences in the tea ching profession, finding English course hours adequate, having had a seminar on language teaching for children and the age factor of young language learners variables. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the use of verbal adjectives in the written expressions of learners of Turkish as a foreign language according to various variables. It was prepared in line with the survey model of the quantitative research methods and it has a descriptive feature. The research population were B2-level students who were learning Turkish at Akdeniz University Turkish Teaching Centre. The research sampling, on the other hand, consisted of 60 students who were having training in this centre during the 2018-2019 academic year. Demographic information form and composition papers were used as data gathering tools. The data were collected at different times by letting the students perform an application once. During the application, instructions were given and the students were asked to complete their task. The written expression works were scored by two field specialists. The collected data were interpreted by using quantitative data analysis techniques and Fleiss KAPPA analysis, which is one of the interrater reliability calculation techniques, was computed. The analysis techniques were decided after applying the normality test for the independent variables "gender, mother tongue, residence time in Turkey, objectives to learn Turkish, mother education level, father education level and frequency of reading a Turkish publication" of the research separately. According to the findings, it was found that the students' scores in the rubrics, which was prepared to measure verbal adjective use of the students, did not show statistically meaningful difference according to the gender. However, it significantly differed based on the mother tongue, the residence time in Turkey and the objectives to learn Turkish. Moreover, it was revealed that their scores in each section meaningfully differed according to the mother-father education level of the students. There was also a difference between the frequency of reading a Turkish publication and students' scores in the rubric. As a result, the gender factor had no effect on the verbal adjective use of the students. It was concluded that the speakers of Turkish origin languages were more successful. In addition, it was revealed that as the residence time in Turkey got longer, the students' success also increased. It was finally concluded that the increase in the educational level of the parents had a positive effect on the scores of the students and the students' success increased as the frequency of reading a Turkish publication. [ABSTRACT FROM AUTHOR]

There are problems in language teaching in Turkey. Tried several methods to eliminate these problems and will continue to try. General opinion on this issue, the language teaching unable at the desired level. This problem is also valid for Arabic teaching. Arabic teaching at the faculty of theology and Islamic sciences faculty made in the preparatory class. The reason of this there are the lessons that they stay in Arabic as Tafsir, Hadith, Fıqh, İslamic history in undergraduate education of these faculties. It is expected from students who started the student who started the theological education be ready to study these lessons. The Arabic lessons cease after the busy preparatory period. Therefore, the student forgets the Arabic after a while almost. However, in translation interpreting department and Arabic language and literature department that teacher Arabic have as the lessons Arabic - Turkish, Turkish-Arabic translation and Media Arabic. These lessons are study after basic grammar lessons. Because there is no need for Arabic preparation curriculum that will bore student and so busy to be understood the lessons as Tafsir, Hadith in theology faculties. In addition, Arabic teaching should not be limited only with preparation class. [ABSTRACT FROM AUTHOR]

It is seen that descriptions related to culture mainly helps to highlight the criteria which is useful for separating a culture from another culture. In addition to this, there are many social groups (sexual, economic, racial, ethnic, religious, political, etc.) that determine the personal and social identity of an individual. Cultural identities, which differentiate depending on the individual's preferences and belonging, reveal the concept of multiculturalism or cultural diversity as a different concept related to this subject. With the description adopted in this study, multiculturalism, accepts the broad scope of race, ethnicity, language, sexual orientation, gender, age, disability, class status, education, religious / spiritual tendency and other cultural dimensions rather than only racial, ethnic and religious diversity. While these constitute the sensitive aspects of individuals' racial, ethnic and personal etc. identities, each cultural dimension carries unique problems, prejudices and dynamics, and those working in multicultural areas must have sufficient sensitivity regarding these cultural dynamics and problems. While the language teaching classes can also be monocultural or multicultural depending on whether learner groups and cultures are homogenous or not, it is seen that language teaching classrooms and language teaching processes, as an engagement/contact area for cultures, contain many remarkable issues and problems which can be addressed by the concepts of culture-centered studies. Male-centrism in the context of micro-aggression, sexist attitudes and behavioral research, dead or living White European male phenomenon are a few of the underlined concepts in this article. Among these, the concept of micro aggression emerged in the literature concerning the racist attitudes and actions in social life and education environments in America in 1970s and especially developed and spread by psychological counselling literature and it is addressed thoroughly in language teaching context. Micro aggression can occur either explicitly or implicitly between learners and instructors, course materials, which may also be representatives of the target language, or between learners. It will be useful to study this subject with various aspects in order to raise awareness in instructors, material developers and in learning-teaching managements about said bias and conflicts based on culture, and to offer guidance about how to manage these processes. In this context, the article focuses on the ways of thinking, attitudes and actions that occur under the influence of both culturally defined specific or relative structures as well as universal cultural phenomena. In this type of contacts of cultures, stereotypes and prejudices are the determinants of communication. It can be said that rather than "melting pot" which points to the standardization of students' thoughts and values when approaching cultural subjects and problems in language teaching, the metaphor of "mixed vegetable pot" which points to protecting and maintaining values with respectful, understanding and emphatic principles is agreed on commonly almost everywhere. The article, which lists many aspects of the subject that are waiting to be investigated, as research questions, aims to draw the attention of the cultural studies experts to the language teaching classes and processes which are shaped by both intercultural empathic approaches and cultural conflict, under the influence of the target language and the cultures of the learners as well as the acceptances on universal culture. Therefore, language teaching and learning environments are pointed out as a research source and a field in which cultural acceptance, attitudes and behaviours can be analysed. [ABSTRACT FROM AUTHOR]

In this study, the importance of speaking skill and its contribution to the language teaching is presented. It places a particular emphasis on the difference between spoken and written language, also introducing the main function of spoken English as "interactional" and written English as "transactional". In addition, some sub-skills useful in improving the speaking skill are also part of the contention of the analysis, emphasizing the difference between "skill" and "knowledge". It is aimed that this descriptive study will inspire further research in terms of emphasizing the main differences between spoken and written languages. [ABSTRACT FROM AUTHOR]

People express themselves through the words and concepts of the community they belong to and the cultures of that community. For this reason, the structure and social values of the language to be taught must be taken into consideration in language teaching. Words are not empty symbols, they have a cultural background in their background. Without knowing this world of culture, the words can not be grasped completely. For this reason, one of the basic principles of teaching Turkish to strangers is to give culture along with language. Today, the fact that language and culture is a whole is considered as the most important dynamic in foreign language teaching, books used for foreign language teaching constitute the most important step of cultural transfer. Since culture is a very comprehensive phenomenon and foreign language learners are more focused on the language structure of the language, things that can be given to the student under the cultural title should be helpful to understand the language of the student. Topics such as history, daily life, shopping, food and beverage, school and education, family life, social conditions, traditions and customs, tourism and travel, work life... are appropriate topics to be taught in the context of culture. The content of the textbooks used for learning or teaching a foreign language should also contain cultural elements of that language. Some of the textbooks used at the level of A2 in the field of Turkish Language Teaching in Foreigners were examined in İstanbul, Ankara, Yunus Emre İnstitute, Gazi, Dilmer; it was questioned how much cultural values belonging to the target language were included. As a result of the research, suggestions were made in the direction of findings. [ABSTRACT FROM AUTHOR]

In many universities in Turkey, Literature and Language Teaching is included in the curriculum. Since literature is authentic, any piece of literature (poems, plays, short stories, and novels) could be used in such classes and turned into a source of teaching material. This paper aims to determine what the ELT teacher candidates consider useful, attainable and relevant for their students and whether they will use plays by drama activities in their classes or not. An action research has been carried out to obtain information from 2nd year ELT teacher candidates at Nevþehir Hacý Bektaþ Veli University, Faculty of Education. They have been given a questionnaire with 6 open-ended questions. At the end of the study, findings and results have been discussed and analyzed. [ABSTRACT FROM AUTHOR]

Aim of this study is to present learner autonomy behavior of students who learn Turkish as a foreign language and to develop a scale to determine if these behaviors are appropriate for them or not. Stages -developing item pool, expert opinion, participant confirmation, pre-application, acceptability and reliability analysis- are applied when developing the scale. To develop assessment tool, application was performed with 356 students who learn Turkish in Gaziantep University and Kilis 7 Aralık University Turkish teaching centers. Exploratory factor analysis was applied to 240 of these students, confirmatory factor analysis was applied to 116 people. As a result of these analysis, a scale structure with two factors consisting of 18 articles was revealed. Factors were named as "Planning" and "Process" according to content of the articles. When Cronbach Alpha reliability co-efficient was looked, it was 0,88 for the general of the scale, ,75 for the first factor and ,82 for the second factor. It is detected as a result of analysis that the scale which assesses the attitude and behavior for learner autonomy of foreign students who learn Turkish is acceptable and reliable. [ABSTRACT FROM AUTHOR]

The aim of this study is to make an assessment of the effectiveness of computer aided instruction method in the pre-reading-writing instruction of elementary school teacher candidates. In this research, weak-static group comparison experimental design was utilized. The study selected by convenience sampling was carried out by 60 prospective teachers who study in the Primary School Education Department, Faculty of Education in Mustafa Kemal University. Observation records and the pre-reading-writing evaluation form developed by the researcher were collected as a data collection tool for 7 weeks of training. In the analysis of qualitative data, document analysis technique was used. Also, Chi-squared test was used for the significance of the relationship between qualitative variables. As a result of the research, it was determined that there are significant differences between computer-assisted instruction and traditional teaching methods in terms of pre-reading-writing instruction of teacher candidates. [ABSTRACT FROM AUTHOR]

In language learning, the learners cognitively follow the same predictable order - first they listen then they speak, read and write - and this knowledge is applied by the materials developers to language teaching materials such as course-books. In reality, in class interaction some language skills, especially the listening skill, are neglected consciously or sub-consciously by language teachers. However, someone who does not have enough exposure to listening skill will not be effective enough in communicating in the target language. In improving the listening skill, some theoretical knowledge is then crucial important. One of such knowledge is knowing the distinctive features of language. For example, a language learner should be able to perceive the message, learners' auditory memory should be able to recall target language structure, and finally the message needs find its target. Additionally, knowledge about micro skills is another type of theoretical knowledge: knowing how to discriminate and process target language sounds, how to process the context and knowledge, and finally how to process the meaning. In short, in language classrooms teaching listening skill should be abandoned to be threatened as an orphan language ability and take its well-deserved place. Teachers should also leave their dependence on course-books as book-teachers and try to be more flexible in adopting and changing the teaching materials. It is difficult to improve the listening skill and carry the teaching activities beyond the classroom walls in countries where the target language is a foreign language, however, teachers can vary the teaching materials to break the chains. It should also not to be forgotten that unshared experience and sample applications will lead teachers to invent the wheel once and again. The aim of this study is to search the literature on listening skills and to present it in Turkish language. [ABSTRACT FROM AUTHOR]

Der vorliegende Beitrag beschäftigt sich mit der Verwendung von Märchen im fremdsprachlichen Deutschunterricht und zeigt, dass Märchentexte im Gegensatz zu weit verbreiteter Meinung in fast allen Lernstufen- und Stunden verwendet werden kann. Das Märchen kann als Unterrichtsmittel nicht nur für das Leseverständnis, sondern auch für die anderen Lernziele eingesetzt werden. Durch eine kurze Gegenüberstellung türkischer und deutscher Märchen lassen sich viele Ähnlichkeiten feststellen. Diese sind nicht nur die Motive und Themen, sondern auch die Einleitungs-, Schluss--und Wiederholungsformen. Die Interkulturalität, besser gesagt die Universalität der Märchenmotive, lässt insbesondere bei den Jugendlichen eine emotionale Bindung entstehen. All das begünstigt den Lernprozess und erweckt das Interesse der Lerner an der neuen Sprache und Kultur. Der Einsatz des Märchens im Fremdsprachenunterricht kann zum Überwinden der Fremdheit der neu zu erlernenden Sprache dienen. Zudem begünstigt das Märchenlesen die Motivation und tritt der Dauermonotonie des Schul- und/oder Kurslebens, die in Fachkreisen seit langem als „Lange Weile des Sprachunterrichts" bekannt ist. Die eigenartigen Morphologie und Themenvielfalt von Märchentexten ermöglichen dem Lehrer ihre Handhabung, Didaktisierung im Sprachunterricht zu variieren. Der Lehrer kann mit einem Märchentext seine Schüler zum Nacherzählen, zum Schreiben des Lesestoffes, zum Einüben Grammatik (z.B. Präteritum u. ä) besser als mit anderen Textarten motivieren. Durch Übungen, bei denen die Schüler aufgefordert werden, Fragen/Antworten zu vorgelegten Bilddarstellungen einzuordnen, kann viele Lernziele erreicht werden. [ABSTRACT FROM AUTHOR]

The late Prof. Dr. Muharrem Çelebi (d. 2005) claimed that books written as muqaddime or mukhtasar on nahw are in a way teaching methodology books. This article aims to prove this claim. Taking 'al-Awâmil al-mie', the most notable vriting on the field, as the reference book, the claim is tested according to justifications provided by writers of commentaries (şarih) about its system and its method. The reason why that specific book was chosen is that it has a widely accepted methodology, and that the author made use of all previous information about nahw in the context of 'amal. This article gives an individual example how a mukhtasar of nahw includes the subjects in a specific way. In addition, it shows that the book acts as an introduction to the subsequent information on nahw. This evidence proves that the claim of this article is correct. [ABSTRACT FROM AUTHOR]

The study aimed to teach English subject pronouns (I, you, he, etc.) and to be verbs (am, is, was, been, etc.) to students using transliteration in the Turkish texts easily and implicitly. The Turkish words used were chosen from a Turkish dictionary and the possible Tukish texts were produced specially by the researchers on a systematic study. These texts were used by the English teachers in two elementary schools, and in one elementary school by the English and student teachers together. The study used true experimental design in one application, and simple experimental design in five applications. The study has revealed some promising findings. First, some of the English and Turkish sentences, as seen in "Işıl maketi iter," were combined meaningfully for the first time. Second, teaching English subject pronouns and to be verbs in an innovative way through the Turkish texts produced higher success in five out of six applications. Third, the reconciliation of the English and Turkish sentences (grammars) could contribute to the foreign language teaching, linguistic studies and the world peace in general [ABSTRACT FROM AUTHOR]

Die vorliegende Arbeit behandelt die Didaktisierungsmöglichkeit der deutschsprachigen Literatur türkischer MigrantInnen im DaF-Unterricht in der Türkei, weil die Migrantenliteratur hinsichtlich der interkulturellen Pädagogik in der Türkei bisher kaum berücksichtigt worden ist, obwohl in diesem Bereich viele wissenschaftliche Arbeiten verfasst wurden. Wir haben uns bemüht, die Texte der Migrantenliteratur unter besonderer Berücksichtigung der Lehr– und Lernperspektive zu didaktisieren. Unser primäres Ziel ist zu zeigen, dass die Verwendung literarischer Texte türkischer MigrantInnen im DaF–Unterricht sinnvoll ist, da diese Literatur den Lernenden einerseits das soziale, kulturelle und politische Leben der in Deutschland lebenden MigrantInnen vor Augen führt, andererseits eine Auseinandersetzung mit Problemen der türkischen MigrantInnen und der Deutschen ermöglicht. [ABSTRACT FROM AUTHOR]

Recent literature on pre-service teacher education emphasizes the importance of student teaching in teacher education programs. For this reason, this study was designed to determine the self-reported problems of pre-service teachers' teaching and to find out whether there is any kind of change in the problems of student teachers throughout the practicum. Ninety-nine Turkish EFL teachers were chosen as the participants of the study who were told to write reflections on their each teaching experience. Data were analyzed by dividing the reflection reports into communication units. Each communication unit was named and labeled according to problems in student teachers' teaching experiences. Categories were also divided into three time periods considering the time of the communication units as stated by student teachers. The analysis of the data revealed five main categories as the sources of student teachers' problems. The analysis suggested that most of the problems of student teachers decrease in frequency whereas some of them increase towards the end of the practicum, or do not show any changes throughout the practicum. Consequently, the study stresses the need for modification in the teacher training curriculum and offers behavioral guidelines to student teachers, cooperating teachers, and university supervisors. [ABSTRACT FROM AUTHOR]

The language skill based on skills rather than structured theoretical knowledge. In language teaching it is necessary for us to pay attention to this principle. Methods and techniques which are used for teaching of Turkish must convert the content into skill and acquired behavior. The drama method can be used since it is based on practice that converts skills into acquired behavior.. In this work, we relay on the reasons and advantages of using of drama method in teaching of language (Turkish). [ABSTRACT FROM AUTHOR]

Idioms, which have an important role in the vocabulary stock, are generally accepted as stereotype words that include collocations and have syntactic limitations. The idioms have both formal and conceptual properties. In recent studies, idioms are proved to be linguistic units independent of those limitations considering their semantic properties. The idioms, which have an important role in Turkish language, like every single language, are known to be effective in the acquisition and the learning processes of language. In this study, it is aimed to examine teacher candidates' abilities to predict the meanings of idioms, which have an important role in the vocabulary of Turkish Language Teaching Department,. The study also tries to reveal the types of idioms the meanings of which can be guessed. For this, students' knowledge about idioms is tested on a five-degree Likert type scale and it is tried to determine the meanings of which type of idioms students are able to guess. After the study, it is found out that students' knowledge of idioms in terms of the idioms in the study group is inadequate. Their ability to guess increases as the level of idioms increases. It is seen that the first level idioms are the least truly guessable ones and that the third level idioms are the most truly guessable ones. Students are seen to use one of the components of an idiom while guessing the meaning of it. It is also revealed that this increases the students' levels of guesses on third level idioms. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop the listening skills of 9th year students at Cubuk Imam Hatip High School, which is necessary in learning English, with various listening activities and strategies on how to listen. It was carried out to show that listening skills in the teaching of English can be taught and improved and listening skills of the students can be developed by using various activities. The research was carried out with the 9th year students at Cubuk Imam Hatip High School. They were randomly assigned as the experimental and control groups. There were 29 students in the experimental group while there were 30 students in the control group. In order to assess their proficiency level in listening skills, both of the groups took the pre-test which was prepared to the aimed degree of success. The results showed that there was no statistically significant difference between the pre-test results of the experimental and control groups. Suggested supplementary materials were prepared in line with the curriculum decided by the Ministry of National Education and the results of questionnaire administered on the students in order to determine their needs and interests. Listening exercises were practiced by the experimental group in English classes during the first term. The control group continued their education in the same way as they studied previously. The data obtained from the post-test, taken at the end of the training, showed that there was an increase in the success of both of the groups; nevertheless, the increase in the experimental group was appreciably more than the increase in the control group. This appreciable difference in the success levels of the experimental and control groups showed that the treatment used in the study significantly contributed to the improvement in listening skills of the experimental group. [ABSTRACT FROM AUTHOR]

In spite of Chomsky's statement at a language teaching conference at Northeast University in the United States that linguistics has nothing to offer to the teaching of language, the efforts remain that the two disciplines are related and interrelated. Two of the grammars are used to analyze the English language. They are Structural Grammar and Transformational Grammar. Structuralists are concerned with "stimulus-response" relationship that governs the human language. They believe that language is acquired through a set of habits through ample practice and repetition of the nine basic patterns in which all English sentences are subjected to such patterns. Chomsky launched his approach to linguistics with a heavy attack on the Structural Grammar. Formally, Generative Grammar of Chomsky is defined as a finite set of rules that can be applied to generate exactly those sentences that are grammatical in a given language. Lynch, Larry says that Transformationalists view grammar as a theory of language structure rather than a description of actual sentences. They also add that grammar is a device for producing the structure, not of a particular language, but of the ability to produce and understand sentences in any and all languages. [ABSTRACT FROM AUTHOR]

Psychology and language teaching has been interrelated. Psychology has always contributed to language teaching a great deal and the learning theories of many language teaching methods are based on the learning theories of psychology and what is more, some of them adopted the learning theories of psychology as their learning theories. In this article, the five perspectives of psychology; Biological Perspective, Learning perspective, Cognitive Perspective, Sociocultural Perspective, Psychodynamic Perspective were examined and various language teaching methods were evaluated in terms of these five perspectives. In the conclusion part, some suggestions were made for successful language teaching. [ABSTRACT FROM AUTHOR]

The purpose of this study is to measure the level of employment of education technology and utilities at Turkish language courses in primary schools. The universe of the study was determined to be Ağrı province, and the study was conducted in 2002-2003 educational period. The study was performed on 125 teachers of Turkish language and class teachers in 14 primary schools. The results of the study show that the teachers are of the opinion that the education technology and utilities are not adequately used in Turkish language courses in primary schools. It is necessary to make larger use of technologies in order to make the Turkish language education more effective. [ABSTRACT FROM AUTHOR]