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Dunyanin iletisim ve bilim dili haline gelen Ingilizcenin bilinmesi gunumuz sartlarinda artik onemli bir ihtiyac olarak gorulmektedir. Demirel’in (2019) de bahsettigi gibi iletisim kurma ihtiyaci, Ikinci Dunya Savasi sonrasi bilim ve teknikteki hizli ilerleme ve gelismeler, ekonomik, sosyal ve kulturel iliskiler en az bir yabanci dil bilme gerekliligini dogurmustur. Gunumuzde ozellikle uluslararasi ticarette cok yaygin olarak kullanilmakta olan Ingilizce, bilimsel alanda da ortak dil olarak yayginlasmistir. Uluslararasi kabul gormus bircok bilimsel dergi makalelerini Ingilizce yayimlamaktadir. Ingilizce artik kureselbir dil olarak gorulmeye baslanmistir. Son yillarda dil ogretimi ile ilgili uzerinde durulan baslica konulardan birisi de “kelime ogretimi” konusudur. Pek cok ogrenci kelime ogrenmenin zor oldugunu dusunmektedir. Bireylerin sahip oldugu kelime bilgisinin hedeflenen dildeki becerileri etkili bir sekilde kullanmayi dogrudan etkilediginden dolayi bu husus cok onemli bir konudur. Genel anlamda kelimeler bir dilin yapi taslarini olusturmaktadir. Herhangi basit ricadan cok kompleks yapidaki duygu ve dusunceler kelimeler vasitasiyla anlatilirlar. Bu nedenle kelime ogretimi, dil ogretiminin temel yapi taslarindan sayilmaktadir. Renk kavrami dogada gordugumuz her nesnede karsimiza cikmakta ve duygusal olarak bizi etkiledigi gibi duygularimizi anlatmada da bir arac olarak kullanilmaktadir. Ozellikle Gorsel zekâya sahip bireyler basta olmak uzere ogrenciler, renklere karsi hassas ve duyarlidir. Bu sebeple derslerde renkli materyallerden yararlanilmalidir. Buradan yola cikarak kelime ogretiminde renklerin kullanimi calismada incelenmistir.

In our modern times, in which the accumulation of knowledge is rapidly increasing, acquiring and developing information skills through education proves to be a lifelong endeavour. The prerequisite for lifelong learning is information literacy. In the process of education, which needs to continue at every stage of life, it is becoming more important that individuals have a wide variety of literacy skills, the most pressing of which is information literacy. So called skills enable students to learn a language, especially English language effectively. At the forefront of the basic skills that need to be possessed by people these days, is the finding of information, the use of it and the production of it. From the beginning of the twenty-first century, technological factors have been increasing their dominance in the communication of information as well as in the production of it. Therefore, students within the education system began to feel the need to develop different literacy skills. By virtue of the current importance of the subject, information literacy has been analysed in detail and problems relevant to the subject have been noted and solutions have been sought.

In many countries the primary (mother tongue) language is not English but there is a great demand for English language teachers all over the world. The demand in this field is try to be filled largely by non-native English speaking teachers who have learned English in the country or abroad, or from another non native English peaking teachers. In some countries, particularly those where English speaking is a a sign of status, the students prefer to learn English from a native English speaker. The perception is that a non-native English speaking teacher is a less authentic teacher than a native English speaker and their instruction is not satifactory in some ways. This paper will try to examine the literature to explore whether there is a difference in instructional effectiveness between NNESTs and native English teachers.

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language The aim of the present paper is tomeasure the technological pedagogical content knowledge (TPACK) of pre-serviceEFL teachers learning to teach English as a foreign language (EFL). In order tocollect data, a survey, designed and validated by Başer et al. (2016), wasused. The survey consists of five sections which are technological knowledge(TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical contentknowledge (PCK) and a fifth section that combines technological contentknowledge (TCK), technological pedagogical knowledge (TPK), and TPACK items.This survey intends to assess pre-service EFL teachers’ competencies inpedagogies and technologies. The present study is quantitative in nature. Theparticipants of the study are 77 pre-service EFL teachers. The results indicatethat pre-service EFL teachers have a satisfactory level of competence intechnological pedagogical content knowledge; yet, there are also some areas inwhich they need development. Information about Author(s)* Author 1 Author (Last name, First name) Sarıçoban, Arif Affiliated institution (University) Country Email address saricobanarif@gmail.com Department & Rank Corresponding author (Yes/No) Write only one corresponding author. Author 2 Author (Last name, First name) Tosuncuoğlu, İrfan Affiliated institution (University) Country Email address irtosun@yahoo.com Department & Rank Corresponding author (Yes/No) Author 3 Author (Last name, First name) Kırmızı, Özkan Affiliated institution (University) Country Email address ozkankirmizi@gmail.com Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES) The rapid proliferation of English as a medium of communication has sparked large-scale debate on the role of English and the terminology in order to define various concepts, such as ELF, WE, EIL, etc. The paradigms of English as a Lingua Franca (ELF) and World Englishes (WEs) are sometimes considered to be confusing to differentiate between, and in addition these terms are often used interchangeably. In order to obtain the perceptions of the instructors and students towards ELF and WEs, a questionnaire was implemented in a state university. The questionnaire consisted of both close-ended and open-ended questions and the research encompasses qualitative and quantitative data. The participants were 44 English Instructors and 104 students of the English Language and Literature Department. The instructors of English ranged in age between 23 to 51 and the students were aged 18 to 25. The total number of participants was 148. Information about Author(s)* Author 1 Author (Last name, First name) Tosuncuoğlu, İrfan Affiliated institution (University) Karabük University Country Turkey Email address irtosun@yahoo.comDepartment & Rank Corresponding author (Yes/No) Write only one corresponding author. No Author 2 Author (Last name, First name) Kırmızı, Özkan Affiliated institution (University) Karabük University Country Turkey Email address ozkankirmizi@gmail.com Department & Rank Corresponding author (Yes/No) Yes Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

Teaching Vocabulary Through Sentences Abstract Almost every teacher is certain about that vocabulary is an important facet of learning a second language. It may be more important than grammar, at least in so far as this concerns communication , and particularly in the early stages when learners seem to understand that amassing a basic vocabulary is very important to fluency in another language. As a rule, receptive vocabulary exceeds productive vocabulary and why listening with comprehension and speaking with comprehension are two very different things—the latter a more difficult cognitive process than the former. Furthermore, vocabulary acquisition is highly idiosyncratic and depends largely on the learner and her or his individual learning styles and cognitive abilities. No two people learn alike. In particular, as understanding and fluency increases, individual interests and even needs will change, which then requires teacher-assisted guidance and remediation vis-à-vis the compilation of a specified and nuanced vocabulary that is tailored to the learner’s more practical linguistic needs, whatever these might be. Cümleler Yoluyla Kelime Öğretimi Öz Öğretmenler, ikinci bir dil öğrenmede kelimenin önemli bir yere sahip olduğu konusunda neredeyse hemfikirdirler. Kelime birikiminin, dilde akıcılık için önemli bir faktör olması sebebiyle, dilbilgisinden daha önemli yere sahip olduğu söylenebilir. Kural olarak, algısal kelime bilgisi oranı üretimsel kelime bilgisini geçmekte ve dinleme kavrama ve konuşma kavrama iki farklı unsur olup ve burada ikinci saydığımız unsur birincisinden daha zor bir bilişsel işlevselliğe sahiptir. Bundan başka, kelime edinimi yüksek derecede kendine özgü olup öğrenene, öğrenenin öğrenme tarzına ve bilişsel kabiliyetine büyük ölçüde bağlıdır. Hiç bir insan aynı değildir. Özellikle anlama ve akıcılık arttığında, bireysel ilgiler ve hatta ihtiyaçlar değişecek, daha sonra öğretmen destekli rehberliğe ihtiyaç duyulacak ve karşılıklı iletişimle ve her ne için olursa olsun öğrencinin dilbilimsel ihtiyaçlarına göre belirlenen detaylı kelime bilgileri daha iyi bir seviyeye gelebilecektir. Bu makalede, kelimelerin cümleler yoluyla nasıl öğretilebileceği konusu araştırılmıştır.

The present study was designed to investigate the emerging reflective practices of four pre-service English teachers during their practicum experience. The teachers were selected on the basis of convenience. Qualitative paradigm was adopted in the study. Observations, video recordings, and audio recordings were used as data collection tools. Each participant was observed four times and all the lessons were video-recorded. After each lesson, reflection sessions were conducted with the researcher, the pre-service teacher, and the mentor. These sessions were audio-recorded. As for the analysis of the data, content analysis was employed. As a result of the analysis of the data, use of L1, material use and planning, the pace and mood of the lesson, error correction, content and grading, and classroom management emerged as critical areas of reflection on the part of the participants.

The main aim of this research is to investigate learners in higher education in a Turkish context, in terms of motivational components such as goal orientation, self efficacy, intrinsic value, test anxiety and self-regulated learning components such as cognitive strategy usage and self regulation. The study was carried out with 233 students in higher education enrolled in the English Language and Literature department. Descriptive, variance and correlation analyses were carried out to answer the research questions. The results showed that the participants were reported to have satisfactory level of goal orientation, self efficacy, intrinsic value, test anxiety, cognitive strategy usage and self regulation. ANOVA results indicated that there were statistically significant differences between the three types of students, regular (daytime), evening, and distance education, with regard to goal orientation and self-efficacy. Furthermore, correlation analysis suggested that there was a moderate level of correlation between self-regulation and cognitive strategy usage. This research on the whole, infers that self-regulated learning means empowering the student to take charge of their motivation and educational pathway, and that while doing so, teachers should keep in mind that the classroom remains a formal environment that still requires self-efficacy and self-regulation and these are all interrelated.

Teachers need to modernize themselves and keep pace with changes in order to adapt themselves to the developing and changing system. At this juncture, the “reflective learning” model becomes an important element of teachers’ professional development. Since the concept of reflection was first used, it has increased its importance as an alternative approach to the existing models of learning that still hold sway. Nevertheless, when the studies that have been conducted over the years were consulted, it was determined that reflective learning is a difficult concept to define, because reflection is an abstract concept, the question how it is to be distinguished from one’s other thoughts and ideas assumes importance. For this reason, research with 102 participants has been undertaken in order to ascertain the awareness of teachers, students and instructors of reflective learning. The participants are broken down thus: 35 students receiving education in the English Language and Literature department of Karabük University; 31 instructors providing in-service English classes in the same university’s Preparatory unit and other Faculties; and 36 English teachers serving in the secondary level schools in the Karabük province in Turkey. The participants have responded to a survey consisting of 33 questions. In the data analysis, SPSS and nonparametric Mann-Whitney-U, Kruskal-Wallis and Student Newman Kleus tests have been used. In addition, 2 teachers have been interviewed, the technique of content analysis has been used and the data has been analyzed by means of NVivo 12 Pro – computer assisted qualitative data analysis programme.

Information literacy is a fundamental component of the educational process. One of the most essential considerationsinvolved in the course of providing effective education to students, is the need to instil in them the need to be awareof the information and facts that most impact their own lives and the societies in which they live. Informationliteracy includes accessing the essential pieces of information that are necessary for the purpose of functioning as afully informed adult in a democratic society. When these statements are considered within the scope of education andforeign or second language teaching, it is apparent that teachers need to be information literates since they are theones who transfer information or show the way towards it. In order to find out the Information literacy levels of thestudents of two state universities in Turkey, a survey was conducted in the study. The participants were the studentsof the English Language and Literature departments of these universities. As one of universities prefers to remainanonymous, we called them University1 and 2 in the study. University 1 had 50 participants and University 2 had 47,so there were a total of 97 participants in the survey. Descriptive research design was used in this research. The twouniversities were compared, from the point of view of information literacy awareness in the study, and somedifferences were found. For further studies, many more universities can be included in order to obtain a more generaland common conclusions.

Competence in intercultural communication requires an understanding of both the L1 and L2 cultures, and many now believe that language learning is, in many respects, cultural learning. The relationship between language and culture, as well as the role of cultural competence in communicative competence has come increasingly under the microscope and as a result, educators have gained a greater appreciation for the role culture plays in language acquisition. Intercultural communicative competence refers to the ability of an individual to navigate within a given society appropriately. In other words, individuals are able to use appropriate gestures, understand the unspoken meaning within the words, appreciate the cultural underpinnings in any communication, and make appropriate cultural references to aid understanding. From this viewpoint, in order to understand the perception of Intercultural communicative awareness (ICC), a survey was performed among instructors and students of English. This survey was distributed to 42 Turkish instructors of English and 183 Turkish students from the English Language and Literature Department of Karabuk University, a total number of 225 respondents. The participants were aged between 18 and 55. By means of set scientific instruments such as (Anova, Spss, etc.) the data collected from the participants was analysed and evaluated.

Monolingualism is defined as state of having control over the use of one language. Bilingualism means having control over the use of two languages and multi-lingualism is defined having control over the use of more than two languages. The purpose of this study is to make a comparison of the learners’ perceptions towards monolingualism, bilingualism and multilingualism. The study was done in year of 2018. The study was done by applying questionnaires to the preparation faculty at International Hoca Ahmet Yesewi University and Balıkesir University respondents. Totally, there are 196 respondents from Yesewi University and 172 respondents from Balıkesir University. Both BAU and AYU respondents disagree that people who speak a language best are those who know one language rather than two or more. They also both agree that learner should try not to use their first language while learning a new language. Both BAU and AYU respondents agree that learning another language is important because it allows them to be more at ease with people who speaks that language. However, AYU respondents have a stronger positive attitude than BAU respondents.

The fundamental purpose of the function of thinking is to attribute meaning to events in our lives, classify these events into categories and identify them subjectively. As an important dimension of education on thinking, the teaching of critical thinking since the 1950s has attained a wide conceptual framework. Accepted as a factor that facilitates the aquisition and comprehension of information, critical thinking is a desirable learning outcome of education. Some of the characteristics and properties of critical thinking are being aware, systematic, flexible and patient, encompassing open-meaning, metacognition, reconstruction, motivation and discussion. From this point, the perceptions of the students of Karabuk University, English Language and Literature Department, regarding critical thinking, were investigated in detail, in the Spring semester of the academic year 2017-2018. This study is a descriptive one and utilises the survey model to determine the levels of critical thinking in 222 teacher candidates, comprised of students ranging from freshmen to seniors and from both daytime and evening education. The findings have been evaluated and a set of conclusions have been drawn. While a statistical difference according to classes was not found when Anova results were analysed on the sub-dimensions of metacognition, flexibility, systematicity, open-mindedness, a difference was found between the sophomore and senior students on the sub-dimension of perseverance-patience.

Assessment has an important role in education and it has a critical role in the teaching process. Through appropriate assessment, teachers can classify and grade their students, give feedback and structure their teaching accordingly. Recently, educators and scientists have been becoming more interested in the requirements of assessment procedures in the scope of foreign language teaching and the learning process, as forms of assessment have been changing. The assessment procedures relate to authenticity, practicality, reliability, validity and wash back, and are considered the basic principles of assessment in foreign language teaching and learning. The main value of these aforementioned principles is to distinguish the effects of assessment and review any classroom based issues between the teacher and the student. As the assessment process affects both teachers and students, significance and consideration should be given to assessment procedures in foreign language teaching.

Developing the ability to think critically is vital component of real, meaningful teaching and learning. Critical thinking helps us solve problems, make decisions and reach our goals. Thinking is not a passive but an active process. If students’ critical thinking skills are activated, for example while writing, very successful results can be attained. It can be said that critical thinking can be considered in two respects: to achieve a goal and to make a decision. As for teaching, there is very little evidence that students at universities acquire the skills of critical thinking in their learning and teaching activities. In accordance with its important place of in learning and teaching periods, it has been a concept recently highlighted in the field of EFL, like in many other fields of education such as mathematics, history and geography. The skill of critical thinking plays a great role and it has been accepted as an important step in every area of teaching and learning, particularly nowadays due to developments cognition and intelligence. So, in order to understand the awareness of the students for critical thinking, an experiment was performed in the fall of AY 2017-18, with 79 students in Karabuk University, Turkey. In this study, the significance of critical thinking and result of the experiments were discussed in detail, it also shed light on the students’ perceptions of it.

English has been widely spoken in the world and seen as the language of education, communication, economics and etc., for a long time and it can be accepted as lingua franca. Knowledge of a language includes four basic language skills, these are listening, reading, speaking, and writing. In this study writing was investigated in detail and it was mentioned why writing was difficult and importance of writing was explained. This study was produced from the author’s doctoral dissertation. It was seen that students’ ability to write in a well- organized manner was insufficient. So, in the study, the main components for a well-organized composition that is outlining, coherence, unity were explained. In addition remedial exercises for developing writing skills were indicated in order to develop students’ writing skills. In the research, controlled pre, post-test Experimental Design was used. During the pedagogical experiment the teacher- experimentator himself carried out all the studies in control and experimental groups during the process of the experiment. Furthermore it was stressed that materials and teachers skills were important for the development of the students in the related topic.

English is an international language-it is already known by everybody. There have been a lot of ideas and discussions about foreign language learning. And nowadays we have met the framework of ECRIF. It is shortly a framework to help students learn new language and skills so that they can use them fluently and, it has to do with adopting a more learning-centered model of learning the lessons that the teacher conducted. If we analyze; E means encounter, C means clarity, R means remember, I means internalize, F means fluency. Consequently, we can infer by means of ECRIF framework does not how the lesson to be conducted, unlike it gives an idea to the teacher how the learning process is going on, and they can have an idea that what do the students think during the lesson. In this article it is tried to be developed a viewpoint in English teaching within the context of ECRIF.

In Turkey, where English is a foreign language and where learners share the same native language, teachers are often reluctant to use small group speaking activities because the learners do the ranking, bridge the information gap, or find an answer activities using their first (native) language. This article studies the problem and suggests a range of solutions. On a more general level, the article suggests two principles that should be considered whenever teachers face a problem in their teaching. The first principle is that, as a matter of professional pride, teachers should try to solve classroom problems through the application of pedagogical skills rather than through administrative or disciplinary procedures. The second principle is that most problems have a variety of causes, which to some degree reflect the variety of individuals in a class. There is, thus, likely to be a variety of solutions, and so a teacher may need to put together a package of complementary solutions rather than just try one possible solution. Key words: Education, native language, foreign language, English, skills.