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Educators, politicians, and scholars have been interested in English language education for many years. Despite the rising significance of English as a global language, there still needs to be agreement on the most effective techniques for teaching English language skills. Understanding the opinions and attitudes of English instructors towards language instruction might assist in shaping educational practises and initiatives. This research sought to evaluate English instructors' perspectives on English language education using the Q approach. Q methodology is a research strategy that enables people to rank and prioritise their ideas on an issue, allowing for a more nuanced understanding of people's viewpoints. The research included 40 English language instructors from various areas of Turkey who were asked to rate 20 English language education statements based on their degree of agreement. A survey of the literature and conversations with instructors and students were used to construct the assertions. The study's findings indicated three unique points of view among English language instructors, which the researchers named "Traditionalists," "Idealists," and "Realists." Traditionalists felt that language learning should be based on knowledge of linguistic norms and emphasised the significance of grammar and translation abilities. The Idealists felt that language study should strengthen students' abilities to communicate and comprehend diverse cultures and that communication and critical thinking skills should be prioritised. Realists emphasised practical abilities and tactics that can be used in everyday life, and they felt that language instruction should be relevant to students personal and professional aspirations. The research finds that varied opinions and attitudes towards English language education among English instructors might impact their teaching practises and tactics. The research also emphasises the necessity of knowing teachers' opinions on language instruction and the possible advantages of investigating instructors' perceptions using the Q technique. This research has practical consequences for language education policy and teacher education programmes.

Anxiety related to foreign language has been widely held in recent years and associated studies have found a negative correlation between language anxiety and the academic performance of English-speaking students. Whenever foreign language learners express themselves in a second language, there is an anxiety about the image that is communicated through linguistic difficulties. There is a fear that his personal image will be distorted because of grammatical errors and rarefied vocabulary. This study aims to research foreign language anxiety among gifted students who are attending science, math and art classes in Science and Art Centers (BILSEM). For this purpose, 146 (81 males and 65 female) gifted and talented students aged 12-17 were selected. This study used a mixed (quantitative method and qualitative) thereby applying a Foreign Language Anxiety Scale (for English language) to participants and using semi-structured interview questions with 10 gifted students (5 sciences, 2 arts and 3 from music class). The quantitative data results were compared via SPSS and the qualitative data were examined through descriptive analysis. The study revealed that participants attending art and music classes have far lower foreign language anxiety levels than those attending science classes. This difference between group was statistically meaningful according to SPSS analysis. The qualitative study also supported the results by quantitative studies.

This study employs a cross-sectional research design to explore color recognition among Kurdish participants, encompassing individuals from various age and education groups. The research aims to investigate patterns of color perception across demographic segments within the Kurdish population. Participants were selected from four distinct groups: elementary school graduates (elderly), high school students, university students, and university graduates. The study involved presenting participants with a list of color names in Kurdish and recording their responses to assess color recognition. Descriptive statistics, including frequency distributions and percentages, were utilized to analyze the data and identify trends in color perception. The total number of participants in the study was 274. Findings indicate a high level of familiarity with basic colors such as black, white, red, green, yellow, and blue across all participant groups, with recognition rates ranging from 85% to 96%. However, less common colors, including gray, orange, pink, and purple, showed varying levels of recognition among different participant groups. Gray was relatively better recognized compared to other less common colors, with recognition rates ranging from 8.93% to 15%, suggesting potential differences in exposure to color terminology among different age and education groups. [ABSTRACT FROM AUTHOR]

This study investigates the cognitive phenomenon known as the bouba-kiki effect among English Language Teaching (ELT) students at Van Yüzüncü Yıl University in Turkey. The research aims to contribute to understanding how individuals intuitively associate specific sounds with abstract shapes, shedding light on the underlying cognitive processes of language perception. Participants (N=164) were presented with two abstract shapes and asked to match them with the pseudowords 'bouba' and 'kiki'. Results revealed a significant preference (87.2%) associating the rounded shape with 'bouba' and the spiky shape with 'kiki'. Additionally, participants were tasked with creating brand designs for 'Kiki' and 'Bouba', with 87.2% aligning their designs with their initial shape associations. Data analysis included descriptive statistics and a chi-square test, confirming a strong association between shape preferences and pseudoword assignment (χ²=132.05, p < .001). These findings underscore the robustness of the bouba-kiki effect across different cultural and linguistic contexts. This research contributes to interdisciplinary studies linking linguistics, psychology, and neuroscience, offering implications for language teaching methodologies and cognitive processing theories. By elucidating these associations, educators can enhance language learning strategies based on intuitive perceptual mechanisms. [ABSTRACT FROM AUTHOR]

Copyright of Kadın/Woman 2000 is the property of Kadin/Woman 2000 and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to develop a Turkish reading anxiety scale (TRAS) for secondary school students whose mother tongue is not Turkish. In addition, since the subject of our study is people who do not receive education in their mother tongue, but receive education in a second language, it aims to develop a measurement tool to determine the effect of this difference on second language learning anxiety. The data of the study were applied to 432 8th grade secondary school students whose mother tongue was Kurdish and who learned Turkish afterwards. As a result of the exploratory factor analysis (EFA), it was seen that the items in the scale were collected in three factors and consisted of 19 items. These three factors are: "Fear", "Anxiety" and "Preference". It is seen that the three-factor structure obtained as a result of EFA was confirmed as a result of CFA. It is seen that the three-factor structure obtained as a result of EFA contributed 46.280% to the total variance. It is seen that the factor load values of the items ranged from 0.487 to 0.789. As a result of the item analysis, it is seen that the items in the scale are distinctive. As a result of the ANOVA analysis, it was concluded that students' Turkish reading anxiety differed significantly according to gender, mother's knowledge of Turkish, and the language that parents wanted to be spoken at home. However, it was concluded that there was no significant difference between the father's knowledge of Turkish and the language spoken at home preference. The Cronbach's alpha reliability coefficients of the three-factor structure obtained from the TRAS were calculated as .81, .75 and .70, respectively, and the alpha coefficient for all items of the scale was calculated as 0.87. As a result, considering the validity and reliability analyzes, it was concluded that the TRAS is a reliable and valid measurement tool. [ABSTRACT FROM AUTHOR]

This study aims to develop a Turkish speaking anxiety scale (TSAS) for secondary school students whose mother tongue is not Turkish. Likewise, our study aims to develop a measurement tool that will determine the effect of this difference on second language speaking anxiety, since the subjects of our study are individuals who do not receive education in their mother tongue but receive education in a second language. The scale, which was prepared during the scale development process, was applied to 368 8th grade students whose mother tongue was Kurdish and who learned Turkish later. The results of the exploratory factor analysis (EFA) showed that the 25 items in the scale were collected in three factors. These are: "Anxiety", "Reluctance" and "Inadequacy". This three-factor structure obtained as a result of the EFA analysis was confirmed by Confirmatory Factor Analysis (CFA). It is seen that these three factors contribute %43,923 to the total variance. It is seen that the factor load values of the items are between 0.375 and 0.746. Considering the item analysis results, it was concluded that the items in the scale were distinctive. In addition, as a result of ANOVA, it was revealed that students' Turkish speaking anxieties differed significantly in terms of gender, mother's knowledge of Turkish, and the language that parents wanted to be spoken at home. However, it was observed that there was no significant difference in the father's Turkish proficiency. The Cronbach's alpha reliability coefficients of this triple factor structure in the scale were calculated as 0.904, 0.829, and 0.733, respectively, and the alpha coefficient for all items of the scale was calculated as 0.927. As a result of the reliability and validity analyzes, it was concluded that the Turkish speaking anxiety scale is a reliable and valid measurement tool. [ABSTRACT FROM AUTHOR]

Copyright of Humanistic Perspective is the property of Fuat Aydogdu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)