scholarly journals The Adaptation of Language Learning Curiosity Scale into Turkish Language

2021 ◽  
Author(s):  
Cavide DEMİRCİ ◽  
Mehmet AKCALAN
Keyword(s):  
Language Learning ◽  
Turkish Language

scholarly journals Technology in foreign language teaching: A needs analysis

2020 ◽  
Vol 13 (2) ◽  
pp. 332-346
Author(s):  
Mustafa ARMUT ◽  
Tarık BAŞAR ◽  
Gül ÖZÜDOĞRU
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Opportunities ◽  
Learning Needs ◽  
High Quality ◽  
Technological Support ◽  
Turkish Language ◽  
Listening And Speaking

Abstract: The main aim of this study was to explore the technology-based language-learning needs of individuals learning Turkish as a foreign language. In this scope, the study sought to identify the reasons the participants chose to learn Turkish, the language-learning areas that they found the most difficult, the language-learning areas that required most support, their reasons for needing technology, their competencies in using technology, the pathways followed, the technological materials/tools required, and whether there was a need for a specific curriculum of study. The study included 312 students registered in Turkish language teaching centres at five different universities, as well as eight instructors in these language centres. The results revealed that the participants chose to study in Turkey due to the high-quality educational opportunities, their appreciation for the country, and the scholarship opportunities available. The participants indicated that writing was the most difficult skill in learning Turkish. On the other hand, reading was the less difficult skill. The findings revealed that technology was much-needed by both the students and instructors. In particular, technological support was required for listening and speaking skills. The study also showed that the instructors needed a curriculum of study in order to teach Turkish as a foreign language.

scholarly journals Teaching Russian verbs of motion to Turkish students, considering national linguistic picture of the worlds

2021 ◽  
Vol 19 (3) ◽  
pp. 313-330
Author(s):  
Serafima A. Khavronina ◽  
Kasim Emrak
Keyword(s):  
Language Learning ◽  
Russian Language ◽  
Cultural Relations ◽  
Verbs Of Motion ◽  
The World ◽  
Turkish Language ◽  
The Russian Language ◽  
Comparative Description ◽  
Culture And Language

The article deals with Russian prefixed verbs of motion in the reflection of the Turkish language. The topic is relevant due to the fact that in recent years the role of Russian language learning in Turkey is increasing because of the expansion of economic and cultural relations between the two countries. The aim of the study is to create a linguodidactic basis for developing methodological recommendations for teaching Russian prefixed verbs of motion to Turkish students. Different methods have been used to realize the goal. The article is based on the dissertations, textbooks and manuals on the Russian language for foreigners, scientific works comparing the Russian and Turkish languages. The study of verbs of motion in the practical course of the Russian language for Turkish students has a special place. Russian and Turkish language speakers perceive the world and their identity differently. The differences between the pictures of the world are reflected in culture and language, its vocabulary and grammatical categories. Thus, while there are universals in the verb systems of the Russian and Turkish languages, there are also significant differences in the idea of action, state, change, movement, denoted by verb units in the two languages. Russian prefixed verbs of motion do not have exact equivalents in Turkish and are translated by means of verbs with different root or translation transformations. The results of the comparative description of Russian prefixed verbs of motion and transferring their meanings in Turkish, and the identified differences served as the basis for developing methodological recommendations for teaching Russian prefixed verbs of motion to Turkish students, taking into account their native language. Basing on the research, a system of teaching prefixed verbs of motion to Turkish students, including methods of verb presentation and consolidation in oral and written speech, was developed. The prospects of this work are to create a nationally-oriented textbook on the topic Russian prefix verbs of motion.

scholarly journals The Views of International University Students About Online Education

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Ismail Karakus ◽  
◽  
Sena Karakus
Keyword(s):  
Online Education ◽  
University Students ◽  
Language Learning ◽  
Language Education ◽  
Educational Process ◽  
Qualitative Research Design ◽  
International University ◽  
Group Interviews ◽  
Turkish Language ◽  
Education Process

Currently, international university students are working hard to cope with many problems in socio-cultural, psychological and economic terms. Particularly after Covid-19 epidemic experienced by the whole world in early 2020, they have started to face greater problems. Therefore, in this study, the aim is to examine the opinions of international university students taking Turkish online lessons about course practices and learning-teaching processes. Qualitative research design was used in this study, and the data were collected through focus group interviews. Participants of the study consist of 18 international university students enrolled in a state university in the academic year of 2020-2021 and receiving Turkish language education at B2 level. While some of the international university students expressed positive opinions regarding the economical and comfortable online education process, some of them expressed negative opinions; namely the lack of communication, the difficulties experienced in online exams and the language learning process and the inefficiency of education. Most of the students stated that the online education process has both positive and negative aspects. As the advantages of this educational process, students pointed out facilitating academic processes easily, managing time, being healthy and saving money. On the other hand, it was highlighted that there are technical, personal, educational, health and language difficulties in the online education process. As solution suggestions for these difficulties, the participants made suggestions on eliminating the problems in technical and physical conditions, including more motivational activities and improving the educational process.

Morpho-Syntactic Developmental Features of Syrian Primary School Students Learning Turkish as a Foreign Language

2018 ◽  
pp. 203-217
Author(s):  
Lütfi Üredi ◽  
Ömer Gökhan Ulum
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Language Skills ◽  
Primary School Students ◽  
School Students ◽  
Descriptive Research ◽  
Syntactic Features ◽  
Turkish Language ◽  
Developmental Features

Choosing and structuring a word, making a statement, and comprehending the formulated statement require complex principles and processes. Within this context, complicated procedures and processes might be faced in the second language learning as well. Learning a second language means grasping the syntactic principles of a language and transforming these principles into language skills. In our very specific study, ten Syrian primary school students coming from diverse psychological and sociological backgrounds, and being at varying ages were investigated. The participants were asked to narrate the pictured book Frog, Where Are You? by Mercer Mayer in Turkish language and the narrations were audio-taped by the researchers. Based on a descriptive research design, the data were collected and analysed qualitatively. As a result of this study which investigated the morpho-syntactic developmental features of Syrian primary school students, diverse and common morpho-syntactic features were detected among students coming from different backgrounds.

Online Language Learning for the Turkish Language

2014 ◽  
Vol 20 (2) ◽  
pp. 37-50
Author(s):  
Hasan Kaili ◽  
Aytac Celtek ◽  
Vasilia Kazoullis
Keyword(s):  
Language Learning ◽  
Online Language Learning ◽  
Turkish Language

Learning Turkish

PMLA ◽  
2011 ◽  
Vol 126 (3) ◽  
pp. 763-779 ◽  
Author(s):  
Leo Spitzer ◽  
Tülay Atak
Keyword(s):  
Comparative Literature ◽  
Language Learning ◽  
Literary Studies ◽  
Nation State ◽  
Edward Said ◽  
Personal Level ◽  
New Nation ◽  
Turkish Language

Emigration is translation. Written by Leo Spitzer in 1934, “Learning Turkish” offers a glimpse into the historical circumstances of his and other German academics' exile in Istanbul—an exile that plays a foundational role in comparative literature, as Erich Auerbach, Edward Said, Aamir Mufti, and Emily Apter have argued. Spitzer's attempt to analyze the characteristics of the Turkish language while that language was transforming amplifies recent critical attempts to understand “modern Turkey's nation-based and state-directed poiesis” (Yaeger 11). Bridging the gap between exile in Istanbul and the modern Turkish language, “Learning Turkish” introduces complexity to contemporary paradigms of global comparatism and identifies symptoms of literary studies' relocation to the context of a new nation-state; the article exemplifies the complicity between local nationalisms and cultural imperialisms and illuminates, on a personal level, how linguistic estrangement becomes a way of negotiating the experience of deportation, of emigration, and of the foreignness of adoptive cultures for Spitzer.

scholarly journals Foreign language learning anxiety of foreign students while learning Turkish as a foreign languageTürkçeyi yabancı dil olarak öğrenen yabancı uyruklu öğrencilerde yabancı dil öğrenme kaygısı

2017 ◽  
Vol 14 (3) ◽  
pp. 2495 ◽  
Author(s):  
Süleyman Barbaros Yalçın ◽  
Ece Sarıgül
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Continuity Condition ◽  
Research Model ◽  
Turkish Language ◽  
Main Language

The aim of this study is to examine the anxiety  levels of foreign students towards Turkish language , to determine their relations with the four main language skills ( writing , speaking, listening, reading) which are generally accepted as the main language skills, to determine the other difficulties they face while learning a foreign language, to diagnose continuity condition of the anxiety after they have started learning Turkish and finding out possible solutions for the issues sourcing from anxiety. The participants of this research are 19 students who studied at different departments of Necmettin Erbakan University in 2016-2017 academic year.They all participated the study voluntarily. The qualitative research model has been used as a research model in this study. A semi-structured interview form developed by the researches containing 6 open ended questions has been used as a data collection tool. The main results and themes that are obtained from data analysis can be summarized as follows: anxiety theme during the the process of learning Turkish, language , language proficency theme, strategy themes during language learning process, linguistic competencies theme, effects of social environment theme and motivational contributions of the instructors’ theme. There are also some suggestions both for language teachers and learners in the conclusion part of the study.Extended English abstract is in the end of PDF (TURKISH) file.ÖzetBu çalışmada, yabancı dil olarak Türkçe öğrenen bireylerde bulunan Türkçe öğrenmeye ilişkin kaygıların neler olduğunun ortaya konması; bu kaygıların, dilin dört temel becerisi yazma, konuşma, dinleme ve okuma becerilerinin hangileri ile ilgili olduğunun belirlenmesi, yabancı dil öğrenmede karşılaştıkları diğer sorunların saptanması, Türk dilini öğrenmeye başladıktan sonra bu kaygılarının ve sorunlarının devam edip etmediğinin tespit edilmesi, devam eden kaygılarının ve sorunlarının hangi aşamada olduğu, tespit edilen kaygı ve sorunların çözümüne yönelik önerilerin ortaya konması amaçlanmıştır.Buna yönelik olarak  araştırmada, Necmettin Erbakan Üniversitesi’nde 2016-2017 öğretim yılında Türkçe öğrenim gören 19 yabancı uyruklu öğrenciyle çalışılmıştır. Araştırma nitel araştırma yöntemi ile gerçekleştirilmiştir. Çalışmada veri toplama aracı olarak ise araştırmacılar tarafından hazırlanmış olan 6 açık uçlu soruyu içeren yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizi sonucunda elde edilen öncelikli temalar şunlardır: Türkçe öğrenme sürecinde yaşanan kaygı temaları, dil yeterliliği temaları, sosyal çevrenin etkisi temaları, öğrenme sürecindeki strateji temaları ve motivasyon temaları olarak belirlenmiştir. Çalışmanın sonuç bölümünde ise hem öğrencilere hem de öğretim elemanlarına önerilerde bulunulmuştur.// Annotate Highlight

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