scholarly journals A General Perspective on the Use of Conjunctions Across Arab Students as Turkish Language Learners

2021 ◽  
Vol 9 (4) ◽  
pp. 199
Author(s):  
Salih Kürşad Dolunay ◽  
Seher Çiçek
Keyword(s):  
Language Learners ◽  
Document Analysis ◽  
Written Expression ◽  
Study Group ◽  
Written Texts ◽  
Arab Students ◽  
Turkish Language ◽  
General Perspective

The present study aims to submit a general perspective to the conjunctions which Arab students whose language levels were B1 and B2 have structured in their written texts. To this end, this research was designed as a document analysis. In the study, the documents were obtained from free writings by 90 Arab students who were studying at Bolu Branch of TÖMER, Turkey. In order to analyse the conjunctions used by the study group in their written texts, frequency and percentage analyses were employed in quantitative findings obtained through this analysis. Additionally, Mann-Whitney U test was used to compare students’ use of conjunctions according to their language levels. The results of the study have indicated that the most commonly used conjunctions by Arab students whose language levels were B1 and B2 were additive, causal, adversative and time; on the contrary, the least commonly used conjunctions were coordinating, expository, exemplificatory and conditional. The general perspectives on the use of conjunctions across Arab students whose language levels were B2 were found to be higher in their written texts compared to those whose language levels were B1. Consequently, it was revealed that Arab students whose language levels were B2 used ‘adversative, conditional and exemplificatory conjunctions’ to a greater extent; contrary to this, it was found that they were not able to progress in the remaining five conjunctions. According to the findings of the study, teaching of the conjunctions used less commonly by Arab students should be focused more to enable them to comprehend what they read and to convey their ideas in written expression more proficiently.

scholarly journals Error Analysis: Approaches to Written Texts of Turks Living in the Sydney

2020 ◽  
Vol 13 (2) ◽  
pp. 104
Author(s):  
H. Merve Altıparmak Yılmaz ◽  
Necati Demir
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Error Analysis ◽  
Cognitive Processing ◽  
Written Expression ◽  
Study Group ◽  
Written Texts ◽  
Analysis Technique ◽  
Expression Form ◽  
Sydney Australia

The purpose of this study is to describe the errors made by Turks living in Sydney, Australia in Turkish written texts. The mistakes identified in the texts were handled with the error analysis approach and evaluated according to their linguistic, cognitive processing, communicative, spelling and punctuation characteristics. Content analysis technique, one of the qualitative research methods, was used in the research. The study group consisted of forty-one people, aged between 10-25 years, living in Sydney, Australia in 2017. Participants were asked to create a text of at least 250 words by selecting any of the seven elective subjects in the written expression form. The texts were then examined one by one and the errors were analyzed under four headings: linguistic, cognitive processing, communicative, spelling and punctuation. As a result of the analyzed data in written expression texts, 951 linguistic and cognitive processing, 343 communicative, 230 spelling and 178 punctuation errors were detected. By analyzing the written texts under these headings, it is thought that the mistakes will be identified more easily and be beneficial for the language teaching process and everyone involved in this process, that the mistakes can be avoided more easily by focusing on more efficient and goal-oriented works and that they will save time.

scholarly journals Evaluation of Turkish Teacher Candidates' Usage of Complex Sentences Containing “ki” Conjunction in Turkish

2019 ◽  
Vol 7 (6) ◽  
pp. 63
Author(s):  
Osman Uyanik
Keyword(s):  
Teacher Candidates ◽  
Document Analysis ◽  
The Other ◽  
Study Group ◽  
Sentence Structure ◽  
Complex Sentences ◽  
Persian Language ◽  
Sentence Patterns ◽  
The One ◽  
Turkish Language

The purpose of this study is to evaluate the Turkish teacher candidates’ usage of Turkish complex sentences with “ki” conjunction, which are one of the most commonly used sentence patterns in Turkish.The Turkish language has been interacting with different languages for centuries. There are two types of “ki” conjunctions in Turkish. One of them originated from Turkish and the other one was transferred from Persian to Turkish. There is a difference between the "ki" conjunction taken from Persian language and the one which originated from Turkish language. With this research, it is aimed to determine whether students use these two different “ki” conjuctions in their sentences correctly or not. While the “ki” conjunction which was transferred from Persian to Turkish is used for making description sentences, the “ki” conjunction belonging to Turkish is used to make cause-effect sentences.In this study, a number of Turkish teacher candidates were asked to write compositions containing sentences with “ki” conjunction. The study group consisted of 11 female and 9 male Turkish Teacher Candidates. Data were collected through qualitative research methods and analyzed by document analysis and descriptive analysis.According to the research results the “ki” conjunction used in sentences by Turkish teacher candidates do not conform to the sentence structure of Persian, but do conform to the sentence structure of Turkish. As a result, it can be said that Turkish teacher candidates should use sentences with “ki” conjunction by taking this difference into consideration.

The Problems of Syrian Students in the Basic Education in Turkey

2018 ◽  
Vol 5 (1) ◽  
pp. 199-211 ◽  
Author(s):  
Volkan Alparslan Kılıc ◽  
Asiye Toker Gokce
Keyword(s):  
Basic Education ◽  
Structured Interview ◽  
Ethnic Origin ◽  
Study Group ◽  
Daily Lives ◽  
Student Profile ◽  
Language Problem ◽  
Making Friends ◽  
Education In Turkey ◽  
Turkish Language

Abstract In this study, it was aimed to examine the educational problems of basic education students migrating from Syria encountered in the schools. The research study group involved 37 Syrian students, 4 school managers and 18 teachers who were willing to participate to the research from four different secondary schools. The study group was chosen according to accessibility criterion. The data were collected through interviews. Therefore, the data was analyzed according to the qualitative methods. In the analysis of data collected by using face to face interview technique and semi-structured interview form, the content analysis method was used. According to the research results, it was determined that Syrian students have a language problem, especially during their education. They had sufficient knowledge of the Turkish language to manage their daily lives, however, academically the knowledge was concluded as insufficient. The main problems occurring among Syrian students are communication skills and adaptation. Main causes of these two problems are the differences between the ethnic origin among the Syrians students and the integration and communication with Turkish students. The Syrian students can be divided into two group as Syrian Kurdish or Syrian Arab. Both groups indicate that it is hard to communicate with each other due to the language difference. Furthermore, the Syrian girls expressed that they have more difficulties in being accepted and making friends, which causes the feeling that they are left alone. The findings of the research reveal that Syrian parents do not visit the school and that their skills of understanding and speaking Turkish are far behind their children's ability to understand and speak Turkish. According to the students 'views, the main reason for their parents' not visiting the school is the language problem. According to the data obtained from the interviews conducted by the administrators, guidance teachers and class teachers of the schools, it has been determined that some Syrian students have problems in integration during school, lack of motivation for the classes, and a more introvert student profile compared to other students. On the other hand, it was also stated that it was uncommon that Syrian students were included or had caused for any improper circumstances at school or were involved in any disciplinary case.

scholarly journals Hedging in English texts written by lower secondary pupils attending Norwegian schools

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
James Jacob Thomson
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
The United States ◽  
School Level ◽  
The Novel ◽  
Factors Affecting ◽  
9Th Grade ◽  
Written Texts ◽  
Wide Range ◽  
The Uk

This study analyses the use of hedges in English texts written by year nine[1] pupils attending Norwegian lower secondary schools. Hedges are quantified in a corpus of 82 pupil texts using a taxonomy consisting of five hedging categories: Adaptors, Rounders, Plausibility Shields, Explicit Markers of Author Involvement and Verbal Fillers (Prince et al., 1980; Salager-Meyer, 1994; Holmes, 1986). As the pupils are school-level second language learners of English, each device is also deemed to be either accurately or inaccurately used based on grammar, well-formedness and appropriateness (Fetzer, 2004). The analyses are compared across topic, holistic ratings and formality. Texts in the corpus are written about two topics: sports and literary analyses of the novel Holes (Sachar, 1998). Texts about sports contain significantly more hedges than texts about Holes. Comparing accurate and inaccurate categories across holistic ratings, different results were produced when considering topic. Informally written texts about sports contain higher frequencies of accurately used devices than formally written texts about sports. The results suggest that topic and formality are the most significant factors affecting hedging use in this corpus. While hedging frequency overall does not seem to correlate with holistic ratings, overuse and inaccurate use of hedges seems to affect quality. Based on the results, it is argued that pupils may benefit from exposure to a wide range of accurately used devices. [1] “Year 9” is a term usually used in the UK, synonymous with “9th grade” used in the United States, for pupils aged 13-14.

scholarly journals Examination of Turkish Language Teachers’ Self-Efficacy Perceptions of Teaching Thinking Skills in Terms of Various Variables

2021 ◽  
Vol 5 (2) ◽  
pp. 303-316
Author(s):  
Zeynep Cin Seker
Keyword(s):  
Self Efficacy ◽  
Educational Status ◽  
Thinking Skills ◽  
Language Teachers ◽  
Professional Experience ◽  
Study Group ◽  
Significant Difference ◽  
Perceptions Of Teaching ◽  
Teaching Thinking ◽  
Turkish Language

The aim of this study was to examine Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills in terms of the variables of age, professional experience, educational status, and taking course on thinking skills. The screening model was used in the study. The current pandemic process was taken into account and the convenience sampling method was used while determining the study group. Turkish Language teachers forming the study group consisted of 109 females and 68 males. “Teachers’ Self-efficacy towards teaching thinking scale” was used as the data collection tool. The data of the study were analyzed using the statistical package program. In conclusion, no significant difference was found between the Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and gender. It was concluded that Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills differed according to professional experience. It was concluded that there was no significant difference between Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and their educational status. It was concluded that there was a significant difference between Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and taking course on thinking skills.

scholarly journals A Comparative Study between Monolingual and Bilingual Teaching Methodologies of English in a Health Sciences University in the United Arab Emirates

2019 ◽  
Vol 13 (1) ◽  
pp. 73
Author(s):  
Omnia Ibrahim Mohamed ◽  
Zita Lobo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
United Arab Emirates ◽  
English Language ◽  
Teaching Method ◽  
Health Sciences ◽  
English Classes ◽  
Bilingual Teaching ◽  
Arab Students ◽  
Performance Results

This study examines the monolingual and the bilingual methods of teaching English to investigate which method is more effective and best achieves the learning outcomes of a language course. It also examines which method is preferred by the English language learners and gives better performance results. The study was conducted in RAK Medical and Health Sciences University located in The United Arab Emirates. The participants were Arab students who were divided into two groups. Each group was exposed to a different teaching method but the curriculum was the same. Then a questionnaire was distributed to determine the method that was preferred by the students as well as the method which resulted in a better performance. The results of the survey and the students’ performance results showed that the bilingual method proves to be a more successful and convenient method in English classes than the monolingual method.

scholarly journals The Effect of Hierarchical Word Activities on Written Expression Skills and Writing Anxiety in Turkish Language Education for Foreign Students

2021 ◽  
Vol 14 (5) ◽  
pp. 158
Author(s):  
Ayşe Ateş ◽  
Nesrin Sis
Keyword(s):  
Second Language Acquisition ◽  
Foreign Students ◽  
Language Education ◽  
Anxiety Scale ◽  
Written Expression ◽  
Writing Anxiety ◽  
Significant Difference ◽  
Post Test ◽  
Turkish Language ◽  
Experimental Group

In the study, the effect of hierarchical vocabulary activities prepared in accordance with Gass’s Second Language Acquisition Model developed by Ateş (2016) on students’ written expression skills and writing anxiety was investigated. While the determined target words were taught to the experimental group with hierarchical vocabulary activities, the supervised group was kept in a regular diary. The method of the study consists of an experimental design with pre-test-post-test-measurement and supervised group. Experimental and supervised groups consisted of foreign students studying at Inonu-TÖMER in the 2017-2018 academic year. An essay was written to the students as a pre-test and a post-test, and the Writing Anxiety Scale was applied. No significant difference was found between the experimental and supervised groups of the Written Expression Rubric, which is used to score the compositions, in the pre-test and post-tests. It was concluded that the privatized instruction applied to both groups was beneficial for students’ written expressions. There was a significant difference between the experimental and supervised groups in terms of Writing Anxiety Scale pre-test scores. It was determined that the writing anxiety of the experimental group was higher in the pre-test.

scholarly journals INVESTIGATING THE PROBLEM ENCOUNTERED BY STUDENT’S IN WRITING THE RECOUNT TEXT

2021 ◽  
Author(s):  
Nur Aeni M ◽  
Muthmainnah --
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Written Expression ◽  
Work Of Art ◽  
Knowledge And Beliefs ◽  
Advanced Form ◽  
Simple Sentences ◽  
Advanced Writing

It has been realized that writing is one of English skills that must be mastered by the English language learners. Writing is a form of communication that allows students to put their feelings and ideas on paper, to recognize their knowledge and beliefs into convincing arguments, and to convey meaning through well constructed text. It’s most advanced form, written expression can be as vivid as a work of art. As children learn the steps of writing, and as they build new skills upon old, writing evolves from the first simple sentences to elaborate stories and essays. Spelling , vocabulary, grammar, and organization come together and grow together to help the student demonstrate more advanced writing skills each year. Jonah(2006:29) argues that writing can be used as an indirect means of communication to other convey information. Activities is not easy to write bacause writing should be able to produce something new and can give you an idea or ideas to the reader through writing.

scholarly journals Investigation of the achievement scores of the people learning Turkish as a foreign language according to linguistic distance

2017 ◽  
Vol 8 (1) ◽  
pp. 19-46
Author(s):  
Derya Çobanoğlu Aktan ◽  
Kayhan İnan
Keyword(s):  
Language Learners ◽  
Personal Information ◽  
Course Completion ◽  
Language Family ◽  
Linguistic Distance ◽  
Austronesian Language ◽  
The People ◽  
And Gender ◽  
Turkish Language ◽  
Writing Scores

In this study, predictor variables (age, gender, region and language family) affecting the scores of Turkish language learners are examined through multiple regression method. The study group consisted of 280 international students registered to Turkish Language Teaching Centers located at Gazi and Hacettepe Universities. The research data were obtained from the Turkish course completion exam papers and personal information forms. According to the results, the average scores of the students from the Afro-Asiatic, Indo-European, Bantu, Sino-Tibetan and Austronesian language families were lower than those from the Altai language family. Additionally, the writing scores of the students from the Afro-Asiatic and Austronesian language families; the speaking scores of the students from Afro-Asiatic, Indo-European language families; reading comprehension scores of the students from Afro-Asiatic, Indo-European, Bantu and Sino-Tibetan language families and grammar scores of the students from Sino-Tibetan and Austronesian language families were lower than the scores of the Altai language family. In addition, while the age variable was found to have a positive effect on speaking scores, it was observed that area and gender variables were not significant predicators of scores. Findings are discussed in the light of literature and suggestions for further research are provided.

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