Tokatli, A.M. | Keşli, Y.

Article | 2009 | Procedia - Social and Behavioral Sciences1 ( 1 ) , pp.1491 - 1494

Course syllabi provide valuable information which enables meaningful communication between the students and the instructors. They can also be used as a contract, a plan or as a means for learning and teaching. The lively and effective classroom atmosphere, where all the students are engaged into the lesson, could be obtained when the syllabi are prepared thoroughly in order to answer students' questions and comments beforehand. Due to the fact that the students' achievement can be determined by the amount of the match between the students' performance or needs and the instructors' expectations, well-designed syllabi are very crucial . . . in terms of format and wording. The present study took place at the ELT department of a private university in Istanbul. The authors aim to investigate how effective the syllabi prepared by the instructors are in terms of communicating assessment with the students. The data was collected by means of the syllabi of the courses in the undergraduate program of English language department and interviews were held with the students from each level (1st-4th) to see if there is a discrepancy between the assessment policies given in the syllabus and the actual use of assessment techniques in the classroom. Twenty syllabi have been analyzed. These syllabi used in the study belong to the instructors who give courses only related to ELT field. Furthermore, the undergraduate program consists of courses including methodological and pedagogical approaches to foreign language teaching as well as raising students' awareness of the English language system. The objective of the program is to equip the students with advanced and specialized knowledge in the field and to help them acquire skills for teacher research and professional development. The results show that the syllabi which have been used are not insufficient in communicating with the students but need to be enhanced by the help of students' expectations and perceptions. © 2009 Daha fazlası Daha az

Inceçay, G. | Inceçay, V.

Conference Object | 2010 | Procedia - Social and Behavioral Sciences2 ( 2 ) , pp.317 - 321

This study investigates and reports English as a Foreign Language (EFL) teachers' needs with regard to the current curriculum they are implementing and teaching receptive and productive language skills at a private university preparatory school. 18 EFL teachers participated in this study and data were gathered by means of semi-structured interview. Pattern-coding strategy (Miles and Huberman, 1994) was employed to analyse the data qualitatively. The results identified common problems and suggestions among the participating teachers concerning the curriculum and instruction. In the end of the study it is suggested that teachers' need . . .s should be taken into consideration as much as students' needs during the design and implementation process of the language teaching curriculum and syllabus. © 2010 Elsevier Ltd. All rights reserved Daha fazlası Daha az

Demirbulak, D.

Conference Object | 2011 | Procedia - Social and Behavioral Sciences15 , pp.4083 - 4088

As English became the established language of science, technology and trade its use as the medium of instruction at tertiary education has increased in Turkey. The accelerated and sustained dominance of English has mainly led to dissatisfaction with English language proficiency level of learners and concerns about the future of the native language. This study aims to to gain a deeper understanding in the tertiary education students' perceptions regarding their English language proficiency and the future of their native language, explore the perceptions of undergraduate students and report on an integrated and problem solving based l . . .earning oriented case study at an English for Academic Purposes. © 2011 Published by Elsevier Ltd Daha fazlası Daha az

Inceçay, G.

Conference Object | 2011 | Procedia - Social and Behavioral Sciences15 , pp.128 - 133

The purpose of the current study is to explore the effects of pre-service teachers' language learning beliefs on their practice teaching. Two randomly chosen pre-service teachers were recruited in the study (one male, one female). This research mainly adopted a qualitative approach using a structured interview, philosophy statements, field-notes during observations and the reflective journals of the participants. The results of the study revealed that both participants' teachings were greatly affected by their foreign language learning beliefs. However, it was also seen that some external factors created some divergences between the . . . beliefs and practice teaching. © 2011 Published by Elsevier Ltd Daha fazlası Daha az

Enisa, M.

Conference Object | 2011 | Procedia - Social and Behavioral Sciences15 , pp.134 - 137

Bilingual first language acquisition (BFLA) is a sub-field of bilingualism. Two conditions considered for a speaker in terms of are: (1) contact with the two languages has to start no later than a week after birth, and (2) contact with the two languages has to be regular until the time of the study (Meisel, 1989; De Houwer 1990). The present study aims to investigate the acquisition of word order (verb placement) in an adult Serbo-Croatian-Turkish bilingual. Data came from spontaneous speech. The results revealed a great deal of evidence for syntactic transfer due to different word order patterns between the two languages. Further d . . .etails are discussed in the research. © 2011 Published by Elsevier Ltd Daha fazlası Daha az

Komurcu, B. | Yildiz, Y.

Conference Object | 2011 | Procedia - Social and Behavioral Sciences15 , pp.3511 - 3515

This paper examines the perceptual capacities of Turkish learners of English in differentiating native and non-native consonantal minimal pairs. Both age groups (i.e. four and six-year olds) performed better in word-initial place distinction. The six-year-olds outperformed the four-year-olds for place and voice distinction, whereas the four-year-olds performed better with word-final non-native voice distinctions. This supports the notion of 'younger is better', since their perceptual skills are not yet constrained by their first language parameters. This paper will consider the wider linguistic and pedagogical implications of the da . . .ta, and assess the applicability of the Perceptual Assimilation Model (Best, 1994). © 2011 Published by Elsevier Ltd Daha fazlası Daha az

Coşkun, Y.D. | Tosun, U. | Macaroglu, E.

Article | 2009 | Procedia - Social and Behavioral Sciences1 ( 1 ) , pp.2758 - 2762

Teaching students with disabilities in an inclusive classroom may be regarded as a challenge for teachers accustomed to teaching in the regular classroom; therefore teachers should require the basic characteristics of effective teaching. The use of educational materials makes learning and conprehension easier for students at all levels. For students who have learning difficulties, educational materials are more important. In this research study, it is aimed to determine classroom teachers' ways to choose, develop, and use of instructional materails for inclusion students in their classes. It is also important to support the developm . . .ent of inclusion programs by using the knowledge gathered in this research study. Qualitative and quantitative data collected throughout the research study display the inefficiency of teachers to develop and use instructional materials for inclusion students. © 2009 Daha fazlası Daha az

Keçeli, F.

Conference Object | 2011 | Procedia - Social and Behavioral Sciences15 , pp.1097 - 1101

3rd World Conference on Educational Sciences, WCES-2011 -- 3 February 2011 through 7 February 2011 -- Istanbul --

Inceçay, G. | Inceçay, V.

Article | 2009 | Procedia - Social and Behavioral Sciences1 ( 1 ) , pp.618 - 622

This study presents a case study that investigates the perceptions of 30 Turkish university students in order to better understand the appropriateness and effectiveness of communicative and non-communicative activities in their English as a foreign language (EFL) courses in a private university preparatory school in Istanbul, Turkey. Using multi-method, data were collected by means of a questionnaire and semi-structured interview. Quantitative data were supported by the qualitative data to provide more reliable results. The results suggest that, EFL countries like Turkey need to modernize and update their teaching methods which mean . . .s doing changes by taking students' previous educational habits into consideration. It is obvious from the study that students in non-English speaking countries make use of communicative language teaching (CLT) if communicative activities and non-communicative activities are combined in English classrooms. In other words, aligning the communicative approach with traditional teaching structures is beneficial for EFL students. © 2009 Daha fazlası Daha az

Başar, A.G.C. | Ülkebaş, D.

Conference Object | 2011 | Procedia - Social and Behavioral Sciences15 , pp.981 - 987

Industrial design education in Turkey has a 40 years background with different design approaches; art based industrial design education and technical based industrial design education and different student selection and placement system; graduate placement examination-LYS and aptitude exams. Different approaches and methods for the same degree bring complexity in education system. The aim of the study is to discuss about this diversity and to perform a circumstantial analysis of industrial design education in Turkey. The findings from the comparisons of the undergraduate education programs will help us to make predictions about the . . .future trends and prospects in industrial design education. © 2011 Published by Elsevier Ltd Daha fazlası Daha az

Kilic, H.

Conference Object | 2010 | Procedia - Social and Behavioral Sciences9 , pp.1096 - 1100

Teachers need to be equipped with various knowledge and skills to establish and maintain effective teaching environments that enable them to enhance students' understanding and learning. Knowledge of students is one of the components of teachers' professional knowledge and it is defined as teachers' knowledge of what mathematical concepts are difficult for students to grasp, which concepts students typically have misconceptions about, possible sources of students' errors, and how to eliminate those difficulties and misconceptions. The purpose of the study was to investigate the nature of preservice mathematics teachers' knowledge of . . . students. Six preservice teachers participated in the study and the data were collected in the forms of observations, interviews and written documents. The findings revealed that preservice teachers had difficulty in both identifying the source of students' misconceptions, and errors and generating effective ways to eliminate such misconceptions. They frequently failed to recognize what conceptual knowledge the students were lacking and they inclined to address students' errors by telling how to carry out the procedure or apply the rule to solve the given problem correctly. Therefore, preservice teachers should be given opportunities 1) to take content-specific courses that they have opportunity to discuss fundamental high school mathematics concepts in detail to gain a solid understanding of how mathematical concepts are related and why mathematical rules and procedures work and 2) to analyze an act of teaching by watching videos of classrooms or discussing a student work and classroom cases to determine how to address students' errors and misconceptions. © 2010 Published by Elsevier Ltd Daha fazlası Daha az

Incecay, V. | Dollar, Y.K.

Conference Object | 2011 | Procedia - Social and Behavioral Sciences15 , pp.3394 - 3398

The aim of this study was to investigate the beliefs of foreign language learners in relation to the role of grammar teaching and error correction. For the purposes of the study 26 students at a private university responded to a questionnaire (Loewen et al., 2009). As a result of the analysis, it can be said that foreign language learners believed grammar was an important aspect of the language. However, they held beliefs about it to be taught in a more communicative way. On the other hand, participants thought that error correction was useful in language learning process. © 2011 Published by Elsevier Ltd.