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Cultural vocabulary in teaching Turkish as a foreign language 对外土耳其语教学中的文化词汇
IF 1.9 Q3 LINGUISTICS Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911449
Burak Tüfekçioğlu
This study aims at specifying cultural words in teaching Turkish as a foreign language according to their proficiency levels (A1/2, B1/2, and C1/2) and analyzing the difference between the proficiency levels of these cultural words in terms of their frequency. For this purpose, a cultural corpus of 112.350 tokens in total has been created based on written and oral cultural texts. In this cultural corpus, nouns and verbs in the first 2000 in terms of their frequency have been compared with nouns and verbs in the most common 2000 Turkish words, and nouns and verbs that are not in the most common 2000 Turkish words have been marked as cultural words. Then, the cultural words have been compared with the textbooks used in teaching Turkish as a foreign language. The proficiency levels of their English equivalents in Cambridge Learner's Dictionary and the context in which they are used in the corpus have been checked and listed according to their levels. Finally, the list has been edited according to the opinions of two experts teaching Turkish as a foreign language at university level. The differences in the frequency of cultural words according to their proficiency levels have been analyzed using Kruskal-Wallis and MannWhitney U tests. Findings show that there is a statistically significant difference between A1 and A2; A2 and B1; B1 and B2; C1 and C2 levels of the cultural words in terms of frequency, whereas there is no significant difference between cultural words at B2 and C1 levels in terms of frequency. In these findings, it has been seen that the most cultural words are at B1 level in terms of number and concept diversity, and it has been concluded that B1 level could be a threshold in the teaching of cultural words. © 2021 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).
本研究旨在根据文化词汇的熟练程度(A1/2、B1/2、C1/2)来界定文化词汇在对外土耳其语教学中的运用,并分析这些文化词汇在使用频率上的熟练程度差异。为此,根据书面和口头文化文本,共创建了112.350个符号的文化语料库。在这个文化语料库中,我们将前2000个词汇中的名词和动词的频率与最常见的2000个土耳其语词汇中的名词和动词进行了比较,并将不在最常见的2000个土耳其语词汇中的名词和动词标记为文化词汇。然后,将文化词汇与土耳其语教材进行比较。剑桥学习词典中对应的英语词汇的熟练程度以及语料库中使用这些词汇的上下文已经根据它们的水平进行了检查和列出。最后,这份名单是根据两位在大学教授土耳其语作为外语的专家的意见编辑的。使用Kruskal-Wallis和MannWhitney U测试分析了文化词汇在不同熟练程度下使用频率的差异。结果显示,A1和A2之间存在统计学差异;A2和B1;B1和B2;文化词汇的使用频率为C1和C2水平,而B2和C1水平的文化词汇使用频率无显著差异。在这些研究结果中,我们发现大多数文化词汇在数量和概念多样性方面处于B1水平,并得出B1水平可以作为文化词汇教学的一个门槛。©2021 EJAL &作者。发表于欧亚应用语言学杂志(EJAL)。这是一篇在知识共享署名许可(CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/)的条款和条件下发布的开放获取文章。
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引用次数: 1
Extensive reading in an EFL classroom: Impact and learners’ perceptions 英语课堂中的泛读:影响与学习者的认知
IF 1.9 Q3 LINGUISTICS Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911195
Mohammed Ateek
A number of studies have suggested that extensive reading can lead to gains in different language skills. Few studies on extensive reading have been conducted outside the East Asia classroom setting. This study investigated the impact of an extensive reading programme conducted over 12 weeks with 90minutes group sessions 3 times a week involving 10 Jordanian Arabic first language English foreign language learners with low-intermediate proficiency. The participants were situated in a print-rich environment, and given access to a library of graded readers, and did various extensive reading activities in and out of class. The participants were assessed for reading fluency and vocabulary knowledge before during and after the programme. In addition, the participants’ perceptions of extensive reading were explored. A mixed-methods action research design was employed over an extensive reading programme. Data were collected from multiple sources (e.g., tests, interviews and diaries), and the results were both statistically and thematically analysed. The findings of the study indicate that the impact of the extensive reading approach was positive on the learners’ reading fluency and vocabulary knowledge. The results also revealed a positive correlation between the amount of reading and reading fluency and vocabulary knowledge. The learners’ perceptions of the extensive reading approach and its implications are also discussed. © 2021 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).
许多研究表明,广泛的阅读可以提高不同的语言技能。很少有关于泛读的研究是在东亚课堂之外进行的。本研究调查了为期12周的广泛阅读计划的影响,该计划每周3次,每次90分钟,涉及10名中等水平较低的约旦阿拉伯语第一语言英语外语学习者。参与者身处一个印刷品丰富的环境中,可以进入分级读者图书馆,并在课内外进行各种广泛的阅读活动。在课程前后对参与者的阅读流利性和词汇知识进行了评估。此外,还探讨了参与者对泛读的看法。在广泛的阅读计划中采用了混合方法的行动研究设计。数据来自多个来源(如测试、访谈和日记),并对结果进行了统计和主题分析。研究结果表明,泛读方法对学习者的阅读流利性和词汇知识有积极影响。研究结果还表明,阅读量、阅读流利度和词汇知识之间存在正相关。还讨论了学习者对泛读方法的看法及其启示。©2021 EJAL和作者。由欧亚应用语言学杂志(EJAL)出版。这是一篇根据知识共享署名许可证(CC BY-NC-ND)的条款和条件分发的开放获取文章(http://creativecommons.org/licenses/by-nc-nd/4.0/)。
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引用次数: 5
Online and face-to-face peer review in academic writing: Frequency and preferences 学术写作中的在线和面对面同行评审:频率和偏好
IF 1.9 Q3 LINGUISTICS Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911245
Rashad Ali Ahmed, A. Al-Kadi
With the current advancement of technology and its potential for better teaching and learning outcomes, this paper compares the use of peer review in face-to-face settings and online platforms. The study recruited 142 students and 20 instructors from an American public mid-southern university. Data were collected over two academic semesters and included three instruments: questionnaires, observations, and interviews. Findings indicated that the participants generally hold a positive stance towards peer evaluation. They found face-to-face peer assessment during writing class time to be the most common and effective mode for they preferred immediate feedback in person. Contrary to laudable prior research findings, the majority of participants considered online review ineffective. They found various forms of technology quite distracting. Analyzing the extent to which native English speakers, non-native speakers, and instructors find virtual and face-to-face types of review worthwhile makes the study a valuable factor for instructors who wish to incorporate peer editing into their teaching.
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引用次数: 1
Fear of Statistics among TEFL Postgraduate Students TEFL研究生对统计数据的恐惧
IF 1.9 Q3 LINGUISTICS Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911253
S. M. R. Amirian, Saeed Abbasi-Sosfadi
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引用次数: 1
Task-induced involvement load and working memory: Effects on active and passive vocabulary knowledge of EFL learners in a multimedia learning environment 任务诱导的参与负荷和工作记忆:对多媒体学习环境下英语学习者主动和被动词汇知识的影响
IF 1.9 Q3 LINGUISTICS Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911288
A. Ansarin, Salva Kazemipour Khabbazi
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引用次数: 1
Problems in Foreign Language Education in the Turkish Education System: Pre-Service Teachers’ Accounts 土耳其教育体系中的外语教育问题:职前教师的账户
IF 1.9 Q3 LINGUISTICS Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911469
Seyit Ahmet Çapan
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引用次数: 2
Status of English speaking skills in Turkish ELT departments: A nationwide survey 土耳其英语教学部门英语口语能力现状:一项全国性调查
IF 1.9 Q3 LINGUISTICS Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911454
Emrullah Dağtan, Neşe Cabaroğlu
The situation of spoken English in both formal and informal settings in Turkey seems to be far from satisfactory. Additionally, the legal arrangements devoted to ameliorate this predicament have proven unsuccessful as far as an acceptable level of competence is concerned. The present study aimed to investigate the situation of English speaking skills at the English Language Teaching (ELT) departments in Turkey, in attempts to attain a descriptive outline for the problems, perceptions, needs, and solutions proposed by lecturers and pre-service teachers. To achieve this, a questionnaire and semi-structured interview were administered to the lecturers and pre-service teachers at seven ELT departments across Turkey, with one department from each of the seven geographical regions. The results indicated that although they had been studying English for more than 6 years, a great majority of the participants could not speak English as proficiently as they were supposed to do. It was also revealed that the participants had difficulty achieving fluency and maintaining confidence when speaking English mainly because they had no appropriate contexts that would allow them to master English speaking skills. On the other hand, an extensive policy change in foreign language education was the most commonly proposed solution.
土耳其在正式和非正式场合的英语口语情况似乎远不能令人满意。此外,就可接受的能力水平而言,旨在改善这一困境的法律安排已被证明是不成功的。本研究旨在调查土耳其英语教学部门的英语口语技能状况,试图对讲师和职前教师提出的问题、看法、需求和解决方案进行描述性概述。为此,对土耳其七个英语教学部门的讲师和职前教师进行了问卷调查和半结构化访谈,七个地理区域各有一个部门。结果表明,尽管他们已经学习英语6年多了,但绝大多数参与者的英语说得并不像他们应该说的那样熟练。研究还表明,参与者在说英语时很难达到流利性和保持信心,主要是因为他们没有合适的语境来掌握英语口语技能。另一方面,广泛的外语教育政策变化是最常见的解决方案。
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引用次数: 4
The underlying reasons for the difficulties in use of the English articles for EFL learners: an analysis based on the learners’ experiences 英语学习者英语文章使用困难的深层原因——基于学习者经验的分析
IF 1.9 Q3 LINGUISTICS Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911479
Khalil Ahmad, Abdul Qadir Khan
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引用次数: 0
Stancetaking in spoken ELF discourse in academic settings: interpersonal functions of I don’t know as a face-maintaining strategy 学术环境中ELF口语话语中的沉默:作为面子策略的“我不知道”的人际功能
IF 1.9 Q3 LINGUISTICS Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911499
H. Çiftçi, Erdem Akbas
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引用次数: 1
Language Identities of Multilingual College English Learners in Indonesia 印尼多语言大学英语学习者的语言认同
IF 1.9 Q3 LINGUISTICS Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911403
Emi Nursanti, E. Andriyanti
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引用次数: 1
期刊
Eurasian Journal of Applied Linguistics
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