Yazar "Erten, Ismail Hakki" seçeneğine göre listele
Listeleniyor 1 - 5 / 5
Sayfa Başına Sonuç
Sıralama seçenekleri
Öğe Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets(Elsevier Sci Ltd, 2008) Erten, Ismail Hakki; Tekin, MustafaThis paper reports on a study which investigated the effect on vocabulary recall of introducing new words via two different methods. A one-group quasi-experimental research design with alternating time series measures was employed. A group of 60 fourth graders were taught 80 carefully selected words either in semantically related sets or semantically unrelated sets. Also under investigation was the effect of these methods on test completion. The statistical analysis revealed that learning words in semantically unrelated sets yields better results than learning vocabulary in semantically related sets. The difference persisted in the long term. Further, test completion time was much longer for the semantically related vocabulary items, indicating a slower recall of vocabulary. The study indicated that, contrary to frequent practice in many course books, presenting new vocabulary that belongs to the same semantic set together may cause interference due to cross-association and may even hinder vocabulary learning. Such practice needs to be questioned and alternative methods that involve presenting vocabulary in unrelated sets need to be developed to facilitate vocabulary teaching and learning. (C) 2008 Elsevier Ltd. All rights reserved.Öğe EXPLORING MOTIVATIONAL CONSTRUCTS IN FOREIGN LANGUAGE READING(Hacettepe Univ, 2010) Erten, Ismail Hakki; Topkaya, Ece Zehir; Karakas, MugeThis article introduces an instrument that has been developed to explore motivation and attitudes of,students towards reading in a foreign language (FL) To develop the instrument initially 121 students were asked a set of qualitative questions to determine their affective reactions to reading in a FL A content analysis of emergent data yielded an initial 51 Item scale This scale was administered to 443 FL students at canakkale Onseki Mart University in Turkey A factor analysis revealed four factors accounting for 58 70 % of variance in students' attitudes and motivation towards reading in a FL These were named as intrinsic value of reading etttinvu utility value of reading, raiding efficacy and foreign language linguistic utility The factorial constructs generally overlapped with current theories of reading motivation in the mother tongue with an extra element indicating that reading in a FL is viewed as a linguistic resource for developing language proficiency by foreign language learnersÖğe Gender differences in academic achievement among Turkish prospective teachers of English as a foreign language(Routledge Journals, Taylor & Francis Ltd, 2009) Erten, Ismail HakkiThis study seeks to explain prevalent gender differences in academic achievement of 84 third-year students enrolled in a pre-service ELT (English Language Teaching) teacher training department. The study collected both qualitative and quantitative data through semi-structured interviews from a sample of 38 students. A content analysis of the data indicated that male and female trainee teachers had differentiating perceptions of social roles and, as an artefact of these roles, they differed in the quality and quantity of time and effort allocated for their academic studies. Girls reported both longer periods of time and more efficient metacognitive disposition than their male peers. Another important factor for the observed differences appeared to be the perception of teaching as a profession. Female trainee teachers reported more intrinsic orientations towards the profession whereas male trainee teachers mentioned more extrinsic orientations, which seemed to directly influence the participants' engagement with their academic endeavour.Öğe I am just shy and timid: Student teachers' explanations for their performances of their presentations(Hacettepe Univ, Elt Dept, 2020) Aksoy-Pekacar, Kadriye; Kanat-Mutluoglu, Arzu; Erten, Ismail HakkiAs part of the research on motivation, causal attribution studies have an important role in predicting and improving academic performance since controllable and uncontrollable attributions have an effect on learners' future actions. Following this path, the present qualitative study investigates the attributions of students in an English Language Teaching (ELT) program for the performances of their presentations as part of an oral communication skills course. Upon the completion of the course, a total of 83 second year ELT students scored their performances out of 10 and provided explanations for their performances. This data set illustrated their attributions and estimated future achievements. Data analysis consisted of two phases: first, the students were divided into two groups based on the perceived successes of their performances, and secondly, their explanations were examined with content analysis. The initial analysis showed that 20 students scored themselves as less successful and 63 students scored themselves as successful. It revealed that the less successful group attributed their performances mostly to their mood and lack of effort, both of which are categorized in the internal attributions. In contrast, the successful students attributed their performances to effort, mood, and strategy use, all of which fell into the internal category as well. From these results, it can be concluded that the learners had a higher locus of control in that they attributed their performances to mostly internal attributions. In addition, providing immediate teacher feedback and creating a classroom environment for vicarious learning were effective for increasing learners' effort and motivation for their presentations. These findings may imply that teachers focus on providing immediate feedback and create an effective classroom atmosphere that will probably lead to vicarious learning. (c) 2020 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/).Öğe The effects of cultural familiarity on reading comprehension(Univ Hawaii, Coll Languages Linguistics & Literature, 2009) Erten, Ismail Hakki; Razi, SalimThis study investigated whether cultural familiarity influences comprehension of short stories and whether nativizing the story or using reading activities can compensate for the lack of such familiarity. The study was conducted with 44 advanced-level students of English at a state university in Turkey. In a 2 x 2 experimental research design, the 1st group of students read an original short story without any activities while the 2nd group of students read the original short story with some activities. The 3rd group read the nativized version of the text without any activities while the 4th group read the nativized version with the same set of activities as the 2nd group. The analysis of variance indicated a better comprehension of the nativized story. The activities contributed to the comprehension of the original story, but the difference caused by nativization remained intact, indicating a powerful impact of cultural schema on comprehension.
