Yazar "Yildiz, Mustafa" seçeneğine göre listele

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    Conflicting Nature of Social-Pragmatic Cues with Mutual Exclusivity Regarding Three-Year-Olds' Label-Referent Mappings
    (Sciendo, 2020) Yildiz, Mustafa
    The present research aims at finding to what extent social-pragmatic cues that conflict with mutual exclusivity lead preschoolers to exclude a novel object as a referent for a novel word. Sixty early and late 3-year-old preschoolers randomly participated in one of the three conditions. In the first condition, preschoolers' tendency to select an unfamiliar object for an unfamiliar word is investigated in the absence of social-pragmatic cues that contradict mutual exclusivity. The second condition is aimed to investigate if partial social-pragmatic cues, such as pointing towards a familiar object, interfere with mutual exclusivity. In the third condition, pointing towards a familiar object is accompanied by gazing alternately between the familiar object and preschoolers to investigate whether preschoolers abandon or still honor mutual exclusivity. The results indicate that in the absence of any social-pragmatic cues, preschoolers use a familiar object as a cue leading them to match a novel object with a novel word. Partial cues such as pointing towards familiar objects do not make any significant difference in preschoolers' familiar/unfamiliar object selection for an unfamiliar word. If both of the social-pragmatic cues are available, preschoolers suspend mutual exclusivity in indirect word learning situations. © 2020 Mustafa Yildiz, published by Sciendo 2020.
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    Contrastive interlanguage analysis of evidentiality in PHD dissertations
    (Masaryk University, 2021) Yildiz, Mustafa; Turan, Ümit Deniz
    The present study investigates evidentiality in its broadest sense (Chafe 1986) in PhD dissertations as a genre of academic writing. For this purpose, Chafe’s taxonomy (1986), revised by Ifantidou (2001), has been used as a framework in order to analyze three different groups of datasets, including one group of native speakers of English and two groups of non-native speakers: a group of Turkish speakers of English and the other non-native speakers with different L1 backgrounds. The texts of these three groups are examined in order to find out whether the native language of the participants is a factor in the choice of evidential markers. The results show that the native speakers of English use evidential markers more frequently compared to the non-native authors. In terms of the Native Language/Interlanguage comparison in Contrastive Interlanguage Analysis (Granger 1996, 1998), the overall use of evidentiality reveals that non-native authors do not show native-like features in the use of evidentiality. In terms of the Interlanguage/ Interlanguage comparison, Turkish authors of academic texts differ from the authors with various native language backgrounds in terms of the use of evidentiality. © 2021 Masaryk University. All rights reserved.
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    The factors causing english speaking anxiety on non-english major academics while using english as a medium of instruction
    (Association for the teaching of English as a Foreign Language in Indonesia, 2021) Yildiz, Mustafa
    This qualitative study aims to reveal the factors causing English speaking anxiety on non-English major academics while using English as a medium of instruction. Eight non-English major academics with the experience of teaching in English participated in the present research. Semi-structured one-on-one interviews and e-mail interviews, which are qualitative data collection techniques, were used as data collection tools. Manual coding of qualitative data that requires in-depth reading of the transcripts and assigning codes and themes was used to interpret the data. The results reveal the situations that provoke speaking anxiety among the non-English major academics. They can be grouped under five main themes: academics’ English proficiency, academics’ self-evaluation, learner behaviors, learner inadequacies, and cultural differences. These five main themes can also be confined to individual factors, learner factors, and cultural factors. It can therefore be assumed that the factors causing English speaking anxiety on non-English major academics have to be considered within multidimensional aspects rather than simply originating from academics themselves. © 2021, Association for the teaching of English as a Foreign Language in Indonesia. All rights reserved.