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Öğe Differences in linguistic features of spontaneous speech: The Case of Obama’s Speeches at the London, Toronto and Cannes G-20 Summit Press Conferences(Cukurova University Faculty of Education Journal, 2014) Genç, Bilal; Göksu, Ali; Büyükkarcı, KağanThe research presented in this paper aimed to investigate the linguistic and discourse characteristics of Mr. Obama’s press conferences held after the G-20 summits in London in 2009, in Toronto in 2010 and in Cannes in 2011. The President’s speeches were divided into two separate parts: (1) the first part during which he spoke about his plans to deepen international connections and the second during which he answered the questions of journalists from different nationalities– question/answer session –considered as spontaneous speech text and labeled a TC, LC and CC. Using concordance software the number of types and tokens and the type-token ratio were calculated. The results show that although the number of tokens decreases chronically, in terms of the qualitative analysis all speeches display similar characteristics regarding vocabulary variation.Öğe Learning Styles Of ELT Students And The Relationship Between Their Academic Success And Learning Styles(Journal of Ufuk University Institute of Social Sciences, 2012) Büyükkarcı, Kağan; Genç, BilalThe present study aims to document ELT students’ learning style, the relationship between ELT students’ learning styles and academic success. The number of students participated in the study was 118; 1st, 2nd, 3rd, 4th year ELT students from İnönü University and Süleyman Demirel University. A 52-item Turkish Learning Style Survey adapted by Cesur (2008) from Cohen, Oxford and Chi’s (2001) Learning Style Survey was used to reveal the students’ learning styles. For the academic success the students’ cumulative grade point averages were taken into consideration. Turkish ELT students prefer visual, introvert, sequential, synthesizing, deductive and reflective learning styles. However, females and males differ in perceptual style preferences. While females rated higher averages in visual, introvert, sequential, synthesizing, analytical, inductive, deductive, reactional and reflective styles; males rated higher only in terms of extrovert and random. Both genders rated almost the same in terms of audial style. The findings suggest that there is a statistically significant difference between girls’ and boys’ academic achievement (girls being more successful), and girls’ rating higher grades in nine of the learning styles and boys’ rating higher grades only in two of the styles account for, albeit to a limited extent, the difference between their academic achievements.Öğe The Usage of Deixis in the Speeches of Turkish Speakers of English(Kafkas Journal of the Institute of Social Sciences, 2011) Genç, Bilal; Büyükkarcı, KağanNarrative discourse of EFL learners has long been the concern of many studies in the field of applied linguistics. Based on videotaped data of seventeen university students’ spontaneous speeches about an event in their life, this study examines, quantitatively, the use of deictic expression particularly the use of personal deixis. The participant students are from Cukurova University English Language Teaching Department. They are all graduates of both state and private high schools of Turkey, which enables them to share same cultural characteristics of Turkey. Deictic expressions are the kinds of words which cannot be clarified without knowing the physical context, written or spoken. It has been found that the participants mostly use personal deixis, and they rarely use other types of deictic expressions.Öğe Teaching Phrasal Verbs through Communicative Approach(Kafkas Sosyal Bilimler Enstitüsü Dergisi, 2010) Büyükkarcı, KağanIn our age the necessity of vocabulary teaching, especially phrasal verb teaching, has gained more importance than ever. The aim of this study is to investigate the effects of communicative approach on teaching phrasal verbs to university students. This study gives a chance to understand how phrasal verbs differ from the other words, and moreover it provides us with an opportunity to compare the traditional methods with communicative approach. At the end of the research process, there is a noteworthy difference between the experimental and control groups. When analyzed, it is clearly seen that experimental group students have got a more favorable and higher result than the control group students. In the light of the literature on the methods and approaches that are used to teach phrasal verbs, it is clear that experimental group students who were taught phrasal verbs in communicative approach have shown a better performance and learning process which means that communicative approach is really effective in phrasal verb teaching.Öğe A Critical Analysis of Task-Based Learning(Kastamonu Education Journal, 2009) Büyükkarcı, KağanThis paper examines some proposals for a favorite method in language teaching and learning: task-based learning. It gives a comprehensive review of relevant recent literature with particular consideration of the advantages and drawbacks of TBL. It first discusses the nature and communication-orientedness of task-based learning. The paper then offers the major characteristics of TBL with a special emphasis on the teacher’s and students’ role in TBL. Finally, it discusses the significant advantages and drawback of TBL.Öğe Assessment Beliefs and Practices of Language Teachers in Primary Context(International Journal of Instruction. January, 2014) Büyükkarcı, KağanThe use of assessment, the process of collecting information on student achievement and performance, has long been advocated so that learning cycles can properly be planned; instruction can be adjusted during the course of learning, and programs can be developed to enhance student learning. Shifting to a more pedagogical conception, the assessment moves from source of information to an inseparable part of teaching and learning. Theory and research propose that especially formative assessment can play a critical role in adjusting teaching for student learning because assessment for learning (formative assessment) provides information to be used as feedback to adjust the teaching and learning activities in which the students and teachers are engaged. This study aims to show primary school teachers’ beliefs about formative assessment. Besides, the study reveals the information about English language teachers’ real assessment practices in the primary education context. Despite course requirements, teachers’ positive beliefs and attitudes, the results of the study show that language teachers do not apply formative assessment practices as required in the national curriculum. Instead of using assessment formatively, they mostly use assessment for summative purposes.Öğe A Study on the Acquisition of English Causatives by Turkish Learners of English(Cumhuriyet International Journal of Education, 2013) Büyükkarcı, Kağan; İşpınar, DuyguCausatives are means of expressing an occurrence in which a subject causes a change in state of an event, or makes someone or something else to do something. This study reports findings in relation to the use of causatives by Turkish learners of English in their first language (L1) and second language (L2). The study also aims to identify ambiguities in English causatives for Turkish learners. With this aim in mind, students? use of causatives in L1 and L2 was identified using various tasks as data collection tools. It was found that, regardless their language proficiency level, most of students? use of causatives was influenced by their first language. In addition, the differences between the two languages in terms of the causative structures were found to cause ambiguities for learners. Key words: Causative, first language interference, periphrastic-lexical causativesÖğe The Effect of Practicum on the Discipline Orientations of Pre-service Teachers(International Online Journal of Education and Teaching, 2013) Göksu, Ali; Büyükkarcı, Kağan; Genç, BilalThis study aimed to examine the classroom discipline perceptions of pre-service language teachers both before and after the student teaching experience. Before going to their practice schools and immediately after completing their full-time student teaching experience, pre-service teachers (N = 104) from three state universities in the Turkey completed a discipline belief questionnaire identifying their preferred model of classroom discipline. The results indicated that although the student teaching experience in practice schools increased beginning teachers’ preferences from a humanistic discipline model to a more assertive discipline model, this increase is not significant. These results show that the student teaching experience does not create a difference in previous perceptions and beliefs of pre-service teachers. The results of the study also suggest that student teachers’ preconceptions regarding the profession will not change despite the practical experience gained during practicum.Öğe An Assessment of Pre-service Language Teachers’ Practicum Observation Forms: Descriptive Observation vs. Critical Observation.(Educational Research E-Journal, 2013) Genç, Bilal; Büyükkarcı, KağanPracticing the role of teacher and auditing/observing experienced teachers are essential parts of practicum studies of pre-service teachers. Regarding observation we differentiate between two kinds of practice: descriptive observation and critical observation. In this paper we reported on 38 pre-service teachers’ weekly practicum study observation reports of the classes they taught and audited over a twelve week period during their practicum study. The study examined the level of critical observation in the observation forms of pre-service teachers over twelve weeks’ period. Results showed that pre-service teachers mostly focused on the identification of techniques and strategies their cooperating teachers employed and only rarely were critical regarding the cooperating teachers’ lesson preparation, classroom management, communication with her/his students and his/her using methods and techniques during the classes. This paper discusses the drawbacks of simple, descriptive observation and provides guiding questions to help pre-service teachers conduct critical observations in their practicum study.Öğe Differences in linguistic and discourse features of narrative writing performance(Journal of Language and Literature Education, 2012) Genç, Bilal; Büyükkarcı, Kağan; Göksu, AliThe research presented in this paper aimed to investigate the linguistic and discourse characteristics of narratives produced by student-teachers in an ELT department. Thirty-four students from the ELT Department of Inonu University participated in the study. Each was asked to write two stories about an experience in which they were made angry (in English) and an experience in which they made someone angry (in Turkish). A total of 68 narrative texts were collected. Using concordance software the number of types and tokens and the type-token ratio were calculated; and each sentence in the text was rated as simple, coordinate, complex and coordinate+complex by the researcher to reveal the syntactic richness. The analyses suggest that although the participants’ Turkish texts are richer than the English ones in terms of lexical richness, there is high parallelism between the texts in terms of syntactic richness. We believe that relatively poor vocabulary in the target language is the main reason for participants to prefer writing in their native language.Öğe Formative Microteaching in Teaching and Foreign Language Anxiety(Anthropologist, 2014) Büyükkarcı, KağanThe aim of this study was to reveal the effects of video-taped micro teaching, if used as a tool for formative assessment, on preservice language teachers’ both teaching and foreign language anxiety. By the use of Student Teacher Anxiety Scale (STAS) and Foreign Language Classroom Anxiety scale (FLCAS), the data were collected from the non-native preservice language teachers in a state university. The results showed that these preservice teachers felt a high teaching and foreign language anxiety before and during their micro teaching sessions. However, after formative use of video-taped micro teaching, preservice language teachers’ teaching and foreign language anxiety lowered to a moderate level. The study suggests that micro teaching, one of the most effective ways in teacher training, can be a more effective way if it is assessed formatively.
