Papers by İlkay Çelik Yazıcı
Beliefs about Language Learning: A Study of Turkish University Students Learning English
library.cu.edu.tr
This is a comparative study on the effectiveness of processing instruction (PI) and traditional i... more This is a comparative study on the effectiveness of processing instruction (PI) and traditional instruction (TI) on L2 acquisition of the English wh-questions by Turkish EFL learners. Specifically, we examined whether processing instruction and traditional instruction would bring about improved performance on sentence-level tasks involving the interpretation and production of the English wh-questions, which are difficult structures for Turkish EFL learners to acquire since in their L1 there is no obligatory movement of wh-element to a specific position within the question structure. Therefore, it is assumed that processing instruction may help them to acquire this structure more easily. So, the central question addressed here is: Can PI facilitate second language development? The study employed a pretest-posttest research design. The participants from YADIM (Foreign Language Center at Cukurova University) were randomly designated as processing instruction group (PI, n=28) and a traditional instruction group (TI, n=28). The data in this study were collected through four tasks: Grammaticality Judgment Task (GJT), Picture-Cued Task (PCT), a written translation task (TT).
Reading, 2004
Research in the field of foreign/second language (L2) teaching has shown that L2 speakers, just l... more Research in the field of foreign/second language (L2) teaching has shown that L2 speakers, just like L1 speakers, apply some strategies while processing the idioms despite the lack of sufficient input in the classroom setting and the lack of language contact. In order to interpret the ...
This study examines the second language (L2) acquisition of English nominal system and the count/... more This study examines the second language (L2) acquisition of English nominal system and the count/mass nouns by Turkish learners. The aims are (1) to examine the percentages of success in the usage of the count/mass nouns at different levels, (2) to identify the errors regarding the numbering system and the count/mass distinction in the sentences and compositions the learners have produced, (3) to provide possible explanations for the causes of the errors the participants produced. In English, there is a difference between singularity and plurality at the lexical level. On the other hand, when the number system of Turkish is considered, a different paradigm is observed. Related to the count/mass nouns, unlike English, there is no grammatical distinction between countable and uncountable nouns in Turkish. 90 students at prep-class from engineering department at the levels of beginner, preintermediate, and intermediate were tested via a translation task and the participants' paragraphs written in a quiz.
International Journal of Languages' Education and Teaching, 2018
English preparatory programs have been designed to develop English language competence of student... more English preparatory programs have been designed to develop English language competence of students to the level sufficient to pursue successfully in their academic life. At this point, evaluating existing program is essential because program evaluation leads to more effective programs. Therefore, this study aims to evaluate the effectiveness of the existing English preparatory program based on the first year students' opinions at Çukurova University. The participants of the study consist of all the first year students studying at the Faculty of Economics and Administrative Sciences, whose medium of instruction is English. The data are obtained through a questionnaire which is composed of Likert Scale items. In this study we focus on the three dimensions of the English preparatory program at Çukurova University. These are: the content of the program, the teachinglearning process and the assessment system. The results of the study show that generally the preparatory program at YADYO was effective in terms of the three program evaluation dimensions mentioned above. However, the students suggested making some changes to the existing program to make it more effective and better adjusted to the students' needs and expectations.
Beliefs About Language Learning: Gender Related Or Not?
This study aimed at determining if there was a statistically significant difference between the m... more This study aimed at determining if there was a statistically significant difference between the male and female university prep class students‟ beliefs about language learning. The subjects participated in the study were 180 (90 male and 90 female) university prep class students from Foreign Language Education Center (YADYO) at Cukurova University. Data were collected using a 34-item Likert-Type scale (Horwitz‟s BALLI- Beliefs about Language learning Inventory), modified for the Turkish EFL learners. Data were analyzed descriptively. Beliefs of learners were classified under five subheadings as suggested by Horwitz (1988). The findings of the study indicated no significant differences among males and females except Item 30. The only statistically significant difference detected in this study concerned the relationship between speaking more than one language and being very intelligent. The female students gave a much greater support to the statement „people who speak more than one la...
Research in the field of foreign/second language (L2) teaching has shown that L2 speakers, just l... more Research in the field of foreign/second language (L2) teaching has shown that L2 speakers, just like L1 speakers, apply some strategies while processing the idioms despite the lack of sufficient input in the classroom setting and the lack of language contact. In order to interpret the meaning of idioms, L2 speakers recall the strategies acquired during the first language acquisition. They rely on the literal meaning conveyed in the context and guess what it means. Even when the particular idiom has a perfect match in their mother tongue, they prefer moving from context, treating those similar idioms as false friends. The findings also showed that the type of idiom (formal, colloquial, or slang) does not affect the results. ___________________
Bu çalışma, üniversite hazırlık sınıfındaki erkek ve kız öğrencilerinin yabancı dil öğrenme hakkı... more Bu çalışma, üniversite hazırlık sınıfındaki erkek ve kız öğrencilerinin yabancı dil öğrenme hakkındaki inançları arasında istatistiksel olarak anlamlı bir fark olup olmadığını tespit etmeyi amaçlamıştır. Araştırmaya Çukurova Üniversitesi Yabancı Diller Bölümünden (YADYO) 180 (90 erkek ve 90 kız) üniversite hazırlık öğrencisi katılmıştır. Veriler, Türkçe"ye çevrilerek ve İngilizce"yi yabancı dil olarak öğrenen üniversite hazırlık sınıfı öğrencilerine uyarlanarak, 34 maddeli Likert tipi bir ölçek olan ve Horwitz (1988) tarafından geliştirilen "Dil Öğrenimi Hakkında İnanç Envanteri-BALLI" ile toplandı. Veriler tanımlayıcı istatistikle analiz edildi. Öğrencilerin görüşleri Horwitz (1988) tarafından önerilen beş alt başlık altında sınıflandı. Çalışmanın sonuçları erkekler ve kızlar arasında envanterdeki 30. ifade hariç anlamlı bir fark olmadığını gösterdi. Bu çalışmada bulunan tek anlamlı farklılık birden fazla dil konuşabilmek ve çok zeki olmak arasındaki bağlantı ile ilgilidir. Kız öğrenciler "Birden fazla dil konuşan insanlar çok zekidir" ifadesine erkeklere göre istatistiksel olarak anlamlı bir fark yaratacak ölçüde daha fazla onay vermiştir.
The present study investigates the beliefs of Turkish university students about language learning... more The present study investigates the beliefs of Turkish university students about language learning. The participant students (n=180) completed Beliefs About Language Learning Inventory (BALLI). The findings of the analyses revealed that Turkish language learners hold a range of beliefs, some of which would be an impediment to successful language learning. In order to eliminate the negative effects of the beliefs the students have brought to the classroom, the language teachers should be aware of these preconceived notions.
This dissertation has aimed at comparing the possible effects of processing instruction (PI) and ... more This dissertation has aimed at comparing the possible effects of processing instruction (PI) and traditional instruction (TI) on the development of English wh-questions by Turkish EFL learners, examining whether the possible improved performance would be long-lasting in the long-term memory. For this study, 56 Turkish students attending preparatory program at Foreign Languages Center (YADIM) at Çukurova University were randomly assigned as a) processing instruction group, and b) traditional instruction group. In this study, two different instructional packets, a pretest, and two posttests were administered. The tests were consisted of two parts: comprehension and written-production. In the comprehension part, there was a grammaticality judgement task (GJT). In the written-production part, on the other hand, we had a translation task (TT) and a picture-cued task (PCT). Two weeks before the instructional treatment, the pretest was administered. The instructional treatment and the posttest1 spanned a period of one week. Four weeks after the posttest1, the posttest2 was administered. The raw scores obtained from the pretest and posttests were examined through using two-way ANOVA and the results were presented in tables and figures.
Research in the field of foreign/second language (L2) teaching has shown that L2 speakers, just l... more Research in the field of foreign/second language (L2) teaching has shown that L2 speakers, just like L1 speakers, apply some strategies while processing the idioms despite the lack of sufficient input in the classroom setting and the lack of language contact. In order to interpret the meaning of idioms, L2 speakers recall the strategies acquired during the first language acquisition. They rely on the literal meaning conveyed in the context and guess what it means. Even when the particular idiom has a perfect match in their mother tongue, they prefer moving from context, treating those similar idioms as false friends. The findings also showed that the type of idiom (formal, colloquial, or slang) does not affect the results. ___________________
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Papers by İlkay Çelik Yazıcı