Yabancı Diller Yayın Koleksiyonu
https://hdl.handle.net/20.500.12846/536
2024-03-28T13:26:56ZMaster students’ voices about post-method pedagogy
https://hdl.handle.net/20.500.12846/930
Master students’ voices about post-method pedagogy
Baytur, Burçin
Post method pedagogy can be regarded as a good way to deal with the lacks experienced by the usage of traditional methods. It compels us to restructure our view of language teaching both in pedagogical and ideological aspects. It requires that teachers should consider the essential components of post method pedagogy. As Kumaravadivelu (2006) forwarded, post-method pedagogy can be visualized as three-dimensional system consisting of three pedagogic parameters: particularity, practicality and possibility. This study aims to explore if English as a Foreign Language (EFL) teachers, who are also Master of Arts (MA) students, have knowledge on Post-Method Pedagogy; to learn about their attitudes, beliefs and preferences towards it and to examine whether there was a probable relationship between these practising teachers’ attitudes and reflections on their classroom applications or not. To do this, 9 active EFL teachers pursuing their MA degrees at a Turkish state university, Institute of Educational Sciences, in English Language Education Master’s Programme were administered a survey. Findings indicate that the participants have knowledge of the post-method pedagogy and most of them have positive attitudes about the classroom practices regarding implementation of strategies and parameters. Participants’ responses indicated “particularity” as the most important parameter. In terms of the 10 macro-strategies, the participants gave the highest importance to the strategy of “raise cultural awareness”, while they reported to employ “activate intuitive heuristics” as the least.
2020-01-01T00:00:00ZKurum olan evliliğin araca dönüşmesi: Evlilik kavramının içeriksel değişimine ilişkin bir analiz
https://hdl.handle.net/20.500.12846/897
Kurum olan evliliğin araca dönüşmesi: Evlilik kavramının içeriksel değişimine ilişkin bir analiz
Topbaş, Pamuk Nursen
İlgili çalışmada, iç ve dış faktörlerin etkisi kapsamında oluşan algının zaman
içerisinde değişimi ve bu değişimin evlilik kavramı üzerine nasıl etki ettiği ve
bununla beraber bu kavramın hem tür olarak hem işlev olarak nasıl değişkenliğe
uğradığı konusunda felsefecilerin görüşlerinden hareketle bir analiz
gerçekleştirilmiştir. Nitel araştırma yönteminin izlendiği çalışmada sosyal medya
sitelerinden biri olan YouTube kanalından ve ATV ekranlarında yayınlanan “Esra
Erol’da” adlı programdan faydalanılmıştır. İncelenen örnek olaylardan ve teorik
görüşlerden hareketle kurum olan evlilik kavramının türünün ve işlevinin genel
olarak değiştiği ve bir araca dönüştüğü sonucuna ulaşılmıştır.; This study based on the views of philosophers on the change in
perception within the scope of the influence of internal and external factors
analyses how this change affects the concept of marriage and brings forth changes
both as a type and function. Utilizing the qualitative research method, the study
examined the YouTube channel of the program “Esra Erol” broadcasted on ATV
tv channel. Based on the case studies and the theoretical views, the paper
concluded that the type and function of the concept of the institution of marriage
has generally changed and turned into a tool.
2021-01-01T00:00:00ZLyon'da düğün
https://hdl.handle.net/20.500.12846/896
Lyon'da düğün
Zweig, Stefan
Modern edebiyatın en etkileyici yazarlarından Stefan Zweig'ın bu eseri üç farklı öyküden oluşuyor: "Lyon'da Düğün" "Alaca Karanlık Öyküsü" ve "Unutulmuş Düşler".
"Lyon'da Düğün" Fransız Devrimi'nin kargaşa ve terör dolu günlerinde aşkları etrafa umut saçan iki genç sevgiliyi; "Alaca Karanlık Öyküsü" saplantılı düşünceleri ve duygusal gelgitleri geleceğini değiştiren bir genci; "Unutulmuş Düşler" ise yıllar sonra karşılaştıkları bir villada geçmişleriyle yüzleşen aklın ve kalbin arasına sıkışmış iki yetişkini ele alıyor. Okuyucu bu öykülerde bireylerin çalkantılı hayatlarından aşkın ve umudun yolculuğuna çıkıyor.
2020-01-01T00:00:00ZLeseförderung durch integriertes lesen und schreiben am beispiel der Deutschlehrerausbildung in der Türkei
https://hdl.handle.net/20.500.12846/767
Leseförderung durch integriertes lesen und schreiben am beispiel der Deutschlehrerausbildung in der Türkei
Heppınar, Gülay; Uzuntaş, Aysel
Die Lesekompetenz stellt eine grundlegende Voraussetzung sowohl für den Erfolg im Studium als auch für den Erfolg im zukünftigen Lehrerberuf der Studierenden der fremdsprachlichen Deutschlehreraubildung in der Türkei dar und sollte gezielt gefördert werden. Ziel dieses Aufsatzes ist es, ein Unterrichtskonzept zur Förderung der Lesekompetenz im Fachbereich Deutsch als Fremdsprache in der Türkei (Deutschlehrerausbildung) vorzustellen und die Auswirkungen des eingesetzten Instrumentariums auf die Entwicklung der Lesekompetenz empirisch darzustellen. Zu diesem Zweck wurde eine Interventionsstudie durchgeführt, die in Form eines Förder-Kontroll-Vergleichs angelegt ist. Zur Erfassung der Leseleistung wurden in der Förder- und Kontrollgruppe Lesetests (Vortest-Endtest) aus der Deutschen Sprachprüfung für den Hochschulzugang (DSH) eingesetzt. Aus den Ergebnissen geht hervor, dass sich die Lesekompetenz der Studierenden der Fördergruppe durch das Unterrichtskonzept „Leseförderung durch integriertes Lesen und Schreiben“ im Vergleich zu den Studierenden der Kontrollgruppe signifikant verbessert hat.; Reading Competence is the basic prerequisite for the students to be successful during their education and in the profession of teaching; therefore, reading competence must be developed. This paper aims to present a model course to develop reading competence of the students registered for German Language Education programs, and to measure empirically the model course’s effectiveness on the development of those students’ reading competence. For this end, an experimental research model including an experimental group and a control group was used. A reading comprehension test taken from the German Language Test (DSH) for admittance to university was given to the experimental and control groups (pretest-posttest design) to assess the reading competence in this study. At the end of the study, thanks to “developing reading competence in combination with reading and writing”, the model course designed by the researcher, the reading comprehension test given – in a pretest-posttest design – to the experimental and control groups showed a significant difference between the two groups in favor of the experimental group.
2017-01-01T00:00:00Z