You are here

Home » Content

İNGİLİZ DİLİ EĞİTİMİ ÖĞRENCİLERİ İÇİN SIRALAMA BAĞLACI OLARAK BİRLEŞİK ZARFLARIN ZORLUK ANALİZİ

DIFFICULTY ANALYSIS OF CONJUNCTIVE ADVERBS AS COORDINATE CONJUNCTIONS FOR STUDENTS OF ENGLISH LANGUAGE EDUCATION

Journal Name:

  • Turkish Studies

Publication Year:

  • 2017
DOI: 
http://dx.doi.org/10.7827/TurkishStudies.12772

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Many researchers examined the use of conjunctions by English language learners and found that learners have great difficulty in mastering them and conjunctions caused many problems in especially writing. The main purpose of this study is to reveal the difficulty level of conjunctive adverbs as coordinate conjunctions for the first year English Language Education department students. The data was collected from 30 first year English Language Department students at Hacettepe University in the fall semester of the academic year 2013-2014. A ‘pre-test’ has been prepared to analyze the difficulty level of conjunctive adverbs as coordinate conjunctions. Following the ‘pre-test’, the subjects have been provided with a one-hour instruction on the conjunctive adverbs. One week after the instruction, a ‘post-test’ has been conducted in order to investigate the effectiveness of the remedial teaching. The results of the study showed that participants did not have difficulty in recognizing conjunctive adverbs before the instruction. Considering these students will be professional English language teachers in the future, their mastery level of English language should be higher. Thus, one-hour instruction was given to them about the topic “conjunctive adverbs” and the statistical analysis showed that they did significantly better on the post-test after the remedial teaching. The finding of the study is in line with the entrenchment hypothesis which emphasizes the importance of practicing a skill. It is stated that the more a skill is practiced, the more it will become automated or entrenched.
Bookmark/Search this post with
Abstract (Original Language): 
Birçok araştırmacı, bağlaçların İngilizce öğrenen öğrenciler tarafından kullanımını inceledi ve öğrencilerin bunları öğrenmekte büyük güçlük çektiğini ve bağlaçların özellikle yazı yazarken birçok sorunlara neden olduğunu keşfetti. Bu çalışmanın temel amacı, birinci sınıf İngilizce Dil Eğitimi bölümü öğrencileri için sıralama bağlacı olarak birleşik zarfların zorluk derecesini ortaya çıkarmaktır. Veriler, 2013-2014 akademik yılının ilkbahar yarıyılında Hacettepe Üniversitesindeki 30 İngilizce öğretmenliği bölümü öğrencisinden toplanmıştır. Sıralama bağlacı olarak birleşik zarfların zorluk seviyesini analiz etmek için bir 'ön test' hazırlanmıştır. 'Ön test' sonrasında, birleşik zarflar üzerine bir saatlik bir eğitim verildi. Eğitimden bir hafta sonra düzeltici öğretimin etkililiğini araştırmak için bir 'art sınav' gerçekleştirildi. Çalışmanın sonuçları katılımcıların birleşik zarfları eğitim öncesinde tanımada güçlük çekmediklerini gösteriyor. Bu öğrencilerin gelecekte profesyonel İngilizce öğretmenleri olacağını göz önüne alırsak, İngilizce seviyleri daha yüksek olmalıdır. Böylece, "birleşik zarflar" konusuyla ilgili bir saat eğitim verildi ve istatistiksel analiz, öğrencilerin eğitimden sonra son testte daha başarılı olduklarını gösterdi. Araştırmanın bulgusu, bir becerinin pekiştirilmesinin önemini vurgulayan yerleşme hipoteziyle uyumludur. Bir beceri ne kadar çok pekiştirilirse, o kadar çok otomatikleşeceği veya yerleşeceği ifade edilmektedir.
FULL TEXT (PDF): 
PDF icon arastirmax-ingiliz-dili-egitimi-ogrencileri-icin-siralama-baglaci-olarak-birlesik-zarflarin-zorluk-analizi.pdf
  • 34
19
34
  • Turkish

REFERENCES

References: 

Akdemir, A. S., & Eyerci, A. (2016). Using Writing Templates as Materials to Improve Writing
Skills in EFL Classes: An Experimental Study. Mersin Üniversitesi Eğitim Fakültesi
Dergisi, 12(2).
Altenberg, B. & Tapper, M. (1998). The use of adverbial connectors in advanced Swedishlearners’
written English. Learner English on Computer (80-93). Harlow: AddisonWesley Longman
Limited.
Bacha, N. S. & Hanania, E. A. S. (1980). Difficulty in learning and effectiveness of
teachingtransitional words. A study on Arabic-speaking university students. TESOL
Quarterly, 14(2), 251-254.
Can, C. & Kilimci, A. (2003). Handbook of English Grammar. Ankara: Hacettepe Taş.
34 Cennet ALTINER
Turkish Studies
International Periodical for the Languages, Literature and History of Turkish or Turkic
Volume 12/34
Celce-Murcia, M. & Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL Teacher’s
Course (2nd ed). Boston: Heinle & Heinle Publishers.
Chen, C. W. (2008). The use of conjunctive adverbials in the academic papers of advanced
Taiwanese EFL learners. International Journal of Corpus Linguistics, 11(1), 113-130.
Demirezen, M. (1993). From sentence to paragraph structure (2nd ed). Ankara: Adım.
Dubin, F. & E. Olshtain. (1980). The interface of writing and reading. TESOL Quarterly, 14(3), 353-
63.
Fowler, H.R. & Aaron, J.E. (1992). The Little, Brown Book. New York: HarperCollins Publishers
Inc.
Guth, H. P. (1989). The Writer’s Agenda. Wadsworth: Belmont.
Hacker, D. (2009). Rules for writers (6th ed.). Boston: Bedford/St. Martin’s.
Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. Harlow. Longman Group UK Limited.
Han, Z. (2005). Studies of Fossilization in Second Language Acquisition: Clevedon: Multilingual
Matters Ltd.
Jaderstorm, S. & Miller, J. (2009). The conjunctive adverb. OfficePr, 69(6), 42-43.
Kang, Y. (2008). The use of cohesive conjunctions in Korean EFL learners’ written native discourse.
Studies in English Education, 13(2), 97-122.
Milton, J. & Tsang, E.S.C. (1993). A Corpus-based study of logical connectors in EFL students’
writing: Directions for future research. In Lexis in Studies (215-246). Hong Kong: Hong
Kong University Press.
Secord, M. (1978). A Categorization of Transitional Expressions in English. Unpublished M.A.
thesis in TESL, UCLA.
Sidekli, S. & Uysal, H. (2017). An Examination of Graduate Theses Made For Writing Education:
A Meta-Analysis Study. Turkish Studies - International Periodical for the Languages,
Literature and History of Turkish or Turkic, Volume 12/25 Summer 2017, p. 705-720,
ISSN:1308-2140, www.turkishstudies.net, DOI Number:
http://dx.doi.org/10.7827/TurkishStudies.12217, ANKARA-TURKEY
Witte, S. P. & L. Faigley. (1981). Coherence, cohesion and writing quality. College Composition and
Communication, 32(2), 189-204.
Yoon, H. (2006). A corpus-based analysis of connectors in Korean students’ essay writing. Korean
Journal of Applied Linguistics, 22(2), 159-178.
Zamel, V. (1993). Teaching those missing links in writing. ELT Journal, 37(1), 22-29.

Thank you for copying data from http://www.arastirmax.com