İngiliz Dili Eğitimi
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Browsing İngiliz Dili Eğitimi by Author "Akıncı, Mehmet."
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Item Effectiveness of corpus consultancy in teaching verb+noun collocations to first-year ELT students(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2009., 2009.) Akıncı, Mehmet.; Yıldız, Senem.This study aims to examine the effectiveness of data-driven learning (DDL), explicit instruction and combined method in teaching verb+noun (V+N) collocations to advanced Turkish learners of English through measuring these learners’ recognition accuracy of V+N collocations and their judgment about the acceptability of these collocations. It also aims to explore the opinions of these learners about corpus consultancy in learning V+N collocations. DDL-Group (D-Group) following DDL included 20, Explicit Instruction-Group (EI-Group) following explicit instruction included 19, and Combined-Group (C-Group) following both DDL and explicit instruction included 19 participants. Quantitative data were analyzed via one-way independent analysis of variance and descriptive statistics. Results revealed a statistically significant difference among three groups in their recognition accuracy of V+N collocations. While EI-Group and C-Group were significantly better than DGroup, the means of the EI-Group and C-Group did not significantly differ from each other. With respect to the judgment about the acceptability of V+N collocations, EIGroup significantly outperformed D-Group; however, the difference between EI-Group and C-Group; and C-Group and D-Group was not statistically significant. A selfevaluation questionnaire and semi-structured interviews provided the qualitative data. The questionnaire data showed that the participants found the instruction with corpus consultancy more useful and effective in learning V+N collocations than the one without corpus consultancy. Inductive content analysis of the interview data revealed that the past learning experiences of the participants could have influenced the results of the study; and the research task as well as the time of treatment given needed to be tailored for further research.Item Task complexity and working memory in performing listen-to-speak integrated tasks in a second language(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2022., 2022.) Yücel, Ayşe Gül.; Erçetin, Naciye Gülcan.; Akıncı, Mehmet.This study aimed to explore the effects of task complexity, perceived task difficulty, and working memory capacity (WMC) in listen-to-speak tasks, in second language (L2) English. 40 university students with Turkish as their first language (L1) participated in this study. Adopting the framework offered by the cognition hypothesis, this study manipulated the structural demands of the listen-to-speak tasks using an outline. Listen to-speak tasks are taken and adapted from the Test of English as a Foreign Language (TOEFL iBT) official website. Perception of task difficulty was measured using a 10- item Likert scale questionnaire. WMC was measured through Turkish translations of operation span (OSpan) and running span (Run Span) tasks. Dimensions of L2 performance i.e., syntactic complexity, lexical complexity, accuracy, fluency, and content were separately measured. Multivariate and univariate repeated measures ANOVA analyses revealed that task complexity had a significant effect on all the above mentioned dimensions of L2 performance as well as the content. Stepwise multiple regression results demonstrated that task complexity could explain syntactic complexity, accuracy, and content while perceived task difficulty could account for lexical complexity. WMC, on the other hand, could explain fluency. The study concluded that task complexity influences all aspects of task performance; however, its effect is moderated when learner factors (perceived task difficulty and WMC) are considered.