Browsing by Author "UZUN, LEVENT"

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A list of English-Turkish cognates and false-cognates
(De Gruyter Mouton, 2021-08-01) Uzun, Levent; Salihoğlu, Umut Muharrem; UZUN, LEVENT; SALİHOĞLU, UMUT MUHARREM; Bursa Uludağ Üniversitesi; 0000-0002-5321-6556; 0000-0002-2321-391X; ABB-9052-2020; I-6741-2019; KHC-1733-2024
This article presents a list of English-Turkish cognates and false cognates which was compiled from a corpus of over 80,000 words in dictionary entries. The list contains 2411 English words that are either cognates or false cognates in Turkish. It was revealed that there are at least 1287 cognates, excluding all proper nouns of people, places, and things; and 1124 false cognates, 96 of which share at least one sense of meaning in each language, and thus are partial false cognates. The total number of English-Turkish cognates and false cognates suggests that cognate status between the two languages is around 3%. For cognates, the rate is 1.6%, and for false cognates the rate is 1.2%. The current database of English-Turkish cognates and false cognates can be used to prepare reading texts that contain words from the list presented here, and to investigate how they affect reading comprehension, guessing from context, and language learning or processing of a language issues. It can be also used as a resource for researchers investigating the bilinguals of English and Turkish, and learners who study Turkish and/or English as a second or foreign language. The list provides a useful basis for further research into the lexical, linguistic, and psychological issues.
Promoting vocabulary learning through vocabulary notebooks: Teaching and learning strategies and gender
(Assoc Acad Language Learning, 2013-01-01) Uzun, Levent; UZUN, LEVENT; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/İngiliz Dili ve Edebiyatı Anabilim Dalı.; I-6741-2019
The present study investigated whether there were any differences between the vocabulary acquisition and retention level of female and male students with regard to two conditions: 1) formal instruction and feedback on vocabulary notebook keeping; and 2) the amount of information recorded in the vocabulary notebooks. Five groups of second year university students participated in the study (n = 147). Four of the groups kept vocabulary notebooks, two of which (Experimental Group 1 and Experimental Group 2) received formal instruction and feedback on the words recorded and how to keep vocabulary notebooks, while two other groups (Control Group 2 and Control Group 3) did not receive any instruction or feedback. The fifth group neither received any instruction or feedback nor kept vocabulary notebooks. The two data collection tools were: (i) a questionnaire of vocabulary knowledge and retention that was administered prior to the study; and (ii) a test of receptive and productive vocabulary which was administered as a post-test. Data analyses revealed that extra information recording related to the unknown words and regular feedback provided by the instructor improves vocabulary acquisition and the effect of vocabulary notebook keeping. However, no significant difference was observed between the impact of treatment on female and male students.
The educational and technical courses in the elt program in Turkey: Do they contribute to ict skills?
(Taylor, 2016-01-01) Uzun, Levent; UZUN, LEVENT; Uludağ Üniversitesi/Eğitim Fakültesi/İngiliz Dili Eğitimi Bölümü; I-6741-2019
The present study investigated the contribution of the educational and technical courses in the English Language Teacher Training Program (ELTTP) at universities in Turkey to the information and communication technologies (ICT) knowledge and skills of the students. The participants were 74 teachers/trainees who were attending their last year in the Faculty of Education at Uludag University or graduates of the ELTTP from nine different universities in Turkey. The data were collected by a Likert scale questionnaire by which teacher trainees were asked to rate each course that fell under the specific group of educational or technical courses that they attended during their education; and by interviews through which participants were asked to evaluate to what degree the technical courses contributed to their ICT-informed personal and professional development, and whether they felt ready to employ ICT in their classes as teachers. Results revealed that neither the educational nor the technical courses supported the ICT knowledge and skills of the participants at a satisfactory level, suggesting that the pedagogical knowledge that teacher trainees receive during their education is not in parallel with the technical knowledge that in fact should facilitate the implementation of pedagogical skills in the current age of technology. The present study speculated that the insufficient technical knowledge of the field and underdeveloped technical skills result in evasion of technology use and innovation in education. The study ended with suggestions related to teacher training programs and to the philosophies and approaches to English Language Teaching education.Subjects: Assessment; Curriculum; Education Policy; Higher Education; Higher Education Management; Information & Communication Technology (ICT); Pedagogy; Teaching & Learning
The internet, language learning, and international dialogue: Constructing online foreign language learning websites
(Anadolu Üniversitesi, 2010-04-01) Kartal, Erdoğan; Uzun, Levent; KARTAL, ERDOĞAN; UZUN, LEVENT; Uludağ Üniversitesi/Eğitin Fakültesi/Fransızca Öğretmenliği Bölümü; 0000-0002-9836-5221; I-6741-2019; HJG-7268-2022
In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish). The participants were 14 third-year university students who were enrolled in the French Language teaching department, but had a basic knowledge of the related languages that was sufficient to read and write. All the students had taken CALL classes at university level, and had previous experience of website evaluation and assessment. As a result of the analyses of the language teaching websites, we observed that they were lacking physically, contextually and pedagogically. Consequently, we built a model foreign language website frame considering the feedback that we received from the subjects. We believe that our website evaluation checklist and model website frame might greatly serve the CALL field.
The opinions and attitudes of the foreign language learners and teachers related to the traditional and digital games: Age and gender differences
(Igi Global, 2013-04-01) Uzun, Levent; Ekin, M. Tuğba Yıldız; Kartal, Erdoğan; UZUN, LEVENT; YILDIZ EKİN, MEHZUDİL TUĞBA; KARTAL, ERDOĞAN; Uludağ Üniversitesi/Eğitim Fakültesi/İngilizce Öğretmenliği Bölümü.; Uludağ Üniversitesi/Eğitim Fakültesi/Fransızca Öğretmenliği Bölümü.; 0000-0002-9836-5221; 0000-0002-2321-391X; HJG-7268-2022; I-6741-2019; CPS-8917-2022
The present study aimed at investigating the differences between the teachers and the 'new generation' of learners, their opinions about which language skills would benefit more from games, and the nuances of the two genders (male and female), while also revealing the profiles and tendencies of different age groups in relation to their fascination with playing traditional or digital games. The subjects were 131 foreign language learners or teachers from five different age groups, ranging between 7 and 50. The data were collected and analysed through both qualitative and quantitative constructions. Results suggested that female subjects were mostly in favour of traditional games, and liked to play educational games more than their male counterparts, while also it was revealed that from among the six language skills, vocabulary seemed to have the potential to benefit most considerably from games.
What is your educational philosophy? Modern and postmodern approaches to foreign language education
(Adam Mickiewicz Univ, 2012-10-01) Uzun, Levent; UZUN, LEVENT; Uludağ Üniversitesi/Eğitim Fakültesi/Yabancı Diller Eğitimi/İngiliz Dili Eğitimi Bölümü.; I-6741-2019
The present study discusses the concepts of education and training, while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language (FL) education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation.