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YILDIZ EKİN, MEHZUDİL TUĞBA

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YILDIZ EKİN

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MEHZUDİL TUĞBA

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    Publication
    Do current efl coursebooks work for the development of L2 pragmatic competence? The case of suggestions
    (Elsevier, 2013-01-01) Ekin, Mehzudil Tuğba Yıldız; Odabasi, HF; YILDIZ EKİN, MEHZUDİL TUĞBA; Uludağ Üniversitesi/Eğitim Fakültesi; Odabasi, HF; CPS-8917-2022
    Many learners may not be aware of socially and culturally appropriate forms of the second language (L2). Therefore, students must be provided with language teaching materials that present authentic-like examples of speech act strategies to develop their pragmatic competence. The aim of this paper is to describe how the speech act of suggestion is presented in current EFL (English as a foreign language) coursebooks. In this regard, the cases of suggestions included in 8 pre-intermediate coursebooks were investigated based on the strategies of suggestions. The coursebooks were also compared according to whether they are good representatives of authentic-like materials for presenting suggestion to facilitate the development of L2 pragmatic competence.
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    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.