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6th Middle East Technical University

English Language Teaching

Undergraduate Students

Conference

Striving for Excellence:

The Journey towards

Becoming Professionals

Abstract Book

June 4-5, 2016 Middle East Technical University

METU Cultural and Convention Center Foreign Language Education Department

Ankara, Turkey Faculty of Education

www.meltus.fle.metu.edu.tr meltus2016@gmail.com www.facebook.com/groups/meltuscon

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6th Middle East Technical University

English Language Teaching

Undergraduate Students

Conference

4-5 June 2016

-Abstract Book-

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Conference Organizing Committee

Faculty Dean

Prof. Dr. Gölge Seferoğlu

Head of the Department

Assoc. Prof. Dr. Nurten Birlik

Coordinator

Assoc. Prof. Dr. Betil Eröz Tuğa

Organizing Committee

Ebru Evcen (Senior Student)

Esra Ataman (Senior Student)

Ozan Can Çağlar (Senior Student)

Res. Assist. Banu Çiçek Başaran

Res. Assist. Duygu Fatma Şafak

Res. Assist. Fatma Gümüşok

Res. Assist. Gözde Balıkçı

Res. Assist. Gülden Taner

Res. Assist. Zeynep Aysan

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Abstract Reviewers

Res. Assist. Banu Çiçek Başaran

Res. Assist. Duygu Fatma Şafak

Res. Assist. Fatma Gümüşok

Res. Assist. Gözde Balıkçı

Res. Assist. Gülden Taner

Res. Assist. Zeynep Aysan

Conference Staff

Bilge Demirbaş Özlem Özgüven

Cansu Kaçakoğlu Tuğba Acar

Dilara Maya Türkan İstencioğlu

Dilek Fazlıoğlu Zehra Kumru

Esra Eldem Zeynep Gürsaz

Funda Kurt

Hateme Aysel Çalışkan

Hatice Öztürk

Mine Arslan

Neriman Yasemin Eroğlu

Özge Büyükkarabostanoğlu

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PLEANARY SPEAKERS

Tony Gurr

Wanna be a “Great” Teacher?

-Forget Teaching!.............................................................................................. ........................................................10

Assoc. Prof. Dr. Bilal Kırkıcı

When butchers butch and hammers ham:

Morphological processing in late second language learners…..……………………………………………………………….…….…...11

Prof. Dr. Aydan Ersöz

I know what is to be young but you don’t know what is to be old……………………………………………………………..………….12

ORAL PRESENTATIONS

Why Still Anxious While Speaking?

Neriman Yasemin Eroğlu & Hateme Aysel Çalışkan…………………………...…………………………………………...………………….15

The Difference Between Students in English-Medium and Turkish-Medium Universities with Respect to When

and How Much They Code-Switch

Fadime Ural & Burcu Özcan………………………………………………………………………………………………………………………….….….16

Identifying the Interlingual Errors in English That Stem from Turkish in the Acquisition of Prepositions

Ayşe Kırmızı & Cemile Özmen………………………………………………………………………………………………………………………….…..17

English Language Teacher Candidates Perceptions About Teaching English As A Global Language

Pınar Yıldız………………………………………………………………………………………………………………….…………………………………..…..18

How Speaking Anxiety Affects Students Speaking Performance

Esra Alev & Şenay Akkuş & Ayşe Alkan & Buse Alparslan………………………………………………………………….…………….……19

The Effect of English to Learn Spanish in Terms of Attitude and Motivation

İrem Arıcan & Gökşen H. Kazancık & Berna Baydar & Süleyman A. Altuğ & Ayşe S.

Çamkusu……………………………………………………………………………………………………………………………..………………………….…..20

The Effects of Teaching British Culture on EFL Learners’ Attitudes to English

Aslı Kara & Merve Yazıcı………………………………………………………………………………………………………….………………….……….21

Sophomore Pre-Service Language Teachers Perceptions of Effective Language Teachers Characteristics

Derya Boyvada & Özge Can & Latifa Bashirova & Duygu Coşkun ……………………………………………………………….………..22

The Similarities and Differences Between Native Speakers of Turkish and Native Speakers of English in The Use of

Speech Acts of Apology Strategies

Esra Eldem & Gonca Gencer……………………………………………………………………………………………………………..………………....23

CONTENT

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A Conversation Analytic Investigation into Repair Sequences in EFL Interactions of Turkish Students

Gizem Salğur & İzge Gültekin……………………………………………………………………………………………………………………………………...24

Differences Between Native and Non-Native Teachers Responses to Speech Errors

Rukiye Güçlü & Nazik Karadağ & Candan Bayar & Intan Qurotul Ain……………………………………………………………………….…25

An Error Analysis Study of METU Students’ Narration of “Frog, Where are You?” by Mercer Mayer

Zeynep Gizem Emir…………………………………………………………………………………………………………………………………………..……….26

Native Turkish Speakers Knowledge and Use of Taboo Words in English

Alper Kesici & Önder Barış Öztürk………………………………………………………………………………………………………….………………….27

The Effect of Extensive Reading on Development of Students Reading Skills

Semanur Büyükyıldız & Gülsüm Duran……………………………………………………………………………………………………………………...28

Do Subtitles Affect Language Learning?

Hilal Yıldız & Sibel Polat & Rukiye Tuğçe Cabir & Serde Yerlikaya……………………………………………………………………………...29

Acquisition and Error Analysis of Morphemes of English as a Second Language

Esra Durmaz………………………………………………………………………………………………………………………………………………..…………..30

Mobile Games For Vocabulary Acquisition in Second Language Teaching

Yasemin Örak & Elif Nur Sezgin & Öznur Öztürk & Ceren Tanrıöver………………………………………………………..………………..31

Phonological and Orthographic Transfer on Cognates from Turkish to English

Dilek Fazlıoğlu & Cansu Kaçakoğlu……………………………………………………………………………………………………..…………………….32

A Corpus Linguistic Investigation into Trend Words in Abstracts of Research Articles on Applied Linguistics

Kübra Okandan & Sümeyye Melek Türkmen……………………………………………………………………………………………………….…...33

A Study about Thoughts of Teacher Trainees and Instructors about Using Cartoons while Teaching English to Young

Learners

Hatice Nur Toprakçı & İlknur Önder &Merve Gökyar…………………………………………………………………………………………..…..34

The Roe of the Internet in English Language Learning: A Case Study : Facebook, YouTube, Instagram, Twitter, Blogs

and Online Dictionaries

Arzu Akkaya & Tuğçe Aslan……………………………………………………………………………………………………………………..……………….35

Using Creative Drama in EFL Classes

Talha Altuntaş & Selin Pirinçcioğlu & Kaan Saat………………………………………………………………………………………………………..36

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Implementation of Oral Corrective Feedback Techniques and Their Impact on Interlanguage

Ebru Tuç & Fatma Yıldırım………………………………………………………………………………………………………………………………………..37

A Qualitative Study on Encouraging Learner Contributions Through Cooperative Work in Terms Of CIC

Mehmet Sak……………………………………………………………………………………………………………………………………………………………..38

A Corpus Linguistic Investigation into The Phrasal Verbs in British Academic Spoken English

Fatma Kübra Durna & Okan Güneş……………………………………………………………………………………………………………………………39

The Usage of L1 in L2 Writing

Buse Altın & Ayşenur Akın & Zeynep Acar & Fadime Arslan & Cansu Ayvalı………………………………………………………………40

Usage Of Ergative Verbs Across Different English Proficiency Levels

M. Şamil Yılmaz & İlker Tek……………………………………………………………………………………………………………………………………...41

Cross-Linguistic Influence on the Acquisition of Plural Forms Indonesian-English-Turkish Trilingual

Ayşegül Okumuş……………………………………………………………………………………………………………………………………………………….42

Teachers and Students Awareness of and Attitudes Toward Code-Switching and Comparison of The Discourse

Functions of Code-Switching Language as an End and as a Mean

Merve Güllü Helvacıoğlu & Zahide Hakan………………………………………………………………………………………………………………….43

The Effect of Direct and Indirect Written Corrective Feedback on Students' Writing

Aslı Sena Göksoy & Özge Pelin Nazlı………………………………………………………………………………………………………………………….44

Effectiveness of Implicit Grammar Teaching An Explanatory Study Based on Teacher Trainees’ Opinions

Gülsüm Duran & Ebru Elif Tuç…………………………………………………………………………………………………………………………………...45

Professional Development Needs and Opportunities For Pre-Service Teachers of English

Büşra Apşak……………………………………………………………………………………………………………………………………………………………...46

Willingness to Communicate among ELT Student-teachers

Öznur Balkan…………………………………………………………………………………………………………......………………………………………………47

An Analysis of Turkish EFL Pre-Service Teachers Teaching Anxiety

Hümeyra Can……………………………………………………………………………………………………………………………………………………….…...48

L1 Transfer from German to L2 English

Ayşegül Kaşka & Tuğçe Aslan…………………………………………………………………………………………………………………………………….49

A Research on How to Teach A Foreign Language to New Generation Z and Alpha

Yeşim Uğurlu & Özge Özaydın…………………………………………………………………………………………………………………………………….50

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Students’ Perceptions Towards Teacher And Peer Feedback

Hasan Şerif Baltacı & Ayla Bayraktar………………………………………………………………………………………………………………………….51

A Sample Storytelling Lesson Based on 21st Century Skills

Gizem Uzundurdu & Emre Ünsal……………………………………………………………………………… …………………………………….……….52

The Applicability of English Language Teaching Methods in Turkish Context

Emel Çelik & Özge Çomak………………………………………………………………………………………………………………………………………….53

POSTER PRESENTATIONS

Teaching Through Machinima

Merve Taşpınar & Ecem Tuzluca & Cemrenur Yavuz & Güldane Berktaş………………………………………………………………...54

Using Duolingo Application to Sustain Learning English Everywhere

Mertcan Üney…………………………………………………………………………………………………………………………………………………………..55

The Reasons for Using Emoji and The Difference Between People in Terms of How They Interpret Emoji

Fadime Ural…………………………………………………………………………………………………………………………………………………….……...56

Dogme: Teaching Unplugged

Hande Koşansu……………………………………………………………………………………………………………………………………………….……...57

FORMAL LINGUISTICS DATA ANALYSIS SESSIONS

Genetiva of Negation on Russian

Esra Ataman & Ozan Can Çağlar………………………………………………………………………………………………………………………………..58

Sluicing in English and Russian

Engin Köse & Mustafa Semerci……………………………………………………………………………………………………………………….……….59

Icelandic Floating Quantifiers

Ebru Evcen & Türkan İstencioğlu……………………………………………………………………………………………………………….…………….60

Icelandic Quirky Case

Alper Kesici & Furkan Atmaca…………...…………………………………………………………………………………………….……………………..61

Dutch Locations and Goals

Ayşe Kırmızı & Cemile Özmen……………………………………………………………………………………………………………….………………...62

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Tony Gurr

LEAD | Turkey

tonygurr@gmail.com

Wanna Be a "Great" Teacher?

- forget "teaching"!

Teachers are ‘trained’ to ‘teach’ – that’s the way of the world!

However, when many of us step into the ‘real world’ for the first time (aka ‘the classroom’), we discover that

what really matters is NOT our ‘teaching skills’…it is how much we care about our students’ learning that

determines how successful (and ‘satisfied’) we are as teachers.

In this session, Tony will share elements of his own story and teacher narrative – and demonstrate just how

true this is. He will take participants through his own journey of self-discovery (and awakening) – a journey

that took him years to realise (in the hope that YOU can do it a lot FASTER)! As ever, canım Türkiyem will figure

strongly in his story – but it will highlight how moving out of our ‘comfort zones & homes’ and discovering the

‘power of learning’ can accelerate this process of professional teacher learning.

Profile

Tony Gurr is a seasoned teacher, trainer, consultant - and LEARNer. He draws on his wide range of ‘hands-on’

experience in schools, colleges and higher education institutions in the UK, Middle East, the US, Australia and

Türkiye (his adopted home). He has worked on a series of major learning and teaching transformation

initiatives, managed innovative curriculum and assessment renewal projects, and led a range of quality and

institutional effectiveness programmes over his 30 years in ELL, LAP and LESP.

As the CLO (Chief Learning Officer) at LEAD|Turkey, Tony consults for a wide range of institutions, supports the

development of in-house CPD programs and mentors specialist / leadership teams across the country. is

married (to a Turkish national), has one daughter (and a ‘son’ called Dexter) and is very proud of his status as

an ‘educational enişte’.

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Assoc. Prof. Dr. Bilal Kırkıcı

Middle East Technical University

bkirkici@metu.edu.tr

When butchers butch and hammers ham:

Morphological processing in late second language learners

Learning a second language (L2) in adolescence or adulthood is a notoriously difficult task which is usually less

successful than native language (L1) acquisition in childhood. An accurate understanding of how L2 learners process

linguistic information is important as this may shed light on the nature of L2 linguistic knowledge, the way it develops

over time and, by extension, the reasons behind the relatively poor performance of L2 learners in some domains of

grammar. One area that has received a great deal of attention in recent years is the processing of L2 morphology. A

number of studies have shown that L2 learners, much like L1 users, decompose complex word forms into stems and

affixes during early stages of visual word recognition, with most of the supporting evidence coming from masked

priming studies.

In this talk, I will introduce the methodological details of and the rationale behind (masked) priming studies, present

an overview of the results obtained in morphological processing research in which the masked priming technique was

employed and discuss the implications of the findings.

Biodata

Bilal Kırkıcı is an Associate Professor of Linguistics in the Foreign Language Education Department at Middle East

Technical University (METU). His broad research interests include the processing and acquisition of non-native

languages. More specifically, his work predominantly examines the L2 processing of morphologically complex word

forms.

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Prof. Dr. Aydan Ersöz

INGED

aydanersoz@yahoo.com

I know what it is to be young, but you

don’t know what it is to be old.

It is a common fact that the methods which focus on grammaticality and rote memorization don’t work with children.

Children do not learn with approaches that are associated with control, dominance, rigidity, strictness, formality,

student inactivity, memorization, and, passiveness. On the contrary, children love to play and learn best when they have

fun. Any syllabus for young learners should include contexts such as games, songs, rhymes, chants, stories, riddles,

puzzles, drama, dramatization and art and craft activities, so on. All these contain authentic language and help us create

a natural (or a less formal) atmosphere in the classroom. They are also a part of the child's life.

This workshop has two parts: the first part will introduce the characteristics of young learners, and the second part will

contain a lesson demonstration which has all the activity types suitable for children.

Biodata:

Prof. Dr. Aydan Ersöz was the head of English Language Teaching Department, Gazi Faculty of Education, Gazi

University, Ankara. She retired in October 2006 after having worked for 24 years. She is currently working as a

freelance. She is the President of INGED Board (ELEA-English Language Teaching Association). Her interest areas are:

teaching English to young learners; evaluating, adapting and developing teaching materials; and, teacher training. She

takes active part in the in-service training programs of the Ministry of Education as a trainer and has contributed to a

number of projects run by the Ministry for primary, secondary and tertiary levels. She runs projects at private schools as

an educational consultant. She also contributes to in-service training programs for universities, and works as a trainer at

the certificate courses offered by the British Council, Ankara. She has several published articles and books.

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STUDENT

PRESENTATIONS

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Why Still Anxious While Speaking?

Neriman Yasemin Eroğlu & Hateme Aysel Çalışkan Middle East Technical University

nyasemineroglu@gmail.com, hatemeayselcalskan@gmail.com ________________________________________________________________________________________

Abstract

It is an undeniable fact that most of the English teacher candidates have speaking anxiety. As the anxiety creates problem for their university and professional lives, this case study aimed to find out the factors affecting speaking anxiety of students at METU FLE Department. With this purpose, this study was conducted on freshmen and senior students from the department through a questionnaire and interviews. While doing so, we tried to find out whether there is a difference between freshmen and senior students in terms of speaking anxiety. Also, this study aimed to identify the strategies employed by the students, and the suggestions offered by them to overcome the speaking anxiety problem. According to the findings, the factors affecting speaking anxiety of freshmen and seniors at METU FLE Department can be grouped as the knowledge about the field, attitude of the teacher, attitude of peers, the fear of making mistakes and lack of self-confidence. Keywords: ELT, Speaking Anxiety Main References

Horwitz, E. , Horwitz, M. & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 125-136.

Liu, M. (2007). Anxiety in oral English classrooms: A case study in China. Indonesian Journal of English Language Teaching, 3 (1), 119-137.

Rabab’ah, G. (2005). Communication problems facing Arab learners of English. Journal of Language and Learning, 3(1).

Scrivener, J. (2005). Learning Teaching: The essential guide to English language teaching. Oxford, UK: Macmillan.

Subaşı, G., What are the Main Sources of Turkish EFL Students’ Anxiety in Oral Practice. Turkish Online Journal of Qualitative Inquiry, October 2010, 1(2).

Toth, Z. (2008). A foreign language anxiety scale for Hungarian learners of English. WoPaLP 2:55-77.

Ur, P. (1996). A course in language teaching .Cambridge: Cambridge University Press.

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The Difference Between Students in English-Medium and Turkish-Medium Universities with Respect to When and How Much They Code-Switch

Fadime Ural & Burcu Özcan

Middle East Technical University

fadime.ural@metu.edu.tr , burcu.ozcan@metu.edu.tr ________________________________________________________________________________________

Abstract

Code-switching refers to the practice of moving back and forth between two or more languages. This practice can occur from second or foreign language to native language, as well as from native language to second or foreign language. The present study aims to investigate whether there is a difference between Turkish-medium (TM) and English-medium (EM) university students with respect to when and how much they code-switch from Turkish, i.e. their native language, to English, i.e., their second or foreign language. Two interviews were held with two separate groups, both of which lasted around 20 minutes. One group consisted of 10 TM university students, and the other group consisted of 10 EM university students. There were three different topics, which were about daily life, school life, and future plans, creating different contexts to observe when the participants code-switch during the interviews. Both interviews were audio-recorded and the recordings were transcribed. The data of the interviews were analysed by topic, separately for TM and EM university students (how many turns were taken, how many words were uttered, and how many times code-switching occurred). The findings of the study revealed that EM university students do significantly more code-switching in more topics than TM university students do. The school-related topics elicited the greatest amount of code-switching from EM university students. However, there was no topic that stood out in terms of the amount of code-switching that TM University students did. The conclusion can be drawn that the amount of code-switching was positively related with the intensity of exposure to English language, i.e. medium of instruction. Although all of the EM university students were studying in their departments, there was no data about whether TM university students had studied in preparatory schools or had taken any private English course, which may be a limitation of this study. Key words: Linguistics, code-switching Main References

Gass, M. S. & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. (3rd Ed.). (p. 29). New York & London: Taylor & Francis.

Bensen, H. & Çavuşoğlu, Ç. (2013). Reasons for the Teachers’ Uses of Code-Switching in Adult EFL Classrooms. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 2(20), 69-82.

Sert, O. (2005). The Functions of Code Switching in ELT Classrooms. The Internet TESL Journal, 10: 8.

Ataş, U. (2012). Discourse Functions of Students’ and Teachers’ Code-Switching in EFL Classrooms: A Case Study in a Turkish University.

Arnbjörnsdóttir, B. (2011). Exposure of English in Iceland: A Quantitative and Qualitative Study. Netlu – Menntakviku.

Muthusamy, P. (2009). Communicative Functions and Reasons for Code Switching: A Malaysian Perspective.

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Teachers’ and Students’ Awareness of and Attitudes toward Code-Switching and Comparison of the Discourse Functions of Code-Switching: Language as an End and as a

Means

Merve Güllü Helvacıoğlu & Zahide Hakan Middle East Technical University

gullu.helvacioglu@metu.edu.tr , hakan.zahide@metu.edu.tr _______________________________________________________________________________

Abstract

In today’s society, learning a foreign language has become a common and inevitable need for most people. At least one foreign language, especially English, has been taught at schools in Turkey. As a natural consequence, people are inclined to use both their native and second language in their speeches interchangeably. This phenomenon makes code-switching a popular research area. This study will focus on the discourse functions of code-switching initiated by students or teachers. This study aims to compare discourse functions of code-switching in classrooms that use language as an end and as a means. It will also examine the teachers’ and students’ awareness of and attitude towards code switching. Department of Psychology and Foreign Language Education at METU are the settings for this study. The classes were chosen randomly from these departments. However, their background information was taken into consideration. The data was collected through observations in two classes and two different interviews with teachers and the selected students. In addition to students’ awareness, and attitudes of students and teachers, we wanted to match the results of class observations with students’ and teachers’ ideas about the reasons behind their code-switching via interviews. Code-switching was observed in two different contexts in this study. The teacher and students from language as a means classroom think that code-switching can be accepted as long as it is not too much. However, it should be less in language as an end classroom than language as a means classroom. That is because students from language as an end classroom should be exposed to the language as much as possible in order to be able develop in the target language. Further studies can be conducted in classrooms that are more based on discussions instead of lecturing in order to make generalizations of the results. Therefore, whether the amount of code- switching in the classrooms that use language as a means and an end come closer can be observed. Keywords: Code-switching, language as an end, language as a mean, discourse functions of code-switching, awareness of code-switching, attitude towards code-switching. Main References

Ataş, U. (2012). Discourse functions of students' and teachers’ code-switching in EFL classrooms: A case study in a Turkish university. Ankara: METU

Carol Myers-Scotton (1995). Social Motivations For Code-switching: Evidence from Africa (page46-47). Oxford University Press

Fromkin, Rodman, Hyams (9th Edition, 462) An Introduction to Language.

Gardner-Chloros, P. (2009) Code-Switching. Cambridge Press.

Gumperz, J. (1982) Discourse Strategies. Cambridge University Press.

Horasan S.(2013) Code-Switching In EFL Classroom: A Case Study on Discourse Functions, Switch Types, Initiation and Perceptions. Ankara: METU

Sert, O. (2005). The Functions of Code Switching in ELT Classrooms. Ankara: Hacettepe University

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English Language Teacher Candidates Perceptions about Teaching English as a Global Language

Pınar Yıldız Abant Izzet Baysal University

pinar6298@gmail.com ________________________________________________________________________________________

Abstract

Teaching English as a global language plays an important role in today’s world. As English is changing into a global language day by day, this topic gains more importance. The aim of this study is to investigate the perceptions of English Language Teacher candidates about teaching English as a global language. For this purpose, data was collected by means of survey model in 2015-2016 educational year. As for the participants of the study, 50 3 rd year pre-service teachers of English participated in this study. Additionally, 4 open-ended questions were asked to the participants in their native language, which helps them to better express themselves and give details about their responses in the questionnaire. The research questions are mainly based on the views of pre-service teachersabout teaching English as a global language, which are the roles of native and non native speaker teachers in teaching English, getting ready for being global English Language teacher, the difficulties students face while learning/improving their English.Since teaching English as a global language is one of the most important steps to become professional in this field, the findings will surely contribute to the conference.This study will be helpful for in-service teachers and teacher trainers at universities. Key words: Language Skills, Teaching, Global English Main References

Harmer, J (2007) The Practice of English Language Teacher, Longman ELT, 13-14, 118- 119.

Crystal, D (1997) English as a global language, Cambridge; Cambridge University Press, 1-10.

Braine, G (1999) Non native Educators in English Language Teaching.

Llurda, E,(2004) Non native speakers teachers and English as an International Language, International Journal of Applied Linguistics.

Tanabe, J, Waseda University, Can we really teach English as a global language? 17-28.

Özbaş & Güryay B (2013) Can social studies and language lessons be integrated via global education? English Language Teachers’ Perceptions ? ,5th World Conference on Educational Science, sciencedirect.com.

Cambridge Advanced Learner’s Dictionary, Third Edition.

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How Speaking Anxiety Affects Students Speaking Performance?

Esra Alev & Şenay Akkuş & Ayşe Alkan & Buse Alparslan Hacettepe University

esralev96@hotmail.com , senay.akkuss@gmail.com , ayse.alkan9696@hotmail.com , buse.alparslan@gmail.com

________________________________________________________________________________________

Abstract

Speaking anxiety is a common phenomenon that affects speaking performance. The literature shows a negative correlation between foreign language speaking anxiety and oral performance (Horwitz, 2001; Aida, 1994; Maclntyre and Gardner, 1991). Several factors such as fear of unfavorable criticism, teachers’ negative way of teaching provoke the anxiety and this affects students’ speaking achievement (Horwitz, 1986; Young, 1991). Depending on the available research it can be said that to have better students with better speaking skills in the classrooms, speaking anxiety must be reduced as far as possible. During this anxiety reducing process, teachers have the major role. They need to find the right teaching strategies, provide a relax classroom environment and help the students individually to make them overcome their speaking anxiety. Numerous studies have examined various factors, problems and solutions about speaking anxiety phenomenon. This study aims to contribute this domain by investigating Turkish EFL students’ foreign language speaking anxiety and oral performance. This study was designed to investigate the effects of foreign language speaking anxiety on EFL students’ oral performance. In this quantitative study, Horwitz’s Foreign Language Speaking Anxiety Scale was used with 150 first year students of Hacettepe University, ELT Department. Survey data will be analyzed through descriptive statistics. The results of the scale will be compared with students’ grades in speaking course. In addition to this, we had five interviews with the students about their attitudes towards speaking a foreign language and the major causes of speaking anxiety. The preliminary results of the study showed that there is a negative correlation between foreign language speaking anxiety and students’ achievement at speaking class and as the level of the anxiety increases, students’ performance decreases. We hope to have a better understanding of the factors related to anxiety affecting students speaking as a result of this study. The results can also be useful for students and teachers to develop better speaking skills. Key words: Foreign Language Anxiety, Speaking Anxiety, Oral Performance Main References

Cagatay, S. (2015). Examining EFL Students’ Foreign Language Speaking Anxiety: The Case at a Turkish State University. Procedia-Social and Behavioral Sciences, 199, 648-656.

Riasati, M. J. (2011). Language learning anxiety from EFL learners’ perspective. Middle-East Journal of Scientific Research, 7(6), 907-914.

Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1-17.

Yalçın, Ö., & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia-Social and Behavioral Sciences,116, 2620-2624.

He, D. (2013). What makes learners anxious while speaking English: a comparative study of the perceptions held by university students and teachers in China. Educational Studies, 39(3), 338-350.

Subaşı, G. (2010). What are the Main Sources of Turkish EFL Students’ Anxiety in Oral Practice?. Turkish Online Journal of Qualitative Inquiry, 1(2).

Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126.

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The Effect of English to Learn Spanish in Terms of Attitude and Motivation

İrem Arıcan & Gökşen Hazal Kazancık & Berna Baydar & Süleyman Alperen Altuğ & Ayşe Sena Çamkusu

Hacettepe University

ireemarican@gmail.com ________________________________________________________________________________________

Abstract

Motivation is the most powerful element which influences language learning and hence should be given an important place in the list of criteria in learning (Jayaraman, 2015). It is believed that the differences and similarities between the target language and the languages students’ already know can influence the language learning process. In addition to this positive cross-linguistic transfer, students can also make use of some language learning strategies they used before while they were learning L2. In this research, we focused on whether knowing a foreign language has an effect on learning a new foreign language in terms of attitude and motivation. We examined whether or not the individuals who are learning another new foreign language can catch the same interest level as they caught while they were learning their first foreign language and how these individuals’ attitudes and level of motivation change during the learning process. In our research, the mixed method is used. We collected quantitative data with a validated questionnaire and qualitative data was collected by interviews. We used Kachoub’s Modified Attitudes Test (2010). We conducted the questionnaires with 100 students who already know English and started learning Spanish in Modern Languages Department at Hacettepe University. Survey data will be analyzed through descriptive statistics and the interviews will be subjected to qualitative content analysis. The preliminary results we observed showed that the learners established a connection with English and Spanish ın terms of grammar and vocabulary knowledge which can be defined as a positive effect. In addition to this, there can be some misled perceptions which we can be described as a negative effect such as having some problems in pronunciation due to negative transfer from one language to another. Knowing a foreign language has both negative and positive effects in learning a new foreign language in terms of motivation and attitude. We believe this study can have some important implications for language education. Key words: Language Skills, Teaching, Linguistics, Attitude, Motivation, Foreign Language, Cross-linguistics, Second Language Main References

Kachoub, B. (2010). The Relationship of L2 Attitudes to L3 Attitudes and Learning: A Study of Moroccan University Students (Doctoral dissertation, Ohio University), 115-117.

Jayaraman (2015). Motivation in Learning English as a Second Language–A study of Arabic learners, Indian Chronicle of English Literature/Special Issue, 267.

21

The Effects of Teaching British Culture on EFL Learners’ Attitudes to English

Aslı Kara & Merve Yazıcı Sakarya University

yazicimrv@gmail.com , kara_asli@ymail.com ________________________________________________________________________________________

Abstract

This research was an attempt to investigate the effects of teaching British culture on EFL learners’ attitudes to English. The paper investigated the answer of the research question: “What is the effect of using target culture on EFL learners’ perception of English?” Generally, some researchers use conventional teaching of language which isolates the lesson between the walls of the coursebook. This research aims to include cultural topics in order to make the lesson more effective. The participants of this study were 26 students from preparatory class of Cemil Meriç Social Sciences High School. Data were collected from students by using a pre-test, post-test and post-practice interviews. Also, both quantitative and qualitative methods were used to analyze data. For interventions, four different cultural topics were used: British breakfast, British sports, Daily Life in Britain and Special days. For each topic, pictures were discussed with participants. At the end of each intervention, there were exercises about four skills of language which are speaking, reading, writing and listening. For data collection, a pre-test were used and the same test were applied at the end of the process. To make the results more reliable, a post-practice interview were applied ten participants which were selected randomly. These two tests were compared in terms of percentage of answers and in the light of results, positive attitudes of participants were observed. The findings of the study made it clear that integration of target culture is an effective and motivating way to cover any subject in class but students don’t prefer a lesson which is completely formed with tasks and exercises about target culture. As a result of interviews, students stated that target culture can be given by the teacher at times when it is needed. Key words: EFL learners, target culture, British culture, Cemil Meriç high school Main References

Aliakbari, M. (2004). The place of culture in the Iranian ELT textbooks in high school level. In 9th Pan-Pacific Association of Applied Linguistics Conference, Namseoul University, Korea. Retrieved (Vol. 21, No. 09, p. 2008).

Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT journal, 56(1), 57-64.

Brown, H. D. (1986). Learning a second culture. Culture bound, 33-48.

Jabeen, F., & Shah, S. K. (2011). The role of culture in ELT: Learners’ attitude towards the teaching of target language culture. European Journal of Social Sciences, 23(4), 604-613.

Kumaravadivelu, B. (2002). Beyond methods: Macrostrategies for language teaching. Yale University Press. (p. 268).

Sardi, S. (2002). On the relationship between culture and ELT. Studies about languages, 3, 101- 107.

Stern, H. H. (1992). Issues and options in language teaching. Oxford University Press.

Tseng, Y. H. (2002). A lesson in culture. ELT journal, 56(1), 11-21.

22

Sophomore Pre-Service Language Teachers Perceptions of Effective Language Teachers Characteristics

Derya Boyvada & Özge Can & Duygu Coşkun & Latifa Bashirova Hacettepe University

deryaboyvada@hotmail.com , canozge3@hotmail.com , dyg.cskn08@gmail.com , latifebesirova@hotmail.com

________________________________________________________________________________________

Abstract

Previous studies indicate that teacher characteristics play a key role in language teaching. The main aim of this study is to describe the perceptions of sophomore pre-service language teachers about effective language teacher characteristics.In this study we explored pre-service language teachers perceptions of effective language teachers’ characteristics. We conducted a mixed method study. To collect data the questionnaire was applied to 100 sophomore pre-service language teachers. The questionnaire has 37 items and was divided into 3 sub-tests as personal qualities and personality traits, content and pedagogy-specific knowledge, and professional skills and classroom behavior. This likert-type scale was taken from Çelik, Arıkan and Caner (2013) and the reliability coefficient was 0.85. We will analyze the data through descriptive statistics. Additionally, for the qualitative part of the study, we devised an interview with 16 questions and had the interviews with 5 students at ELT department at Hacettepe University. We recorded and transcribed the interviews. We started to analyze them. The preliminary results of our study indicated that an effective language teacher should be friendly, fair and just, experienced and Turkish but good in English according to the personal qualities. According to our findings the most important professional skills and classroom behaviors of an effective teacher can ordered be as the one who reduces students’ anxiety, good at classroom management and uses technology, and visual materials well. And lastly according to our preliminary results teaching pronunciation well, teaching speaking skills adequately, giving real-life examples while teaching, teaching both academic and daily language are the also among the important ones in content and pedagogy-specific knowledge dimension. Key words: Effective, Language Teacher, Foreign Language, ELT, Teacher Quality. Main References

Açıkgöz, F. (2005). A study of teacher characteristics and their effects on students’ attitudes.The Reading Matrix, 5(2), 103-113.

Arıkan, A. (2010). Effective english language teacher from the perspective of prospective and in-service teacher in Turkey. Electronic Journal of Social Sciences, 9(31), 209-223.

Arıkan, A., Taşer, D., & Saraç-Süzer, H. S. (2008). The effective english language teacher from the perspectives of turkish preparatory school students. Education and Science,33(150), 42-51.

Çelik, S., Arıkan, A., & Caner, M. (2013). In the eyes of turkish efl learners: what makes aneffective foreign language teacher?. Porta Linguarum, 20, 287-297.

Çelik Korkmaz, Ş. & Yavuz, A. (2011). Elt student teachers’ perspectives of an effectiveEnglishteacher. Journal of Theory and Practice in Education, 7(2), 207-229.

Tang, F. I., Chou, S. M., & Chiang, H. H. (2005). Students’ perceptions of effective and ineffective clinical instructors. Journal of Nursing Education, 44(4), 187-192.

Yu-Hsin, T. (1999). Examining student perceptions of the ideal english language instructor.Hwa Kang Journal of TEFL, 5, 1-26.

23

The Similarities and Differences Between Native Speakers of Turkish and Native Speakers of English in The Use of Speech Acts of Apology Strategies

Esra Eldem & Gonca Gencer Middle East Technical University

msgoncagencer@gmail.com , esraeldem@gmail.com ________________________________________________________________________________________

Abstract

This study aims at demonstrating similarities and differences between native speakers of English and native speakers of Turkish in using the speech acts of apology strategies in the framework of Bergman & Kasper (1993). In this study, the speech acts of apology has been defined as a compensatory action to an offense in the doing of which S (speaker) was causally involved and which is costly to H (Hearer) (Bergman & Kasper, p. 82). The data are gathered by audio-recording of four native speakers of English and eight native speakers of Turkish participants’ answers for a Discourse Completion Test (henceforth, DCT) developed by İstifçi (2009). This study is an experimental study in which four of the Turkish participants and all of the native speakers of English answer English DCT items while the rest of Turkish participants as the control group answer the Turkish version of the same questions. The answers were analyzed according to Cohen and Olshtain’s (1981) apology speech act set. Interestingly, results of this study indicate some similarities as well as differences between these groups. The results also stress out the effects of cultural background and L1 effect on native speakers as the basic reasons for these differences. Keywords: Speech acts, Cross-cultural speech act studies, Apology speech acts, Pragmatics, Discourse completion test Main References

Bergman & Kasper, (1993). Perception and Performance in Native and Nonnative Apology In Blum-Kulka, S. & Kasper, G. (Eds), Interlanguage pragmatics. (82-107) New York: Oxford University Press.

Cohen, D. A. & Olshtain, E. (1981). “Developing a Measure of Sociocultural Competence: The Case of Apology”. Language Learning. 31 (1), 113-134.

İstifçi, İ. (2009). The Use of Apologies by EFL Learners. Eskişehir.

24

Repair in Turkish Students’ Conversations A Conversation Analytic Investigation into Repair Sequences in EFL Interactions of

Turkish Students

İzge Gültekin & Gizem Salğur Hacettepe University

gzmm_3306@hotmail.com ________________________________________________________________________________________

Abstract

This research paper focuses on repair in relation to fluency in conversation. Fluency is one of the most important aspects of communication and there are also other factors influencing fluency. One of these factors is repair. Especially, this paper is concentrated on the types of repair. The reason for concentrating on this issue is our observing the lack of speaking skills in Turkey. In this case, teachers should be aware of repair and its types. To improve their students speaking skills especially for fluency, they should observe their students’ speeches and analyze the repair types. For the effective usage of repair by the students, teachers should be a model in conversations in the class. Especially, other-initiated self-repair can be used by teachers to achieve this goal. By modeling, students realize the proper usage of structure. In the process of time, students learn the appropriate structures and use them without guidance. We have noticed that there is not enough study on this particular issue. That is why we have studied on the types of repair made by ELT students in Turkey. We have used conversation analysis as a method to examine repair in conversations through transcriptions. We have found that ELT students use mostly self-initiated self-repair and other-initiated self-repair to make conversations fluent. We believe that this research will make contributions to our field in terms of teaching speaking skills in English. Key words: types of repair strategies, conversation analysis, language teaching, speaking skills, ELT students, fluency Main References

Goodwin, C., Heritage, J. (1990). Conversation Analysis. The Annual Review of Antropology.19, 283-307.

Mchoul, A.W. (1990). The Organization of Repair in Classroom Talk. Language in Society. 19(3), 349-377.

Schegloff, E.A., Sacks, H. (1973). Opening Up Closings. Semiotica. 8(4), 289-327.

Schegloff, E.A. (2000). When ‘Others’ Initiate Repair. Applied Linguistics. 21(2), 205-243

Schegloff, Emanuel A., Jefferson, G. & Sacks, H. (1977). The Preference for Self-Correction in the Organisation of Repair in Conversation. Language, 53 (361-382).

Sidnell, J., Stivers, T. (2013). The Handbook of Conversation Analysis. (1st ed.). Oxford, Blackwell Publishing.

Sidnell, J. (2007). Comparative Studies in Conversation Analysis. The Annual Review of Anthropology. 36, 229-244.

25

Differences Between Native and Non-Native Teachers’ Responses to Speech Errors

Rukiye Güçlü & Nazik Karadağ & Candan Bayar & Intan Qurotul Ain Hacettepe University

rukiyeguclu123@gmail.com ________________________________________________________________________________________

Abstract

Errors are an indispensable part of language learning process. Teachers utilize different methods to deal with students’ speech errors. This study aims to analyze differences between native and non-native speaker of teachers’ approach to speech errors which are made by students in English as a Foreign Language classrooms. We used a mixed method design. We collected data with six interviews with teachers. We also observed two native and two non-native teachers that we had interviewed for two weeks, twenty-four hours in total at Hacettepe University. Preliminary results from this study suggest that teachers regarded the practice of error correction very important in improving students’ fluency. Teachers believe that providing speech error correction helps students develop their speaking skills and fluency more efficiently. However, results also show that providing speech error correction is sometimes time consuming. In addition, students sometimes experience difficulty in understanding the correction that teachers provide due to the effects of L1. Moreover, teachers prefer to provide explicit correction strategies during the early stages of language course, and move to a more implicit strategy of providing error correction in order to facilitate language learning. General both native and non-native teachers often use recast for correcting speech errors. Non- native teachers sometimes use translation to correct while native teachers prefer to write students’ mistakes on the board and use these mistakes as a whole class teaching opportunity. Recent studies indicate that native and non-native teachers use similar strategies for error correction. However, the frequency of the use differs (Wahyudi, 2012; Zhang & Chatupote 2014). Keywords: error, speech error correction, types of errors, correction strategies Main References

Coskun, A. (2010). A Classroom Research Study on Oral Error Correction.Online Submission.

Firwana, S. S. (2010). Impact of Palestinian EFL Teachers' Attitudes toward Oral Errors on Their Students' Attitudes and Choice of Error Treatment Strategies (Doctoral dissertation, Boston College).

Owu-Ewie, C. (2013). Error Correction Strategy Use in the Second Language Classroom: A Study of Junior High School English Teachers in Ghana. Sino-US English Teaching, 10(7), 503-516.

Ozmen, K. S., & Aydın, H. Ü. (2015). Examining Student Teachers’ Beliefs about Oral Corrective Feedback: Insights from a Teacher Education Program in Turkey. Australian Journal of Teacher Education, 40(12), 10.

Shahin, N. (2011). Error treatment in TESOL classrooms. J. J. Appl. Sci.: Humanities Series, 13(1), 207-226.

Wahyudi, R. (2012). Native English Speaker Teachers (NESTs) versus Non Native English Speaker Teachers (NNESTs) in TESOL. Theory and Practice in Language Studies, 2(9), 1783-1791.

Zhang, S., & Chatupote, M. (2014). Error Treatment Sequence in Classrooms with Native English and Non- Native English Teachers. Journal for the Study of English Linguistics, 2(1), 1-18.

26

An Error Analysis Study of METU Students’ Narration of “Frog, Where Are You?” by Mercer Mayer

Zeynep Gizem Emir & Hatice Evcin & Sultan Gündüz Middle East Technical University

gizem.emir@metu.edu.tr ________________________________________________________________________________________

Abstract

The present paper dwells on an error analysis in the second language acquisition. The main reason why this paper deals with the error analysis and its contribution to SLA is that the topic has been the focus of many research over the world in the field of language acquisition, whereas it has mostly escaped the researchers’ attention in Turkey. In this research, 18 METU students whose ages range between 18 and 22 were given Oxford Placement Test (OPT) in order to detect their proficiency levels in English. Based on the test results, the participants were put into either the lower level English proficiency group or the higher level English proficiency group. The number of the participants in the lower level English proficiency group is equal to the number of the participants in the higher level English proficiency group, and it is 9 for each group. Then, each participant was called for the interview during which Mercer Mayer’s wordless picture book “Frog, where are you?” was used to make the participants narrate the story. In order to record the participants’ voices, sound recorders were used. Then, the data were transcribed, and Mean Length of Utterances (MLU) was measured for each group. Afterwards, the errors were identified according to eight grammatical structures which are “progressive –ing”, “contractible auxiliary ‘s”, “plural –s”, “indefinite article a”, “definite article the”, “past irregular”, “possessive ‘s” and “3rd person sing. -s”, respectively. In addition, performance errors (mistakes) and error sources were analyzed in the study. The results of the research indicate that the most accurate morpheme is “contractible auxiliary‘s” due to the avoidance of this morpheme. However, in practice the most accurate morpheme is “possessive‘s” because the participants made a limited number of errors related with this morpheme even though they did not avoid using it. When it comes to the least accurate morpheme, it is found as “definite article (the)” for both groups. In total, the number of the errors made by the lower level proficiency group is 425, whereas the total number of the errors made by the higher level proficiency group is 50. The overall number of the errors made by the lower level proficiency group is 8 times more than the total number of the errors made by the higher level proficiency group. For educators, the research results propose that the error analysis is crucial to the teaching of English as a second language since it gives an opportunity for English language teachers to realize the grammatical structures that should be revised and reinforced with the help of more effective instruction. Keywords: Error analysis, Language learning and acquisition, Mean Length of Utterances (MLU), Second language teaching. Main References

Corder, S. P. (1967). The significance of Learners’ Errors. International Review of Apllied Linguistics, 5, 161- 169.

Mayer, M. (1969) Frog, Where Are You?

27

Native Turkish Speakers’ Knowledge and Use of Taboo Words in English

Alper Kesici & Önder Barış Öztürk Middle East Technical University

kesici.alper@metu.edu.tr ________________________________________________________________________________________

Abstract

As Harris, Ayçiçeği and Gleason (2003) found, second language speakers can utter taboo words (TWs) with great ease in their L2 than in their L1. However, it is a matter of research to what extent L2 speakers know and use TWs. To test this, we created a questionnaire consisting of three tasks. Task I provided general information about participants (gender, age, proficiency level and cultural interaction). Task II checked participants’ knowledge of TWs through a list of 50 TWs. Task III asked how participants would respond to the 5 scenarios developed for the purposes of checking whether participants used TWs. The study was conducted on 35 participants who varied in gender (14 males, 21 females), English proficiency (9 intermediate, 14 upper-intermediate and 12 advanced learners) and cultural interaction with the English language. Data analysis was done using the SPSS software. The results showed that gender and languge proficiency does have an effect on the utterance and knowledge rate of taboo words. It was concluded that there is a positive relationship between the use of L2 TWs and L2 proficiency. Also, it was found that male participants used TWs more than females did. No relationship between age, cultural interaction, and the use and knowledge of TWs in L2 context was found. Although, the number of participants were limited. The study raises more questions related to ELT and suggests there should be more research to be done in this field. First of all, how the learners acquire TWs even if they are not taught in schools. Secondly, why gender or language proficiency effect the use and knowledge of TWs should be researched. Keywords: Language Skills, Teaching, Taboo Words, Language Proficiency, Gender Main References

Harris, C. L., Ayçiçeği, A., & Gleason, J. B. (2003). Taboo words and reprimands elicit greater autonomic reactivity in a first language than in a second language. Applied Psycholinguistics 24, 561-579. DOI: 10.1017.S0142716403000286

28

The Perceived Effect of Extensive Reading on Development of Students' Reading Skills

Semanur Büyükyıldız & Gülsüm Duran Gazi University

semanur_byz@hotmail.com, gul_hepsi_g@windowslive.com ________________________________________________________________________________________

Abstract

There are four skills that students are supposed to gain while learning a language.Reading is one of these major skills and it is an important component in language learning. At the same time, it is closely related to the other language skills since the development of reading skill progresses simultaneously with the development of writing,listening and speaking.For instance, when someone learns how to write in target language, it means that he has already learned how to read in the language. As it is understood from this example,reading is complementary element in learning a language.Therefore, classroom methodology in reading lessons plays an important role in the development of students’ reading skills.It shapes the students’ point of view to reading skill.Based on that, this paper aims to explain extensive reading that encourages students to read more and often by providing them to experience a wide variety of text types and in extensive reading, students do self-selected reading with only minimal accountability, writing brief summaries or comments on what they have read(Krashen &Mason,1997,p.91-102. )Associated with this , the study also focuses on the effects of extensive reading on the development of reading skill depending on the attitude of students towards reading.

Keywords: Methodology, Language Skills, Teaching, implicit, cognitive skills, communicative activities

Main References

Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.

Jacobs, G. M. (2000). Reading Alone Together: Enhancing Extensive Reading via Student-Student Cooperation in Second Language Instruction.

29

Do Subtitles Affect Language Learning?

Hilal Yıldız & Sibel Polat & Rukiye Tuğçe Cabir & Serde Yerlikaya Hacettepe University

hilalyildiz001@gmail.com , sibel.polat213@gmail.com ________________________________________________________________________________________

Abstract

The aim of this study is to investigate the effects of using subtitles on language learning. To get an understanding of students’ points of view and experiences, we developed an interview which 15 open-ended questions. We tried to find out whether students think there is a relationship between watching subtitled movies and second language acquisition, whether it can be inferred from their experiences or not. We interviewed with 20 students who watch sub-titled movies. We recorded the interviews and later transcribed them. We started to code and analyze the interviews. The preliminary results of our study showed some incidental language learning can take place by watching subtitled movies. Some students claimed that watching movies with subtitles enabled them to acquire some second language structures, grammar and vocabulary incidentally to some extent. Our analysis so far suggested that subtitled audio visual materials might help students to improve their second language listening and reading comprehension skills as well as general grammar and vocabulary knowledge. Moreover, we believe subtitled movies can lead to significant improvements in students’ listening comprehension skills as long as they are used in the right way. This study might provide some useful information about effective usage of subtitled movies. Keywords: Technology / ICT, Language Skills, Incidental learning, subtitles, language learning, captions Main References

Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta: Journal des traducteursMeta:/Translators' Journal, 49(1), 67-77.

Grgurović, M., & Hegelheimer, V. (2007). Help options and multimedia listening: Students' use of subtitles and the transcript. Language learning & technology,11(1), 45-66.

Karakaş, A., & Sariçoban, A. (2012). The impact of watching subtitled animated cartoons on incidental vocabulary learning of ELT students. Teaching English with Technology, 12(4), 3-15.

Krashen, S. (1982). Principles and practice in second language acquisition(Vol. 2). Pergamon: Oxford.

Latifi, M., Mobalegh, A., & Mohammadi, E. (2011). Movie subtitles and the improvement of listening comprehension ability: Does it help?. The Journal of Language Teaching and Learning, 1(2), 18-29.

Lesser, L. M., & Pearl, D. K. (2008). Functional fun in statistics teaching: Resources, research and recommendations. Journal of Statistics Education,16(3), 1-11.

Lertola, J. (2012). The effect of the subtitling task on vocabulary learning.Translation Research Project, 4, 61- 70.

Rokni, S. J., & Ataee, A. J. (2014). The Effect of Movie Subtitles on EFL Learners' Oral Performance. International Journal of English Language, Literature and Humanities, 1(4), 201-215.

Vanderplank, R. (1990). Paying attention to the words: Practical and theoretical problems in watching television programmes with uni-lingual (CEEFAX) sub-titles. System, 18(2), 221-234.

Yuksel, D., & Tanriverdi, B. (2009). Effects of watching captioned movie clip on vocabulary development of EFL learners. TOJET: The Turkish Online Journal of Educational Technology, 8(2).

30

Acquisition and Error Analysis of Morphemes of English as a Second Language

Esra Durmaz Middle East Technical University

durmaz.esra@metu.edu.tr _______________________________________________________________________________

Abstract

In second language acquisition, learners may often make errors, so the errors have always been a matter of concern for the language researchers. In this study, the underlying reasons of the errors are analyzed to have a better understanding of the Second Language acquisition process. The paper deals with the errors produced while using certain morphemes (past irregular, plural, progressive, progressive-ing, 3rd person singular, indefinite article and definite article). It was conducted with twenty METU students, ten of which had higher and the others had lower proficiency level which was determined with OPT. Data was collected with the book “Frog, where are you?” by Mercer Mayer. The book is a picture book without any words. The participants were asked to narrate the story orally by looking the pictures and the errors were identified from the input. After that, the descriptions of the errors were done (Omission, Additions, Misinformation and Misorderings) and the possible sources of the errors were determined in the explaining errors part. According to the findings, the possible reasons behind the errors may be L1 transfer, developmental process and unique. Most of the errors were L1 transfer errors because the participants had problems in using the morphemes which do not exist in their language. Both participant groups had errors in the use of the same morpheme structures regardless of their proficiency levels. However, the frequency of the errors decreases as the proficiency level increases. Secondly, developmental process errors might result from inadequate learning, overgeneralization or fossilization. Lastly, there might be some exceptional errors unique to the learners. Key words: error analysis, L1 transfer, developmental errors, omission, misinformation

Main References

Corder, S.P. (1967). The Significance of Learners` Errors.International Review of Applied Linguistics( 5) pp. 161-169.

Lado, R. (1957). Linguistics across Cultures. Applied linguistics for language teachers. (17), pp. 241-247

Kırkıcı, B. (2015). TheRole of theL1 in SLA[PowerPoint slides].

Richard, J, C. (1971).A Non-contrastive Approach to Error Analysis. English Language Teaching. (25)

31

Mobile Games for Vocabulary Acquisition in Second Language Teaching

Yasemin Örak & Elif Nur Sezgin & Öznur Öztürk & Ceren Tanrıöver Hacettepe University

yaseminorak283@gmail.com, sezginelifnur@gmail.com, gergen.ap@gmail.com, ctanrover@gmail.com ________________________________________________________________________________________

Abstract

Mobile games have been used in classrooms to make learning more engaging and beneficial experience for students. In second language learning, mobile games have a significant impact on vocabulary acquisition. The purpose of the study is to find out educational benefits of using an app on mobile phones in terms of learning vocabularies. We designed a two-group posttest only experimental design. We gave the experimental group the mobile game we chose. Also, we tried to teach the target vocabulary to the control group by using some computer-based teaching techniques such as power point presentations and photo slideshows. At the end, we applied a vocabulary tests both to the experimental group and the control group. As a result of this study, we hope to find some empirical results about using mobile games to teach vocabulary.

Keywords: Teaching, Mobile Games, Language Learning, Vocabulary Acquisition Main References

Akkuzu, M. (2015). A game-based application on English vocabulary acquisition: A case study in the EFL context.

Gee, J. P. (2011). Reflections on empirical evidence on games and learning. Computer games and instruction, 223-232.

Gee, J. P. (2007). Good video games and good learning.

Kafai, Y. B. (2001). The educational potential of electronic games: From games-to-teach to games-to- learn. Playing by the Rules, Cultural Policy Center, University of Chicago.

Kebritchi, M., & Hirumi, A. (2008). Examining the pedagogical foundations of modern educational computer games. Computers & Education, 51(4), 1729-1743.

Ulfa, S.(2013). Implementing Mobile Assisted Language Learning in Rural Schools for Enhancing Learning Opportunity.

32

Phonological and Orthographic Transfer on Cognates from Turkish to English

Dilek Fazlıoğlu & Cansu Kaçakoğlu Middle East Technical University

dilek.fazlioglu@metu.edu.tr, cansu.kacakoglu@metu.edu.tr ________________________________________________________________________________________

Abstract

Orthography is a standardized system to use a certain writing system in order to write a specific language. Since Turkish orthographic system allows “one to one letter-sound correspondence”, this may interfere with the pronunciation of English words (Bayraktaroğlu, 2008). Language transfer occurs when a native speaker applies the rules of his/her own phonological, morphological, syntactic, lexical, semantic, and pragmatic linguistic knowledge into the second language (Odlin, 1989; as cited in Bayraktaroğlu, 2011). Many research studies were conducted about the negative transfer from L1 to L2, and cognates. However, research studies regarding phonological features of the cognates were limited, so this study aims to investigate how well the cognates are pronounced by students of METU FLED and to how much Turkish phonology and sound system interfere with the pronunciation especially about the articulation of the cognates. This research study also provides information about how much awareness the participants have about their mispronunciation and underlying reasons behind it. The data were collected from 26 participants in total. 11 of them were 1st-year students, and 15 of them were 3rd -year students in METU FLE Department. The data collection tools consisted of a questionnaire and an interview. The first part of the questionnaire included open-ended questions. For the second part of the instrument, the participants were asked read aloud 21 sentences including cognates. These cognates were adopted from Varol (2012) because these words were chosen as most frequently used/heard by Turkish speakers of English in her research. Afterwards, the participants were asked to pronounce these words in isolation and listen to the correct pronunciation of the 21 target words from Cambridge Online Dictionary. Lastly, a semi-structured interview was used to obtain further information about whether the participants were aware of their mistakes or not. This research study indicates that the participants are affected by Turkish orthography. Also, when the cognates are presented in isolation, the participants pronounce them more correctly compared to the cognates in context. This situation is valid both for freshman students and junior students. This result shows that paying special attention to the pronunciation increases success. The results also demonstrate 3rd-year students transfer knowledge of Turkish orthography and Turkish sound system on their L2 less, so pronunciation problems caused by negative transfer is decreasing as the grade increases. In general, the most problematic words were “exercise”, “transfer”, “document” and “potential” while “partner” and “problem” were least challenging ones. Participants also transferred some certain features of L1 sounds to their L2. For example, the participants substituted sound /æ/ either with /a/ or /e/. They also used different sounds which existed in their native language instead of sounds / ɒ/, /ə/ while they substitute /θ/ with /t/. These results indicate that sounds which exist in English, but not in Turkish are quite problematic for Turkish speakers. Keywords: orthographic interference, negative transfer, cognate Main References

Bayraktaroğlu S. (2008). Orthographic Interference and the Teaching of British Pronunciation to Turkish Learners, Journal of Language & Linguistic Studies, Vol.4 No: 2, p. 107-43.

Bayraktaroğlu, S. (2011). A Model of Classification of Phonemic and Phonetic Negative Transfer: The case of Turkish –English Interlanguage with Pedagogical. Applications Journal of Language and Linguistic Studies, 7, 113-168.

Varol, M. (2012)."The Influence of Turkish Sound System on English Pronunciation". Electronic Theses, Treatises and Dissertations. Paper 5451.

33

A Corpus Linguistic Investigation into Trend Words in Abstracts of Research Articles on Applied Linguistics

Kübra Okandan & Sümeyye Melek Türkmen Hacettepe University

kubraokandan@gmail.com ________________________________________________________________________________________

Abstract

Relying on databases which are basis for a corpus-based study, the main purpose of this research is to reveal frequency and distribution of the vocabulary and trending words from abstracts of the journal articles published in 2013 and 2014. The consideration of research articles (RA) as a study field in terms of abstracts is provided as basis for this research. For this study, abstracts of research articles published in academic journals in the field of applied linguistics have been compiled. Corpus data consist of approximately 750 research article abstracts forming a corpus of 156.777 words published in fourteen leading applied linguistics journals, and they are analyzed by using software called Antconc. The corpora primarily consist of abstracts from these international journals: ELT Journal, Language Learning and Technology, TESOL Quarterly, Language Teaching, Studies in SLA, Applied Linguistics, Modern Language Journal, Computer Assisted Language Learning, Foreign Language Annals, Language Education, Language Learning, Language Teaching Research, Recall and System. The main findings which demonstrate repetitive occurrences of words and comparison of trend word occurrences are arranged in figures and charts. The results of the study reveal that words used frequently for two years are not trending words. The trend words can change even between subsequent two years which shows they are not stable. The results of the study may also provide some important insights for pedagogical implications such as material development. Keywords: abstract, journal articles, corpus study, frequency, research trends, applied linguistics Main References

Holtz, M. (2011). Lexico-grammatical properties of abstracts and research articles: A corpus-based study of scientific discourse. Technischen Universitat Darmstadt, 2-3

Krieger, D. (2003). Corpus Linguistics: What It Is and How It Can Be Applied to Teaching. TESL Journal.

McEnery, T., & Gabrielatos, C. (2006). English Corpus Linguistics. Blackwell Publishing Ltd.

Ülker, M. E. (2012). A Comparative Analysis Of Thesis Guidelines And Master Thesis Abstracts Written In English At Universities In Turkey And In The USA. Middle East Technical University, The Department Of English Language Teaching, 26.

34

Examining Student Teachers’ Perceptions of the Use of Cartoons in Young Learners’ Classrooms

Hatice N. Toprakçı & İlknur Önder & Merve Gökyar Gazi University

htcnr14@gmail.com, ilknuronder01@gmail.com, mervegokyar32@gmail.com ________________________________________________________________________________________

Abstract

It is the aim of this study to examine teacher trainees ‘perceptions of the use of cartoons in Teaching English to Young Learners’ Classrooms. The first phase of this study involves general information about authentic cartoons and the cartoons used in teaching English to young learners. We share advantages and disadvantages of the cartoons in teaching English. The third part of this research is composed of the survey results. In order to examine the benefits and limitations of the cartoons as well as teacher trainees ‘perceptions of their use in language classrooms, a questionnaire which includes eighteen statements was administered to 50 teacher trainees in the department of the English Language Teaching of Gazi University. Additionally, researchers interviewed teacher trainers to find out their deeper views of the use of cartoons. Findings display that both teacher trainers and teacher trainees agree the effectiveness of the use of cartoons in language classroom. However, most of them believe that using cartoons with subtitles might be boring, difficult and choosing suitable cartoons for each subject and level can be challenging. At the end of the presentation, the presenters will share practical applications of the use of cartoons in language classrooms with the audience. Keywords: Methodology, Language Skills, Teaching, using cartoons, young learners, language acquisition Main References

Arıkan, A., & Taraf, H. U. (2010). Contextualizing young learners’ English lessons with cartoons: Focus on grammar and vocabulary. Procedia - Social and Behavioral Sciences, 2(2), 1-4.

Danan, M. (2004). Captioning and Subtitling: Undervalued Language Learning Strategies. Meta Meta: Journal Des Traducteurs, 49(1), 1-12.

Jylhä‐Laide, J. (1994). Learning by Viewing: Cartoons as foreign language learning material for Children: a case study. Journal of Educational Television, 20(2), 94.

35

The Role of the Internet in English Language Learning: A Case Study Facebook, YouTube, Instagram, Twitter, Blogs and Online-Dictionaries

Arzu Akkaya & Tuğçe Aslan Middle East Technical University

akkayaarzu.aa@gmail.com

________________________________________________________________________________

Abstract

Internet has been used very commonly by people recently. Especially, some specific sites are used by millions over the world. (Facebook, YouTube, Instagram, Twitter, Blogs and Online-Dictionaries) There are many reasons that encourage people to use the Internet such as communication and shopping. People also use the Internet for learning or studying new languages. This study aims to see the role of the Internet in elementary level prep school students’ English learning. The researchers made use of both qualitative and quantitative methods (i.e. questionnaire, interview) to investigate the role of the Internet in English learning for 20 prep school students at METU. The researchers interpreted the data obtained from the questionnaire and interviews based on the gender and department variables. Surprisingly, the researchers found the opposite of what they expected: The participants do not use the Internet for English language learning very much. The researchers believe that this study is important and new because it investigated the role of these recent and very commonly used websites in relation to language learning. Keywords: The role of the Internet; ELL; language learning; Facebook for ELL, YouTube for ELL, Instagram for ELL, Twitter for ELL, Blogs for ELL and Online-Dictionaries. Main References

Akbari, E., Simons, R. J., & Eghtesad, S. (2012). Students' Attitudes towards the Use of Social Networks for Learning the English Language. ICT for Language Learning: Florence.

Aydın, S. (2007). Attitudes of FLL Learners Towards the Internet. The Turkish Online Journal of Educational Technology .

Brunner, I. (2013). Using Language Learning Resources on Youtube. ICT International Conference ICT for Language Learning. Florence: ICT.

Chen, C.-p., & Chang-hwa, W. (2013). Effects Of Facebook Tutorıng On Learnıng Englısh As A Second Language. IADIS International Conference e-Learning 2013 (s. 141-142). Prague, Czech Republic: IADIS.

Eren, Ö. (Vol 3,2012). Students’ Attitudes towards Using Social Networking in Foreign Language Classes: A Facebook Example . International Journal of Business and Social Science , 292-293.

Jin, L., & Deifell, E. (Vol9 2013). Foreign Language Learners' Use and Perception of Online Dictionaries: A Survey Study. MERLOT Journal of Online Learning and Teaching , 518-523.

Karthiga, J. R. (2012). Second Language Teaching and Learning through Facebook. Journal of Technology for English Language Teaching .

Kerstin, B., Carsten, U., Jinjin, F., & Ruimin, S. (2009). Microblogging for Language Learning: Using Twitter to Train Communicative and Cultural Competence. Shanghai.

Murray, D. E., & McPherson, P. (2004). Using the Web to support language learning. Sydney: National Centre for English Language Teaching and Research Macquarie University.

Yunsheng, Z. (2008). A Study of Autonomy English Learning on the Internet . CCSE , 147.

36

Using Creative Drama in EFL Classes

Talha Altuntaş & Selin Pirinçcioğlu & Kaan Saat Gazi University

talha.altuntas@hotmail.com, s.selinpir@gmail.com, knsaat@gmail.com ________________________________________________________________________________________

Abstract

The motive behind this study is to emphasize the importance of using creative drama in EFL classrooms. In this study, a sample lesson on creative drama was performed in a classroom (N=25) of English student teachers. The lesson aimed at getting students to talk about past events and to review simple past tense via a video prepared previously for the lesson. After watching the video, the student teachers had a role play activity in which they took the video as an example and they talked about their past. At the end of the lesson, the participants were given two different questionnaires in order to elicit their opinions about the use of creative drama in EFL classrooms. In the first questionnaire, they were asked to answer the questions as a learner and in the second one, they answered the questions as a student teacher. The results indicated that most of the participants found creative drama enjoyable and effective in learning and teaching the target language. This research shows that using creative drama activities in EFL classes exerts a positive impact on teaching and learning the target language form. Keywords: Creative Drama, Teaching English, EFL Classrooms, Role Play, Effective Learning Main References

Davies, P. (1990). The use of drama in English language teaching. TESL Canada Journal, 8(1), 87-99. Retrieved from http://files.eric.ed.gov/fulltext/EJ420165.pdf

Holden, S. (1982). Drama in language teaching. London, Longman

Hubbard, P. (1986). A training course for TEFL. Oxford University Press

O’ Neill, C. & Lambert, A. (1982). Drama structures. London, Hutchinson

37

Implementation of Oral Corrective Feedback Techniques and Their Impact on Interlanguage

Ebru Tuç & Fatma Yıldırım Gazi University

yildirimfatma539@gmail.com, ebrutuc_94@hotmail.com ________________________________________________________________________________________

Abstract

“Pushing learners in their output instead of directly correcting them is believed to be beneficial for learners’ interlanguage development as learners’ production promotes the development of cognitive connections”( Vigil & Oller, as cited in Coskun,2010, p.7 ). From this point of view, this study aims to explain implementation of error corrective feedback techniques in foreign language classrooms and their impact on interlanguage. In the first phase, a brief explanation of error correction types are presented and explained clearly. Later, by using the observation rubric, the researchers observe 3 English teachers for 9 lesson hours. The teachers work in a private secondary school in Ankara. Students’ proficiency level is elementary and their age is 13-14. In addition, this study clarifies the impact of oral corrective feedback on interlanguage. In the following phase, observation results are evaluated and discussed by the researchers. Keywords: Methodology, Language Skills, Teaching Main References

Coskun, A. (2010). A Classroom Research Study on Oral Error Correction. Online Submission.

Selinker, L. (2009). INTERLANGUAGE. IRAL - International Review of Applied Linguistics in Language Teaching, 10(1-4), pp. 209-232. Retrieved 17 Mar. 2016, from doi:10.1515/iral.1972.10.1-4.209

Xie, F., & Jiang, X. M. (2007). Error analysis and the EFL classroom teaching. Online Submission, 4(9), 10-14.

38

A Qualitative Study On Encouraging Learner Contributions Through Cooperative Work in Terms of CIC

Mehmet Sak Hacettepe University

mehmetsak.4174@hotmail.com ________________________________________________________________________________________

Abstract

The aim of current study is to present an investigation of the impact of cooperative work on enhancing EFL learners’ participation with regard to Steve Walsh’s (2006) classroom interactional competence (CIC). Focal point of this research is based upon the favorable implications of cooperative work organized ’outside’ the classroom on improving learner engagement regarding classroom interactional competence. Inarguably, teachers mostly try to keep students busy with interaction through asking clarification and shaping student contribution in CIC. However, when considered from affective filter theory of Krashen, prevailing role of the teacher is possible to create a psychological barrier and a threat for learners, which hinders their contribution in the classroom. Additionally, negative implications that may arise from dominating role of teachers in CIC have received no attention in the literature so far. However, findings of this research indicate that when learners work in a non-threatening and teacher-free environment, their affective filter can be decreased to a certain extent. This low affective filter will then lead to more engagement and contribution for learners when they come back to classroom after mentioned cooperative practice outside the classroom. In this sense, the data for this study came from the interviews during which the learners who attended to cooperative practice outside the classroom with their peers were asked related questions like whether cooperative work helped them to decrease affective filter in interaction and this result in increased contribution when they turn back to classroom. Each participant was interviewed and the data was examined by means of content analysis procedure. At this point, it is worth noting that classroom observation is used to study classroom interactional competence, but in this paper, interview is used to examine the relationship between CIC and cooperative work. Since the main proposal of this research is based on organizing cooperative activities outside the classroom occasionally in order to have a low affective filter, it is not possible to use classroom observation. Overall, instead of classroom observation, this paper offers to use interview method in order to investigate the change of psychological conditions of learners even if the application of interview method is limited in CIC. The findings show that interviews can be regarded as a promising approach to reach to a deeper understanding and contextualization of CIC. The findings also suggest that attending in cooperative work outside the classroom is an effective method for promoting learner engagement in classroom interactional competence. Keywords: interactional competence, learner engagement, cooperative work

Main References

Daşkın, N.C. (2014). Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence. Classroom Discourse, 6(1),33-56.

Fushino, K. (2010). Causal relationships between communication confidences, beliefs about group work, and willingness to communicate in foreign language group work. TESOL Quarterly, 44(4), 700-724.

Walsh, S. (2012). Conceptualizing Classroom Interactional Competence. Novitas - Royal (Research on Youth and Language), 6(1),1-14.

Walsh, S. (2006). Investigating Classroom Discourse: New York, NY: Cataloging in Publication.

39

A Corpus Linguistic Investigation into the Phrasal Verbs in British Academic Spoken English

Fatma Kübra Durna & Okan Güneş Hacettepe University

gnsokan@yahoo.com.tr, f.kubradurna@gmail.com ________________________________________________________________________________________

Abstract

This current study investigates the usage of phrasal verbs in the corpus of BASE (British Academic Spoken English). The principal aim is to identify which phrasal verbs are used more frequently in BASE and how the findings might be implied in educational settings. For this purpose, it has been focused on twenty-seven varied phrasal verbs which are consisted of three frequently used verbs (go, come and take) and nine adverbial particles in a corpus of 1.742.886 words. BNC (British National Corpus) is used as the reference corpus for choosing lexical verbs and adverbials. Anthony (3.4.3) has been used in order to observe the frequency, clustering and concordance of the specified verbs. It has been observed that there are some similarities between BNC and BASE in terms of phrasal verb usage. The paper exemplifies some ways to teach phrasal verbs in the light of the analyses. Keywords: phrasal verbs, corpus linguistics, British academic spoken English, British National Corpus, educational implications Main References

Anthony, L. (2014). AntConc (Version 3.4.3) [Computer Software]. Tokyo, Japan: Waseda University. Available from http://www.laurenceanthony.net/

Gardner, D., & Davies, M. (2007). Pointing Out Frequent Phrasal Verbs: A Corpus‐Based Analysis. TESOL Quarterly, 33(1), 65-83.

40

The Usage of L1 in L2 Writing

Buse Altın & Ayşenur Akın & Zeynep Acar & Fadime Arslan & Cansu Ayvalı Hacettepe University

buse.altin4@gmail.com, zeynepacar20@hotmail.com, arslan.fadime123@gmail.com, aysenr.akin@gmail.com, cansuayl@hotmail.com

________________________________________________________________________________________

Abstract

Mother tongue and second language interact with each other in many ways and student’s written production can reveal a lot about this interaction. The purpose of this study is to examine how L1 (Turkish) affects L2 (English) writing processes of EFL students. This research grew out of a desire to understand our own experiences as EFL students. We conducted a qualitative study with 20 students. We collected background information about students’ writing skills with a questionnaire. Then, we had interviews with them about the effects of L1 on L2 writing skills. We also collected written samples of those students and analyzed them accordingly. We believe that the results of this study may help teachers and students to understand possible contributing factors to the students’ writing skills better. Keywords: Language Skills, Teaching, writing, L1 writing, L2 writing Main References

Akyel, A., & Kamisli, S. (1996). Composing in First and Second Languages: Possible Effects of EFL Writing Instruction.

Beare, S. (2000). Writing strategies: Differences in L1 and L2 writing. Retrieved November, 10, 2007.

Berman, R. (1994). Learner's transfer of writing skills between languages. TESL Canada Journal 12 (1): 29-46.

Elkilic, G. (2012). Mother tongue traces of Turkish university students on composition papers written in English. Procedia-Social and Behavioral Sciences, 47, 656-664.

Wang, W., and Wen, Q. (2002). L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing, 11, 225-246

Yazıcı, M. (2013). An investigation into the relationship between L1 and L2 writing proficiency at tertiary level, 1-41.

41

The Effect of Direct and Indirect Written Corrective Feedback On Students’ Writing

Aslı Sena Göksoy & Özge Pelin Nazlı Gazi University

aslisenagoksoy1@gmail.com, ozgepelinnazli@gmail.com ________________________________________________________________________________________

Abstract

The role of Written Corrective Feedback (WCF) in language classrooms has been a controversial issue among researchers over two decades. While many researchers supported the necessity of WCF in L2 writing, some researchers argued that it is ineffective and should not be provided. This paper intends to determine whether direct written feedback facilitates L2 student writing by reviewing two consecutive essays of 60 first grade English Language Teaching student teachers. The essays of the student teachers were written in “Advanced Reading and Writing” courses in the second semester of academic year. Direct and indirect feedback given to essays were examined and reviewed separately. The number of the student corrections between the students’ first and second drafts after direct written feedback was measured. The study examines two research questions: 1. Do students make fewer errors in their second essay assignments after having received direct feedback on their first essay assignments? 2. Is there any considerable improvement in the accuracy and fluency of the second essay assignments? The findings demonstrate that most of the students managed to correct their errors after receiving direct corrective feedback and the improvement was observed mainly on accuracy of the students. Keywords: Language Skills, Teaching, Written Corrective Feedback, Student Writing Main References

Bitchener, J (2005).The effect of different different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14, 191-205

Bitchener, J (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17,102-118

Chandler, J. (2003). The efficacy of various kinds of feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267-296

Ferris, D. R (1999). The case of grammar correction in L2 writing classes. A response to Truscott (1996). Journal of Second Language Writing, 8, 1-10

Ferris, D. R (2002). Treatment of error in second language student writing. Ann Abor: University of Michigan Press.

42

Cross-Linguistic Influence on the Acquisition of Plural Forms: Indonesian-English-Turkish Trilinguals

Ayşegül Okumuş Middle East Technical University

aysegul.okumus@metu.edu.tr ________________________________________________________________________________________

Abstract

This study investigates Cross-linguistic Influence (CLI) at the morphological level in L1 Indonesian, L2 English learners of L3 Turkish. This study can contribute to the field of CLI because Indonesian-English-Turkish trilingual is an unexamined language combination. The Turkish nominal plural form is analyzed because it has similarities with both Indonesian and English. Indonesian and Turkish use singular form of nouns for expressing numerical plural. For stating the regular plural, English adds a suffix to a noun like Turkish. The data was collected via a Grammaticality Judgement Task (GJT) from fifty-six Indonesians who lived in Turkey and learned Turkish. The subjects’ scores on the numerical and the regular plural forms of Turkish were compared with Paired Sample T-Test. The results showed that the participants performed better at detecting the numerical ungrammatical items. Thus, Indonesian was the source language in the acquisition of Turkish nominal plural forms by Indonesians with L2 English. Nevertheless, as those who used English most frequently did not rate the two types of ungrammatical sentences at the level of statistical significance, English was not regarded as the predominant language in the case of nominal plural forms in Turkish. Considering this result for foreign language education purposes, teachers can improve the methodology of teaching Turkish to the speakers of Bahasa Indonesia. This is also significant because the teachers can teach this form through their L1 knowledge as it has similarities with the Turkish numerical plural form. Keywords: Cross-linguistics influence, Language trilingual, L1 Bahasa Indonesia- L2 English- L3 Turkish, Acquisition of Nominal Plural Form of Turkish, Nominal plural form of Turkish, L1 influence. Main References

Cenoz, J., Hufeisen, B., &Jessner, U. (2001). Cross-linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives. Clevedon, UK: Multilingual Matters.

Flynn, Suzanne, Inna Vinnitskaya, and Claire Foley. (2004). The Cumulative Enhancement Model for language acquisition: Comparing adults and children’s patterns of development in first, second and third language acquisition of relative clauses. International Journal of Multilingualism 1, 3-16. Retrieved from: http://www.tandfonline.com/doi/pdf/10.1080/14790710408668175

Göksel A.,Kerslake C. (2005). Turkish: A comprehensive Grammar. Oxon and New York, London NY: Routledge, (pp. 147-148).

Kırkıcı B. (2007) MeineHobbyssindMüzikhören und Swimmen: Lexical Transfer in L1 Turkish-L2 English Learners of L3 German. Zeitschrift für Interkulturellen Fremdsprachenunterricht 12:3, 2007, 15 S. Retrieved from: https://zif.spz.tu-darmstadt.de/jg-12-3/docs/Kirkici.pdf

Odlin T. (1993). Language Transfer: Cross-linguistic Influence in Language Learning. In Cortés, N. C. (2005). Negative Language Transfer When Learning Spanish As a Foreign Langugae, 237-248. Interlingüistica, 16(1).

43

Identifying the Interlingual Errors in English That Stem from Turkish in the Acquisition of Prepositions

Ayşe Kırmızı & Cemile Özmen Middle East Technical University

ayse.kirmizi@metu.edu.tr, cemile.ozmen@metu.edu.tr ________________________________________________________________________________________

Abstract

This study investigates Turkish L1 effect in the use of English prepositions and whether there is a connection between the English proficiency level and the appropriate use of prepositions in English. English is a head initial language, having prepositional structure while Turkish, as a head final language, has postpositional structure. L2 learners (L2ers) tend to rely on the grammar of their mother tongue when they are faced with certain constraints in the target language and this may result in an ungrammatical outcome. Hence, Turkish might have a negative transfer effect on learners in the process of the acquisition of prepositions. To find the degree of L1 effect, a Grammaticality Judgment Task was administered to sixty native Turkish participants with two different L2 proficiency levels (thirty advanced and thirty intermediate). The findings indicate that L1 Turkish has a negative transfer effect on L2 English in the acquisition of prepositions. It was also found that this effect is smaller in advanced level learners than in intermediate level learners, concluding that proficiency level is an aspect to take into account when investigating interlingual effect. Keywords: Negative transfer effect, interlingual error, second language acquisition Main References

Blom, L. (2006). Swedish Problems with English Prepositions. Retrieved from http://hj.diva-portal.org/smash/get/diva2:4511/FULLTEXT01.pdf

Elkilic, G. (n. d.). Mother Mongue Traces of Turkish University Students on Composition Papers Written in English. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042812024494

Özışık, C. (2014). Identifying Preposition Errors of Turkish EFL Students. ELT Research , Journal, 3 (2), 59- 69.

44

Usage of Ergative Verbs Across Different English Proficiency Levels

M. Şamil Yılmaz & İlker Tek Middle East Technical University

muh.samil@outlook.com, e202432@metu.edu.tr ________________________________________________________________________________________

Abstract

The topic of paired ergative verbs is one of the most difficult and problematic subjects in English. Occasional use of these structures by learners of English makes paired ergative verbs challenging to acquire. There are different reasons such as overpassivization or language transfer for the learners to find the intransitive usages of ergative verbs ungrammatical. As this subject is problematic for the most learners from different countries where English is not the native language, this situation applies to Turkish learners of English, as well. Therefore, the present study examines 30 first-year and 30 fourth-year Turkish students in Foreign Language Education (FLE) department at Middle East Technical University (METU) in the usage of paired ergative verbs. A questionnaire and interviews were used to collect data about the participants’ awareness and usage of these verbs. We conducted interviews to identify reasons underlying low scores. In order to answer the question of whether the participants are aware of ergative verbs or not, we conducted interviews with 3 first-year and 3 fourth-year students. We selected these students as representatives of their own groups. In these interviews, we asked the participants why they thought some certain sentences were correct and some others were wrong. Also we asked them whether they have been taught ergative verbs before, and if so, when and where? The findings indicate that the majority of both first-year and fourth-year students have the opinion that most of the grammatical intransitive usages of ergative verbs are ungrammatical. Moreover, it was revealed that neither first-year nor fourth-year students were taught this construction before. As prospective English teachers, the students in the FLE department are expected to be competent in every aspect of grammar. We believe that the findings could be stimulating for raising awareness about this grammatical structure in our department. We suggest that including this topic in first year’s grammar lessons or linguistic lesson would certainly increase learners’ awareness. Keywords: Teaching, Linguistics, Ergative Verbs Main References

Abdullayeva, O. (1993). The acquisition of ergative verbs by Turkish EFL students Unpublished MA Thesis, Bilkent University, Ankara.

Can, A. (2000). The use of ergative verbs by Turkish learners of English MA Thesis, Anadolu University, Eskişehir.

Chay, H. T. (2006). Adversity passives of English ergative constructions by East Asian EFL learners: Pragmatic and morphosyntactic transfer of L1.Journal of British& American Studies No, 14, 140.

Rezai, M. J., & Ariamanesh, A. A. (2012). Acquisition of English Unergative and Unaccusative Structures by Persian EFL Learners. Journal of Teaching Language Skills, 4(2), 53-85.

Sahragard, R., Sadighi, F., & Bagherianpour, A. (2012). The Role of Conceptualizable Agent in Overpassivization of English Unaccusatives in Iranian English Majors. Journal of Teaching Language Skills, 2(3), 141-162.

Zobl, H. (1989). Canonical typological structures and ergativity in English L2 acquisition. Linguistic perspectives on second language acquisition, 203-221.

45

Effectiveness of Implicit Grammar Teaching: An Explanatory Study Based on Teacher Trainees’ Opinions

Gülsüm Duran & Ebru Elif Tuç Gazi University

gul_hepsi_g@windowslive.com ________________________________________________________________________________________

Abstract

Grammar, as one of the components of language, holds an important place for learners. In recent years, approaches to teaching grammar have gained a momentum. As an alternative way to the deductive application of rules, implicit grammar teaching has come forward among practitioners. According to Krashen's natural acquisition hypothesis (1981), students learn a language only through unconscious acquisition and there is no need for conscious awareness. Depending on that, implicit method in grammar teaching is getting common in terms of target language. This study aims to reveal the opinions of teacher trainees towards teaching implicit grammar. It also focuses on positive or negative perceptions of them towards teaching implicit grammar. In the following phase, these opinions are gathered with the help of the questionnaire prepared by the researchers. The questionnaire which consists of 33 questions is implemented to third grade English language teacher trainees. Lastly, the results obtained will be evaluated after the questionnaire conducted. Keywords: Methodology, Language Skills, Teaching, implicit, cognitive skills, communicative activities Main References

Ivády, R. E.(2007): “Implicit Learning and Second Language Acquisition.” Periodicals of Implicit Cognition, volume: 1, page: 1-8.

Krashen, S. (1981). Second language acquisition. Second Language Learning, 19-39.

Mathews, R. (1989). Implicit and Explicit Processes in the Development of Cognitive Skills: A Theoretical Interpretation with Some Practical Implications for Science Education.

Nazari, N. (2012): “The effect of implicit and explicit grammar instruction on learners achievements in receptive and productive modes.” In Akdeniz Language Studies Conference

46

Professional Development Needs and Opportunities for Pre-service Teachers of English

Büşra Apşak Abant Izzet Baysal University

apsakbusra@gmail.com ________________________________________________________________________________________

Abstract

Professional development is continuous and ongoing development which is designed to make changes for teachers. Considering the quality of teachers is the main agent for effective teaching, the basic aim for professional development is educational effectiveness and improvement of learning outcomes of students. As Farrell (2005) mentioned “teachers need regular opportunities to update their professional knowledge and skills” and indicated that professional development is inevitable issue for ELT teachers. However, professional development is not only important for in-service English teachers but also for pre-service teachers of English. The awareness of professional development should be created in undergraduate programs so that the future teachers will be able to improve themselves throughout their career. However, there is no framework accepted universally for designing an effective professional development so that it would be better to start with determining the deficiencies that pre-service students feel they have and what they do in order to develop themselves professionally. The process of this research will include both quantitative and qualitative methods. Firstly, data will be collected from 100 ELT students by means of a questionnaire. In accordance with the results of this questionnaire, semi-structured interviews will be done with 15 ELT students. The results of this research might raise awareness on ELT students and teacher trainers. Both of them might have more clear ideas about how they can remedy their deficiencies. Additionally, by taking into account their students’ general deficiencies, teachers might make changes in their attitudes towards students. Thus this research might be helpful for pre-service teachers of English while thinking professional development opportunities and teacher trainers at ELT Departments who provide pre-service teachers with guidance for their future teaching career. Keywords: Teaching, Professional Development, Pre-service Teachers of English Main References

Farrell, T.S.C (co-authored with Jack C Richards) (2005) Professional Development for Language Teachers: New York: Cambridge University Press.

Godbold, W. (2014). How to Be a Great Teacher: Create the Flow of Joy and Success in Your Classroom. New York: CreateSpace Independent Publishing.

47

Willingness to Communicate among ELT Student-teachers

Öznur Balkan Gazi University

oznurbalkan4@gmail.com ________________________________________________________________________________________

Abstract

The main purpose of this study is to present the willingness to communicate (WTC) of the student-teachers of the English Language Teaching Program (ELT) at Gazi University. Additionally, the correlation between the WTC level and communication apprehension of the student-teachers will be also analysed. For that purpose, quantitative data were gathered from 100 third grade student-teachers studying in the program. The qualitative data were gathered from five students selected randomly. The results showed that students' overall WTC level was found to be between moderate and high level. Interview and scale results showed that less than half of the students had communication apprehension at various level. The reasons of the communication apprehension were determined as speaking in English itself, language proficiency, limited active lexeme, lack of self-confidence and the nature of the audience. There was also a low negative correlation between students' WTC level and communication apprehension. Keywords: Willingness to Communicate, communication apprehension, low negative correlation Main References

MacIntyre, P., Clemet, R., Dornyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: a situated model of confidence and affiliation. The Modern Language Journal, 82, 545-62.

48

An Analysis of Turkish EFL Pre-service Teachers’ Teaching Anxiety

Hümeyra Can Zirve University

canhumeyra3@gmail.com ________________________________________________________________________________________

Abstract

The aim of this study was to analyze the anxiety of pre-service teachers of English Language Teaching (ELT) program during practicum. The research question guiding the study was: what are the underlying causes of English pre-service teaching anxiety during practicum. Qualitative research methodology was used to explore the experiences of pre-service EFL teachers and to propose applicable solutions to problems derived from practicum procedures that pre-service teachers face. The data sources were interviews, audio recordings, student teachers’ diaries and observations. This qualitative study took place at a foundation university in south- east Turkey. 40 pre-service EFL teachers participated in the research. Qualitative data were analyzed and schematized into three categories: pre-teaching, while teaching and post-teaching of pre-service students. In these stages, all participants’ beliefs and anxieties compared or contrasted with semi-structured interviews, audio recording, observations and diaries kept by 40 pre-service teachers during practicum to achieve data triangulation. According to the results of this research, there were some reasons that affect anxiety of pre-service teachers such as English proficiency of pre-service teachers, English level of internship schools, and attitude of cooperating teachers and supervisors. Also, it was found that there were some problems with the practicum for EFL pre-service teachers such as obligatory hours that pre-service teachers had to attend the classes of internship schools, their tasks and observation procedures of pre-service teachers. This study had implications for curriculum designers, researchers and other stakeholders. It offered some recommendations such as decreasing obligatory hours, showing empathy to pre-service teachers, and video- record observations instead of real observation on solving the problems of pre-service teacher to decrease or to eliminate their anxiety. Keywords: Pre-service teachers, anxiety, English teaching Main References

Fives, H., Oliverez, A., & Hamman, D. (2007) Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester.

Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. http://dx.doi.org/10.2307/327317

Liaw, E. (2009), Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussions, Teaching and Teacher Education 25.176–180

Merç, A. (2011) Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry, Turkish Online Journal of Qualitative Inquiry, 2(4)

Osam, U., & Balbay, S. (2004), Investigating the decision-making skills of cooperating teachers and student teachers of English in a Turkish context, Teaching and Teacher Education 20 (2004) 745–758

Trang, T.T., Moni, K., & Balduf. B.R.(2012). Foreign language anxiety and its effects on students’ determination to study English: To abandon or not to abandon? URL:http://dx.doi.org/10.5539/elt.v5n1p69

49

L1 Transfer from German to L2 English

Ayşegül Kaşka & Tuğçe Aslan Middle East Technical University

aysegulkaska@hotmail.com ________________________________________________________________________________________

Abstract

L1 transfer is a widely discussed topic in the field of second language acquisition and there are many theories about the role of the influences of the L1 on L2 learning. This study aims to investigate whether there is a positive or negative L1 transfer from German to L2 English in the acquisition of four specific structures which are plurals, future tense, progressive aspect and middle voice. These structures are chosen to see whether there will be a positive transfer in similar structures (plurals, future) and negative transfer in different structures (middle voice, progressive aspect). Grammaticality judgment task was administered to 30 German native speakers who speak English as a foreign language that inquired about how the speakers of German would accept the grammaticality of the statements which were given in a questionnaire based on a 5 point scale. The results showed that there while is a positive transfer in plurals and future tense, there is a negative transfer in middle voice; however, in progressive aspect we did not see any negative transfer as we expected. The conclusion can be drawn that different structures do not always result in a negative transfer. The reason behind the unexpected result in progressive aspect could be related to the order of acquisition hypothesis. Keywords: L1 Transfer, acquisition, positive transfer, negative transfer Main References

Hahn, H. (2013). The Acquisition of Progressive Morphology by Korean Learners of English: L1 Transfer and Learnability. English Teaching, 68(2), 105-130.

Hui, Y. (2010). The Role of L1 Transfer on L2 and Pedagogical Implications. Canadian Social Science, 6(3), 97- 103.

Ionin, T., & Montrul, S. (2010). The Role of L1 Transfer in the Interpretation of Articles with Definite Plurals in L2 English. Language Learning, 877-925.

Isabelli, C. (2008). First Noun Principle or L1 Transfer Principle in SLA? Hispania, 91(2), 465-478.

Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987.

Yuan, B. (2015). The effect of computational complexity on L1 transfer: Evidence from L2 Chinese attitude- bearing wh-questions. Lingua, 167, 1-18.

Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning (p. 27). Cambridge: Cambridge University Press.

50

A Research on How to Teach a Foreign Language to New Generation Z and Alpha

Yeşim Uğurlu & Özge Özaydın Gazi University

ugurluyesim@gmail.com, ozzzaydinn@gmail.com ________________________________________________________________________________________

Abstract

Language teaching has been differentiating from one generation to another generation. Usage of techniques and methods in EFL classrooms has been shaped according to learners’ cognitive skills and affective behaviors. This paper is going to mainly focus on language teaching to the new generation called generation Z and Alpha according to their mentioned skills. The aim of this study is to introduce developmental properties of new-coming generation and to find out how to teach foreign language to new generation ideally. In the scope of this study, a research will be conducted in a public school by authors. The study group will be both 30 students who were born after 2000 and 10 English teachers. For teachers and students, two different questionnaires will be designed. Each questionnaire includes 10 statements. The questionnaire for teachers will question their ideas about the using appropriate techniques in teaching English to the new generation. The other questionnaire for students will seek answers to students’ learning process needs and their ideas about effectiveness of newly techniques such as using technology in class. The results will be presented and interpreted in the discussion part. In the end of the methodology part, some recommendations will be provided for teachers. Keywords: Methodology, Technology / ICT, Language Skills, Teaching, Generation Z and Alpha Main References

Junco, Reynol; Mastrodicasa, Jeanna (2007). Connecting to the Net.Generation: What higher education professionals need to know about today’s students. NASPA. ISBN 9780931654480.

Randy Apuzzo (1 August 2015). "Always Connected: Generation Z, the Digitarians". Randy Apuzzo. Retrieved 1 August 2015.

Seemiller, Corey (2016). Generation Z Goes to College. Jossey-Bass. ISBN 978-1-119-14345-1.

Turner, Anthony (June 1, 2015). "Generation Z: Technology and Social Interest". Journal of Individual Psychology.

51

Students’ Perceptions towards Teacher and Peer Feedback

Hasan Şerif Baltacı & Ayla Bayraktar Middle East Technical University

serifbaltaci@hotmail.com ________________________________________________________________________________________

Abstract

This study aimed to shed light on the subject of students’ perception towards Teacher and Peer feedback, in addition to revealing their perceptions towards ideal feedback. This research was carried out with thirty students who were in their first grade at Department of Foreign Language Education, Middle East Technical University. Their age ranges from 18 to 22 and level of English is advanced. This study was designed to be a mixed-type research. There were two data collection tools. Participants filled out a questionnaire in three parts; namely, Teacher feedback, Peer Feedback and Ideal Feedback. A number of participants volunteered for the interview part. In this part, participants were asked questions related to the research and sub-research questions. They answered the questions in their own words. The research adequately answered the research questions. The results revealed that the students in this case study seemed to prefer Teacher feedback rather than Peer Feedback. They have an ideal feedback in their mind while expecting the feedback should conform to these ideals. This research has been a case study at METU. Hence, it can limit the topic and results. Thus, a further research may be carried out with other levels and student groups. Keywords: L2 Writing, Feedback, Teacher Feedback, Peer Feedback Main References

Barut, K. (2012, November). An Evaluation of Academic Writing Materials at the Tertiary Level: A Case Study of Three Universities. Doctoral dissertation. Ankara.

Tokdemir Demirel, E. (2009). An Investigation of a Complementary Feedback Model For L2 Writing :Peer and Teacher Feedback versus Teacher Feedback, METU Thesis,184

Vanlı, G. (2013). Student and Instructor Perceptions on Feedback. METU Phd Dissertation, 136-138. Rollinson, P. (2015) Using Peer Feedback in the ESL writing class. ELT Journal 59, 23-30

Yanga, M., Badgerb, R., & Yuc, Z. (2006). A Comparative Study of Peer and Teacher Feedback in a Chinese EFL Writing Class. Journal of Second Language Writing, 179-200.

52

A Sample Storytelling Lesson Based on 21st Century Skills

Gizem Uzundurdu & Emre Ünsal Gazi University

gzemuzndrdu@gmail.com ________________________________________________________________________________________

Abstract

Teaching is not just subject teaching, and also teaching learners how to cope with today's changing world's struggles. Accordingly, learners are needed to develop 21st century skills to keep in step with fast paced world. What are these 21st century skills? Collaboration, technology use, communication, problem solving, critical thinking, respecting nature and other people, creativity, global perspective. Therefore, we integrated all these skills with an ELT lesson plan. It's a storytelling lesson plan for young learners. It's aimed to enable students learn some vocabulary items from the story, to develop students’ cognitive capacity, to enhance collaborative work, improve their critical thinking skills, to help students have a global perspective, to emphasize the values such as caring about, respecting and protecting our world, and to make them familiar with technology use by the help of a mobile app. The study also emphasizes the importance of using stories in young learners' classes, and gives clues about choosing the most appropriate story for your young learners’ class. Then, bases of a storytelling are introduced by examining the sample story "Big Wide Mouth Frog" and follow up activities based on 21st century skills are presented. These activities include nature observation as a game, craft activity improving collaboration skills, whole class storytelling by using a mobile app, ordering the story train according to the sequence of events, "Where can be the frog?" problem solving- critical thinking activity, and making a nest for birds as a project work which enhances collaboration and responsibility towards all of the creatures. Finally, suggestions are made to adapt these activities and techniques in storytelling for different age groups and proficiency levels. Keywords: Language Skills, Teaching, Materials Development and Design Main References

Ersöz, A. (2010). Teaching English to Young Learners. Ankara: Korza

Gungor, M.A. & Demirbas, M.N. The Story Selection and Dramatization for Very Young Learners IATEFL Liverpool(2013)

Shin J. K. Teaching English to Young Learners. English Language Center, University of Maryland

53

The Applicability of English Language Teaching Methods in Turkish Context

Emel Çelik & Özge Çomak Middle East Technical University

emel3celik@gmail.com, comakozge@gmail.com ________________________________________________________________________________________

Abstract

This study examines the relationship among teacher attitude, experience and application of ELT methods. The study reports on English teachers’ views towards the applicability of ELT methods such as Grammar Translation and Communicative Language Teaching (CLT). This study is designed within the framework of both quantitative and qualitative research methods. With the use of questionnaires and interviews, 20 English teachers in Turkey as the participants of this study have shared their preferences and classroom practice regarding ELT methods. The results have revealed that teachers’ beliefs and expectations as well as their years of teaching experience affect their choice of ELT methods in class to a great extent. However, some results are very similar or common regardless of their years of teaching experience. For instance, Silent Way and Suggestopedia are neglected by the majority of the participants while the Direct Method is preferred to be implemented by all 20 participants. Keywords: English Language Teaching (ELT), ELT approaches, ELT methods, teachers’ attitude, teacher experience Main References

Can, N. (2009). Post-Method Pedagogy: Teacher Growth behind Walls. Proceedings of the 10th METU ELT Convention.

Dinçay, T. (2010). A Quick Chronological Review of the ELT Methods along with Their Techniques and Principles: Choosing Eclecticism from among Language Teaching Methods. Dil Dergisi , Ocak-Şubat- Mart (147).

Karakaş, A. (2013). Is Communicative Language Teaching a Panacea in ELT? - Student and Teacher Perspectives. Journal of Second and Multiple Language Acquisition –JSMULA Vol: 1 Issue: 1 , 1-20.

Tekin, M. (2013). An Investigation into Novice English Teachers’ Views and Beliefs about Method and Post- method Pedagogy in Turkish EFL Context. Turkish Online Journal of Qualitative Inquiry.

Tığlı, T. (2014). Method vs. Postmethod!: A Survey on Prospective EFL Teachers’ Perspectives. Ankara: TheProgram of Teaching English as a Foreign Language, Bilkent University.

54

Teaching through Machinima

Merve Taşpınar & Ecem Tuzluca & Cemrenur Yavuz & Güldane Berktaş Istanbul University

benmervetaspinar@gmail.com, cemrenyvz@gmail.com, ecemtuzluca@gmail.com, gberktass@gmail.com ________________________________________________________________________________________

Abstract

Technology is believed to replace teachers in language education. However, we as candidate teachers believe that not technology itself but teachers who are able to integrate technology into education are more likely to be superior in teaching than the ones who cannot keep up with developing technology. We feel we should know the benefits of technology and use it effectively in our classrooms. One of the most interesting and motivating tools in language education is Virtual Reality. “3D Virtual Worlds have gained popularity in the recent years. The use of 3D VLEs has also extended the variation in the distance and online education.”(Simsek, I. & CAN, T., 2016). In this presentation, the process of making Machinima, how to integrate it into lesson plan and the experiences we had during Machinima Project will be discussed and evaluated. Keywords: Technology / ICT, Teaching, Materials Development and Design Main References

www.teacheranima.com www.secondlife.com

55

Using Duolingo Application to Sustain Learning English Everywhere

Mertcan Üney Abant Izzet Baysal University

mertcanuney@gmail.com ________________________________________________________________________________________

Abstract

Paul Magnuson mentions that “It is a gamified platform for learning foreign languages. It consists of two major components: grammar and vocabulary exercises and an interface to translate articles from the web.” in his article named “Teaching with Duolingo”. In this poster presentation participants will get information about how to combine a foreign language teaching app with classroom. In the 21st century, technology is the number one assistant for teachers, especially for English teachers. Duolingo could be a good assistant for that purpose. It teaches language in a fun way and students learn the language with interaction. This website uses “The Grammar Translation Method” and “The Oral Approach” at the same time students starts in a very simple level and levels goes from simple to complex like Henry Sweet mentioned. They not only write or read words, sentences but also they create sentences, repeat the words even speak the language. One of my aims is to show people how they can use this application and how it can affect students. Bashirov and Veretina give examples about some trends in teaching English, “audio-visual aids” and “play- way method” are just two of them and Duolingo consist these two trends. Teaching language is something completely different from other areas. People must be exposed to the language every time, everywhere. I always try to use English in my lessons but this is not the case. The important thing is let students to use the language. Classroom is one of those places to use the language but there is always a chance to widen those places. For that we as language teachers must apply the technology. Computer Assisted Language Learning (CALL) is the area that interests using technology to teach language. There are many tools that teachers can use but teachers who will use these tools should be careful while choosing them. Duolingo is one of the best tools in this area. It has listening, writing, reading even speaking exercises. With all these opportunities it is a goldmine for English teachers. Basically it is for individual users but it has been developed to use in classrooms. In this poster presentation I want to introduce my research and the way of using Duolingo in the classroom. I have been using it for my students and their reaction for this technique was positive. Some of them students and some of them work in different areas but they always use their cell phones, so this application provides so much chance to practice English. Sometimes they even compete with each other to get higher point. They can repeat the lesson and they learn English inductively thanks to this application. Keywords: Technology / ICT, Language Skills, Teaching, Materials Development and Design Main References

Teaching with Duolingo by Paul Magnuson

Trends in English Language Teaching Today by Mr. Yogesh Ramani and Mr. Viki Modi

Current Trends In Teaching English by Oxana Bashirov and Ina Veretina

Trends in English Language Teaching: A Novel Perspective by R. Abilasha and Dr. M. Ilankumaran

56

The Reasons for Using Emojis and the Difference between People in terms of How They Interpret Emojis

Fadime Ural Middle East Technical University

fadime.ural@metu.edu.tr ________________________________________________________________________________________

Abstract

Emoji is visual representation of a word, feeling, emotion, or a concept. With the development of emoticons, emojis emerged in Japan in 1990s. They are pictorial versions of emoticons. Emojis are very popular and widely used in digital media especially among teenagers for various reasons. This study investigates the most common reasons for using emojis among Turkish younger generation university students, the difference of the interpretations of emojis from their actual Japanese-based meanings and the difference in the cognitions of emojis among the people who share same ethno-cultural backgrounds. There were 15 participants. Participants were between 19-22 years old. They were administered a questionnaire. The medium of the questionnaire was Turkish. The questionnaire involved multiple choice questions which include some reasons for using emojis. Also, there were open-ended questions in which participants could freely write their interpretations, ideas and experiences about given five emojis. While analyzing the data, I analyzed the multiple choice questions part and the open ended questions part separately. The results showed that the most common reasons for using emojis were as follows: enhancing the meaning and expressing emotions better, meeting the need of using non-verbal cues as we do in our face-to-face communications, creating a sincere atmosphere and finding the emojis funny. In light of these result emojis can also be used for language teaching purposes, especially while giving feedback to students in order to show your feelings and thoughts in a better way. Also, emojis would be useful in creating a sincere environment while indicating students’ mistakes not to discourage them. In addition to these, the results showed that participants interpreted emojis differently from their actual Japanese- based meanings and they differed in their cognitions of emojis even though they belong to the same society. Thus, while using emojis in educational context, it should be taken into consideration that you are aware of students’ different cognitions of various kinds of emojis. It can be concluded that cognition plays an essential role in deciding the meaning of emojis and in which contexts to use them. Keywords: Cognition Main References

Bos A.E.R., Derks D., & Von Grumbkow J. (2008). Emoticons and online message interpretation. Social Science Computer Review, 26(3), 379-388.

Kelly C. (2015). Do you know what I mean >:(. A linguistic study of the understanding of emoticons and emojis in text messages,Halmstad University.

Yoo, J. H. (2007). The Effects of Emoticons on Relational Outcomes. At the annual meeting of the International Communication Association, TBA, San Francisco.

57

Dogme: Teaching Unplugged

Hande Koşansu Gazi University

handekosansu@hotmail.com ________________________________________________________________________________________

Abstract

Dogme which is based on Communicative Language Teaching and Task-based Language Teaching is considered to be both a methodology and a movement in English Language Teaching. There are three principles of dogme: teaching unplugged: Conversation-driven, materials-light and focus on emergent language. This study aimed to analyze the dogme approach with respect to the goals and roles of the teachers, the roles of the students, the interaction between the learners and teacher and among the students. According to Dogme principles, the students’ feelings are taken into consideration. All language areas and skills which developed are stated. Teachers’ attitude towards errors, the role of L1 and the way the teacher evaluates the learners’ progress were discussed. The type of syllabus in unplugged lessons is discussed in comparison with that of Communicative Language Teaching. Lastly, some tips for non-native teachers and the disadvantages of the method were mentioned. So, Dogme has some contributions to the ELT in terms of techniques, materials and lesson plan. Keywords: Dogme, Emergent language, Conversation, Participation Main References

McCabe, D. (2005). Online forum report. Dogme. ELT Journal, 59(4), 333-335

Meddings, L. (2011). Twenty steps to teaching unplugged. [Video file]. Retrieved 12th March 2016, from http://www.teachingenglish.org.uk/seminars/20-steps-teaching-unplugged

Meddings, L., & Thornbury, S. (2003). Dogme still able to devide ELT. Guardian News and Media Limited. Retrieved 12th March, 2016 from http://www.guardian.co.uk/education/2003/apr/17/tefl.lukemeddings?INTCMP=ILCNETTXT3487

Meddings, L., & Thornbury, S. (2009). Teaching Unplugged. Surrey: Delta Publishing.

Thornbury, S. (2000). A Dogma for EFL. IATEFL Issues, 153(2), 2.

Thornbury, S. (2005). Dogme: dancing in the dark? Folio 9(2), 3-5.

Thornbury, S., & Meddings, L. (2001). Using th raw materials: a “ dogme” approach to teaching language. Modern English Teacher, 10(4), 40-43.

Wiffind, S. (2015, April). Teaching Unplugged. Retrieved March 12, 2016, from http://www.teachingenglish.org.uk/article/teaching-unplugged

58

Genetive of Negation on Russian

Esra Ataman & Ozan Can Çağlar

Middle East Technical University

esra.ataman_01@metu.edu.tr / caglar.ozan@metu.edu.tr

Data to be analysed is shown below:

1b. *Maša polučala žurnala.

Masha-NOM received magazine-GEN

2b. Maša ne polučala žurnala.

Masha-NOM NEG received magazine-GEN

3b. Ne bylo polučeno žurnalov.

NEG was received magazines-GEN

4b. Ne otrkyvalos' dverej.

NEG opened-SG doors-GEN

5b. Zdes' ne suščestvuet problem.

here NEG exist-SG problems-GEN

4a. Dveri ne otkryvalis',

doors-NOM NEG opened-PL

'The doors didn't open.'

5a. Zdes' problemy ne suščestvujut

here problems-NOM NEG exist-PL

'Here problems don't exist.'

6b. *Ne smotrit televizor studentov.

NEG watch-SG television-ACC students-GEN

7b. *Ne prygnulo detej

NEG jumped-SG children-GEN

8b. *Na zavode ne rabotaet ženščin.

at factory NEG works-SG women-GEN

9b. *Ne oralo aspirantov.

NEG shouted-SG grad students-GEN

59

Sluicing in English and Russian

Engin Köse & Mustafa Semerci

Middle Eash Technical University

engin.kose@metu.edu.tr , mstfsemerci@gmail.com

Data to be analysed in relation to

“Ellipsis Hypothesis” and

“What-you-see-is-what-you-get Hypothesis” is shown below:

(1) a. John bought something, but I don't know [what he bought __].

b. Someone bought the painting, but I don't know [who __ bought it].

(2) a. John bought something, but I don't know [what].

b. Someone bought the painting, but I don't know .

(3) a. Mary was talking about something, but I don't know about what she was talking.

b. Mary was talking about something, but I don't know what she was talking about.

(4) a. Maša govorila o čem-to, no ja ne znaju o čem ona govorila ___.

Masha spoke about something but I not know about what she spoke

b. *Maša govorila o čëm-to, no ja ne znaju čëm ona govorila

o___.

(5) a. Ivan kupil čto-to, no ja ne znaju čto on kupil __.

Ivan bought something but I not know what he bought

'Ivan bought something, but I don't know what he bought.'

b. Ivan kupil čto-to, no ja ne znaju čto.

'Ivan bought something, but I don't know what.'

(6) a. Mary was talking about something, but I don't know about what.

b. Mary was talking about something, but I don't know what.

(7) a. Maša govorila o čem-to, no ja ne znaju o čem.

Masha spoke about something, but I not know about what

b. *Maša govorila o čem-to, no ja ne znaju čem.

Masha spoke about something, but I not know what

60

Icelandic Floating Quantifiers

Ebru Evcen & Türkan İstencioğlu

Middle East Technical University

ebru.evcen@metu.edu.tr, turkan.istencioglu@metu.edu.tr

The data to be analysed is shown below:

(1) Strákarnir leiðist öllum í skóla.

the.boys.dat bored all.dat in school

‘The boys all got bored at school./All the boys got bored at school.’

(2) a. Bræðurnir voru báðir kosnir í stjórnina.

the.brothers.nom were.3pl both.nom.m.pl elected.nom.m.pl to the.board

‘The brothers were both elected to the board.’

b. Bræðrunum var báðum boðið á fundinn.

the.brothers.dat was.def both.dat.m.pl invited to the.meeting

‘The brothers were both invited to the meeting.’

(3) Strákarnir vonast til [að leiðast ekki öllum í skóla]

the.boys.nom hoped for [to bore not all.dat at school]

‘The boys hoped to not all get bored at school.’

(4) Prófessorana langaði ekki til [að mistakast öllum á fundinum].

the.professors.acc longed not for to fail all.dat at the.meeting

‘The professors did not want to all fail at the meeing.’

61

Icelandic Quirky Case

Alper Kesici & Furkan Atmaca

Middle East Technical University

Kesici.alper@metu.edu.tr, furkan.atmaca@metu.edu.tr

The data to be analysed is shown below:

(1) a. Strákarnir voru kitladir.

the.boys.M.PL.NOM were tickled.M.PL.NOM

‘The boys were tickled.’

b. Ég tel strákana (hafa verid) kitlada.

I believe the.boys.M.PL.ACC to.have been tickled.M.PL.ACC

‘I believe the boys to have been tickled.’

(2) a. Strákunum var bjargad

the.boys.M.PL.DAT was rescued.DFLT

‘The boys were rescued.’

b. Ég tel strákunum (hafa verid) bjargad.

I believe the.boys.M.PL.DAT to.have been rescued.DFLT

‘I believe the boys to have been rescued.’

(3) Hann /*Honum vonast til ad verda bjargad af fjallinu.

He.NOM/*DAT hopes for to be rescued.DFLT of the.mountain

‘He hopes to be rescued from the mountin.’

(4) a. Hana /*Hún vantaði vinnu.

she.acc/she.nom lacked job

‘She lacked a job.’

b. Hún /*Hana vonast til að vanta ekki vinnu.

she.nom/*she.dat hopes for to lack not job

She hopes not to lack a job.’

62

Dutch Locations and Goals

Ayşe Kırmızı & Cemile Özmen

Middle East Technical University

ayse.kirmizi@metu.edu.tr, cemile.ozmen@metu.edu.tr

The data to be analysed is shown below:

(1) Bill jumped in the ditch.

ambiguous:

A. Bill jumped up and down in the ditch. [location]

B. Bill jumped into the ditch. [goal]

(2) The kids jumped on the stage.

ambiguous:

A. The kids jumped up and down on the stage. location]

B. The kids jumped onto the stage. [goal]

(3) a. ...dat Jan [in de sloot springt]

that Jan in the ditch jumps

'...that Jan is jumping into the ditch'

[moving into the ditch from elsewhere OR jumping up and down within the ditch]

b. ...dat Jan [springt in de sloot]

that Jan jumps in the ditch

'...that Jan is jumping (up and down) in the ditch'

[jumping up and down within the ditch/NOT moving into the ditch from elsewhere]

(4) a. ...dat Jan [op het podium springt op de trampoline].

that Jan on the stage jumps on the trampoline

'…that on the trampoline, Jan jumps onto the stage.'

OR: '…that on the stage, Jan jumps up and down on the trampoline.'

BUT NOT: '…that on the stage, Jan jumps onto the trampoline.'

b. ...dat Jan [op de trampoline springt op het podium].

that Jan on the trampoline jumps on the stage

'…that on the stage, Jan jumps onto the trampoline.'

OR: '…that on the stage, Jan jumps up and down on the trampoline.'

BUT NOT: '…that on the trampoline, Jan jumps onto the stage.'

63

Cover Design: Ebru Evcen