Teaching English Subject Pronouns And To Be Verbs in the

Abstract: The study aimed to teach English subject pronouns (I, you, he, etc.) and to be verbs (am, is, was, been, etc.) to students using transliteration in the Turkish texts easily and implicitly. The Turkish words used were chosen from a Turkish dictionary and the possible Tukish texts were produced specially by the researchers on a systematic study. These texts were used by the English teachers in two elementary schools, and in one elementary school by the English and student teachers together. The study used true experimental design in one application, and simple experimental design in five applications. The study has revealed some promising findings. First, some of the English and Turkish sentences, as seen in “Işıl maketi iter,” were combined meaningfully for the first time. Second, teaching English subject pronouns and to be verbs in an innovative way through the Turkish texts produced higher success in five out of six applications. Third, the reconciliation of the English and Turkish sentences (grammars) could contribute to the foreign language teaching, linguistic studies and the world peace in general.

Keywords: English, Turkish, language teaching, transliteration.

İngilizce Şahıs Zamirleri ve Olmak (To Be) Fiillerinin Türkçe Metin İçersinde Öğretimi: Türkçe Yöntemi

Öz: Çalışma, İngilizce şahıs zamirlerini (ben, sen, o, vd.) ve olmak fillerini (am, is, was, been, vd.) Türkçe metinler içersinde kolay ve örtük şekilde öğrencilere translite-rasyon yöntemiyle öğretmeyi amaçlamıştır. Kullanılan Türkçe sözcükler bir sözlükten alınmıştır ve olası Türkçe metinler araştırmacı tarafından sistematik olarak üretilmiştir. Üretilen bu metinler İngilizce öğretmenleri tarafından iki ilköğretim okulunda ve İngi-lizce öğretmenleri ile birlikte İngilizce staj öğrencileri tarafından bir ilköğretim okulun-da kullanılmıştır. Çalışma, bir okulda gerçek deneysel desen, diğer beş okulda ise basit deneysel desen kullanmıştır. Çalışma sonunda bazı yararlı bulgulara ulaşılmıştır: Bir, “Işıl maketi iter” cümlesinde görüldüğü gibi, bazı İngilizce ve Türkçe cümleler anlamlı şekilde ve ilk kez birleştirilmiştir / kaynaştırılmıştır. İki, İngilizce şahıs zamirleri ve olmak fiillerinin yeni (innovative) ve Türkçe metinler içersinde öğretilmesi altı uygulamanın be-şinde daha başarılı sonuçlar ortaya çıkarmıştır. Üç, İngilizce ve Türkçe cümlelerin (gra-merin) kaynaştırılabilmesi yabancı dil öğretim ve dilbilim çalışmaları ile dünya barışına katkı sağlayabileceği önerilmiştir.

Anahtar Kelimeler: İngilizce, Türkçe, dil öğretimi, transliterasyon.

Teaching English Subject Pronouns And To Be Verbsin the Turkish Texts: The Turkish Method

*) Yrd.Doç.Dr.,OrduÜnv.FenEdebiyatFakültesiYabancıDillerBölümüİngilizDiliveEdebiyatıABD.(e-posta:[email protected])

Ercan TOMAKİN (*)

Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2014 18 (1): 203-228

204 / Ercan TOMAKİNAtatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2014 18 (1): 203-228

IntroductionAlthoughEnglish,GermanandFrenchweretaughtinschoolsasforeignlanguages

afterthedeclarationofTurkishRepublicin1923,thesuperiorityofEnglishwasassertedinscience,business,andmedia.Forthepasttwodecades,onlyEnglishhasbeentaughtastheprimaryforeignlanguage,withGermanassecondaryforeignlanguage.

In1997 theMinistryofEducation (ME),andCouncilofHigherEducation (CHE)haveenactedalawthatmandatedeightyearsofcompulsoryeducationbyunitingpreviousfiveyearsof elementary, and threeyearsof secondary education asone school.Until1997Englishcoursesbeganduringsecondaryeducation.AftertheunificationofschoolsEnglishcoursesstartedingrade4.Withalawenactedin2012thepreviouseightyearscompulsoryeducationwasdividedintotwoasfouryearsofprimaryandfouryearsofsecondaryschool(Actno:6287).

CurrentlyEnglish is taught2hours ingrades2,3and4;and4hours ingrades5,6, 7, and8.English is also taught in high schools, and this changes according to thetypeofschool.Thatis,Englishistaughtmoreinlanguage-basedschoolsthaninnon-languagebasedschools.Besides,Englishistaughtduringthefirstyearoftheuniversityeducation.

InTurkeytheforeignlanguageteachinghasmanyproblems.Forexample,teachingsubject pronounsofEnglishisdifficultforthefollowingreasons:First,thepronunciation,andwrittenformsofsubject pronouns arequitedifferent.Second,Turkishhasonlyonepronounforthethirdpersonsingular-he,she,andit–alltranslatetotheletter“o”.Having20 years of teaching experience one of themost common problems observed by theresearcheristheconfusionof“he”and“she”.TheEnglishlearnersoftheTurksusuallysay“he”insteadof“she”orviceversa.Besides,youmeanssen and sizinTurkish.Thewordsenmeanssecondpersonsingular,butthewordsizmeanssecondpersonpluralinEnglish.

Theaimofthisarticleistwo-fold.First,itaimstoexpressthesubject pronouns and to be verbsintheTurkishtexts.Second,itaimstoapplythesetextsatvariousschoolsandexploretheirpositiveandnegativeeffectsthroughinterviewsandexamtests.ThestudywascarriedoutinTurkey(Van)in2009-2010academicyear.

DefinitionsItseemsthatthereisanagreementonthedefinitionsofthesubjectpronons(I,you,he,

etc.).Itsaysthat‘itistheagentofthesentenceintheactivevoice;itisthepersonorthingthatdoestheaction…’(Bobrow,1986,39).Yet thetobeverbs(am,is,are,was,etc.)seemstobeproblematicfortheTurkswholearnEnglish.Mostofthegrammarbooksexplain tobeverbsas tobepresent(am, is,are),past (was,were),andpastparticiple(been)(Azar,1989).Yettheseverbsarealsousedaslinkingverbsthatgiveinformation

205Teaching English Subject Pronouns And To Be Verbsin the Turkish Texts: The Turkish Method

aboutthesubjects(Swan,1984,91)Healsocallstheseverbsascopulaverbs.Asaresult,aconceptofconfusionoccursforthestudentsinTurkey.

ItmayseemnormalforthestudentsinTurkeyinlearningbecauseEnglish-beingintheIndo-EuropeanLanguage-andTurkish-beingintheUral-AltayLanguage-areintwodifferentlanguagefamilies(Fromkin&Rodman,1998).Muchhasbeenwrittenonthesetwolanguages.Yetitisusefultobrieflyoverviewthekeyfeaturesofthesetwolanguagesinordertoexplaintheimportanceandinnovativeaspectofthisstudy.

Althoughboth languages havenogender or articles for nouns like “German” and“French”,theydon’thavemanyothercommonpoints.First,whilethereare26lettersinEnglish,thereare29lettersinTurkish.Fiveofthemintheformerandeightoftheminthelatterarevowels.Second,althoughthewordorderofEnglishisSubject+Verb+Object,thebasicwordorder ofTurkish isSubject=Object=Verb.Third,English, being aninflectionallanguage,takesprefixes,andsuffixes.Forexample,theword“agree”takesaprefixasdisagreeorasuffixasagreement.Turkish,beinganagglutinativelanguage,takesonlysuffixes.Forexample,theword“okul”(school)takesthefollowingforms“okula”(to school), “okulda”= (at or in school), “okuldan”= (from school).The suffixationoccurs in twoformsinTurkish:Frontvowels(e, i,ö,ü,)andbackvowels(a, ı,o,u).Fourth,Turkishusesvowelharmony;itmeansthatwordsbeginningwithfrontvowelsusefrontvovelsinthesubsequentsyllables.Thesameistrueforbackvowels.Fifth, in Turkisheverywordispronouncedasitiswritten,yetthisisnotthecaseinEnglish.Sixth, therulesforpluralformsofTurkishwordsaresimple.-Larisaddedtotheendofawordwithbackvowels,and-lertotheendofawordwithfrontvowels.InEnglishtherearemanyrulesformakingnounsplural.Seventh,stressisnotaspowerfulinTurkishasinEnglishanditusuallyfallsonthelastsyllableofaword.Eighth,adjectivesinTurkishareonlyplacedbeforethenounsalthoughinEnglishtheyareusedbeforeandafternouns(Mardin,1970).

ItseemsthattheTurkishandEnglishlanguagesaresimilarinthattheydonothavegenders(le,la)andarticles(die,der,das)fornouns.YetthereseemstobesomevocabularysimilaritybecauseTurkishborrowedsomewordsfromthewest(television=televizyon,radio=radyo,firm=firma,telephone,telefon,office=ofis,etc.).Itcanbeconcludedfromthefeaturesstatedabovethattherearenogrammatical,scripturalorphoneticsimilaritiesbetweenthetwolanguages.Inthiscontext,itseemsnecessarywhetherornotthepreviouslanguageteachingstudiesinTurkeymadeanefforttosolvetheabovestatedproblems.Thefollowingpartgivespreciseliteraturereviewaboutthesestudies.

Review of Literature on Grammar StudiesAll graduate studies are kept by the Council of Higher Education Institution and

abstactformsareaccessibleason-line1TheThesisCentreofthisinstitutionshowsthat

1) http://yok.gov.tr.


manyM.A.andPh.D.studieswereundertakenatthegraduatelevelsconcernedteachingtheEnglishgrammarinTurkey.ThefollowingstudiesarethetitlesofMaster’sofArt(MA)studies:Forexample,Erdal(1988)comparedthefunctional-notionalapproachandgrammarsyntaxorganizationapproachinteachingEnglishwriting.Ozbek’sstudy(1990)was on integrating grammar into the teaching of paragraph level composition.Mutlu(1993)undertookanexperimentalstudyonpatternpracticedrillsingrammarteachingat a university.Agırman (1996) studied the use of unfocused communication tasks inteachingofgrammar.Cigdem(1997)researchedtheeffectsofgrammarfocussedwritinginstructiononthewritingabilitiesofstudentsatauniversity.Emeli(1999)studiedthecommunicativeapproachanditsimplicationstogrammarteachingandlearning.Selçuk(2000)analysedcontextualisedgrammarinstructionwithcommunicativelanguage. Mutlu(2001)analysedtask-basedteachingeffectivenessonstudentsachievementin learninggrammar.Korkmaz’s (2001) studywason teachinggrammarcommunicativelywith areference to kernel one/two. Sahin (2002) used poetry in teaching English grammar.Kaplan (2002) researched the effectiveness of computer assisted language learning(CALL) ingrammar instruction tovocationalhigh schoolEFLstudents.Erdin (2002)integratedgrammar into the teachingofessay-levelcompositionatupper-intermediatelevel.Seckin(2002)taughtgrammarcommunicativelyatintermediatelevel.Ozkan(2003)usedanalternativeapproachtocommunicativegrammarteaching:Communicativetask-orientedgrammarapproach.Cıtak(2003)usedthedramainteachingEnglishgrammartoyounglearners.Ozturk(2004)researchedtheeffectsofgamesonyoungadults’successin learning English grammar. Gonen’s study (2004) named reflections on grammarcourse book:Listening to students` voices.Makaracı (2004) researched the effects ofcomputer assisted English grammar teaching on academic achievement and retentionin the secondary level of elementary education.Yarar (2005) researched the effect ofcomputer assisted language learning method on the student achievement in teachingEnglishgrammar.Eden’sstudy(2005)wasonEnglishgrammarteachingandmethods:A comparative study of the views of foreign language teachingmethods on teachinggrammarinteachingEnglishasasecondlanguage.Erol(2005)researchedtheeffectofgenerativelearningactivitiesonstudentsperformanceinteachingofEnglishgrammar.Ataover (2005) taughtEnglishgrammarthroughgamestoadolescents.Karakus(2005)comparedsentencelevelandcontext-basedgrammarteaching.Coban’s(2006)studywasongrammarteachingthroughtaskbasedlanguage.Sahin(2006)investigatedteachers’oral corrective behaviours and learners’ reactions to feedbacks received in grammarlessons.Simsek’s (2006) studywasadiscourseanalysisof twogothic stories throughHalliday’sfunctionalgrammarinlanguageteaching.Gokten(2008)indicatedobservationsonEnglishgrammar teachingprocessesbasedondeductiveand inductiveapproaches.Temizöz(2008)studiedtheeffectsofgrammartranslationmethodandcommunicativeapproachpractices on students’ learningEnglish.Altunbaşak (2010) exploredTurkishEnglishteachers’beliefsaboutgrammarteachingandtheirgrammarteachingpractices.


Aslan(2010)studiedthedevelopmentofapproachestoteachingEnglishgrammar.Saf(2010) researched three dimensional grammar teaching in foreign language teaching.Erşin (2011) searched the effectiveness of commercial software in teaching grammar.Yıldız (2012) teaching grammar through task-based language teaching to youngEFLlearners.

The followingPhD studies alsogive further information aboutwhetheror not thesubject pronouns and to be verbs are investigated specially inTurkey: Budak (1996)studied the effect of the communicative aproach and the grammar-translationmethodon students achivement.Canturk’s (1998) studywas an explicit grammar instruction:A comparison of comprehension - based and production - based instruction for EFLlearners. Ellidokuzoglu (2002) searched availability of innate linguistic knowledge insecond language acquisition and its implacitions for language teaching. Oruc(2007)studiedvisuallyenhancedinput,inputprocessingorpushedoutput:Astudyongrammarteaching.Derman(2008)researchedtheeffectsofchoosingtextsingrammarteaching.Simsek(2009)studywastheeffectsofthestudentsinlearningofgrammaticalconcepts

Asaresult,noneoftheabovecitedpostgraduatestudiesmadeanattempttoreconciletheEnglishandTurkishlanguages,specificallysubject pronouns and to be verbs.Thisstudyshowedtheimportanceandnecessityofunitingthegrammarrulesofbothlanguageforthefirsttime.

The Present StudyTheTurkishlanguage–beinganofficallanguageoftheRepublicofTurkey-doesnot

haveauxilaryverbssuchasam, is, are, was, were, do, does, did, have, has, will, have, etc. asEnglishhad.Itdoesnothavemodalssuchasmust, can, may, might, should, could, etc. asEnglishhad.Similarly,TheEnglishlanguagedoesnothaveauxilaryverbssuchasyor, tı, dı, mış, ecek, acak,etc.andmodalssuchasmeli, malı, ebilir, abilir,etc.asTurkishhad.Inthiscontext,thequestionarises:must English and Turkish always remain unconnected in the minds of students, English teachers, academics and linguists? or Can we reconcile the grammar of these two languages?Totheseendsthestudywasundertakeninthreeschoolsinacity(Van)byusingquantitativeandqualitativeapproaches.Thefollowingsaredetailedexplanationsofmethod,rationale,findings,results,discussionandsuggestions.

Research Questions About Subject Pronouns and To Be VerbsThepresentstudyaskedthesixquantitativeandfourqualitativeresearchquestions.

Whiletheformerrequiresstatisticalanalysis(percent),thelatterrequirestheexplorationoftheparticipants’views.Thequestionsare:

Research Question 1.Dograde6Astudentslearnsubject pronouns and to be verbs (am,isare)intheTurkishtextsbetterandscorehigherthanGrade6Bstudentswholearnthesetopicsintraditionalway(explanation)?[trueexp.design].


Research Question 2.Dograde5AstudentsinCIschoollearnsubject pronouns and to be verbs (am,is,are)intheTurkishtextsbetterandscorehigher?[simpleexp.design].

Research Question 3.Dograde5B students inHPI school learn subject pronouns and to be verbs (am,is,are)intheTurkishtextsbetterandscorehigher?[simpleexp.design].

Research Question 4.Dograde7Bstudents inOCI school learn subject pronouns and to be verbs (was,were) in theTurkish textsbetterandscorehigher?[simpleexp.design].

Research Question 5.Dograde7B students inHPI school learn subject pronouns and to be verbs (was,were) in theTurkish textsbetterandscorehigher?[simpleexp.design].

Research Question 6.Dograde8BstudentsinCIschoollearnsubject pronouns and to be verbs(hasbeen,havebeen)intheTurkishtextsbetterandscorehigher?[simpleexp.design].

Research Question 7. What are the English teachers’ views of teaching subject pronouns and to be verbsintheTurkishtexts?

Research Question 8. What are the student teachers’ views of teaching subject pronouns and to be verbsintheTurkishtexts?

Research Question 9. What are the academics’ views about expressing subject pronouns and to be verbsintheTurkishtexts?

Research Question 10. WhataretheTurkishteachers’viewsaboutexpressing subject pronouns and to be verbsintheTurkishtexts?

Thefollowingtableshowstheclasses,gradesandthetaughttopicsineachschool.

Table 3.TheClasses,GradesandTaughtTopics

Schools Grades and Classes The Taught TopicsOCIO 6B 6A am,is,are

-- 7B was,wereHPIO -- 5B am,is,are

-- 7B was,wereCIO -- 5A am,is,are

8B has been, have been

ParticipantsFourfemaleandtwomaleEnglishteacherswerethemainparticipants.Theseteachers

wereprimarilyresponsibleforteachingthetopicsinthecurriculumwhosecontentswereidentified by theME and taught in private and public schools.Besides, four student-


teachers taught the same topic to students inOCI schoolwith thehelpof the regularEnglish teachers.This isbecauseall the juniorstudents in theEducationFacultiesarerequiredtoteachtwofifteenweektermsinschoolinTurkey.Inaddition,theresearcherwhodesignedandguidedthestudywasasecondorderparticipant.TheTurkishtextstobeusedintheclassroom,preandpost-testsandtheposterswerepreparedandevaluatedbyhim,seeFigure1.

Figure 1.ASceneFromtheClassroomApplication

Research DesignApproachThe study used amixture of quantitative and qualitative approaches in collecting,

analysing, and interpreting the data. The quantitative aspect was that treatment andcontrolgroupswerechosenthroughthenon-probabilitymeansofpurposivesampling.ThestudyusedSalkind’s(2000)trueandsimpleexperimentaldesigninimplementingtheapplications.Thefollowingtableshowsthetrueandsimpleexperimentaldesignsin


classesandschools.Thestudywascarriedoutinthreepublicschoolsandthenumberofthestudentsineachclassvariedfrom35to45.Notethatifthereismorethanoneclassinthesamegrade,theyarenamed6A,6B,6C,etc.

Table 4. TheClassesandGradesandSchools

Schools Pre-Test

Applications

Post-testOCIO ContGroup Treat.Group Cont.Group Treat.Group

6B 6A 6B 6A-- 7B -- 7B

HPIO -- 5B -- 5B-- 7B -- 7B

CIO -- 5A -- 5A-- 8B -- 8B

Thequalitativeapproachwasusedtolearntheeffectsofsubject pronouns and to be verbs, and toexplore theparticipants’views (students, teachersandacademics).Theywereconsultedthroughasemi-structuredinterview.Sincethestudymaterialsarebasedonknowingandusingthenativelanguage(Turkish),ateacherteachingTurkishinthesameschoolwasinterviewed,tolearnaboutherobservationsandexperience.Lastly,twoacademicswithPhDinTurkishinstructionwereinterviewedforprofessionalfeedbackandsuggestionsabouttheTurkishtexts.

MethodThe research used the case study method. According to Adelman et al. (1984)

researcherseithertakeaboundedsystem(thecase)andexploreissueswithinthatpre-selectedcaseortheystartwithanissueorproblemandboundthecaseduringtheresearchprocess.ForMarriam(1988)case(s)canbeaschool,pupil,teacher,group,organisation,and phenomenon. From these views, the possible cases of the study are each school,participantEnglishteacher,studentteacher,andeachgrade(e.g.Grade5,Grade7,etc.),eachclass(e.g.Grade6A,6B,etc.),andthetopic(subject pronouns and to be verbs).

TechniqueStudents’preandpost-tests resultswereevaluatedaspercent (%)calculationand

successmean.Theacademics,Englishandstudentteachers,andaTurkishteacherwereconsulted through a semi-structured interview, too. Their views are transcribed andtranslatedintoEnglish.

Reliability and Validity of the StudyNunan(1994)statesthatifanindependentresearcherreachesthesameconclusions,

thestudywouldbereliableingeneral.Hefurherstatesthatinternalreliabilityrefersto


theconsistencyoftheresultsobtainedfromaresearchandexternalreliabilityreferstothereproductionofthesameresultsfromthestudyunderinvestigationorfromanotherstudy.Soone(independentresearcher)caneasilychecktherates(percentage,%)betweenthepreandpostteststomeasurethereliability.Astoqualitativeside,theseventh,eighth,nineth and tenth questions had the objectives to explore the views of the participantEnglish teachers, Turkish teacher, students and academics. So one (an independentresearcher)canchecktheconsistencyoftheanswersofthosewhowereinterviewedandauthor’sinferences.Itisseenthatbothquantitativeandqualitativesidesoftheresearchpaidattentiontothereliability.

Nunanalso(1994,14)statesthat“validity,(…),hastodowiththeextenttowhichapieceofresearchactuallyinvestigateswhattheresearcherpurpotstoinvestigate”.Itisseeninthestudythatthefirstsixquestions(quantitativeside)aimedtoexploretheeffectsofnewwaysofteaching.Thatis,thetitleofthestudy,thefirstsixresearchquestions,statisticalcalculationoftheresultsallservethesameobjective.Inotherwords,thereisno inconsistencybetween the objectives, the title and conclusion.Last four questions(qualitative side) aimed to explore participants’ views. Since the conclusions andinferencesofthestudyarebasedontheparticipants’views,thevalidityofthestudyissecuredbyfocusing/followingtheobjectivesfromthebeginningtotheendofthestudy.Besides, Sarantakos (1998) states that the validity in qualitative research is increasedthrough triangulation,checking for representatives, replicatingafinding,checkingoutrivalexplanations.Inthisstudy,forexample,anyresearchquestionwasaskedtomanypeople tocheck(triangulate) if theanswersare thesameordifferent. Itwasseen thattheintervieweesproducedthesameresponses.Yetonlyoneacademic’sandoneTurkishteacher’sviewwereincludedtosavethespace.

MaterialsRationale for the StudyGardner (1985,166)says that“a thorough testof theoretical formulation isnot its

ownabilitytoexplainandaccountforphenomenawhichhavebeendemonstrated,butalsoitsabilitytoprovidesuggestionsforfurtherinvestigations,toraisenewquestions,topromotefurtherdevelopmentsandopenhorizons”.

InpreparingtheTurkishtextstoteachsubject pronouns and to be verbs twotypesofsimilaritieswereexploited;thesearescripturalandphoneticsimilaritiesofthewords,butscripturalsimilarityhadfirstpriority.Ifitdidnotwork,thenthephoneticsimilaritywasused.ThescripturalsimilaritiescanbeseeninthefollowingTurkishsentence:“Hekimispanya’dadır”.Theword“Hekim”isapropermalename;theword“ispanya’da”means“inSpain”.Itmeans“HekimisinSpain”.Sosubjectpronoun“He”ishiddeninsidetheTurkishword “Hekim”.Theverb “is” alsohidden in “ispanya’dadır”.Hence “Hekimispanya’dadır”has“he.. is…”init.


If there was no scriptural similarity, a phonetic similary was used as seen in thefollowingsentence:“Şirinisteklidir”.Theword“Şirin”isaproperfemalenameandithastwosyllabuses.Thefirstsyllableispronouncedlikethesubjectpronoun“She”.TheTurkishword“isteklidir”means“eager”.Itmeans“Şiriniseager”.Sotheword“Şirin”impliestheword“she”andtheword“is”includedinisteklidir. Şirin isteklidirhas“she… is…”init.

Briefly,thestudyusedthescripturalandphoneticsimilaritiesbasedon“transliteration”whichmeans“representation(words,etc.)inclosestcorrespondingcharactersofanotherscript”(OxfordDictionaryandThesaurus,2001,820).

Finding Similarity with Subject PronounsEnglishsubjectpronounsareI(ay),you(yu),he(hi),she(şi),it(it),we(vi),andthey

(dey).InthebraketstheTurkishpronounciationarerepresented.Forexample,Theword“I”ispronouncedlike“ay”andmeans“ben”inTurkish.Theword“You”ispronouncedlike “yu” and means “sen” in Turkish. Thus Turkish male and female names whichscriptually or phonetically represent theEnglish subject pronounswere used.Table 5showsthescriptualsimilarityoftheTurkishnamesforEnglishsubjectpronouns.Table6showsthephoneticsimilarityoftheTurkishnamesforEnglishsubjectpronouns.

Table 5. TurkishMaleandFemaleNames

Subject Pronouns Female Names Male NamesI Işıl,Işıker,Işılay Işık,IşıkhanHe -- Hekim, HerifWe -- Veysel

Table6.TurkishMaleandFemaleNames

Subject Pronouns Female Names Male Names

I(ay) Aydan, Ayla,Benay,Seray,

Ayhan, Ayvaz,Olcay, Orbay, ...

You(yu) Yurdanur, Yusuf,Yunus ..He(hi) -- Fethi,Ruhi, …She(şi) Yeşim,Şirin, . --It(it) it(dog) it(dog)We(vi) Vildan,Selvi, Ulvi,Sevi, …They(dey) Deyçe

Finding Similarities with To Be Verbs


a) am For to be verbsthesubjectpronoun“I”takes“am”,“he”,“she”,and“it”take“is”,and

“you”and“we”take“are”.Thus,Turkishwordsthatindirectlyinclude“am,is,are”aretakenandusedfromadictionary(TürkçeSözlük,2005).Itseemedthatthereare20to30commonlyusedTurkishwordsthatfitthisdescription.Table7showsafewofthem.

Table7.TheWordsWithToBe“Am”

Scriptual similarity Commonly Used Turkish Wordsbeginningwith“am” amaç, amade, amalgam,Amasra, Amasya, amatör,amazon,

including“am” bambu, bamya, budama, camcı,camız,cami, camia, kamera, …

endingwith“am” adam,akşam, amalgam, anlam,balgam, boylam, cam, çam, dam, …

Forexample, theTurkishsentence“IşılAmasya’da”means“Işıl is inAmasya” inEnglishand“IşılAmasya’da”alsohasoneofthesubjectpronounrules:I… am.

b) is.Tablo 8. TheWordsWithToBe“Is”

Scriptual similarity Commonly Used Turkish Wordsbeginningwith“is” is, İsa, İsevi, İshak, isim,İskoç, iskonto, İslam,İstanbul, …including“is” Bismil,İslavist, istatiksel, istatistik, istisnai, …endingwith“is” apandis, bahis,Bitlis, Edis, Enis, hadis,Halis, havadis, …

Forexample,theTurkishsentence“Hekimİstanbul’da”means“Hekimisinİstanbul”inEnglishand“Hekimİstanbulda”alsohasoneofthesubjectpronounrules:He… is.

c) areTable 9. TheWordsWithToBe“Are”.

Scriptual similarity Commonly Used Turkish Wordsbeginningwith“are” arefe,Arel, Areiel, arena, …including“are” Barem,esaret, idare,imaret,işaret, kareli,,ziyaret, …endingwith“are” avare, biçare çare, kare,minare,,pitikare, tayyare, …

For example, theTurkish sentence“Yusuf arenada”means“Yu… are at arena” inEnglishand“Yusufarenada”alsohasoneofthesubjectpronounrules:You… are.


Production of Turkish TextsTheresearchermeticulouslyproducedtwokindsofmaterialsbyusingscriptualand

phoneticsimilarities.ThefirsttypeofmaterialisTurkishtextsintheformofaparagraph.For example, the sentence is taken from such a text. “Işıl’ınamcasıYunus arenada, Hekim,Şirin, … isimlerini…”. Ithas“I…am…, yu…are…, he, she…is…”in it asseenbelow.

Figure 2. TheTextHasSubjectPronounsandToBeVerbs

ThesecondtypeofmaterialincludesshortsentencesintheformofTurkishproverbs,idioms, riddles, etc.TheTurkishproverbs, riddles, idiomsweremodifiedbyaddingasubjectpronoun,bychangingtheobjectpronoun,etc.Forexample, theTurkishidiom“bundaniyisişamdakayısı”means“thisisbetterthananappricotinDamascus”.Apropernamewasaddedtothisidiomtoexpress“I…am…”anditbecame“Isıl’daniyisiŞamda kayısı”.Thenewidiommeans“IsılisbetterthananappricotinDamascus”.

“Minareyi çalan kılıfını hazırlar”means “if someone commits a big crime, she/heplansitcarefullyinadvance”.Apropernameswasaddedtoexpress“you…are”anditbecame


“Yunusminareyiçalarsa,kılıfınıhazırlar”.Thenewidiommeans“ifYunuscommitsabigcrime,heplansitcarefullyinadvance”.

TheresearcherpaidutmostcareinchoosingthecommonlyusedTurkishwords,andsentencestorepresentthetopic.ForeachEnglishsubjectpronoun(I,you,he,etc.)oneTurkishsentenceisproducedandwrittenonabigposter(50x70cm)withacolourboardmarker.Forthepresent,pastandperfectformsoftheto be verbs,aposterwaspreparedandgiventotheEnglishteachers.Thefollowingposterindicatesallsubjectpronounsandpresentformsofto be verbs(am,is,are)intheTurkishsentences.

Figure 3. PresentFormsofToBeVerbsinaTurkishText

Evaluation of the MaterialsThestudyusedthreequestionnairestoevaluatetobepresent,pastandperfectforms

ofto be verbs and subject pronounsinEnglishasseenintheappendices.Forthispurpose,a pre-test was applied to the treatment and control groups to measure students’ pre-knowledgeabout thesubject pronouns and to be verbsofEnglish; seeAppendicesA,B,andC.Then,thesetopicsweretaughtinthecontrolgroup(6B)bytheEnglishandstudentteachersusingoralexplanation.Thesetopicsweretaughtagaintothetreatmentgroup(6A)bythesamestaffusingtheTurkishtextswhichincludethegrammaticalrules


ofsubject pronouns and to be verbs.Lastly,apost-testwasapplied tobothgroups tocomparetheeffectsofthematerials.Bearinmindthattherewasnocontrolgroupinthesimpleexperimentaldesignsinwhichpre-tests,application,andpost-testswereusedinthetreatmentgroups.Thatis,thetrueexperimentaldesignwasusedonlyonceandsimpleexperimentaldesignswereused infivecases.Thestudents’paperswereevaluatedbygivingmarksoufof100.Themeanscoresofthepre-testsandpost-testswerecalculatedaspercent(%)bytheresearcher.

FindingsToinvestigatetheeffectsofthiswayofteachingsubjects pronouns and to be verbs the

firstsixquestionswerecalculatedaspercent(%)inevaluatingstudents’meansuccess.Onlythefirstquestionusedcontrolandtreatmentgroups.Theresultsof thequestionsfrom2to6lackingcontrolgroupwerealsoevaluatedaspercent.Thequestionsfrom7to10wereevaluatedqualitativelyanddescriptively.

Answer to the 1st Question. ItwaspossibletousethetrueexperimentaldesignintheGrade6Aand6Bclassesby

applyingpreandpost-testonlyonce.Themeanofthepreandpost-testsisseenbelow.

Table 10.SummaryResultsofGradeSix

School Pre-Test Post-estOCIO Treat.Group Cont.Group Treat.Group Cont.Group

6A 6B 6A 6B%63.00 %89.71 %70.72 %92.00

Thereisaboutan8.00markdifferencebetweenthepreandpost-testsofthegrade6A;inwhichsubject pronoun and to be verbsaretaughtintheTurkishtexts.Thereisa2.12markdifferencebetweenthepreandpost-testsofthegrade6Bclassinwhichthetopicwastaughtthroughexplanation.

Answer to the 2nd Question. Table 11. SummaryofResultsofGradeFive

School Pre-Test Post-estCIO ContGroup Exp.Group Cont.Group Exp.Group

-- 5A -- 5A%71.87 %63.57


Thereisaboutan8.00markdifferencebetweenthepreandpost-testsofthegrade5Atowhichthetopicwastaughtthroughtheinnovativemethod.Yetthisdifferenceisanegativeanditsreasonswillbeexplainedindiscussionsection.

Answer to the 3rd Question.

Table 12. SummaryResultsoffromGradeFive

School Pre-Test Post-estHPIO ContGroup Exp.Group Cont.Group Exp.Group

-- 5B -- 5B%94.58 %95.18

Thereisabouta0,60markdifferencebetweenthepreandpost-testsofthegrade5Binwhichsubject pronoun and to be verbsaretaughtthroughtheTurkishtexts.Thereseemstobelittledifference,yetthisisstillworthconsidering.

Answer to the 4th Question.

Table 13.SummaryResultsofGradeSeven

School Pre-Test Post-estOCIO ContGroup Exp.Group Cont.Group Exp.Group

-- 7B -- 7B%86.35 90.12

Thereisabouta3.77markdifferencebetweenthepreandpost-testsofthegrade7Binwhichsubject pronoun and to be verbsaretaughtthroughtheTurkishtexts.

Answer to the 5th Question. Table 14. SummaryResultsofGradeSeven

School Pre-Test Post-estHPIO ContGroup Exp.Group Cont.Group Exp.Group

-- 7B -- 7B%83.47 87.00

Itseemsthatthereisabouta3.53markdifferencebetweenthepreandpost-testsofthegrade7Btoteachthetopic.


Answer to the 6th Question. Table 15.SummaryResultsofGradeEight

School Pre-Test Post-estCIO ContGroup Exp.Group Cont.Group Exp.Group

-- 8B -- 8B%69.94 %72.20

Itseemsthatthereisabouta2.26markdifferencebetweenthepreandpost-testsoftheGrade8Btoteachthetopic.

Answer to the 7th Question. AlltheEnglishteacherswereconsultedandinterviewed.Theystatedthattheyhad

seenthissortofmethodforthefirsttimeandexpressedpositiveviewsaboutit.Althoughtwoteachersseemedtobeveryeagertousethematerials,theycomplainedaboutcrowdedclassrooms,schoolandnationwideheldexams,andabsentstudentstowardstheendofthesemester.Onlyoneinterviewisincludedtosavethespace:R:researcher;Cf:femaleteacher.

R: These Turkish materials have some English grammar rules in them. What do you think of it?

Cf: “Oo, yes, I saw it for the first time”. R: I created and prepared them, in my opinion we can teach English in a different way.

Can this material be used in teaching English?Cf: “Yes, it can be used”…Inthesecondinterview:shespokeaboutusingthematerials.R: What were the students’ reactions to these materials?Cf: “ I saw that the students were confused at first, for 5 to 10 minutes; then, when

they tried to understand the materials, the students found them to be very different, but towards the end of the lesson everbody in the class liked it…”

Answer to the 8th Question. Since“subject pronoun and to be verbsaretaughtintheelementaryschoollevel,only

thestudentteacherswhodidtheirpracticeinanelementaryschoolwereinterviewedinthestudy.(R:researcher,Sf:studentfemale).

R: What do you think about these materials?Sf: Aa, yes, (pointing with her finger to the poster) this is “I am”, this is “you are”

… R: Can this material be used in teaching …?Sf: Yes, but I do not know what the students at the school will say about it…


Afterusingthematerialsintheclass:R: What were the students’ views about these materials?Sf: We used this poster in the class, explained the rule, Turkish and English sentences,

yet only a few students stated positive views, the rest of the students did not say anything orally.

Answer to the 9th Question. TheinterviewwithOC,whohasaPhDinteachingTurkish,follows:R: What is your view of this poster?OC: First of all, I will say this, it seems to be a good study, that is, it seems to be an

original study.R: My plan is to use this in teaching English.OC: I do not know whether this method can be effective or not; the only thing I will

state is that expressing English grammar in Turkish texts is interesting. I have noticed this feature for the first time… the texts must be prepared well, very detailed planning must be done, the difficulty of texts must be at the students’ level,

Answer to the 10th Question. The teacher OL, who has been teaching Turkish lessons for 15 years, was

interviewed:R: Can this material be used in teaching English? OL: Yes, of course, but I have got some suggestions: (after analizing 5 to 10 minutes,

she suggests) The Turkish sentences must be simpler, shorter. The method is based on “from the known to unknown principle”, and this is very good, if known proverbs, and riddles are used in the material, it would be better. The gap between the “subject pronoun” and the “to be verbs” must not be far as in “Veyseli altın kafese koysalar Munevvere bakar”. Instead, it must be like “Veysel Munevvere…”. Besides, each poster must be based on either scriptural or phonetic similarity. Pictures can be used in addition to known words. Finally, scriptual similarity must be used instead of phonetic similarity. As stated, the first syllable of the Turkish female name Şirin represents subject pronoun “She”. In the poster it was written like Sirin, but it should be Sherin.

ResultsTheprimarygoalofthepresentstudyistoteachsubject pronouns and to be verbsof

English through transliteration in theTurkish texts.Afewimportantfindingsemergedoutofthestudy.SomerulesoftheEnglishgrammarcanbeexpressedinTurkishtexts,proverbs,riddles,idioms,etc.Thisisthemoststrikingoutcomeofthestudy.ItisseenintheoryandpracticethatsomecommonpointsbetweentheTurkishandEnglishlanguagescanbeexplored.


Thepresentformofto be verbsisexpressedinFigure2.Likethis,onecanexpresspast,andperfectformsofto be verbsintheTurkishsentencesasseeninthediscussionpart.As a result, it has been proved that the theoretical base of the Turkish-Englishsentencesarepossibleandlogical.

The quantitative results of the study can be interpreted as follows. The findingsindicatedthattheuseoftheTurkishtextsinthetreatmentgroupsanywhereincreasedthestudents’successfrom1.00to8.00marks,exceptinonecase.Thepossiblereasonswillbeexplainedinthediscussionsection.

ThequalitativeresultsofthestudyhaveshownthatsixEnglishteachers,fourstudentteachers, twoacademicsandone teacher teachingTurkish statedpositiveviewsaboutteachingsubject pronoun and to be verbs throughtheTurkishtexts.Overall, thestudyhasprovedthatthenativelanguage(Turkish)canbeusedinteachingaforeignlanguage,inadditiontogrammartranslationmethod.Hence,thestudyhasimprovedtheuseofthenativelanguage,atleast,onestepforwardintheteachingofaforeinglanguage.

Ingeneral,thestudyhasalsoprovidedsomepositiveevidenceaboutthediscussionwhethertheL1inferenceisabarriertoL2orforeignlanguagelearning.Yetitdoesnotmeanthisevidenceisvalidforallotherlanguages.ThepositiveevidencealsoindicateshowTurkish (native language) canbe turned into a comprehensible input in teachingEnglish. Besides, it indicates the way of using “teaching from known to unknownprinciple”evenindifferentlanguagefamilies.

DiscussionThestudycanbecriticizedfromafewaspects,andthemostimportantbeingthelack

oftheuseofthetreatmentandcontrolgroupsinallapplications.Althoughtheresearcherhasspentmuchefforttocarryouttheresearchintheexperimentaldesign,itwasseenthatmanythings-thenationalcurriculum,thecrowdedclassroom,exams,etc.-affectedtheoutcomesoftheresearchnegatively.

Thenegativeeffectsofthecrowdedclassroom,examscanbeexplainedasfollows.Thereare35to45studentsineachclassroomanditissometimesdifficultfortheteacherstokeepthestudentsundercontrol.Studentshavetwoorthreewrittenexamsfromeachlessonaswellasoralones.Applyingtheresearchisnotpossiblewheneveritiswanted.MEidentifiesallthetopicstobetaughtatprivateandpublicschools.Tothatend,teachersmakeayearlyplan at thebeginningof the semester to identifyweekly taught topics.Teachershavetoteachanewtopicineachweekandtheyhavetofinishteachingalltopicsbytheendofthesemester.Inthiscaseteachers’firsttaskistoteachthenationalcurriculuminsteadofapplyingtheresearchers’studytopics.Thusresearchers’firstprioritybecomestheteachers’secondpriority.Possibly,theteacherscouldapplyorusethestudymaterials(posters)intheirlessonsonlyonceandapplicationdidnotlastmorethan10minutesinsomeclassesand20minutesinothers.Itcouldbearguedthatiflongertimewasspent


-forexampletwiceorthreetimesasmuch-inapplyingthestudymaterials,itispossiblethatthestudents’successrates(%)wouldbehigher.

Theteachers’(regularandstudent)realparticipationandintentionmayhaveaffectedtheresultsofthestudy.Althoughtheresearcherincludedthevolunteerteachersbygettingpermissionfromtheheadmastersoftheschoolsbeforetheinitiationofthestudy,oneteacher inCIO seemed to be reluctant in applying the studymaterials. Similarly, thereal participation is also needed from the student teachers.Yet student teachers’ lackof experiencemay have affected the study negatively. Likewise, their training at theuniversitymayhavebeeninsufficientortheymayhavebeenexcitedwhileteachingforthefirsttime.

The short forms of the “I… am” or he…is” can be critized. The researcher study is not limited withtheseshortforms.Itispossibletoproducelongersentenceswithto be verbsasseen in thenextsentence.“Işıl’ınamcasıambarınboyunda(dır)”.TheformerTurkishsentencehasanEnglishsentenceinit.“Işıl’ınamcasıambarınboyunda(dır)”.TheEnglishextractis:“I... am…a… boy…”.Thetranslationis“Isıl’suncleisastallasa barn.

Itispossibletoreconcilethegrammarofthetwolanguagesinthepastandperfectformsoftheto be verbs.

a) Examples about “to be” past.Işıkvasi tayin etti.I vas(was).HenrySivastaydı.He vas(was).

b) Examples about “to be” perfect.Işılnihavent ve bencilcesöyledi.I have been …Sheila has ve bencil biri.She has been …Işılnihavent notayıbencilcesöylemedi.I have not been …It is also possible to express other tenses of English in the Turkish sentences.

Followingreflectsafewofthem,yetresearcher’sefforttorepresentandimproveallofthegrammmarrulesinTurkishisinprogess.

Işıkmaketi iter.I make it.


Doğan,IşılıKilistenduyarmı?Do I listen?HekimMustafayısahidensevmeli.He must hide.Codingaruleinnotnewinteachinggrammar.Forexample,Allstop(1983,78)coded

theeightdifferenttypesofadjectivesbelongingtoanouninthesentence;Very Soon A Train Should Come. Theboldlettersstandforthefollowingadjectives.

Table 16. AdjectiveOrderThatPrecedeANoun

V S A T S C O M

valu

e

size

age

temprature

shape

colo

ur

origion

matetials

Asaresult, theresearcher’seffort tocodetheEnglishgrammar-currentlysubject pronouns and to be verbs -mustnotbeconsideredanuncommonthing. If the tenses,modals, adverbs, prepositions, etc. of English can be coded, language learners cansummarisetensofgrammaticalrulesinafewsentences.Hencetheycanlearntheserulesinaveryshorttime.

SuggestionsThereisnopointinrepeatingthesamethingsabouttheIndo-European,andUralAltay

Languages.Anewwayofthinkingwasrequired.Tothatend,thestudyhasreconciledtherulesofEnglishandTurkishtosomeextentasaninnovation.Thestudymayalsoservethefollowingaims.

a)Academicsandlinguistswhostudyandteachforeignlanguagescanformanewstudyfield by contributing to the above stated transliteration study.Hence, this studycanbeaninspirationfortheotherlanguagesintheworld.Turkish-Englishsentenceiscloserormoresimilartocomparativelinguisticsthataimstofindsimilaritiesamangthelanguages(Crystal,1993).

b)ThetranslationsfromEnglishtoTurkishandviceversacanbesimplifiedandtheon-linetranslationscanbeimproved.

c)ThepotentialrelationsoftheEnglishandTurkishlanguagescanbeexploredbyscientificstudiesindetail.Inthisway,notonlyModernEnglish,butalsoMiddle,andOldEnglishcanbecomparedtoTurkish.

d) Electronic devices such as dictionaries, translators, softwares, etc. can be re-programmed. Similarly, the translation programmes can be improved based on thesimilaritypointsofthetwolanguages.


e)About200millionpeoplespeakTurkishand1.5billionpeoplespeakEnglishintheworld.TheEnglishlanguagecanbeeasilyandquicklytaughttoTurkishspeakersallovertheworld.Thereversemayalsobeposibble.Asaresult,theEnglishspeakingandTurkishspeakingpeoplesmaycometounderstandeachothers’lifestyles,beliefs,valuesandcultures,etc.Thisisawaytobringasmallbitofunderstandingtotheworld.Thisprocessmayalsofurthertheworldpeace.

Appendices

Appendice-AThisTestwasUsedforPresentFormofToBeVerbs

Fillintheblankswitham, is are, We…….latefortheschool.……..itabookorapencil?She…….notanurse.

He……..agoodboy.……youamathteacher?

She……averyhelper.

They……notatthebusstop.

MarkthesentencesasTrue(T)orFalse(F).TF ()()Weareintheclassroom.

()()Isyouathomenow?()()Iareintheschool.()()Isitacolddaytoday?()()isheamusicteacher?()()Sheisn’ttenyearsold.

Circlethecorrectformofam, is, are.He is / am late.

Is / are itarainyday?I am not / isn’t happy.

Is / are youacleverboy?

It am not / isn’t at the door.She is / arehungrynow.

We isn’t / aren’t in the city.

Circlecorrectsubject pronounforeachsentence.They / I areinthegardenHe / we is in the car.

She / you isn’t a nice nurse.We / she arehungrynow.Is you / it abaddog?

is it / we fromEngland?


Appendice- BThisTestwasUsedforPastFormofToBeVerbs

Fillintheblankswithwas or were.…..heagoodboy?She……aboyorgirl.

……heagoodboy?……youamathteacher?

They……veryhappy.It …….a black cat.

We……notintheclassroom.

MarkthesentencesasTrue(T)orFalse(F).TF ()()Wasweintheschool?()()Iwasintheclassroom.

()()Theyweren’tcarefulstudents.()()Heweren’ttenyearsold.()()ShewasfromEngland.

()()Itwereamusiclesson.

Circlethecorrectoptionforeachsentence.He wasn’t / weren’t happy.

Were / was sheintheschool?I was / were late.

Was / were youacleverboy?

It was / were in the kitchen. They weren’t / wasn’t at the door.

Were / was weattheirroom?

Circlethecorrectsubject pronounforeachsentence.You / I wastwentyyearsold.

They / I werenotinthegardenWere he / we, inthecar?

She / you wasn’t a nice nurse.

They/hewasn’thungrynow.Was you / it abaddog?


Appendice-CThisTestisUsedforPerfectFormofToBeVerbs

MarkthesentencesasTrue(T)orFalse(F).TF()()Theywasagoodplayer.

()()Wasitagoodday?

()()Wasweintheschool?

()()Iwasintheclassroom.

()()Theywascarefulstudents.

()()Heweren’ttwentyyearsold.()()Wassheagoodfriendatschool?

Circlethecorrectformofwas and were.

Were / was sheintheschool?

He was / were a doctor.Was / were youacleverboy?

It wasn’t / weren’t in the city.

They weren’t / wasn’t at the door

Were / was weattheirroom?

MarkthesentencesasTrue(T)orFalse(F).TF ()()Ihasbeenapilot.

()()WehavebeeninEdirne.()()Hehavebeenagoodstudent.()()Havetheybeeninthezoo?

()()Ithasn’tbeenthere.()()Youhasn’tbeentoLondon.

()()Shehasn’tbeentoinİzmir.

Circlethecorrectformofhas been and have been

He hasn’t been / haven’t been happy.Have / has she beenintheschool?I have been / has been late.

Has / have you beenacleverboy?

It has been / have been in the kitchen.They haven’t been / hasn’t been toVan.

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