Browsing by Subject "English"

Now showing 1 - 7 of 7

Open Access
A case study on instructors' perceptions of writing exam grading criteria
(Hacettepe University, 2013) Tarkan Yeloğlu, Yeşim; Seferoğlu, G.; Yeloğlu, H. O.
This study was conducted to analyze the instructors' perceptions of the writing exam grading criteria used in the Faculty Academic English within the context of Freshman English courses at a private university in Turkey. Fifty-five instructors were involved in the study. The data were collected via quantitative and qualitative data collection instruments. Close-response items provided quantitative data and the qualitative data were derived from open-response items. The results indicate that the instructors believe the criteria help to establish standard grading across the program. However, they still have some doubts about the way the criteria are applied across the program while assessing students' writing. It is noteworthy that the instructors in this study had different perspectives and approaches while using the criteria in their own settings. Therefore, the results of this study highlight a crucial need for training the raters on how to apply any grading criteria to ensure objectivity in student assessment.
Open Access
Computer-aided analysis of English punctuation on a parsed corpus: the special case of comma
(1996) Bayraktar, Murat
Punctuation, an orthographical component of language, has usually been ignored by most research in computational linguistics over the years. One reason for this is the overall difficulty of the subject, and another is the absence of a good theory. On the other hand, both ‘conventional’ and computational linguistics have increased their attention to punctuation in recent years because it has been realized that true understanding and processing of written language will be almost impossible if punctuation marks are not taken into account. Except the lists of rules given in style manuals or usage books, we know little about punctuation. These books give us information about how we should punctuate, but they are generally silent about the actual punctuation practice. This thesis contains the details of a computer-aided experiment to investigate English punctuation practice, for the special case of comma (the most significant punctuation mark) in a parsed corpus. The experiment attempts to classify the various uses of comma according to the syntax-patterns in which comma occurs. The corpus (Penn Treebank) consists of syntactically annotated sentences with no part-of-speech tag information about individual words, and this ideally seems to be enough to classify ‘structural’ punctuation marks.
Open Access
Constructing a bilingual French-English habitus through language experience: a socialisation account from children attending a bilingual programme at a state school in France
(Routledge, 2023-06-11) Ghimenton, A.; Cohen, C.; Minniear, Jacob Neal
We investigate bilingual habitus and socialisation in 49 French-English bilinguals (aged 5;9–11;00) attending a French school with a bilingual programme in France, from three family profiles: two Anglophone parents (EE); one Anglophone and one Francophone parent (EF); two Francophone parents (FF). Data come from parent questionnaires and child and parent interviews. Quantitative analyses explored current declared language practices between children and mothers, fathers, siblings and peers in each profile. Qualitative analyses of one representative sample case per profile honed the socialisation trajectories from birth. Findings showed that international mobility impacted the relation between language and place in the three profiles differentially, yet all valued English maintenance. Moreover, the language which felt ‘natural’ contrasted in EE and FF families. Using French at home felt unnatural for EE parents whilst for FF parents, using English in family interactions felt natural and necessary for family socialisation in the Anglophone host country. We analyse the factors accounting for children’s bilingual habitus and question the contribution of English prestige, children’s school and families’ strong affective attachment to English as a heritage language or a language acquired through mobility. New insights into the complexity of bilingual habitus and socialisation are discussed within the French school system.
Open Access
Exploring how language exposure shapes oral narrative skills in French-English emergent bilingual first graders
(Elsevier Ltd, 2021-06) Cohen, C.; Bauer, E.; Minniear, Jacob
This study explores how language exposure may shape oral narrative skills in three first grade French-English emergent bilinguals attending an international programme at a state school in France. The students come from three different home language backgrounds (English dominant; French dominant; both French and English). Parent questionnaires provide information on current and cumulative exposure and home literacy practices. Spontaneous oral narratives are elicited in French and English. Microstructure, macrostructure, and narrative quality analyses show that while one language may appear to be dominant, notably for certain microstructure skills, performance in other areas may be superior in the other language. The study highlights how different actors’ agency (children, parents, siblings, teachers) may contribute to language learning trajectories and outcomes, steering dual language acquisition. For teachers, the study reiterates the complexity of language learning and the need to diversify activities to ensure that students are processing and producing language appropriately.
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Latife Tekin'in "Berci Kristin çöp masalları"nı ingilizceye aktaran Ruth Christie ile konuştuk : Türkiye'de herkes bir kıta
(1993) Yaşın, Mehmet
Open Access
Reserve interlanguage transfer : the effects of L3 Italian & L3 French on L2 English pronoun use
(2012) Aysan, Zeynep
This study focuses on the reverse interlanguage transfer by examining the effects of the L3 Italian and L3 French on the L2 English subject pronoun use as well as the effects of referentiality. The participants were 60 tertiary level students studying at Ankara University English Preparation School, Italian Language and Literature Department and French Language and Literature Department. There was one control group that includes native speakers of Turkish with intermediate level L2 English and two experimental groups that includes native speakers of Turkish with intermediate level L2 English and advanced level Italian or French. Firstly, an English proficiency test was administered to make sure that all the participants have the same level of English proficiency. Secondly, a Grammaticality Judgment Test (GJT), in which the participants were expected to read each sentence and judge its grammaticality in terms of subject pronoun use, was conducted in all the three groups. Lastly, the three groups’ mean scores and scores in referentiality contexts were compared. The findings of overall mean scores indicated that Italian language group, which is one of the experimental groups, scored lower than both the other experimental group (French) and the control group (English). This finding suggests that there is an L3 Italian influence on the participants’ use of L2 English subject pronouns. However, the mean score difference within each language group is not statistically significant in terms of referentiality although there is a statistically significant difference between the language groups in the same and different subject pronoun contexts. Considering that forward transfer is the norm in the language transfer area, this study has filled the gap in the literature on reverse interlanguage transfer, specifically focusing on transfer from L3 to L2. Lastly, the present study offers some pedagogical implications that can benefit especially EFL and any language teachers so that they can teach multilinguals accordingly.
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Türkiye’de yabancı dil eğitimi ve akademi diller okulu
(Bilkent University, 2021) Özzeybek, Alperen; Sevinç, Cihan Kemal; Çalışkan, Umut; Karzaoğlu, Kerem
Osmanlı Dönemi’nde Farsça ve Arapça ile medreselerde başlayan yabancı dil eğitimi, Cumhuriyet Döneminde Batı üllkelerinin bilim ve teknoloji alanında hızlı ilerleyişiyle birlikte Fransızca, İngilizce ve Almanca gibi batı dillerinin daha yoğun olduğu eğitimle devam etmiştir. Eğitimi verilen diller ve ihtiyaçlar, nedenleriyle sürekli değişen bir durum olsa da her zaman için önem verilmesi gereken bir konudur. Türkiye’de yabancı dil eğitimine duyulan ihtiyaç yıllar içinde hızla arttığı gibi bu alanda eğitim veren kurumlar ve devletin verdiği önem de artmıştır. Akademi Dil Okulları da yabancı dil eğitimine olan ihtiyacın hızla arttığı bir dönem olan 1980-1990 yıllarında kurulmuştur. Yabancı eğitmenleriyle ve eğitim metotlarıyla ilkleri başardığı gibi medyada da gündem olmuştur. İngilizce, Türkçe ve birçok büyük eserin ana dili olan Farsçanın eğitimi verilen Akademi Dil Okulları Türkiye’de yabancı dil eğitiminde rol almıştır.