http://acikerisim.ktu.edu.tr/jspui/handle/123456789/1811 2026-04-18T12:17:10Z http://acikerisim.ktu.edu.tr/jspui/handle/123456789/5324 Title: A critical discourse analysis of European commission Turkey 2021 report Authors: Turgut, Betül Abstract: Bu çalışma, Eleştirel Söylem Analizi ve Sistemik İşlevsel Dilbilgisi' ni hem teori hem de metod olarak kullanarak, Avrupa Komisyonu Türkiye 2021 Raporundaki politik ve ideolojik söylemi incelemektedir. Çalışma, hedef metindeki ideolojik ve politik söylem yapılarını ortaya koymaktadır. Araştırmanın genel metodolojik özelliği, hedef metnin ideoloji, hegemonya ve siyasetin sözlüksel, dilbilgisel, grafolojik, pragmatik ve anlamsal yansımalarının eleştirel bir incelemesidir. Bu nedenle çalışma, analiz bulgularına dayalı olarak akademik çıkarımlar ve yorumlar yapmaktadır. İlk analitik öğe, bir dizi anlamsal nüans sunduğu için politik ve ideolojik söylemin incelenmesinde verimli bir anlamsal alan olan modalite yani kiplik tir. Çalışmada, raporun, harici bir kaynağın alıcı üzerinde dilsel güç ve hegemonya uyguladığı anlamına gelen deontik modaliteyi kullandığı bulundu. Bu dış kaynak Avrupa Birliği, alıcı ise Türkiye'dir. Deontik kip kullanımını çalışma için önemli kılan şey, bu çalışma kapsamında bir otorite kaynağı olan Avrupa Birliği'nin oluşturduğu kavramlara, değerlere ve kriterlere deontik kiplerin eşlik etmesidir. Grafoloji, raporda başka bir söylemsel strateji olarak bulundu. Tek tek kelimeler, kelime grupları, deyimler ve cümleler dahil olmak üzere 228 siyah vurgulu dil yapısının olumsuz bitişik ifadelerle birlikte kullanılması, metnin olumsuzluk ve değersizleştirmeye özel bir vurgu yaptığı anlamına gelmektedir. Metnin cüretkar, sert terimler ve olumsuz kelimeler kullanan ideolojik söylemi, Türkiye'yi eleştirmek ve kötüleme kapasitesini ortaya koymaktadır. Politik metinlerdeki bu tür söylem yapıları, okuyucuların zihinlerini, tutumlarını ve duruşlarını kontrol etmeyi ve değiştirmeyi hedeflemektedir. Raporda, AB'nin normatif güç kimliğini ortaya koyan, 'should' gereklilik kipiyle oluşturulmuş 102 normatif cümle kullanılmıştır. Bu nedenle çalışma, böyle bir söylemin, AB üyesi olmayan ülkeler üzerinde farklı bir AB kimliği ile sonuçlanan bir kendi kendini inşa etme sürecinin dışa vurumu olduğunu iddia ediyor ve şu şekilde tanımlıyor: 'AB normları ve AB dışı normlar', veya 'kendinin ve başkalarının normları'. Politik söylem, hem kendi doğasından gelen yatkınlıklara hem de kullanıcılarının deneyimlerine dayanarak, olumsuz dil unsurlarına daha fazla ağırlık verme yönünde genel bir eğilime sahiptir. Bu nedenle, politik ve ideolojik metinler, negatif dilsel unsurların eşdeğer pozitif olanlardan daha fazla ve güçlü olduğu anlamına gelen negatif etki ile karakterizedir. Çalışmada, Rapor'un, 1208 kez olumsuz kelime kullanımıyla çok güçlü bir 'olumsuz etkili dil' kullandığını bulundu. Türkiye hakkında olumlu bir anlam ifade eden cümlelerde 'some' (biraz, bazı, birtakım) nicelik kelimesinin kullanılmasıyla, metinde muğlak bir dilin varlığı, bu cümlelerdeki anlamın ve mesajın daha az kesin, daha az değerli, daha az saygın ve takdir edilir hale geldiği şeklinde yorumlanmıştır. This research study focuses on the hegemonic discourse in the European Commission Turkey 2021 Report employing Critical Discourse Analysis and Systemic Functional Grammar. The study reveals ideological and political discourse structures in the target text. The overall methodological nature of this research is a textual examination of the target text's lexical, grammatical, graphological, pragmatic, and semantic manifestations of ideology, hegemony, and politics. Therefore, the study makes educated deductions and interpretations based on the findings of its analysis. The first analytic item is modality, which is a fertile semantic domain in the study of political and ideological discourse for it presents a number of semantic nuances. The study found that the report used deontic modality meaning that an external source exerts power and hegemony over the addressee. The external source is the European Union, and the addressee is Turkey. What makes the use of deontic modality significant for the study is that deontic modals accompany concepts, values and criteria emanating from a source of authority, which is the EU within the context of this study. Graphology was found to be another discursive strategy in the report. The use of 228 bold linguistic structures- including individual words, groups of words, phrases, and sentences (personal names, country names and names of institutions excluded) with negative neighbouring statements meant that the text placed a special emphasis on negativity and degradation. The ideological rhetoric of the text, which employs bold forceful terms and negative words, has the capacity to criticise and undermine Turkey. Such discourse structures in political texts of this kind serve to control and change the minds, attitudes, and postures of the reader. The study included 102 normative sentences with should, which reveals the EU's normative power identity at this level of study. Therefore, the study claims that such a discourse is a manifestation of a self-construction process that results in a distinct EU identity over non-EU or non-member countries, which can be defined as follows: EU norms vs. non-EU norms, or self- and others' norms. Political discourse has a general inclination to give greater weight to negative entities, based on both innate predispositions and experience of its producers. Therefore, political, and ideological texts are characterised by their negative potency, suggesting that negative entities are more powerful than equivalent positive entities. The report was no exception with the use of 1208 occurrences of negative words. The use of the quantity word some in sentences conveying a positive meaning about Turkey was interpreted as the very existence of a vague language in the text making the meaning and the message in these sentences less precise, valuable, respectable, or appreciable. 2022-05-01T00:00:00Z http://acikerisim.ktu.edu.tr/jspui/handle/123456789/2244 Title: A classroom experiment on story-based teaching with young learners with a focus on vocabulary retention and students' reflections Authors: Çolak, Öner Abstract: The concern of the present study was to see whether there was significant difference between vocabulary learning of young learners instructed through story-based and mainstream lessons by comparing their vocabulary knowledge scores, and to find out students? reflection on story-based lessons. The sample group for this study consisted of 32 primary school students chosen out of convenience and divided into two as control and experimental groups. During the treatment of three weeks, experimental group was instructed through story-based English lessons while the control group received their usual mainstream English lessons. After the piloting work, data were collected through vocabulary tests, questionnaire, and interviews that were developed by the researcher based on the literature reviewed. Results of the study revealed that both story-based lessons and the mainstream lessons had comparable effects on vocabulary attainment and vocabulary retention of the students. Similarly, analysis of the data also revealed that both lessons were comprehensible to some extent. However, findings confirmed that story-based teaching much more catered for affective factors that influence learning behaviour of the students. Evidence from the interviews indicated a tendency for low achievers to stay silent because of anxiety of failure in the mainstream but to act as a member of the group without any fear of failure in the story-based lessons. On the other hand, high achievers expressed to have low affective filters in both lessons in addition to feeling better in story-based lessons. Both the reflections of students and systematic observations of the researcher confirmed that the most outstanding element of story-based lessons was the enjoyment of learning that this type of lesson provided. 2006-08-01T00:00:00Z http://acikerisim.ktu.edu.tr/jspui/handle/123456789/2243 Title: An investigation into the motivation of English language teachers in Turkey with a focus on the effect of motivational aspects on their teaching Authors: Birinci, Kübra Kolaylı Abstract: The purpose of this research is to investigate the primary sources of motivation and demotivation of the secondary school EFL teachers in Turkey and find out to what extent their teaching process is influenced by these motivating and demotivating factors. This is a mixed-methods study conducted with 149 EFL teachers working at the secondary schools in different cities of Turkey. It adopts the explanatory research design in which a questionnaire survey was followed by interviews for data collection. The questionnaire was administered to all 149 participants while the interviews were conducted with 10 participants. SPSS v.16.0 for quantitative data analysis and content analysis for qualitative data analysis were used. The findings reveal that student-related issues are remarkably considered motivating by this group of teachers. Some issues related to the parents and the administration, some school-related issues, salary, in-service training, working hours, job security, work autonomy, status of teachers in society, holidays, advancement opportunities and the relationship among the colleagues are also considered motivating by most EFL teachers in Turkey. On the contrary, the syllabus, some course books related issues, the changes related to national guidelines and supervisory process are considered demotivating by most EFL teachers. The teaching process of EFL teachers are influenced by these motivational and demotivational aspects of teaching. However, the extent of this influence shows difference among teachers. While some are seriously influenced by both motivating and demotivating factors, some others do not think that their teaching process is influenced by unfavorable facet of demotivating factors. Key words: EFL teachers, work motivation, motivating factors, demotivating factors,effect of motivational aspects 2015-06-01T00:00:00Z http://acikerisim.ktu.edu.tr/jspui/handle/123456789/2242 Title: Multi-dimensional foreign language education: The case of an Etwinning project Authors: Demir, Nalan Abstract: As a kind of telecollaboration eTwinning initiation was launched in 2005 by European Commission. Turkey has been the most effective user of eTwinning platform with the number of schools, teachers and projects as well as prizes despite the fact that it was included into the platform in 2009. However, there appears a lack of scientific research covering the role of eTwinning on EFL in the literature. That is why this study aims to find out the role of eTwinning in EFL Turkish context. The study also seeks to portray an eTwinning project in detail from the participants' perspectives and its potential to improve multidimensional skills of the participants. It was conducted in a qualitative nature- a case study, since the purpose is to convey the perceptions of the participants and to present a detailed process of the project. The participants included 11 high school students and their teacher from Turkey and 12 high school students and their teacher from Azerbaijan. The data were collected through participant observation, interviews, project documents on Twinspace and a structured interview ensuring standard data and triangulation. The qualitative data obtained from the observation, interviews and the project documents were analyzed through content analysis and the quantitative data from the structured interview were analyzed through SPSS (version 23). The study revealed that the participants find the project promising in terms of English language improvement, ICT use, boosting ICC and affective issues such as values education and establishing good relationships. The project, on the other hand, was not without challenges and they were covered in a separate part within the findings. 2019-04-01T00:00:00Z