dc.contributor.advisor | Ergül , Hatice | |
dc.contributor.author | Özet , Merve Nur | |
dc.date.accessioned | 2019-07-26T08:39:42Z | |
dc.date.issued | 2019 | |
dc.date.submitted | 2019-05-30 | |
dc.identifier.uri | http://hdl.handle.net/11655/8095 | |
dc.description.abstract | This research explores the effect of strategy-based instruction on pragmatic competence of 62 tertiary level students studying at İstanbul Sabahattin Zaim University in İstanbul. To be more specific, (1) the effect of strategy-based instruction on appropriate use of speech acts, (2) awareness about speech act modification strategies, and (3) perceptions of learners about the effectiveness of instruction were examined. Strategy-based instruction involves the integration of explicit or implicit teaching activities to create autonomous learners and achieve the learning goals.To integrate strategy-based instruction and create autonomous learners, experimental group conducted activities adapted by taxonomy of strategies for learning speech acts and used language biography part of European language portfolio. Language Biography was used as a tool to do self-reflection and self-assessment. Among mixed methods study designs, the current research adopts explanatory design as qualitative analysis was conducted to explain quantitative results in detail. The present study employed a true-experimental research design that involves a treatment process, pretest-posttest, an experimental group and a control group. Multiple data collection tools which are open ended written discourse completion test (OWDCT), oral discourse completion test (ODCT) and focus group interview were utilized. Quantitative analysis indicated that experimental group outperformed control group in appropriate use of speech acts. Analysis of numbers and frequencies of modification strategies, modals of politeness, and amount of errors indicated that experimental group exhibited a better performance in producing speech acts. Moreover, analysis of focus group interviews showed that students had positive perceptions about the strategy-based instruction and use of Language Biography. | tr_TR |
dc.description.tableofcontents | Abstract ii
Öz iii
Acknowledgments iv
Table of Contents vi
List of Tables ix
List of Figures xi
Symbols and Abbreviations xii
Chapter 1 Introduction 1
Statement of the Problem 5
Aim and Significance of the Study 11
Research Questions 14
Main research question 14
Assumptions 14
Limitations 15
Definitions 16
Chapter 2 Literature Review 18
Pragmatics 18
Speech Act Theory 20
Politeness Theory 24
Communicative Competence 29
Pragmatic Competence 33
Pragmatics and Language Teaching 38
Instructed Pragmatics 41
Teaching Pragmatics and Learner Autonomy 46
Studies on Teaching Pragmatics in the World 51
Studies Related to Pragmatic Instruction in Turkey 59
Common European Framework of References 62
ELP and Its Components 68
ELP And Learner Autonomy 74
Definition of Learner Autonomy 74
Autonomous Language Learners 77
Use Of ELP As An Autonomous Learning Tool 81
Self-assessment in ELP 82
Self-reflection in ELP 84
Functions of ELP 85
Reporting Function of ELP 85
Pedagogical Function of ELP 86
Studies Related to the use of ELP in the World 87
Studies related to the use of ELP in Turkey 92
Chapter 3 Methodology 95
Theoretical Framework 95
Data Collection 101
Instruments 112
Open-ended Written Discourse Completion Test 112
Oral Discourse Completion Test 116
Focus Group Interview 119
Data Analysis 120
Speech Act Appropriateness Scale 120
Analysis of Modification Strategies 122
Analysis of Modal Types 123
Analysis of Deviation from Target Forms 124
Analysis of the Focus Group Interview 125
Chapter 4 Findings 127
Quantitative Findings 128
Qualitative Findings 138
Modification of Requests 138
Modal Types 157
Apologizing Strategies 162
Analysis of Deviation from Target Forms 167
Perceptions of Strategic Instruction 173
Chapter 5 Discussion 197
Discussion of Research Question One 197
Discussion of Research Question Two 202
Modification strategies 202
Modal types 208
Discussion of Research Question Three 210
Discussion of Research Question Four 212
Summary of the Study 217
Conclusion 221
Pedagogical Implications 223
Suggestions for Future Studies 226
References 228
Appendix A: Discourse Completion Test 251
Appendix B: Appropriateness Rating Scale 257
Appendix C:Oral Discourse Completion Test 258
Appendix D:Focused Group Interview Questions 260
Appendix E: Second Week Activity Sheet 264
Appendix F:Second Week Second Section Activity Sheet 265
Appendix G: Second Week Assignment Sheet 266
Appendix H: Third Week Activity Sheet 268
Appendix I: Third Week Second Section Activity Sheet 270
Appendix J: Fourth Week Activity Sheet 272
Appendix K: Fourth Week Activity Second Section Activity Sheet 273
Appendix L: Fifth Week Activity Sheet 274
Appendix M: Sixth Week Activity Sheet 277
Appendix N: Seventh Week Activity Sheet 279
Appendix-O Demographic Questionnaire 281
Appendix-P: Ethics Committee Approval 283
Appendix R: Declaration of Ethical Conduct 284
Appendix S: Thesis/Dissertation Originality Report 285 | tr_TR |
dc.language.iso | en | tr_TR |
dc.publisher | Eğitim Bilimleri Enstitüsü | tr_TR |
dc.rights | info:eu-repo/semantics/openAccess | tr_TR |
dc.subject | Edimbilimsel yeti | tr_TR |
dc.subject | Söz eylemler | tr_TR |
dc.subject | Strateji temelli eğitim | tr_TR |
dc.subject | Öğrenme özerkliği | tr_TR |
dc.subject.lcsh | Edimbilimsel yeti | tr_TR |
dc.title | Üniversite İngilizce Hazirlik Sinifinda B Düzeyindeki Öğrencilerin Edimbilimsel Yetkinliklerinin Geliştirilmesi | tr_TR |
dc.title.alternative | Developing Pragmatic Competence Of B Level Tertiary
Students In English Preparatory Classes | tr_eng |
dc.type | info:eu-repo/semantics/masterThesis | tr_TR |
dc.description.ozet | Bu çalışma Strateji temelli eğitim’in edimbilim yetisine etkisini araştırmak için İstanbul Sabahattin Zaim Üniversitesinde Üniversite Hazırlık Okulunda okuyan 62 öğrenci ile gerçekleştirilmiştir. Özellikle, sözeylemlerin kullanımı ve sözeylemlerin modifiye edilmesinde strateji temelli eğitimin etkisi araştırılmıştır ve bu eğitim hakkında öğrenci görüşleri odak grup mülakatları aracılığıyla alınmıştır. Strateji temelli eğitim örtülü ve bariz öğretme tekniklerinin öğrencinin öğrenme özerkliğinin artması ve öğrenme hedeflerine ulaşması için kullanımını anlamına gelir. Uygulama süreci öğrenme stratejisi taksonomisine dayanan aktivitelerin ve Dil Biyografisi kullanımından oluşur. Dil biyografisi öğrencilerin öz-yansıtım ve özdeğerlendirme yapmaları amacıyla kullanılmıştır.Bu araştırma karışık desenli araştırma tiplerinden açıklayıcı araştırma kullanılmıştır çünkü nicel veriler nitel verileri açıklamıştır.Bu çalışmada bir control grup, bir deneysel grup , ön test- son test ve uygulama sürecinden faydanılarak tam-deneysel çalışma kullanılmıştır. Data toplama araçları açık uçlu yazılı sözeylem tamamlama testi, sözlü sözeylem tamamlama testi ve odak grup mülakatıdır. Nicel analizlere göre deneysel grup sözeylemlerin uygunluğu konusunda control gruptan daha iyi performans göstermiştir. Sözeylem modifiye stratejileri, incelik yardımcı fiilleri ve edimbilimsel hataların sayılarının ve sıklıklarının analizi deneysel grubun son-testte daha fazla sözeylem ve incelik yardımcı fiili kullanmış ve daha az sayıda hata yapmıştığını göstermiştir. Odak grup mülakatı sonuçlarına göre öğrenciler strateji temelli eğitim ve dil biyografisi kullanımına karşı olumlu algı geliştirmiştir. | tr_TR |
dc.contributor.department | Yabancı Diller Eğitimi | tr_TR |
dc.embargo.terms | Acik erisim | tr_TR |
dc.embargo.lift | - | |