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dc.contributor.advisorSarıçoban, Arif
dc.contributor.authorYürük, Nurcihan
dc.date.accessioned2017-02-13T08:51:42Z
dc.date.available2017-02-13T08:51:42Z
dc.date.issued2016
dc.date.submitted2016-11-23
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dc.identifier.urihttp://hdl.handle.net/11655/3165
dc.description.abstractOne of the greatest challenges of an English teacher in English as a foreign language context faces is that English is not used authentically in the settings in which students live. Thus, learners do not have many natural opportunities to be exposed to the language or use it in authentic interaction. To fulfill the educational potential of language teaching, learners’ language acquisition and knowledge of the target language through foreign language classes can be enhanced by implementing teaching methods such as multimodality as a socio-semiotic approach in language teaching and learning. Film is widely used as a teaching material in foreign language classes as one of the most important ways of multimodality in terms of supplying both social and semiotic features of a target language thanks to its qualities. This study analyzes the effects of using film as a multimodal way on developing students’ comprehension skills in reading and enhancing cultural awareness in English Language and Literature Department at Selçuk University. The study was conducted on a sample of two groups: an experimental and a control group taught conventionally. The study was carried out at Selçuk University in Language and Literature Department. The participants in this study were sophomore students at B1+ level aged 19-21. The results of the study have shown that there were significant differences between experimental and control group of students on using film incorporated in the teaching material. The study concluded that a visual context helps students enhance and improve their comprehension skills in reading. The scores of the groups who received the course through different methods related to the perception scale and the benefits of cultural awareness displayed a significant difference and their common effect on perception scale scores.tr_TR
dc.description.tableofcontentsDECLARATION OF PUBLISHING AND INTELLECTUAL PROPERTY RIGHTS iii DECLARATION OF ETHICAL CONDUCT viii ACKNOWLEDGEMENTS ix TABLE OF CONTENTS xi LIST OF TABLES xiv LIST OF FIGURES xvii LIST OF ABBREVIATIONS xviii 1. INTRODUCTION 1 1.1. Introduction 1 1.2. Background to the Study 1 1.3. Purpose of the Study 4 1.4. Significance of the Study 4 1.5. Research Questions 5 2. REVIEW OF LITERATURE 7 2.1. Presentation 7 2.2. Theoretical Trends Supporting the Use of Films in Class 7 2.3. Advantages of Using Film to Teach Languages 9 2.4. Integrating Films into School Curriculum and EFL Classrooms 10 2.4.1. Short Sequence Approach 10 2.4.2. Whole Film Approach 13 2.4.3. Selection Criteria 16 2.4.4. Captioned Films 17 2.4.5. Non-Captioned Films 18 2.5. Developing Reading Skills and Sub-Skills 19 2.6. Multimodality 22 2.6.1. Multimodality and Its Modes 23 2.6.2. Types of Multimodality 23 2.6.3. Types and Features of Multimodal Texts 25 2.7. Multimodality and Multimedia 26 2.8. Multimodality: Literacy, Multiliteracy and Intercultural Literacy 27 2.9. Multimodality in Relation to Various Media of Communication 31 2.10. Digital Media as Multimodality 32 2.11. Film as a Multimodal Way 32 2.11.1. The Kineikonic Mode 34 2.11.2. Multimodal Pedagogies: Learning and Teaching Languages through Film 35 2.12. Using Films to Enhance Cultural Understanding 39 2.12.1. Culture in a Foreign Language Classroom 40 2.12.2. Technology and Teaching Culture 41 2.12.3. Films as Rich Sources of Culture 44 2.12.4. Limitations of Using Films in Teaching Culture 48 3. METHODOLOGY 50 3.1. Presentation 50 3.2. Research Design 50 3.3. Subjects 52 3.4. Data Collection 53 3.5. Procedures 54 3.6. Data Collection Instruments 57 3.6.1. Proficiency Test 58 3.6.2. The Attitude Scale for Using Films in Language Classes 58 3.6.2.1. The Reliability and Validity Values of the Scale for the Attitude of Using Films in Language Classes 59 3.6.3. The Perception Scale Related to the Benefits of Cultural Awareness 65 3.6.3.1. The Reliability and Validity Values of Perception and Opinion related to the Benefits of Cultural Awareness 66 3.6.4. Academic Achievement Test (Post-test) 73 4. DATA ANALYSIS AND RESULTS 76 4.1. The Comparison of Perceptions and Attitudes of the Groups 76 4.1.1. The Distribution of the Answers Given to the Attitude Scale for Using Films in Language Classrooms 76 4.1.2. The Effects of Using Films in the Language Classrooms on the Attitudes of Experimental Group 80 4.2. The Distribution of the Answers Given to the Perception Scale for the Benefits of Cultural Awareness 81 4.2.1. The Effects of Groups on the Perceptions Related to the Benefits of Cultural Awareness 89 4.2.2. Comparison of the Groups related to Perception Scores for the Benefits of Cultural Awareness according to high school graduations 91 4.3. Comparison of the Groups for Their Academic Achievements 92 4.3.1. The Academic Achievement Levels of the Groups Prior to Implementation 92 4.3.2. The Academic Achievement Levels of the Groups after the Implementation 93 4.3.3. The Comparison of the Academic Achievement Test Scores after the Implementation According to Gender 94 4.3.4. The Comparison of Academic Achievement Test Scores after the Implementation among the Groups According to the High School Graduations 95 5. DISCUSSION AND CONCLUSION 98 5.1. Introduction 98 5.2. Discussion of the Findings 98 5.2.1. Discussion on the Findings Related to Research Question 1 98 5.2.2. Discussion on the Findings Related to Research Question 2 99 5.2.3. Discussion on the Findings Related to Research Question 3 100 5.2.4. Discussion on the Findings Related to Research Question 4 102 5.2.5. Discussion on the Findings Related to Research Question 5 103 5.2.6. Discussion on the Findings Related to Research Question 6 103 5.2.7. Discussion on the Findings Related to Research Question 7 104 5.3. Pedagogical Implications 105 5.4. Limitations of the Study 106 5.5. Suggestions for Further Study 106 5.6. Conclusion 107 REFERENCES 112 APPENDICES 122 APPENDIX 1. EXEMPTION FROM APPROVAL OF ETHICS COMMITTEE 122 APPENDIX 2. POST-TEST 123 APPENDIX 3. QUESTIONNAIRE I 127 APPENDIX 4. QUESTIONNAIRE II 129 APPENDIX 5. PROFICIENCY TEST 130 APPENDIX 6. ANSWER KEY 140 APPENDIX 7. KEYWORD LIST 141 APPENDIX 8. ORIGINALITY REPORT FORM 142 CURRICULUM VITAE 143   LIST OF TABLES Table 3.1. The Distribution of the Number of Study Groups in the Studies of Reliability and Validity 59 Table 3.2. The Values of Arithmetic Means and Standard Deviations of the items in the Attitude Scales for Using of Films in the Language Classes 59 Table 3.3. The Internal Coefficients of the Attitude towards Using Films in Language Classes 60 Table 3.4. The Results of Item Total Analysis of the Attitude Scale for Using Films in Language Classes 61 Table 3.5. The Results of Item Remaining Analysis of the Attitude Scale for Using Films in Language Classes 62 Table 3.6. The Results of Item Distinctiveness for the Attitude Scale for Using Films in Language Classes 63 Table 3.7. The Results of Kaiser-Meyer Olkin and Bartlett Tests Conducted for the Scale of Attitude towards Using Films in Language Classes 64 Table 3.8. The Cronbach Alpha Values of Factor Load and Factors in the Scale of Attitude towards Using Films in Language Classes 65 Table 3.9. The Distribution of the Numbers of Study Group of Reliability and Validity Activities 66 Table 3.10. The Values of Arithmetical Average and Standard Deviation of the Scale of the Perception for Cultural Awareness 67 Table 3.11. The Internal Consistency Coefficients of the Entire Scale of Perception for the Benefits of Cultural Awareness 68 Table 3.12. The Results of Item Total Analysis of the Perception Scale of the Benefits of Cultural Awareness 69 Table 3.13. The Results of Item Remaining in the Scale of Perception for the Benefits of Cultural Awareness 70 Table 3.14. The Results of the General Perception Scale for the Benefits of Cultural Awareness 71 Table 3.15. The Results of Kaiser-Meyer Olkin and Bartlett Tests Conducted for the Scale of Perception for the Benefits of Cultural Awareness 72 Table 3.16. The Factor Loads of the Scale of Perception for the Benefits of Cultural Awareness and Cronbach Alpha Value of the Factors 73 Table 3.17. The Difficulty Levels of the Questions in the Achievement Test 75 Table 3.18. The Distinctiveness Levels of the Questions in the Achievement Test 75 Table 4.1. The Opinions of the Students for “the Attitude Scale for Using Films in the Language Classrooms” in the Experimental Group (N=27) 77 Table 4.2. The Perception Levels of the Students for “the Attitude Scale for Using Films in the Language Classrooms” in the Experimental Group 79 Table 4.3. The Results of Dependent t-Test for the Difference in the Perception Scores of the Students in Experimental Group Related to Using Films in the Language Classrooms According to Gender 80 Table 4.4. The Results of Independent t-Test for the Attitude Scale towards the Use of Films in the Language classrooms among the Students in Experimental Group According to high school graduations 80 Table 4.5. The Opinions of the Students for “the Perception Scale for the Benefits of Cultural Awareness” in the Experimental Group (N=27) 82 Table 4.6. The Perception Level of the Students for “the Perception Scale for the Benefits of Cultural Awareness” in the Experimental Group 85 Table 4.7. The Opinions of the Students for “the Perception Scale for the Benefits of Cultural Awareness” in the Control Group (N=25) 86 Table 4.8. The Perception Level of the Students for “the Perception Scale for the Benefits of Cultural Awareness” in the Control Group 89 Table 4.9. The Results of Independent t-Test for the Repeated Measurements related to the Perception Scores of the Students in Experimental and Control Groups for the Benefits of Cultural Awareness 89 Table 4.10. The Results of Independent t-test for the Scores of the Perception among the Students in the Experimental Group According to their Gender Related to the Benefits of the Cultural Awareness 90 Table 4.11. The Results of Independent t-test for the Scores of the Perception among the Students in the Control Group According to Gender Related to the Benefits of the Cultural Awareness 90 Table 4.12. The Results of Independent t-test for the Difference in the Perception Scores Related to the Benefits of Cultural Awareness among the Students in the Experimental Group According to High School Graduations 91 Table 4.13. The Results of Independent t-Test for the Difference in the Perception Scores of the Students in Control Group Related to the Benefits of Cultural Awareness According to High School Graduations 92 Table 4.14. The Results of Independent t-Test for the Repeated Measurements Related to the Academic Achievement Levels among the Students in Experimental and Control Groups 93 Table 4.15. The Results of Independent t-Test for the Repeated Measurements Related to the Academic Achievement Scores of the Students in the Experimental and Control Groups 93 Table 4.16. The Results of Independent t-test after the Implementation for the Differences between the Academic Achievement Scores of the Students in the Experimental Group According to Gender 94 Table 4.17. The Results of Independent t-Test after the Implementation for the Differences between the Academic Achievement Scores of the Students in the Control Group According to Gender 95 Table 4.18. The Results of Independent t-test after the Implementations for the Differences between the Academic Achievement Scores of the Students in the Experimental Group According to High School Graduations 95 Table 4.19. The Results of Independent t-test for the difference in the Academic Achievement Scores of the Students in the Control Group According to the High School Graduations 96 Table 4.20. The Results of Independent t-Test for the difference in the Academic Achievement Scores and Retention Test Scores of the Students in the Experimental and Control Groups 96   LIST OF FIGURES Figure 2.1. A Model of Intercultural Literacies 31 Figure 2.2. A Multimodal Design 37 Figure 2.3. Media Literacy Skills 38 Figure 3.1. Pre-reading Questions 55 Figure 3.2. While-watching Questions 56tr_TR
dc.language.isoentr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectmultimodality,reading skills, culture, cultural awarenesstr_TR
dc.titleFilms As A "Multimodal Way" To Improve Learners' Reading Skills And Enhance Cultural Awareness In English Language And Literature Departmentstr_TR
dc.typeinfo:eu-repo/semantics/doctoralThesistr_TR
dc.description.ozetYabancı dil olarak İngilizcenin öğretilmesi bakımından bir İngilizce öğretmeninin karşılaştığı en büyük zorluklardan biri, öğrencilerin yaşadığı çevrede İngilizcenin özgün bir dil olarak kullanılmıyor olmasıdır. Bu yüzden öğrencilerin dile maruz kalma açısından ya da özgün bir etkileşimde bulunmak için çok fazla tabii fırsatları olmamaktadır. Dil öğretiminin eğitimsel potansiyelini ortaya çıkarmak için, öğrencilerin yabancı dil ve bu dile ait bilgi edinimi, yabancı dil öğretimi ve öğreniminde sosyo-semiyotik bir yaklaşım olarak kabul edilen çokmodluluk gibi öğretim metotlarının uygulanmasıyla geliştirilebilir. Film, nitelikleri dikkate alındığında, yabancı dil sınıflarında hedef dilin sosyal ve semiyotik özelliklerini sağlaması bakımından en önemli çokmodlu yöntemlerden biri olup öğretim materyali olarak yaygın bir şekilde kullanılabilir. Bu çalışma Selçuk Üniversitesi İngiliz Dili ve Edebiyatı Bölümü öğrencilerinin okuduklarını anlama becerilerini geliştirmek ve kültürel farkındalıklarını artırmak için filmin “çokmodlu bir yöntem” olarak kullanımının etkilerini incelemektedir. Bu çalışma iki örnek grup ile gerçekleştirilmiştir: bir deney ve bir geleneksel yöntemle eğitim alan kontrol grubu. Çalışma, Selçuk Üniversitesi İngiliz Dili ve Edebiyatı bölümünde yürütülmüştür. Bu çalışmadaki katılımcılar 19-21 yaş aralığında ve B1+ seviyesindeki ikinci sınıf öğrencileridir. Çalışmanın sonuçları, filmin öğretim materyallerine dahil edilerek kullanılmasıyla birlikte deney ve kontrol grubu öğrencileri arasında önemli farklılıkların olduğunu göstermiştir. Çalışma sonunda, bir görsel içerik olarak filmin öğrencilere okuduklarını anlama becerilerini artırmada ve ilerletmede yardımcı olduğu sonucuna ulaşılmıştır. Filmin kültürel farkındalıkları artırması açısından faydalarıyla ilgili farklı metotlar uygulanan grupların sonuçları arasında önemli bir farklılık gözlemlenmiştir.tr_TR
dc.contributor.departmentYabancı Diller Eğitimitr_TR


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