Safa Çelebi | Ondokuz Mayıs Üniversitesi (original) (raw)
Papers by Safa Çelebi
International Journal of Language Academy, Dec 31, 2022
This study compares the quantitative and qualitative assessment of teachers and teacher candidate... more This study compares the quantitative and qualitative assessment of teachers and teacher candidates with the "Prosodic Reading Scale" each other and with the assessment based on acoustic parameters. Sixty-four teacher candidates and 26 teachers participated in the research, where we used the convergent parallel designs from the mixed method. This study is based on the "Prosodic Reading Scale" scores, which the assessors created by listening to 10 different levels of reading aloud and their simultaneous qualitative evaluations. Results were analyzed in terms of standardized Z score, frequency, percentage, arithmetic mean, maximum and minimum scores, and t-test. To compare the assessors' evaluations, this study used the reading-aloud recordings acoustically in terms of intonation, focus and pause using the customized version of the PRAAT 6.0.37 phonetic analysis program. We compared the scaled results of the assessors with the data obtained from the acoustic measurements. In the study, we concluded that the evaluations of teachers and teacher candidates with the scale showed a normal distribution and were inconsistent with measures based on acoustic parameters. We also found that their qualitative assessments needed to be more consistent with the assessment based on quantitative data and acoustic parameters. The findings of this research provided evidence that the subjective assessment of reading prosody does not provide reliability.
This study compares the quantitative and qualitative assessment of teachers and teacher candidate... more This study compares the quantitative and qualitative assessment of teachers and teacher candidates with the "Prosodic Reading Scale" each other and with the assessment based on acoustic parameters. Sixty-four teacher candidates and 26 teachers participated in the research, where we used the convergent parallel designs from the mixed method. This study is based on the "Prosodic Reading Scale" scores, which the assessors created by listening to 10 different levels of reading aloud and their simultaneous qualitative evaluations. Results were analyzed in terms of standardized Z score, frequency, percentage, arithmetic mean, maximum and minimum scores, and t-test. To compare the assessors' evaluations, this study used the reading-aloud recordings acoustically in terms of intonation, focus and pause using the customized version of the PRAAT 6.0.37 phonetic analysis program. We compared the scaled results of the assessors with the data obtained from the acoustic measurements. In the study, we concluded that the evaluations of teachers and teacher candidates with the scale showed a normal distribution and were inconsistent with measures based on acoustic parameters. We also found that their qualitative assessments needed to be more consistent with the assessment based on quantitative data and acoustic parameters. The findings of this research provided evidence that the subjective assessment of reading prosody does not provide reliability.
A Critical Review On The Evaluation Of Reading Prosody, 2023
This study compares the quantitative and qualitative assessment of teachers and teacher candidate... more This study compares the quantitative and qualitative assessment of teachers and teacher candidates with the "Prosodic Reading Scale" each other and with the assessment based on acoustic parameters. Sixty-four teacher candidates and 26 teachers participated in the research, where we used the convergent parallel designs from the mixed method. This study is based on the "Prosodic Reading Scale" scores, which the assessors created by listening to 10 different levels of reading aloud and their simultaneous qualitative evaluations. Results were analyzed in terms of standardized Z score, frequency, percentage, arithmetic mean, maximum and minimum scores, and t-test. To compare the assessors' evaluations, this study used the reading-aloud recordings acoustically in terms of intonation, focus and pause using the customized version of the PRAAT 6.0.37 phonetic analysis program. We compared the scaled results of the assessors with the data obtained from the acoustic measurements. In the study, we concluded that the evaluations of teachers and teacher candidates with the scale showed a normal distribution and were inconsistent with measures based on acoustic parameters. We also found that their qualitative assessments needed to be more consistent with the assessment based on quantitative data and acoustic parameters. The findings of this research provided evidence that the subjective assessment of reading prosody does not provide reliability.
Korkut Ata Türkiyat uluslararası Türk dili ve edebiyatı araştırmaları dergisi, Aug 30, 2022
Examination of the Coherence and Consistency States in Oral and Written Narratives of Secondary S... more Examination of the Coherence and Consistency States in Oral and Written Narratives of Secondary School Students in Terms of Various Variables Ayşegül AYKANAT UYSAL Safa ÇELEBİ Öz Bu çalışmada ortaokul 8. sınıf öğrencilerinin oluşturdukları yazılı ve sözlü metinlerdeki bağdaşıklık ve tutarlılık durumlarının çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Araştırma 8. sınıfta öğrenim gören 100 öğrenci ile gerçekleştirilmiştir. Araştırma grubu uygun örnekleme yöntemi kullanılarak belirlenmiştir. Çalışmada betimsel araştırma modeli kullanılmıştır. Araştırmanın nicel verileri, öğrencilerin oluşturdukları sözlü ve yazılı metinlerin "Bağdaşıklık Araçlarını Kullanma Düzeyi Ölçeği", "Öyküleyici Anlatım Tutarlılık Değerlendirme Ölçeği" ile incelenmesi ve kişisel bilgi formu ile elde edilmiştir. Uygulama sürecinde öğrencilere uzman görüşleri doğrultusunda hazırlanan sözlü ve yazılı anlatım konuları verilmiştir. Yazılı metinler öğrenci kâğıtlarından sözlü metinler ise öğrencilerin ses kayıtlarının araştırmacı tarafından yazıya geçirilmesiyle elde edilmiştir. Ayrıca kişisel bilgi formu kullanılarak öğrencilerden elde edilen veriler, excel formatında ölçeklendirilmiştir. Bu veriler ile öğrencilerin oluşturdukları yazılı ve sözlü öyküleyici metinlerinden elde edilen veriler SPSS 22.0 istatistik programı aracılığı ile analiz edilmiş, öğrencilerin çeşitli değişkenlere göre bağdaşıklık araçlarını kullanma ve metin tutarlılığı oluşturma durumları farklı değişkenlere göre incelenmiştir. Araştırma sonucunda öğrencilerin sözlü metinlerinde yazılı metinlerine oranla daha düşük düzeyde bağdaşıklık aracı kullandıkları, metin tutarlılık puanlarının da sözlü metinlerinde yazılı metinlerine oranla daha düşük düzeyde olduğu görülmüştür. Öğrencilerin sözlü ve yazılı metinlerinde bağdaşıklık araçlarını kullanmada ve tutarlılık oluşturmada bazı değişkenlere göre anlamlı farklılıklar tespit edilmiştir.
Türkçede yer alan eşadlı sözcükler, sesletim sırasında çoğu zaman yabancı bir öğrenci tarafından ... more Türkçede yer alan eşadlı sözcükler, sesletim sırasında çoğu zaman yabancı bir öğrenci tarafından doğru algılanamamaktadır. Türkçe öğrenen yabancıların eşadlı kelimelerdeki anlam ayırıcı özelliklerin yani vurgu, ton, ezgi, süre, durak gibi parçalarüstü birimlerin farkına varabilmeleri için söz konusu kelimelerin sesletiminde meydana gelen farklılıkların görünür hâle getirilmesi gerekmektedir. Bu çalışmanın amacı, Türkçede bulunan bazı eşadlı sözcüklerin parçalarüstü birimler açısından farklılıklarını tespit etmek ve bu farklılıklar doğrultusunda doğru sesletimlerinin sağlanmasında parçalarüstü birimlerin görünür hâle getirilmesinin önemini vurgulamaktır. Yabancılara Türkçe öğretiminde parçalarüstü birimlerin bilgisayar ortamında görünür hâle getirilmesi, öğrencilerin doğru, etkili konuşma ve sesli okuma becerisi kazanmalarına büyük katkı sağlayacaktır. Çalışmada olayları ve olguları doğal koşulları içerisinde incelemeyi hedefleyen betimsel yöntem kullanılmıştır. Veriler, TDK Sesli Tü...
Turkish studies - Language and Literature, 2020
Turkey Turkish often have transfer words from foreign languages frequently made mistakes in the p... more Turkey Turkish often have transfer words from foreign languages frequently made mistakes in the pronunciation and spelling due to incorrect transmission between people (eg: harfiyat/hafriyat, afilli/afili, ataç/ataş). There are various problems arising from the misuse of these words, especially in educational environment. Turkish teacher candidates, who should be models for the correct use of language, are expected to spell and pronounce correctly these words. Using different methods and techniques in vocabulary teaching practices, including game activities to appeal to more than one sensory organ of the target audience will enable students to learn the meaning and correct use of words. Word puzzle games are one of the techniques that appeal to more than one sense of students in educational environments and make vocabulary teaching fun.In the study, it was aimed to determine the effect of word puzzle game activities on Turkish teacher candidates' knowledge of words that are frequently made mistakes in pronunciation and spelling. In the study, single group pre-test-post-test model was used.The study group of the research consists of 89 teacher candidates studying in the 2nd grade (38) and the third grade (51) of the Ondokuz Mayıs University Turkish Language Teaching Program in the 2018-2019 academic year. Word puzzle games were held with the participants for one hour in a week for 10 weeks within the scope of "Effective Communication" and "Speaking Training" lessons, for all the words in the " Corrections to Frequently Made Mistakes" section. The form consisting of 100 words was applied to the participants by changing their order in the pre-test and post-test. The Ethics Committee Permission for the study was granted by the Ondokuz Mayıs University Social and Human Sciences Ethics Committee with the 30/10 / 2020-622 Ethics Committee meeting date and decision number. The data obtained from the participants' forms were scored in terms of pronunciation and writing. The quantitative data obtained were analyzed with the paired groups t-test in the SPSS 22 statistical program. This finding has led to the conclusion that word puzzle game activities are effective in teaching words whose pronunciation and spelling are frequently confused. * Bu çalışma, 16-18 Ekim 2019'da Samsun'da düzenlenen "XI. Uluslararası Dünya Dili Türkçe Sempozyumu"nda sunulan sözlü bildiriden üretilmiştir.
Dictionary is a book that gives the vocabulary of a language, the number of words; the meaning of... more Dictionary is a book that gives the vocabulary of a language, the number of words; the meaning of these words, pronounciation and writing features of them, their useges and gramatical connections. Meanings, writings and pronounciations of interjections should be handled functionally in the dictionaries where many rules and usages related to the language are in.The purpose of this study is to analyse comparatively the TLA Current Turkish Dictionary that aims at bring together the vocabulary of the Turkish and TLA Audio Turkish Language which was serviced in electronic environment in 2008 and in which all vocabulary pronounciations in the language are involved in terms of haldling the fuctions of interjections in Turkey Turkish.Descriptive methods aiming at analysing the events and facts in their the natural conditions in the study. Data, in the study that scanning model is used, have been gotten by scanning 7 differents interjections expressing more than one emotion and being selected random in TLA Current Turkish Dictionary and TLA Audio Turkish Dictionary. As a result, it has been detemined that TLA Current Dictionary has deficient applications in terms of dealing with functions of interjections and in terms of exemplify their different functions with sentences, and that Audio Turkish Dictionary has not pronounciations and sample sentence pronounciations fulfilling the functions
Journal of Turkish Studies, 2014
Bu makale Crosscheck sistemi tarafından taranmış ve bu sistem sonuçlarına göre orijinal bir makal... more Bu makale Crosscheck sistemi tarafından taranmış ve bu sistem sonuçlarına göre orijinal bir makale olduğu tespit edilmiştir.
International Journal of Language Academy, 2014
Exclamations are one of the means to express emotions. In written texts their functions can be re... more Exclamations are one of the means to express emotions. In written texts their functions can be resolved from the context, but in oral expressions they can be resolved from the suprasegmental units with the context. The purposes of this study are to identify Turkish learners' status of perception of emotioninvolving exclamatory expressions that are unique to Turkish, and to emphasize the importance of suprasegmental units in perceiving and expressing emotions. In this descriptive study, sentences that include emotional exclamations were vocalized by experts and tape recorded. The recordings were then listened by pre-service teachers, whose native language is Turkish, to select recordings that convey the emotional meaning the best. Based on the selected recordings, the researchers developed "The Test to Assess Foreign Learners' Perceptions of Emotional Value of Exclamations", and modified the test after applying it to 20 Turkish pre-service teachers. After the recordings were listened by Turkish language learners, the final version of the test was administered to 40 foreign students, of B2 level, from Recep Tayyip Erdoğan University TÖMER (Turkish Learning Center), 20 of which were of Georgian origin and the remaining 20 were of Yemeni origin. The foreign students' states of detection and identification of the functions of exclamations are determined by analyzing their answers of the test by using descriptive statistics. As results, it was found that foreign learners of Turkish at large failed to perceive different emotional values of exclamations; and that Yemeni learners' were better at perceiving and identifying exclamations in Turkish than Georgian learners. It was suggested that language practices on emphasis and intonation would be beneficial to both native and secondary language learners of Turkish in order for them to understand exclamations properly and to express themselves using exclamations.
International Journal of Language Academy, 2015
Dictionary is a book that gives the vocabulary of a language, the number of words; the meaning of... more Dictionary is a book that gives the vocabulary of a language, the number of words; the meaning of these words, pronounciation and writing features of them, their useges and gramatical connections. Meanings, writings and pronounciations of interjections should be handled functionally in the dictionaries where many rules and usages related to the language are in.The purpose of this study is to analyse comparatively the TLA Current Turkish Dictionary that aims at bring together the vocabulary of the Turkish and TLA Audio Turkish Language which was serviced in electronic environment in 2008 and in which all vocabulary pronounciations in the language are involved in terms of haldling the fuctions of interjections in Turkey Turkish.Descriptive methods aiming at analysing the events and facts in their the natural conditions in the study. Data, in the study that scanning model is used, have been gotten by scanning 7 differents interjections expressing more than one emotion and being selected random in TLA Current Turkish Dictionary and TLA Audio Turkish Dictionary. As a result, it has been detemined that TLA Current Dictionary has deficient applications in terms of dealing with functions of interjections and in terms of exemplify their different functions with sentences, and that Audio Turkish Dictionary has not pronounciations and sample sentence pronounciations fulfilling the functions
Korkut Ata Türkiyat uluslararası Türk dili ve edebiyatı araştırmaları dergisi, Dec 21, 2022
Dil Eğitimi ve Araştırmaları Dergisi, 2020
In Turkish grammar books and pronunciation dictionaries, it is stated that the word stress in Tur... more In Turkish grammar books and pronunciation dictionaries, it is stated that the word stress in Turkish is usually in the last syllable and there are sometimes inconsistencies in the examples given for the exceptions. This situation causes dictionary users, especially learners Turkish as foreign language, to experience conflicts. In this study, it is aimed to determine consistency of Turkish words in terms of emphasis according to word types. In the research in which descriptive method was used, scanning model "aiming to describe an existing state as it has existed" was used. The sample of the study consists of 300 simple, 100 derivative and 100 compound word with more than 500 syllables. It is considered that these words are found in TDK Turkish Dictionary (TS), Audio Turkish Dictionary (STS) and Spoken Language and Dictionary of Turkish Articulation (KDTSS) and to be one of the most frequent words in the Written Turkish Word Frequency Dictionary. Articulations of the words with accent places in "KDTSS" and "TS" were downloaded and recorded from STS. The recorded articulations were analyzed in terms of fundamental frequency (F0) with Praat 6.0.12 program and the stress of the words were determined at the level of the syllable. The results of the study showed that the consistency rate of the three dictionaries was low (45.8%). In addition, it has been revealed that there are pronunciation errors in STS in terms of accent.
Association for the Advancement of Computing in Education (AACE), Mar 21, 2016
Aim of this study is to determine the positions of Turkish language teacher candidates regarding ... more Aim of this study is to determine the positions of Turkish language teacher candidates regarding their knowledge of the phones and prosodic elements in Turkish; and to prepare computer-assisted instruction materials which enable visualization and feedbacks in order to bring forth the functions of these units. Working group of the study is composed of 60 voluntary teacher candidates studying at 3rd and 4th Grades in Turkish Language Teaching Department in a state university. Data of the study were obtained using (a) " Acquaintance Form of Phones and Prosodic Elements " with open-ended, multiple-choice and true-false questions, (b) " Praat 6008 " phonetic analysis program. Results showed that teacher candidates have an insufficient level of knowledge about the functions of phonetics and prosody elements. Based on these results, it is thought that computer-supported instruction in phonetics courses will be effective on the development of these skills. Phonetics is a branch of grammar which analyzes the phones of a language in terms of their creation, articulation features, conjoining in the words, missions and various changes (Korkmaz; 1992, p.128). It is necessary to have a level of knowledge about the structure and nature of the phones which create the speech in order to learn or teach the structure and nature of that language better (Üçok, 2007, p.14). It is also required to know the creation area of the phones and their features as well as such prosodic elements as stress, tone, duration and breaks which create the speech in order to have a clean speaking skill because speech is a language skill which is created through phonetic collocation. First of all, teacher candidates need to learn prosodic elements and phones which create speech in order to convey these elements to primary school and secondary school students correctly. In this regard, " Phonetics " courses have been included in Turkish Language Teaching Undergraduate Program by the Council of Higher Education in Turkey and this has been a target for the teacher candidates to learn these language elements correctly. Researches which are carried out in Turkey and other countries regarding phonetics, which are the important elements of correct and effective communication, and prosodic elements, which show the psychological aspect of the language, put forward that these elements should be delivered through computer-supported instructionssupported instruction is a method " in which computers are used as an environment where the instruction is carried out, strengthening the learning process and student motivation and from which the student can derive benefit in accordance with his/her learning speed " (Uşun, 2004, p.42). According to another definition, it is the delivery of instructional content or activities through computers. Computer-supported instruction environments, which enable us to use visual and audial elements much more effectively and to bring forth abstract and complicated contexts much more effectively compared to traditional methods, have important roles for the achievement of the student (Akçay et al., 2005, p.104). In the researches which are carried out regarding the contribution of computers into instruction
Arastirmanin amaci, ogretmen adaylarinin tartismaci metinlerinde dusunceyi gelistirme yollarini k... more Arastirmanin amaci, ogretmen adaylarinin tartismaci metinlerinde dusunceyi gelistirme yollarini kullanim durumlarini belirlemektir. Betimsel arastirma yontemiyle olusturulan bu arastirmada, tarama modeline basvurulmustur. Arastirmanin calisma grubunu, Recep Tayyip Erdogan Universitesi Egitim Fakultesi Ilkogretim Bolumu Fen Bilgisi Ogretmenligi Programi’nda ogrenim goren 50 ogretmen adayi olusturmaktadir. Arastirmanin temel veri kaynagi, Tartismaci Metin Yazma Formu’dur. Bu form kullanilarak elde edilen metinler, dusunceyi gelistirme yollarini kullanim yonunden incelenmistir. Katilimcilarin tartismaci metinleri ve tartismaci metin birimleri, dusunceyi gelistirme yollarini kullanim yonunden ayri ayri degerlendirilmistir. Arastirmanin sonuclarina gore tartismaci metinlerde aciklama ve ornekleme en sik; benzetme, sayisal verilerden yararlanma, zitlik ve tanik gosterme ise en az kullanilmistir. Tartismaci metin birimleri icinde iddiayi destek gerekcesinin, dusunceyi gelistirme yollarinin...
The present study aimed to determine the effect of teaching prosody through visual feedback activ... more The present study aimed to determine the effect of teaching prosody through visual feedback activities on oral reading skills of Turkish language learners. The quantitative dimension of the study utilized a single group pre-test post-test experimental design, whereas, the qualitative dimension consisted of the data obtained from the interviews. The participant group included a convenient sample of 30 non-native students who had completed a certificate program at a Turkish Language Teaching Center affiliated to a state university and enrolled in undergraduate course work during the study period. Twenty-two of these students were Georgian and the rest were from the Republic of Yemen. The participants were provided with a 12-week-long training supported by Praat 6.0.01 voice analysis program. At the end of the study, it was found that teaching prosody through visual feedback activities has improved the participants' oral reading skills in terms of intonation, focus, pause and reading rate, and that the participants have expressed positive opinions about learning prosody through visual feedback activities. This has led to the conclusion that teaching prosody through visual feedback activities is effective in improving oral reading skills of those who learn Turkish as a foreign language.
International Journal of Language Academy, 2015
International Journal of Language Academy, Dec 31, 2022
This study compares the quantitative and qualitative assessment of teachers and teacher candidate... more This study compares the quantitative and qualitative assessment of teachers and teacher candidates with the "Prosodic Reading Scale" each other and with the assessment based on acoustic parameters. Sixty-four teacher candidates and 26 teachers participated in the research, where we used the convergent parallel designs from the mixed method. This study is based on the "Prosodic Reading Scale" scores, which the assessors created by listening to 10 different levels of reading aloud and their simultaneous qualitative evaluations. Results were analyzed in terms of standardized Z score, frequency, percentage, arithmetic mean, maximum and minimum scores, and t-test. To compare the assessors' evaluations, this study used the reading-aloud recordings acoustically in terms of intonation, focus and pause using the customized version of the PRAAT 6.0.37 phonetic analysis program. We compared the scaled results of the assessors with the data obtained from the acoustic measurements. In the study, we concluded that the evaluations of teachers and teacher candidates with the scale showed a normal distribution and were inconsistent with measures based on acoustic parameters. We also found that their qualitative assessments needed to be more consistent with the assessment based on quantitative data and acoustic parameters. The findings of this research provided evidence that the subjective assessment of reading prosody does not provide reliability.
This study compares the quantitative and qualitative assessment of teachers and teacher candidate... more This study compares the quantitative and qualitative assessment of teachers and teacher candidates with the "Prosodic Reading Scale" each other and with the assessment based on acoustic parameters. Sixty-four teacher candidates and 26 teachers participated in the research, where we used the convergent parallel designs from the mixed method. This study is based on the "Prosodic Reading Scale" scores, which the assessors created by listening to 10 different levels of reading aloud and their simultaneous qualitative evaluations. Results were analyzed in terms of standardized Z score, frequency, percentage, arithmetic mean, maximum and minimum scores, and t-test. To compare the assessors' evaluations, this study used the reading-aloud recordings acoustically in terms of intonation, focus and pause using the customized version of the PRAAT 6.0.37 phonetic analysis program. We compared the scaled results of the assessors with the data obtained from the acoustic measurements. In the study, we concluded that the evaluations of teachers and teacher candidates with the scale showed a normal distribution and were inconsistent with measures based on acoustic parameters. We also found that their qualitative assessments needed to be more consistent with the assessment based on quantitative data and acoustic parameters. The findings of this research provided evidence that the subjective assessment of reading prosody does not provide reliability.
A Critical Review On The Evaluation Of Reading Prosody, 2023
This study compares the quantitative and qualitative assessment of teachers and teacher candidate... more This study compares the quantitative and qualitative assessment of teachers and teacher candidates with the "Prosodic Reading Scale" each other and with the assessment based on acoustic parameters. Sixty-four teacher candidates and 26 teachers participated in the research, where we used the convergent parallel designs from the mixed method. This study is based on the "Prosodic Reading Scale" scores, which the assessors created by listening to 10 different levels of reading aloud and their simultaneous qualitative evaluations. Results were analyzed in terms of standardized Z score, frequency, percentage, arithmetic mean, maximum and minimum scores, and t-test. To compare the assessors' evaluations, this study used the reading-aloud recordings acoustically in terms of intonation, focus and pause using the customized version of the PRAAT 6.0.37 phonetic analysis program. We compared the scaled results of the assessors with the data obtained from the acoustic measurements. In the study, we concluded that the evaluations of teachers and teacher candidates with the scale showed a normal distribution and were inconsistent with measures based on acoustic parameters. We also found that their qualitative assessments needed to be more consistent with the assessment based on quantitative data and acoustic parameters. The findings of this research provided evidence that the subjective assessment of reading prosody does not provide reliability.
Korkut Ata Türkiyat uluslararası Türk dili ve edebiyatı araştırmaları dergisi, Aug 30, 2022
Examination of the Coherence and Consistency States in Oral and Written Narratives of Secondary S... more Examination of the Coherence and Consistency States in Oral and Written Narratives of Secondary School Students in Terms of Various Variables Ayşegül AYKANAT UYSAL Safa ÇELEBİ Öz Bu çalışmada ortaokul 8. sınıf öğrencilerinin oluşturdukları yazılı ve sözlü metinlerdeki bağdaşıklık ve tutarlılık durumlarının çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Araştırma 8. sınıfta öğrenim gören 100 öğrenci ile gerçekleştirilmiştir. Araştırma grubu uygun örnekleme yöntemi kullanılarak belirlenmiştir. Çalışmada betimsel araştırma modeli kullanılmıştır. Araştırmanın nicel verileri, öğrencilerin oluşturdukları sözlü ve yazılı metinlerin "Bağdaşıklık Araçlarını Kullanma Düzeyi Ölçeği", "Öyküleyici Anlatım Tutarlılık Değerlendirme Ölçeği" ile incelenmesi ve kişisel bilgi formu ile elde edilmiştir. Uygulama sürecinde öğrencilere uzman görüşleri doğrultusunda hazırlanan sözlü ve yazılı anlatım konuları verilmiştir. Yazılı metinler öğrenci kâğıtlarından sözlü metinler ise öğrencilerin ses kayıtlarının araştırmacı tarafından yazıya geçirilmesiyle elde edilmiştir. Ayrıca kişisel bilgi formu kullanılarak öğrencilerden elde edilen veriler, excel formatında ölçeklendirilmiştir. Bu veriler ile öğrencilerin oluşturdukları yazılı ve sözlü öyküleyici metinlerinden elde edilen veriler SPSS 22.0 istatistik programı aracılığı ile analiz edilmiş, öğrencilerin çeşitli değişkenlere göre bağdaşıklık araçlarını kullanma ve metin tutarlılığı oluşturma durumları farklı değişkenlere göre incelenmiştir. Araştırma sonucunda öğrencilerin sözlü metinlerinde yazılı metinlerine oranla daha düşük düzeyde bağdaşıklık aracı kullandıkları, metin tutarlılık puanlarının da sözlü metinlerinde yazılı metinlerine oranla daha düşük düzeyde olduğu görülmüştür. Öğrencilerin sözlü ve yazılı metinlerinde bağdaşıklık araçlarını kullanmada ve tutarlılık oluşturmada bazı değişkenlere göre anlamlı farklılıklar tespit edilmiştir.
Türkçede yer alan eşadlı sözcükler, sesletim sırasında çoğu zaman yabancı bir öğrenci tarafından ... more Türkçede yer alan eşadlı sözcükler, sesletim sırasında çoğu zaman yabancı bir öğrenci tarafından doğru algılanamamaktadır. Türkçe öğrenen yabancıların eşadlı kelimelerdeki anlam ayırıcı özelliklerin yani vurgu, ton, ezgi, süre, durak gibi parçalarüstü birimlerin farkına varabilmeleri için söz konusu kelimelerin sesletiminde meydana gelen farklılıkların görünür hâle getirilmesi gerekmektedir. Bu çalışmanın amacı, Türkçede bulunan bazı eşadlı sözcüklerin parçalarüstü birimler açısından farklılıklarını tespit etmek ve bu farklılıklar doğrultusunda doğru sesletimlerinin sağlanmasında parçalarüstü birimlerin görünür hâle getirilmesinin önemini vurgulamaktır. Yabancılara Türkçe öğretiminde parçalarüstü birimlerin bilgisayar ortamında görünür hâle getirilmesi, öğrencilerin doğru, etkili konuşma ve sesli okuma becerisi kazanmalarına büyük katkı sağlayacaktır. Çalışmada olayları ve olguları doğal koşulları içerisinde incelemeyi hedefleyen betimsel yöntem kullanılmıştır. Veriler, TDK Sesli Tü...
Turkish studies - Language and Literature, 2020
Turkey Turkish often have transfer words from foreign languages frequently made mistakes in the p... more Turkey Turkish often have transfer words from foreign languages frequently made mistakes in the pronunciation and spelling due to incorrect transmission between people (eg: harfiyat/hafriyat, afilli/afili, ataç/ataş). There are various problems arising from the misuse of these words, especially in educational environment. Turkish teacher candidates, who should be models for the correct use of language, are expected to spell and pronounce correctly these words. Using different methods and techniques in vocabulary teaching practices, including game activities to appeal to more than one sensory organ of the target audience will enable students to learn the meaning and correct use of words. Word puzzle games are one of the techniques that appeal to more than one sense of students in educational environments and make vocabulary teaching fun.In the study, it was aimed to determine the effect of word puzzle game activities on Turkish teacher candidates' knowledge of words that are frequently made mistakes in pronunciation and spelling. In the study, single group pre-test-post-test model was used.The study group of the research consists of 89 teacher candidates studying in the 2nd grade (38) and the third grade (51) of the Ondokuz Mayıs University Turkish Language Teaching Program in the 2018-2019 academic year. Word puzzle games were held with the participants for one hour in a week for 10 weeks within the scope of "Effective Communication" and "Speaking Training" lessons, for all the words in the " Corrections to Frequently Made Mistakes" section. The form consisting of 100 words was applied to the participants by changing their order in the pre-test and post-test. The Ethics Committee Permission for the study was granted by the Ondokuz Mayıs University Social and Human Sciences Ethics Committee with the 30/10 / 2020-622 Ethics Committee meeting date and decision number. The data obtained from the participants' forms were scored in terms of pronunciation and writing. The quantitative data obtained were analyzed with the paired groups t-test in the SPSS 22 statistical program. This finding has led to the conclusion that word puzzle game activities are effective in teaching words whose pronunciation and spelling are frequently confused. * Bu çalışma, 16-18 Ekim 2019'da Samsun'da düzenlenen "XI. Uluslararası Dünya Dili Türkçe Sempozyumu"nda sunulan sözlü bildiriden üretilmiştir.
Dictionary is a book that gives the vocabulary of a language, the number of words; the meaning of... more Dictionary is a book that gives the vocabulary of a language, the number of words; the meaning of these words, pronounciation and writing features of them, their useges and gramatical connections. Meanings, writings and pronounciations of interjections should be handled functionally in the dictionaries where many rules and usages related to the language are in.The purpose of this study is to analyse comparatively the TLA Current Turkish Dictionary that aims at bring together the vocabulary of the Turkish and TLA Audio Turkish Language which was serviced in electronic environment in 2008 and in which all vocabulary pronounciations in the language are involved in terms of haldling the fuctions of interjections in Turkey Turkish.Descriptive methods aiming at analysing the events and facts in their the natural conditions in the study. Data, in the study that scanning model is used, have been gotten by scanning 7 differents interjections expressing more than one emotion and being selected random in TLA Current Turkish Dictionary and TLA Audio Turkish Dictionary. As a result, it has been detemined that TLA Current Dictionary has deficient applications in terms of dealing with functions of interjections and in terms of exemplify their different functions with sentences, and that Audio Turkish Dictionary has not pronounciations and sample sentence pronounciations fulfilling the functions
Journal of Turkish Studies, 2014
Bu makale Crosscheck sistemi tarafından taranmış ve bu sistem sonuçlarına göre orijinal bir makal... more Bu makale Crosscheck sistemi tarafından taranmış ve bu sistem sonuçlarına göre orijinal bir makale olduğu tespit edilmiştir.
International Journal of Language Academy, 2014
Exclamations are one of the means to express emotions. In written texts their functions can be re... more Exclamations are one of the means to express emotions. In written texts their functions can be resolved from the context, but in oral expressions they can be resolved from the suprasegmental units with the context. The purposes of this study are to identify Turkish learners' status of perception of emotioninvolving exclamatory expressions that are unique to Turkish, and to emphasize the importance of suprasegmental units in perceiving and expressing emotions. In this descriptive study, sentences that include emotional exclamations were vocalized by experts and tape recorded. The recordings were then listened by pre-service teachers, whose native language is Turkish, to select recordings that convey the emotional meaning the best. Based on the selected recordings, the researchers developed "The Test to Assess Foreign Learners' Perceptions of Emotional Value of Exclamations", and modified the test after applying it to 20 Turkish pre-service teachers. After the recordings were listened by Turkish language learners, the final version of the test was administered to 40 foreign students, of B2 level, from Recep Tayyip Erdoğan University TÖMER (Turkish Learning Center), 20 of which were of Georgian origin and the remaining 20 were of Yemeni origin. The foreign students' states of detection and identification of the functions of exclamations are determined by analyzing their answers of the test by using descriptive statistics. As results, it was found that foreign learners of Turkish at large failed to perceive different emotional values of exclamations; and that Yemeni learners' were better at perceiving and identifying exclamations in Turkish than Georgian learners. It was suggested that language practices on emphasis and intonation would be beneficial to both native and secondary language learners of Turkish in order for them to understand exclamations properly and to express themselves using exclamations.
International Journal of Language Academy, 2015
Dictionary is a book that gives the vocabulary of a language, the number of words; the meaning of... more Dictionary is a book that gives the vocabulary of a language, the number of words; the meaning of these words, pronounciation and writing features of them, their useges and gramatical connections. Meanings, writings and pronounciations of interjections should be handled functionally in the dictionaries where many rules and usages related to the language are in.The purpose of this study is to analyse comparatively the TLA Current Turkish Dictionary that aims at bring together the vocabulary of the Turkish and TLA Audio Turkish Language which was serviced in electronic environment in 2008 and in which all vocabulary pronounciations in the language are involved in terms of haldling the fuctions of interjections in Turkey Turkish.Descriptive methods aiming at analysing the events and facts in their the natural conditions in the study. Data, in the study that scanning model is used, have been gotten by scanning 7 differents interjections expressing more than one emotion and being selected random in TLA Current Turkish Dictionary and TLA Audio Turkish Dictionary. As a result, it has been detemined that TLA Current Dictionary has deficient applications in terms of dealing with functions of interjections and in terms of exemplify their different functions with sentences, and that Audio Turkish Dictionary has not pronounciations and sample sentence pronounciations fulfilling the functions
Korkut Ata Türkiyat uluslararası Türk dili ve edebiyatı araştırmaları dergisi, Dec 21, 2022
Dil Eğitimi ve Araştırmaları Dergisi, 2020
In Turkish grammar books and pronunciation dictionaries, it is stated that the word stress in Tur... more In Turkish grammar books and pronunciation dictionaries, it is stated that the word stress in Turkish is usually in the last syllable and there are sometimes inconsistencies in the examples given for the exceptions. This situation causes dictionary users, especially learners Turkish as foreign language, to experience conflicts. In this study, it is aimed to determine consistency of Turkish words in terms of emphasis according to word types. In the research in which descriptive method was used, scanning model "aiming to describe an existing state as it has existed" was used. The sample of the study consists of 300 simple, 100 derivative and 100 compound word with more than 500 syllables. It is considered that these words are found in TDK Turkish Dictionary (TS), Audio Turkish Dictionary (STS) and Spoken Language and Dictionary of Turkish Articulation (KDTSS) and to be one of the most frequent words in the Written Turkish Word Frequency Dictionary. Articulations of the words with accent places in "KDTSS" and "TS" were downloaded and recorded from STS. The recorded articulations were analyzed in terms of fundamental frequency (F0) with Praat 6.0.12 program and the stress of the words were determined at the level of the syllable. The results of the study showed that the consistency rate of the three dictionaries was low (45.8%). In addition, it has been revealed that there are pronunciation errors in STS in terms of accent.
Association for the Advancement of Computing in Education (AACE), Mar 21, 2016
Aim of this study is to determine the positions of Turkish language teacher candidates regarding ... more Aim of this study is to determine the positions of Turkish language teacher candidates regarding their knowledge of the phones and prosodic elements in Turkish; and to prepare computer-assisted instruction materials which enable visualization and feedbacks in order to bring forth the functions of these units. Working group of the study is composed of 60 voluntary teacher candidates studying at 3rd and 4th Grades in Turkish Language Teaching Department in a state university. Data of the study were obtained using (a) " Acquaintance Form of Phones and Prosodic Elements " with open-ended, multiple-choice and true-false questions, (b) " Praat 6008 " phonetic analysis program. Results showed that teacher candidates have an insufficient level of knowledge about the functions of phonetics and prosody elements. Based on these results, it is thought that computer-supported instruction in phonetics courses will be effective on the development of these skills. Phonetics is a branch of grammar which analyzes the phones of a language in terms of their creation, articulation features, conjoining in the words, missions and various changes (Korkmaz; 1992, p.128). It is necessary to have a level of knowledge about the structure and nature of the phones which create the speech in order to learn or teach the structure and nature of that language better (Üçok, 2007, p.14). It is also required to know the creation area of the phones and their features as well as such prosodic elements as stress, tone, duration and breaks which create the speech in order to have a clean speaking skill because speech is a language skill which is created through phonetic collocation. First of all, teacher candidates need to learn prosodic elements and phones which create speech in order to convey these elements to primary school and secondary school students correctly. In this regard, " Phonetics " courses have been included in Turkish Language Teaching Undergraduate Program by the Council of Higher Education in Turkey and this has been a target for the teacher candidates to learn these language elements correctly. Researches which are carried out in Turkey and other countries regarding phonetics, which are the important elements of correct and effective communication, and prosodic elements, which show the psychological aspect of the language, put forward that these elements should be delivered through computer-supported instructionssupported instruction is a method " in which computers are used as an environment where the instruction is carried out, strengthening the learning process and student motivation and from which the student can derive benefit in accordance with his/her learning speed " (Uşun, 2004, p.42). According to another definition, it is the delivery of instructional content or activities through computers. Computer-supported instruction environments, which enable us to use visual and audial elements much more effectively and to bring forth abstract and complicated contexts much more effectively compared to traditional methods, have important roles for the achievement of the student (Akçay et al., 2005, p.104). In the researches which are carried out regarding the contribution of computers into instruction
Arastirmanin amaci, ogretmen adaylarinin tartismaci metinlerinde dusunceyi gelistirme yollarini k... more Arastirmanin amaci, ogretmen adaylarinin tartismaci metinlerinde dusunceyi gelistirme yollarini kullanim durumlarini belirlemektir. Betimsel arastirma yontemiyle olusturulan bu arastirmada, tarama modeline basvurulmustur. Arastirmanin calisma grubunu, Recep Tayyip Erdogan Universitesi Egitim Fakultesi Ilkogretim Bolumu Fen Bilgisi Ogretmenligi Programi’nda ogrenim goren 50 ogretmen adayi olusturmaktadir. Arastirmanin temel veri kaynagi, Tartismaci Metin Yazma Formu’dur. Bu form kullanilarak elde edilen metinler, dusunceyi gelistirme yollarini kullanim yonunden incelenmistir. Katilimcilarin tartismaci metinleri ve tartismaci metin birimleri, dusunceyi gelistirme yollarini kullanim yonunden ayri ayri degerlendirilmistir. Arastirmanin sonuclarina gore tartismaci metinlerde aciklama ve ornekleme en sik; benzetme, sayisal verilerden yararlanma, zitlik ve tanik gosterme ise en az kullanilmistir. Tartismaci metin birimleri icinde iddiayi destek gerekcesinin, dusunceyi gelistirme yollarinin...
The present study aimed to determine the effect of teaching prosody through visual feedback activ... more The present study aimed to determine the effect of teaching prosody through visual feedback activities on oral reading skills of Turkish language learners. The quantitative dimension of the study utilized a single group pre-test post-test experimental design, whereas, the qualitative dimension consisted of the data obtained from the interviews. The participant group included a convenient sample of 30 non-native students who had completed a certificate program at a Turkish Language Teaching Center affiliated to a state university and enrolled in undergraduate course work during the study period. Twenty-two of these students were Georgian and the rest were from the Republic of Yemen. The participants were provided with a 12-week-long training supported by Praat 6.0.01 voice analysis program. At the end of the study, it was found that teaching prosody through visual feedback activities has improved the participants' oral reading skills in terms of intonation, focus, pause and reading rate, and that the participants have expressed positive opinions about learning prosody through visual feedback activities. This has led to the conclusion that teaching prosody through visual feedback activities is effective in improving oral reading skills of those who learn Turkish as a foreign language.
International Journal of Language Academy, 2015