Journals / Dil ve Dilbilimi Çalışmaları Dergisi
Dil ve Dilbilimi Çalışmaları Dergisi
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Journals / Dil ve Dilbilimi Çalışmaları Dergisi
| Osman SOLMAZ |
| 204–220 |
| Translating the metaphor in poetry: A cognitive approach to Le Bateau Ivre and its translation in Turkish | Ruhan GÜÇLÜ | 221–234 |
| Perceptions of the selection criteria of Omani English language teachers: Implications for policy reconsideration | Ali Al-Issa,Ali Al-Bulushi,Rima Al-Zadjali | 235–259 |
| /æ/ versus /ɑ/: Vowel fossilization in the pronunciation of Turkish English majors: Rehabilitation 1 | Mehmet Demirezen | 260–284 |
| A text world theory approach to the teaching of short stories in an EFL context: A pedagogical stylistic study | Behbood Mohammadzadeh | 285–295 |
| A constraint-based approach to acquisition of word-final consonant clusters in Turkish children | Burcu Gokgoz-Kurt | 296–308 |
| International students’ challenges in academic writing: A case study from a prominent U.S. university | Nazmiye Gürel Cennetkuşu | 309–323 |
| Classroom assessment practices of English language instructors | Meryem Özdemir Yılmazer,Yonca Özkan | 324–345 |
| Deontic modals in RP-US Visiting Forces Agreement (VFA): A corpus-based analysis | John Paul Obillos Dela Rosa | 346–366 |
| Comparison of speaking activities in Turkish and English language teaching coursebooks regarding self-assesment grid of CEFR | Gülden Tüm,Gülşah Emre-Parmaksız | 367–378 |
| Investigation of Turkish EFL learners’ attributions on success and failure in learning English | Aysun Yavuz,Devrim Hol | 379–396 |
| Factors affecting the use of the self-regulated L2 learning strategies in Turkish FLE context | Dinçay Köksal,Sinem Dündar | 397–425 |
| Implementation of flipped education into Turkish EFL teaching context | Serkan Boyraz,Gürbüz Ocak | 426–439 |
| Effects of task planning and rhetorical mode of writing on lexical complexity, syntactic complexity, and overall writing quality of EFL writers’ task performance | Mine Yıldız,Savaş Yeşilyurt | 440–464 |
| Investigating collocational priming in Turkish | Hakan Cangır,S. Nalan Büyükkantarcıoğlu,Philip Durrant | 465–486 |
| Students’ perceptions of ‘Good English’ and the underlying ideologies behind their perceptions | Ali Karakaş | 487–509 |
| Position of the translator as an agent in website localization: The case of Turkey | Sinem Canim Alkan | 510–525 |
| A study on metadiscoursive interaction in the MA theses of the native speakers of English and the Turkish speakers of English | Zehra Köroğlu,Gülden Tüm | 526–534 |
| Exploring EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks | Azimeh Soltani,Shiela Kheirzadeh | 535–560 |
| Digital self-review and anonymous peer feedback in Turkish high school EFL writing | Ayten Kayacan,Salim Razı | 561–577 |
| Factors impeding the learning of a second language in Spanish school system: Valladolid University Sample | Orhan Kocaman | 578–592 |
| Competence in lexical boosters and nativeness in academic writing of English: The possible relation | Cuneyt Demir | 593–614 |
| Variation in the status of the P and its effects on relative clause construction | Ager Gondra | 615–631 |
| Collaborative teaching from English language instructors’ perspectives | Hanife Taşdemir,Tuğba Yıldırım | 632–642 |
| ELT teacher education flipped classroom: An analysis of task challenge and student teachers’ views and expectations | Hatice Karaaslan,Hatice Çelebi | 643–666 |
| Foreign language anxiety: A study at Ufuk University Preparatory School | Ceyhun Karabıyık,Neslihan Özkan | 667–680 |
| Integrating cognitive linguistics insights into data-driven learning: Teaching vertical prepositions | Abdurrahman Kilimci | 681–719 |
| An analysis of Turkey’s Pisa 2015 results using two-level hierarchical linear modelling | Doğu Ataş,Özge Karadağ | 720–727 |
| A sample corpus integration in language teacher education through coursebook evaluation | Asuman Aşık | 728–740 |