KaydedilenlerDerginizi ekleyin

Dergiler / IOJET / 2019 / Cilt: 6 - Sayı: 2

AN INVESTIGATION INTO TURKISH EFL LEARNERS’ STEREOTYPED THOUGHTS AND EXPOSURE TO ENGLISH: A CORRELATIONAL STUDY

Yusuf DEMİR
Hatice OKYAR
Dergi
IOJET
Sayfa
379–391
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Concerning the relationships between proficiencylevel and the dimensions of stereotyping, the “Must” rule, taking it personally andexcessively self-sacrificing showed significant and negative relationships with proficiencylevel weakly, while exaggerated generalization correlated with proficiency at a moderatelevel.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This study aims to investigate tertiary EFL learners’ stereotyped thoughts about foreignlanguages, the extent of their exposure to English, and the potential relationships betweenthese variables, also in relation to their proficiency level. 124 EFL students in the preparatoryschool of a state university in Turkey participated in the study.
📊
Temel Bulgular & Veri:Two quantitative datacollection instruments were distributed to the participants: Stereotyped Thoughts AboutForeign Languages Scale (Ünal, 2015) and Exposure to English Scale (Gökcan &Çobanoğlu-Aktan, 2016).
💡
Sonuç & Katkı:Concerning the relationships between proficiencylevel and the dimensions of stereotyping, the “Must” rule, taking it personally andexcessively self-sacrificing showed significant and negative relationships with proficiencylevel weakly, while exaggerated generalization correlated with proficiency at a moderatelevel.
🔬Tür:Araştırma Makalesi
📍Kapsam:2015 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

This study aims to investigate tertiary EFL learners’ stereotyped thoughts about foreignlanguages, the extent of their exposure to English, and the potential relationships betweenthese variables, also in relation to their proficiency level. 124 EFL students in the preparatoryschool of a state university in Turkey participated in the study. Two quantitative datacollection instruments were distributed to the participants: Stereotyped Thoughts AboutForeign Languages Scale (Ünal, 2015) and Exposure to English Scale (Gökcan &Çobanoğlu-Aktan, 2016). Descriptive statistics and correlations were used to analyze thedata. The results showed that the participants held a moderate level of stereotyped thoughtsand exposure to English. Moreover, significant and positive relationships were revealedbetween L2 exposure and (1) proficiency level and (2) the two dimensions of stereotypedthoughts: collectivity at a weak level and trying to change people at a moderate level.However, L2 exposure correlated significantly and negatively with taking it personally andexaggerated generalization at a weak level. Concerning the relationships between proficiencylevel and the dimensions of stereotyping, the “Must” rule, taking it personally andexcessively self-sacrificing showed significant and negative relationships with proficiencylevel weakly, while exaggerated generalization correlated with proficiency at a moderatelevel.

🔖

Bu Makaleye Atıf Yap

DEMİR, Y., OKYAR, H. (2022). AN INVESTIGATION INTO TURKISH EFL LEARNERS’ STEREOTYPED THOUGHTS AND EXPOSURE TO ENGLISH: A CORRELATIONAL STUDY. IOJET, Cilt: 6 - Sayı: 2, 379–391. https://ajindex.com/articles/542356

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Bahrani, T., & Sim, T. S. (2012). Audiovisual news, cartoons, and films as sources of authentic language input and language proficiency enhancement. The Turkish Online Journal of Educational Technology, 11(4), 56-64.
  2. Bahrani, T., & Soltani, R. (2012). Language input and second language acquisition. Journal of Education and Practice, 3(3), 39-42.
  3. Benson, P. (2011). Teaching and researching autonomy (2nd Ed.). Harlow: Pearson Education. Brown, H. D. (2007a). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). White Plains, NY: Pearson. Brown, H. D. (2007b). Principles of language learning and teaching. White Plains, NY: Pearson. Caravolas, M., & Bruck, M. (1993). The effects of oral and written language input on children’s phonological awareness: A crosslinguistic study. Journal of Experimental Child Psychology, 55, 1-30.
  4. Carrasquillo, A. L. (1994). Teaching English as a second language: A resource guide. New York: Garland Publishing. Csizér, K., & Kormos, J. (2014). The ideal L2 self, self-regulatory strategies and autonomous learning: A comparison of different groups of English language learners. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 73-87). Bristol: Multilingual Matters. Demir, Y., & Yavuz, M. (2017). Do ELT coursebooks still suffer from gender inequalities?: A case study from Turkey. Journal of Language and Linguistic Studies, 13(1), 103-122.
  5. Dökmen, Ü. (1996). Communication conflicts and empathy: A framework for Turkish cultural understanding. Istanbul: System publishers. Dökmen, Ü. (1997). İletişim çatışmaları ve empati. Ankara:
  6. Sistem Yayıncılık. Durrant, P., & Schmitt, N. (2010). Adult learners’ retention of collocations from exposure. Second Language Research, 26(2), 163-188.
  7. Ellis, N., & Collins, L. (2009). Input and second language acquisition: The roles of frequency, form, and function. Introduction to the Special Issue. The Modern Language Journal, 93(3), 329-335.
  8. Ellis, R. (1999). Input-based approaches to teaching grammar: A review of classroomoriented research. Annual Review of Applied Linguistics, 19, 64–80.
  9. Eshghinejad, S. (2016). EFL students’ attitudes toward learning English language: The case study of Kashan University students. Cogent Education, 3(1), 1-13.
  10. Fakeye, D. (2010). Students’ personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Sciences, 22, 205–211.
  11. Gass, S. M., & Mackey, A. (2007). Inp