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dc.contributor.advisorErgül , Hatice
dc.contributor.authorÖzet , Merve Nur
dc.date.accessioned2019-07-26T08:39:42Z
dc.date.issued2019
dc.date.submitted2019-05-30
dc.identifier.urihttp://hdl.handle.net/11655/8095
dc.description.abstractThis 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.tableofcontentsAbstract 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 285tr_TR
dc.language.isoengtr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectEdimbilimsel yetitr_TR
dc.subjectSöz eylemlertr_TR
dc.subjectStrateji temelli eğitimtr_TR
dc.subjectÖğrenme özerkliğitr_TR
dc.subject.lcshEdimbilimsel yetitr_TR
dc.titleÜniversite İngilizce Hazirlik Sinifinda B Düzeyindeki Öğrencilerin Edimbilimsel Yetkinliklerinin Geliştirilmesitr_TR
dc.title.alternativeDeveloping Pragmatic Competence Of B Level Tertiary Students In English Preparatory Classestr_eng
dc.typemasterThesistr_TR
dc.description.ozetBu 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.departmentYabancı Diller Eğitimitr_TR
dc.embargo.termsAcik erisimtr_TR
dc.embargo.lift-


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