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Öğe Developing a Textbook-Based Academic Turkish Wordlist(ELSEVIER SCIENCE BV, 2016) Dolmaci, Mustafa; Ertas, AbdullahVocabulary knowledge is solid bedrock, upon which other language skills can be built. Wilkins (1972) asserted that "without grammar very little can be conveyed, without vocabulary nothing can be conveyed". Since the pioneering research of Michael West (1953), many academic or general wordlists have been published in English or in other languages. On the other hand, the lack of an Academic Turkish Wordlist which meets the academic criteria such as being collected from a valid corpus has made this research necessary in the field of teaching Turkish as a foreign language. This study aims to investigate the academic vocabulary that any Turkish language learner should have before starting to study at undergraduate programs offering Turkish medium instruction. An academic corpus derived from fifty-seven textbooks was formed so as to discover the Academic Turkish Wordlist. There were 4032442 tokens in the academic corpus and various computer software programs some of which were written for the current study were used in order to acquire the academic wordlist. Lemmas, or the groups of lexical forms with the same stem that belong to the same word class, (Francis & Kucera, 1982) were used for the creation of the Academic Turkish Wordlist. Moreover, the most frequent 11000 words from Turkish National Corpus were used to make a list of words to be excluded from the academic corpus and the final version of the Academic Turkish Wordlist contained 1010 lemmas. The Academic Turkish Wordlist covered 32% of the academic corpus and it is evident that knowing the words in the academic wordlist will help undergraduate foreign students studying Turkish improve their academic language skills, especially reading comprehension. The Academic Turkish Wordlist could be utilized in various ways: 1) to check out language learning materials in order to find out how many low/high frequency words they contain 2) to compare students' writings in terms of how many academic words they are able to use 3) to prepare proficiency exams 4) to revise their language program in order to include more academic words to prepare their students for undergraduate programs. (C) 2016 Published by Elsevier Ltd.Öğe Lecturers' Perceptions of English Medium Instruction at Engineering Departments of Higher Education: A Study on Partial English Medium Instruction at Some State Universities in Turkey(ELSEVIER SCIENCE BV, 2014) Basibek, Nurcihan; Dolmaci, Mustafa; Cengiz, Behice Ceyda; Bur, Burcu; Dilek, Yesim; Kara, BayramEnglish-medium instruction (EMI) is expanding in Turkey and especially at higher education. Universities with EMI are more favored and popular for students and parents in comparison to universities without EMI. There are integrative and instrumental reasons to prefer universities with EMI. Therefore, English, in a way, competes with Turkish as the medium of instruction, especially at higher education. English is partially used as a medium of instruction at some universities which offer one third of the lectures in English and the others in Turkish. However, views of lecturers on whether EMI is a requisite and benignant in terms of instructional goals are generally ignored. This paper reports on the results of a survey of 63 lecturers that have different titles at university, such as professors, associate professors, assistant professors, and assistants from engineering faculties of two universities with partial EMI. This research aims to compare their attitudes towards EMI. A Lickert-type scale questionnaire was used in the study to collect data on attitudes of lecturers. The findings may provide some insights into lecturers' perceptions of their teaching in English: lecturers in partial EMI programs may consider that they are less capable of performing their teaching duties or may feel some aspects of teaching to be more difficult. (C) 2013 The Authors. Published by Elsevier Ltd.Öğe A study on communication breakdowns: sources of misunderstanding in a cross-cultural setting(Anı Yayıncılık, 2018) Korkut, Perihan; Dolmaci, Mustafa; Karaca, BurcuThe Erasmus exchange program has a positive influence on students' intercultural awareness since they find the chance to meet other cultures. Despite high levels of proficiency, there may still be misunderstandings between students of different cultures. As a consequence, the Erasmus program might not achieve its pluriculturalism aim. Purpose of the Study: This study aimed to find out what kind of communicational problems -if any- stemmed from cultural differences in the interactions of Erasmus students with the Turkish students in an undergraduate education context. Method: The data was collected from 69 participants: 39 Turkish students attending three different universities in Turkey and 30 Erasmus students coming from seven different countries. Findings: The answers were clustered in three main themes; the quality of communication; common areas of misunderstanding; and perceptions of each other. Turkish students perceived a better quality of communication with the visiting students. The eye contact patterns of the visiting students and Turkish students caused misunderstanding. As for pragmatics, inviting and offering procedures w ere the main sources of misunderstanding. Visiting students perceived Turkish people as helpful and benevolent, sometimes to the point of being pushy or too protectionist. Turkish people, on the other hand, tended to describe visiting students as individualistic and "free-spirited" people. Implications for Research and Practice: University courses can help students engage in awareness raising activities, and provide more orientation at the onset of exchange terms. Further studies are needed to investigate other potential areas of miscommunication, and with a more representative sample of cultures. (c) 2018 Ani Publishing Ltd. All rights reserved
