Koordinatörlükler Kolekisyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.13091/1634

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Efl Learners’ Comprehension of Scalar Emotion Verbs
(2020) Saka, İsmail
This study investigated EFL learners’ comprehension of scalar properties of three types of emotion verbs, namely, fear type, liking and disliking emotion verbs and compare their performance with instructors and native speakers of English. The participants were 38 nonnative pre-service teachers from ELT department at a state university in Turkey, 11 ELT instructors at different universities and 10 native speakers from the USA and the UK. A scale construction task was administered, and data were collected via in person and e-mail according to participants’ judgements on scalar emotion verbs in terms of their relative order on a linear scale. The quantitative data were analysed using SPSS. The results revealed that in terms of constructing consistent scales with previously determined scales in literatutre, pre-service teachers performed poorly for fear-type and disliking emotion verbs, they were partly successful in constructing consistent scales for liking verbs. It was also found that similarly instructors performed poorly in constructing scales for fear-type and disliking verbs, but they were better than pre-service teachers. They were also successful in constructing scales for liking verbs. Native speakers were successful in fear-type and liking verbs; however, like non-native participants, they performed poorly in constructing consistent scales for disliking verbs. This means that there are cross-cultural differences among participants’ judgement of emotion verbs on a linear scale in terms of their intensity. This study provides valuable information for the studies on lexical resources (e.g., VerbNet, WordNet etc.) Previous studies (e.g. Fellbaum & Mathieu,2014; Sheinman, & Tokunaga, 2009) show a way to represent the scalar properties of emotion verbs in WordNet, and other possible extensions to additional verb families can cause a more subtle semantic analysis of emotion verbs in lexical databases with potential benefits for automatic inferencing, language pedagogy and translation. This study contributes to semantic analysis of emotion verbs in lexical databases. It also provides some implications for students, language teachers, and policy makers in terms of vocabulary learning and teaching.
The Mediating Role of Resilience Between Career Adaptability and Life Satisfaction
(2022) Yalçın, Süleyman Barbaros; Çarkıt, Ersoy; Koçakoğlu, Merve Gül
This study sought to investigate the mediating role of resilience between career adaptability and life satisfaction among Turkish university students, drawing on the LD approach. A total of 287 university students, 226 (78.7%) of whom were female and 61 (21.3%) were male, participated in the study. Participants' ages varied, from 19 to 37, with a mean of 21.23 (SD = 2.36). The mediating role of resilience in the relationship between career adaptability and life satisfaction was tested using structural equation modelling. In this study, it was found that resilience has a partial mediating role in the relationship between career adaptability and life satisfaction. This finding shows that career adaptability positively predicts life satisfaction both directly and indirectly via resilience in university students. The results indicated that it is easier for university students with high career adaptability to adapt to adverse conditions and recover themselves. Thus, these university students may evaluate their lives as more satisfactory. Both theoretical and practical consequences of the study's findings are given.
The Relationship Among Turkish Efl Learners’ Willingness To Communicate in English, Self-Efficacy Perceptions and Linguistic Self-Confidence
(2021) Saka İsmail; Merç Ali
The objective of this study was to investigate the level of English preparation class students’ WTC in English, their self-efficacy perceptions, and their linguistic self-confidence. This study also aimed to explore the possible correlation among these variables. Eighty-four Turkish EFL learners studying at compulsory English preparatory classes at Yozgat Bozok University in Turkey participated in the study. A mixed-method research design was adopted. The quantitative data were collected through 4 five-point Likert-type scales: the WTC scale, the Communication Anxiety Scale, and the Perceived Communication Competence Scale, and the Self-Efficacy Scale. The qualitative data involved semi-structured interviews conducted with 30 of the students. Both qualitative and quantitative data revealed that students were somewhat willing to communicate, they perceived themselves somewhat confident in English, they did not experience much communication anxiety, and they had a medium level of perceived self-efficacy in English. Correlation analyses showed that there was a negative relationship between communication anxiety and other three affective variables, namely, perceived communication competence, willingness to communicate and self-efficacy. The findings further revealed a positive relationship between students’ willingness to communicate and other variables such as their perceived communication competence, self-efficacy, and linguistic self-confidence. A positive relationship was also observed between students’ self-efficacy and their perceived communication competence and linguistic self-confidence. The implications of the study were discussed and some recommendations for further studies were made.
Sociophysics of Income Distributions Modeled by Deformed Fermi-Dirac Distributions
(TAYLOR & FRANCIS INC, 2023) Dil, Emre; Dil, Elif
In order to model the income data, the physical distributions of Fermi-Dirac and Bose-Einstein families have already been proposed in the literature. In this study, we generalize Fermi-Dirac distribution by using a q,p-deformed version of Fermi-Dirac distribution which provides the advantage of working with flexible free q, p deformation parameters as the regression parameters for modeling the income data. We analyze the accuracy of the generalized version, q,p-deformed Fermi-Dirac distribution, on describing the data of income share held by quintiles for countries, and household income for the states of U.S.A. in 2018. We also use chi(2) minimization routine for modeling the data which leads to the best fit parameters for the deformation parameters q and p. Subsequently, we plot the fitted q, p-deformed Fermi-Dirac distribution as income distribution with the obtained deformation parameters, then find the statistical confidence values r(2) from the fitted curve. We figure out that our model properly describes the income data for the systems experiencing a high level of income inequality, and also r(2) values are correlated with the Gini index for those of considered systems.
University Students’ and Instructors’ Readiness for Learner Autonomy in Distance Language Education: a Qualitative Study in Turkish Efl Context
(2022) Saka, İsmail
Bu nitel çalışma, üniversite öğrencilerinin ve öğretim elemanlarının uzaktan dil eğitiminde öğrenen özerkliğine hazır olup olmadığını araştırmaktadır. Yozgat Bozok Üniversitesi'nde 7 birinci sınıf öğrencisi ve 8 İngilizce öğretim görevlisi ile 15 yarı yapılandırılmış görüşme yapılmıştır. Görüşme sonuçları, öğrencilerin öğrenen özerkliği kavramının farkında olmadığını, öğretim elemanlarının ise kısmen bildiğini ortaya koymaktadır. Yüz yüze eğitimde, öğrencilere dil öğrenme konusunda yeterli sorumluluk verilmediği için bu öğrenciler özerk öğreniciler olarak kabul edilemezler. Ancak hem öğretim görevlileri hem de öğrenciler, dil materyallerini belirleme, yabancı dil pratiği yapma ve ek materyallere erişme gibi sorumlulukları paylaşarak, uzaktan eğitimde karşılıklı olarak özerk öğrenme koşullarını geliştirebileceklerini düşünmektedirler. Ancak öğrencilerin özerk olarak kabul edilmeleri için kendi öğrenmelerini değerlendirme sorumluluğunu da üstlenmeleri gerektiğinin farkında değiller. Bu nedenle, uzaktan dil eğitiminde her iki taraf da öğrenen özerkliğine kısmen hazır görünmektedir. Bununla birlikte, gerçek uzaktan dil eğitiminde, öğrencilerin gerçekten özerk öğrenme davranışı göstereceklerini garanti edemeyiz. Bizim varsayımımız, katılımcıların gelecekteki olası bir eğitim bağlamına ilişkin algılarına dayanmaktadır. Uzaktan dil eğitimini gerçekten deneyimleyen katılımcılarla yapılacak ileriye yönelik araştırmalar, uzaktan dil eğitiminde öğrenen özerkliğinin daha iyi anlaşılmasını sağlayabilir.

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