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    ABSTRACT: Pragmatic competence in foreign language learning depends on appropriate and correct use of the target language. Textual competence, on the other hand, is the ability to produce coherent texts. Appropriate and correct use of connectives in writing reflects the extent of textual competence. The significance of this study is that it was conducted in a Turkish ELT Department setting with a particular focus on the use of connectives. Since these students will become future English teachers, it is vital to identify and prevent their errors before they become fossilized. The study investigated the use of connectives in unplanned argumentative essays by Turkish freshman ELT department students. Participants were asked to write an unplanned, well-developed argumentative essay. Afterwards, a questionnaire was conducted in order to collect information about their language backgrounds. In data analysis, connectives in each essay were manually counted by the researcher. Number of sentences and number of words in each essay was also counted to determine sentence length. As a further step, coherence relation categories indicated by each connective was identified. Main findings of the study revealed that students did not use a large variety of connectives in their essays. Many instances of grammatical and punctuation errors were observed in their writings and for what relations students used connectives could not be determined in some cases.
    Procedia - Social and Behavioral Sciences 08/2015; 199:325-333. DOI:10.1016/j.sbspro.2015.07.555
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    ABSTRACT: Numerous studies on linguistic aspects of stuttering in different languages investigate the effects of structural properties of language on stuttering. Turkish language is one of the members of Ural-Altaic language family, with relatively free word order and has very rich inflectional system. Different from Indo-European language family in which syntax is so critical in identifying the roles of arguments, Turkish has an agglutinating word structure. Considering these distinctive properties of Turkish, it can make a great contribution to literature searching for the relationship between stuttering and lexical category. The aim of this study is to investigate the relationship between lexical category and stuttering moments in Turkish. The data were gathered through spontaneous speech sampling of two groups of subjects; AWS and CWS from the age of 4;2 to 37;1. The first group was consisting of 10 children with mean age of 8;25 (4;2-11;0) while the second group was consisting of 10 adults with mean age of 25;3 (19;9-37;1). Stuttered words were identified in regard to lexical category by two SLPs. The relation between word class and stuttering was analyzed by comparing the proportions of all words those were function words to the proportion of all stuttered words, which were function words. Out of 976 content words produced by CWS, 267 (27%) were produced dysfluently and of 256 unbound functional words 47 (18%) were produced dysfluently. A total of 154 (out of 932, 16%) content words and 17 (out of 330, 5%) unbound functional words were produced dysfluently by AWS. A series of planned comparison two-tailed T-tests were performed to determine whether the lexicon categories differed in the matter of total number of dysfluencies. The relationship between lexical category and stuttering is discussed with respect to language-specific influences.
    Procedia - Social and Behavioral Sciences 06/2015; 193:351. DOI:10.1016/j.sbspro.2015.03.320
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    ABSTRACT: In this study, a life logging system is designed, developed and tested for management of the lifelong learning experiences. In the first stage, theoretical foundations of lifelong learning experiences have been searched and then an applicable and expanded approach is acquired by putting together major informal learning theories. After that, a life logging system that captures webcam images and screenshots from individual's desktop, laptop and tablets spontaneously is developed in order to save these learning experiences. System is expanded to architecture which enables the user can interpret his/her personal experiences, develop personal knowledge base, signification and management of learning experiences. Design based research approach is used in study and results of sixteen month old development-trial period are discussed.
    Procedia - Social and Behavioral Sciences 02/2015; 174:834-848. DOI:10.1016/j.sbspro.2015.01.678


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