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Türk tartışma programlarında muhalefet ifadeleri

November 2007

Conference: International ‘Çekinceli Söylemler’ Symposium, Istanbul University Faculty of Letters, 29-30 November, İstanbul, Turkey
At: İstanbul, Turkey

Authors:

Çiğdem Karatepe

Bursa Uludag University

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Raising Awareness about Pragmalinguistic features of language

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Indirectness in Requests in Complaint Letters to the Higher Institution by Turkish EFL Students

April 2016 · Procedia - Social and Behavioral Sciences

Çiğdem Karatepe

One of the defining characteristics of pragmatic competence is the ability to use appropriate lexico-grammatical and syntactic indirectness strategies (Blum-Kulka et al 1989) within a particular situation. Writing a complaint letter to an authority figure requires high pragmatic competence. However, even if learners have a good command of grammar, they fail to express and comprehend the intended ... [Show full abstract] illocutionary meaning. This study aims to examine request forms used by Turkish learners of English and NSs of English in complaint letters. The NS informants (N: 38) are mainly teachers teaching in the city of Bursa, Turkey and learners are all Turkish ELT teacher candidates (N:295) studying at Uludağ University. Informants composed a letter where they asked the student registrar of Uludağ University to correct their grade which appeared to be incorrectly entered as FAIL into the electronic records.Majority of NSs made ‘conventionally indirect requests’ (Blum-Kulka et al 1989) such as ‘I’d be grateful if you re-check your records and amend this mistake’. Besides, quite many NSs did use the imperative form. But these are used to ask for notification about the result. On the other hand, NNSs used mainly three strategy types: Explicit Performative (I request from you to correct this mistake), Want Statement (I want you to correct control this mistake (please) and Suggestory Formula (If you can help in this matter, I would be really pleased). The results indicate that teacher candidates have difficulty in choosing the right verb form and using modal verbs to indicate indirectness appropriately.

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A comparative Study on Turkish and English Complaint Letters

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Çiğdem Karatepe

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TÜRKÇE’NİN YABANCI DİL OLARAK ÖĞRETİMİNDE KULLANILAN “HİTİT 1” DERS KİTABININ DEĞERLENDİRİLMESİ THE...

December 2013

Çiğdem Karatepe

THE EVALUATION OF HİTİT AS A COURSEBOOK FOR TEACHING TURKISH AS A FOREIGN LANGUAGE All foreign language teachers are expected to be able to use and evaluate teaching materials effectively in a professional way. Since the course book options are very limited in the case of teaching Turkish as a foreign language, it is important that we evaluate the coursebooks which are avaliable carefully and ... [Show full abstract] determine the characteristics of a good coursebook which actually meets the needs of educational context. Moreover, this process of evaluation not only helps us select the most appropirate one but also get an insight into the coursebook and find out about the strenghts and weaknesses of it. As a result of this process, a practitioner is eventually able to make necessary adaptations and use it in the most effective way. This study has essentially been carried out based on an evaluation model proposed by McDonough and Shaw (2013). As the model suggests, the evaluation has been done at two stages; external and internal stages. The coursebook 'Hitit' is evaluated by three different teacher trainers using the two-staged model and a common evaluative report is prepared by them in the end. Furthermore, a Turkish teacher who uses that specific coursebook for a group of Erasmus exchange students is interviewed and the evaluation study is then completed. According to the present evaluation report, when we examined it externally ,the coursebook seemed to be a well-designed one though when we examined in a detailed way, it turned out that the external elements did not really support teaching the language in an effective way. The lay out and design of the book helped the students to make sense of the material. It also emerged that the main and sub-titles provided effective guidance through the content of the units. When the coursebook was analysed internally, even though all the four language skills seemed to be represented, it turned out that they were not presented in a balanced way. Moreover it was found that the coursebook in question is very structure-based forcing teacher to follow a grammar -based and grammar-translation methods. Since the grammatical structures were presented in isolation rather in a decontextualised manner, the exercises were mechanical and meaningless. Thus the book did not really support communicative language teaching. As far as the target student group (Erasmus students) were concerned, it was found that the coursebook was not really appropirate to them. In summary, we can safely conclude that this coursebook needs to be revised and several adaptations should be carried out in an attempt to make it more communicative.

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