Turkish Tertiary Level EFL Learners' Recognition of Relative Clauses

Autor/in	Koçak, Arzu
Titel	Turkish Tertiary Level EFL Learners' Recognition of Relative Clauses
Quelle	In: Journal of Language and Linguistic Studies, 16 (2020) 4, S.1637-1655 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Koçak, Arzu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Postsecondary Education; Undergraduate Study; English (Second Language); Second Language Learning; Second Language Instruction; Direct Instruction; Instructional Effectiveness; Phrase Structure; Grammar; Form Classes (Languages); Recognition (Psychology); Difficulty Level; Remedial Instruction; Pretests Posttests; Linguistics; Public Colleges; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Grundstudium; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Phrasenstruktur; Grammatik; Analytischer Sprachbau; Recognition; Wiedererkennen; Schwierigkeitsgrad; Förderkurs; Linguistik; Ausland
Abstract	This research study investigated Turkish Tertiary Level EFL learners' recognition level of relative clauses. The study also examined the difficulty level of types of relative clause constructions for Turkish EFL learners and the effect of instruction on the learners' acquisition of English relative clauses. The data were gathered from two different tests (a pre-test and a post-test) given to 30 philology students studying at the Preparatory School at Hacettepe University. The data obtained from the pretest indicated that the participants needed remedial teaching; therefore, "relative clauses" were taught to students through six-hour form-focused class instruction. Two weeks later, the post-test was administered to the participants to assess the effectiveness of instruction on students' identification level of relative clauses. The data collected from the tests were analyzed quantitatively using SPSS. Findings showed that although most of the participants are good at identifying relative clauses, it is noteworthy that their recognition level of relative clauses changed significantly according to the various types of relative clause constructions. In addition, the results showed that the explicit instruction facilitated the acquisition of relative clauses to a great extent. Results of this study may provide English instructors and EFL curriculum designers with relevant information about teaching and learning of English relativization, and emphasizes the necessity of form-focused instruction. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01