Yabancı Diller Yüksekokulu
https://hdl.handle.net/20.500.12573/401
School of Foreign Languages2024-03-28T19:26:35ZAssembling a justified list of academic words in veterinary medicine: The veterinary medicine academic word list (VMAWL)
https://hdl.handle.net/20.500.12573/1881
Assembling a justified list of academic words in veterinary medicine: The veterinary medicine academic word list (VMAWL)
Özer, Mustafa; Akbaş, Erdem
The assembly of corpus-based discipline-specific word lists for pedagogical purposes has
recently been on the rise (e.g., Arndt, 2022; Fraser, 2007; O’Flynn, 2019; Yang, 2015). In
order to cater to the needs of learners in veterinary medicine (VM) and for field-specific
academic literacy, this paper analyses a reiteration of the Veterinary Medicine Corpus
(Özer and Akbas¸ , 2023; hereafter the VMC), assembling a specified list of academic words
used in published research articles (RAs) in VM. So far, VM has remained largely unexplored with the exception of Durrant’s (2009) limited coverage of VM texts. The analysis
was conducted using LancsBox 6.0, prompted to yield a list of PoS-tagged lemmas (Plemmas) sorted by frequency (Coxhead, 2000; Yang, 2015) and dispersion (Arndt, 2022).
The most frequent 1,000 lemmas for each content word category were collated into a
candidate list. We then manually eliminated proper nouns and GSL (West, 1953) words.
The final list, the Veterinary Medicine Academic Word List (VMAWL), contains 835 PoStagged lemmas (P-lemmas), a reiteration of which was produced by adding the types in
Bauer and Nation’s (1993) taxonomy at the second level to test coverage. The VMAWL was
profiled and validated against the four parent categories independently on AntWordProfiler (Anthony, 2022a) with analysis showing the VMAWL comprises 13.75 % of the VMC
and diverges greatly from generic word lists like the AWL, NGSL, new-GSL, and AVL. The
list can be used to develop teaching materials for EAP or ESP academic writing courses.
2024-01-01T00:00:00ZWashback effects of high-stakes language tests of Turkey (KPDS and ÜDS) on productive and receptive skills of academic personnel
https://hdl.handle.net/20.500.12573/1363
Washback effects of high-stakes language tests of Turkey (KPDS and ÜDS) on productive and receptive skills of academic personnel
Akpınar, Kadriye Dilek; Çakıldere, Bekir
Washback, the impact of tests on education in general and language testing in particular, has become a popular
area of study within educational research. This paper focuses on the washback effects of two high-stakes Foreign
Language Tests (KPDS and UDS) of Turkey. The main concern of the study is to investigate the impact of these
tests on receptive and productive language skills of academicians. 103 academic personnel working at Nevsehir
University attended the study. A 26-item questionnaire was designed and administered to 103 academic personnel
working at Nevsehir University. The data were analyzed using statistical analysis including descriptive statistics
(frequency, percentage, mean, and standard deviation) and inferential statistics that use ANOVA to find whether
there are significant differences between productive and receptive skills of the participants. It has been found out
that there are significant differences between reading and writing; reading and listening, but reading and speaking
provided insignificant results.
2013-01-01T00:00:00ZFostering intuitive competence in L2 for a better performance in EAP writing through fraze.it in aTurkish context
https://hdl.handle.net/20.500.12573/525
Fostering intuitive competence in L2 for a better performance in EAP writing through fraze.it in aTurkish context
Cakir, Ismail; Ozer, Mustafa
Online corpus referencing through web applications such as fraze.it can help non-native language teachers train tertiary level learners of academic writing by providing them with native or near-native perspectives which come within concordance lines derived from authentic sources. The present study features a semi-experimental design in order to reach an understanding of the impact of simulated academic reading (SAR), which denotes a sentence-based approach to getting students familiar with the authentic use of English in academic texts. The sample (N = 62) is comprised of English for academic purposes (EAP) students taking a grammar course with a specific focus on academic writing at the language school of a state university in Turkey. In order to see the difference that SAR could make, the sample was split into an experimental group (n = 32) and a control group (n = 30). Whilst the experimental group received SAR-weighted grammar aid through effective teacher guidance for seven weeks, the control group was required to follow the guidelines exerted by the existing curriculum. The quantitative data were collected through the application of a delayed pre-test and a post-test, and the scores of the learners in the two groups were compared through a paired sample t-test. The qualitative data was collected by means of an online survey of four open ended questions, and a corpus analysis was conducted to reach common codes and themes emerging in the responses. The difference between the test scores of the two groups were statistically significant. This overall trend was concurrent in the responses to the survey as well. Further research is needed to see the extent to which SAR can change the way learners learn in the long run, though.
2020-01-01T00:00:00Z