Please use this identifier to cite or link to this item: http://hdl.handle.net/11452/9615
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dc.contributor.advisorDurak, Mustafa-
dc.contributor.authorBayır, Şafak-
dc.date.accessioned2020-03-02T10:45:35Z-
dc.date.available2020-03-02T10:45:35Z-
dc.date.issued2000-09-
dc.identifier.citationBayır, Ş. (2000). The effects of printed authentic materials on oral communicative ability. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.tr_TR
dc.identifier.urihttp://hdl.handle.net/11452/9615-
dc.description.abstractThis research, which is quasi-experimental in nature, basically aims to show the relationship between oral communicative ability (i.e. the learner's ability to use English effectively and appropriately for oral communication) and use of printed authentic materials (i.e. texts that are basically defined as materials produced by the speakers of the relevant language for the speakers of that language just for communication, not for pedagogical purposes). Although, the main scope of this research is trying to find out the effects of written authentic materials on oral communicative ability, at the same time it aims to provide a framework for textual authenticity (the other types of authenticity are not included in this research) and tries to seek answers to the question that 'What makes materials authentic?'. This research was conducted with first year Turkish undergraduate students at English Language Teaching Department of Education Faculty at Uludağ University. The subjects which were assumed to be high intermediate or lower advanced level according to the placement test were randomly selected from among students of 4 classes out of 9 classes. The subjects forming experimental groups consist of 24 participants and the subjects constituting control groups consist of 41 participants. The subjects' ages range between 18 and 24; 19 of them are male and 46 of them are female. Since authentic materials would require a certain performance and specific skills, the oral pre-test was administered in the midst of the first term. During this period, control groups continue their course according to the standard curriculum. After four-month period of instruction (in the midst of the second term), the subjects were given the same oral test being a post-test. The test results were examined and analysed statistically. In consequence of the statistical analysis, it was seen that experimental groups who studied with written authentic materials revealed no significant progress in comparison with the control groups. As a result, no effect of authentic materials on oral communicative ability was observed with the setting of this research.en_US
dc.format.extentIX, 367 sayfatr_TR
dc.language.isoenen_US
dc.publisherUludağ Üniversitesitr_TR
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rightsAtıf 4.0 Uluslararasıtr_TR
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectOtantik materyallertr_TR
dc.subjectİngilizcetr_TR
dc.subjectAuthentic materialsen_US
dc.subjectSözel iletişimtr_TR
dc.subjectVerbal communicationen_US
dc.subjectYabancı dil eğitimitr_TR
dc.subjectForeign language educationen_US
dc.subjectEnglishen_US
dc.titleThe effects of printed authentic materials on oral communicative abilityen_US
dc.title.alternativeYazılı özgün metinlerin öğrencilerin sözel iletişimsel becerileri üzerindeki etkileritr_TR
dc.typemasterThesisen_US
dc.relation.publicationcategoryTeztr_TR
dc.contributor.departmentUludağ Üniversitesi/Sosyal Bilimler Enstitüsü.tr_TR
Appears in Collections:Yüksek Lisans Tezleri / Master Degree

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