Person:
YILDIZ EKİN, MEHZUDİL TUĞBA

Profile Picture

Email Address

Birth Date

Research Projects

Organizational Units

OrgUnit Logo
Organizational Unit

Job Title

Last Name

YILDIZ EKİN

First Name

MEHZUDİL TUĞBA

Name

Filters

20132
Reset filters

Settings

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    Do current efl coursebooks work for the development of L2 pragmatic competence? The case of suggestions
    (Elsevier, 2013-01-01) Ekin, Mehzudil Tuğba Yıldız; Odabasi, HF; YILDIZ EKİN, MEHZUDİL TUĞBA; Eğitim Fakültesi; Odabasi, HF; CPS-8917-2022
    Many learners may not be aware of socially and culturally appropriate forms of the second language (L2). Therefore, students must be provided with language teaching materials that present authentic-like examples of speech act strategies to develop their pragmatic competence. The aim of this paper is to describe how the speech act of suggestion is presented in current EFL (English as a foreign language) coursebooks. In this regard, the cases of suggestions included in 8 pre-intermediate coursebooks were investigated based on the strategies of suggestions. The coursebooks were also compared according to whether they are good representatives of authentic-like materials for presenting suggestion to facilitate the development of L2 pragmatic competence.
  • No Thumbnail Available
    Publication
    The opinions and attitudes of the foreign language learners and teachers related to the traditional and digital games: Age and gender differences
    (Igi Global, 2013-04-01) Uzun, Levent; Ekin, M. Tuğba Yıldız; Kartal, Erdoğan; UZUN, LEVENT; YILDIZ EKİN, MEHZUDİL TUĞBA; KARTAL, ERDOĞAN; Eğitim Fakültesi; Fransızca Öğretmenliği Bölümü; 0000-0002-9836-5221; 0000-0002-2321-391X; HJG-7268-2022; I-6741-2019; CPS-8917-2022
    The present study aimed at investigating the differences between the teachers and the 'new generation' of learners, their opinions about which language skills would benefit more from games, and the nuances of the two genders (male and female), while also revealing the profiles and tendencies of different age groups in relation to their fascination with playing traditional or digital games. The subjects were 131 foreign language learners or teachers from five different age groups, ranging between 7 and 50. The data were collected and analysed through both qualitative and quantitative constructions. Results suggested that female subjects were mostly in favour of traditional games, and liked to play educational games more than their male counterparts, while also it was revealed that from among the six language skills, vocabulary seemed to have the potential to benefit most considerably from games.