1ST INTERNATIONAL ELT SYMPOSIUM SCHEDULE
ISTANBUL SABAHATTIN ZAIM UNIVERSITY
Friday, April 26th
8:00 to 10:00 a.m. – Registration
8:30 to 9:00 a.m. – Morning coffee
9:00 to 9:30 a.m. – Opening (Seminar Saloon II)
Sessions
9:30 to 10:20 a.m. – Plenary Session I (Seminar Saloon II)
10:30 to 11:30 a.m. – Plenary Session II (Seminar Saloon II)
11:40 a.m. to 1:00 p.m. – Session III (Seminar Saloon II)
11:40 a.m. to 1:00 p.m. – Session IV (Seminar Saloon I)
1:00 to 2:00 p.m. – Lunch for Symposium Participants (university canteen)
2:00 to 3:20 p.m. – Session V (Seminar Saloon II)
3:30 to 4:50 p.m. – Session VI (Seminar Saloon II)
3:30 to 4:50 p.m. – Session VII (Seminar Saloon I)
Saturday, April 27th
8:00 to 9:00 a.m. – Registration
8:30 to 9:00 a.m. – Morning coffee
9:00 to 10:20 a.m. – Session I (Seminar Saloon II)
10:30 to 12:15 a.m. – Session II (Seminar Saloon II)
12:20 to 1:00 p.m. – Session III (Seminar Saloon II)
1:00 to 2:00 p.m. – Lunch for Symposium Participants (university canteen)
2:00 to 3:20 p.m. – Session IV (Seminar Saloon II)
3.30. to 5:00 p.m. – Sightseeing tour round Istanbul historical places
Organization Board:
Prof. Dr., İbrahim Yılgör (Chair)
Assoc. Prof., Dr. Iryna Semeniuk (Coordinator)
Asst. Prof. Dr., Yasar Cinemre
Asst. Prof. Dr., Abdulkasim Varli
Conference Sessions
April 26, 2013
Opening Plenary:
9:00 a.m. to 9:30 p.m. (Seminar Saloon II)
The participants are welcomed by:
Prof. Dr. Adem Esen, Rector, Istanbul Sabahattin Zaim University
Prof. Dr. Ömer İnan, Vice-Rector, Istanbul Sabahattin Zaim University
Prof. Dr. İbrahim Yılgör, Department of ELT, Symposium Chair
Plenary Session I
Session Chair
Iryna Semeniuk
9:30 to 10:20 a.m. (Seminar Saloon II)
Prof. Cynthia McPhail, the chair of the Department of Language, Literacy and Technology in the School of Education at Nazareth College in Rochester, NY.
The Critical Importance of Student Participation and Interaction in the ETL Class.
Plenary Session II
Session Chair
Yasar Cinemre
10:30 to 11:30 a.m. (Seminar Saloon II)
Prof. Olga Byessonova, DrSc., the head of the English Philology Department at Donetsk National University (Ukraine), professor of the Department of British and American Studies at the University of SS Cyril and Methodius in Trnava (Slovakia).
Transformation of the National Assessment System: Shaping the Future (Ukraine’s Experience).
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Session III Use of Computers, Video, Audio, in EFL classes 11:40 a.m. to 1:00 p.m.
Session Chair
Mehmet Demirezen
(Seminar Saloon II)
Mehmet Demirezen
Hacettepe University (Turkey)
Demonstration of the functions of the rising-falling terminal juncture in English by Computer
By nature, in the rising-falling terminal juncture the pitch of the voice changes from low to close to high and falls down to low again in English. Normally, sarcasm, surprise, interest, and enthusiasm, are expressed by this phoneme, but they are mostly not understood by Turkish English teachers. Therefore, it must be analyzed.
Zakia DJEBBARI
Tlemcen University (Algeria)
M-learning: Towards Renovating the Delivery of Education and Training
“The way to bring a language to life is to be able to converse in it every day” Mary Hanafin. Therefore, in this digital time where technology governs every aspect of our daily life, it is crucial for teachers to be able to insert technological aids to motivate their learners and keep pace with the latest technologies. M-learning or Mobile Learning appears to be a newly adopted technique within the teaching and learning of languages. Thus, the present paper attempts to introduce mobiles in the world of language education.
Müfit Şenel
Deren Başak Akman
Ondokuz Mayıs University (Turkey)
Web-based Content-based Teaching Writing
The aim of this paper is to give an idea about teaching writing skills with Content-based Instruction through websites. It will provide learners with the opportunities to learn and practice writing skills in its natural settings in a contextualized way by the help of Web 2.0.
Handan YURTDAKAL
İstanbul Sabahattin Zaim University (Turkey)
Cansel YILMAZ
Beykoz MYO
Use of Computers, Video, Audio, in EFL classes
How to use technology in EFL classes. Advantages and disadvantages of using technology in classroom.
Session IV Methods of Language Teaching and Learning 11:40 a.m. to 1:00 p.m.
Session Chair
İbrahim Yılgör
(Seminar Saloon I)
Renan Saylag
Istanbul Bahcesehir University (Turkey)
An indepth analysis of intercultural communication in tourism English: A diagnostic, prognostic Approach
Much has been done in terms of target language use and proficiency, but not so many things have been mentioned about culture related language use in ESP settings. This study aims to shed light on intercultural communication problems while using foreign language in tourism industry. In the framework of the study, English for specific purposes together with sociolinguistic parameters will be analyzed. In addition whether these parameters render effective communication in Guest Relations department as useful or useless can be analyzed. This study will be approached and analyzed with a critical, analytical, argumentative and descriptive perspective. The view of employees, whether they suffer from some misunderstandings due to intercultural communication and if this situation affects their departments’ success or not has been analyzed upon the results of the interviews done with the Guest Relations officers at Royal Carrebean Cruise Lines in USA. The results of the study have shown that their business could be more effective if these intercultural differences while using English is included in detail in staff education and training programs. As for the recommendations of the study a staff communication program in intercultural settings within the use of English as a second language have been recommended.
RASHIT EMINI
SEE UNIVERSITY (Macedonia)
Improving English Language teaching and learning through continuous student assessment
This research paper explores the effects of continuous student assessment on quality teaching and learning of English. The sample of this research paper consists of an evaluative analysis of a preintermediate experimental group, results from the assessment of preintermediate groups , and the results from the final exams of the assessed preintermediate groups in the Language Center at South East European University in Tetovo. The instruments were developed so that they provide some useful and concrete data to assess whether or not continuous assessment increases the quality of teaching and students’ learning and enables better attainment of the learning outcomes set at the beginning of each academic year in the course syllabus. To do that a couple of achievement tests were used with the experimental group, as well as instruments such as quizzes, in-class tasks, homework. In addition to this information, results from the achievement tests with other groups of the same level were compared to their final exam results to measure the learning outcomes vis-a-vis their final grades The findings of the research paper supports the hypothysis that continuous student assessment has positive effects on their overall performance in both the achievement tests at the end of semester as well as in the final exams.
Faris Keblawi
Al-Qasemi High School (Saudi Arabia)
Language testing and learners' motivation: What is the relation?
Language tests are extensively used as assessment tools in many second language educational settings around the world. Tests might exert detrimental or beneficial impact on many aspects of language learning and teaching under different circumstances. One area in which tests seem to have a crucial influence but which has received meager attention is that of language learning motivation. The goal of the present qualitative study is to examine the ways in which tests can affect language learners' motivation. More specifically, the current study endeavors to answer the following two main questions: When can language tests demotivate learners? When can language tests motivate learners?
Helena Byrne
Ozel Beylikduzu Fatih Fen Lisesi (Turkey)
Reflective Practice – How to get started.
In this presentation we will discuss the different forms of reflective practice and how to form a group. The aim of a reflective practice group is for teachers to come together to reflect on their work so that they can help each other become more aware of what they do and why they do it.
Lunch 1:00 – 2:00 p.m.
Session V Methods of Language Teaching and Learning 2:00 to 3:20 p.m.
Session Chair
Abdulkasim Varli
(Seminar Saloon II)
Hakan Dilman
Maltepe University (Turkey)
Two dimension of the lexical competence: Vocabulary Size and Depth
Vocabulary size and depth are two important dimensions of the lexical competence. As L2 learners mostly learn the denotative meaning of the words given in their classes their language use is limited. A new classroom application for vocabulary teaching should be put into practice especially in non-native language learning environments.
Mehmet Demirezen
Hacettepe University (Turkey)
Falling terminal juncture as an intonation difficulty for language teachers and demonstration by computer
The functions and usages of falling terminal juncture phoneme in the intonation of English are mostly confused by a great majority of Turkish English teachers and students. Since there are other cases types of junctures that mark the ends of utterances, a serious confusion of meaning contamination takes place.
Hidayet Sarandi
University of Zirve (Turkey)
Re-examining the Validity Issue of Elicited Imitation as Measure of Grammatical Knowledge
This presentation will examine the validity of elicited imitation as a measure of implicit grammatical knowledge of second language learners. It aims to find out 1) whether there is any relationship between length of the grammatical and ungrammatical items of EI sentences and the ability of test takers to correctly repeat them? 2) whether there is any relationship between the performance of language learners on an elicited imitation test (EI) and their performance on an oral narration task (ONT) when a certain language structure is targeted? 3) whether there is any relationship between the performance of language learners on the EI and ONT tests when they are compared globally in terms of both content and grammar.
Yurtbaşı Metin
Istanbul University (Turkey)
The acquisition of Compound vs Phrasal Stress distinction
“Compound stress” and “phrasal stress” are the key elements to determine the exact means of conveying a specific intent in certain utterances. The research at hand investigates the learner’s ability to perceive, distinguish and produce the meaning differences between phrases and compound words during L2 acquision through various stress patterns. In such contrastive patterns as “‘HOT ,dog (type of food) [compound] vs. ,hot ‘DOG (hot canine) [phrase]” and “a ‘GREEN ,house (a building made of glass for growing plants inside) [compound] vs. a ,green ‘HOUSE (a house which is painted green) [phrase]” the difference in the stress placement is a clear indication of meaning changes expressed. Compound nouns have primary stress on the first word, and those following them have secondary stress. In the compound noun ‘GOLF ,ball, the first word has the primary stress, thus modifying the following word and reducing it into the secondary stress. As for phrases, however, the modified elements i.e. the words second in line are stressed more prominently. So the acquisition of such a distinction in stress patterns in both phrases and compounds is very important for learners of English in order to analyze what is said and convey their meaning more precisely in their oral communication.
Session VI Teacher Development 3:30 to 4:50 p.m.
Session Chair
Samad Sajjadi
(Seminar Saloon II)
Samad Sajjadi
Shahid Beheshti University of Medical Sciences
(College of Paramedical Sciences), Tehran (Iran)
The effect of in-service English education on faculty members’ language proficiency
Following the administration of a needs assessment worksheet, a project for the promotion of faculty members’ English proficiency was formulated. Then, based on a placement test, 235 applicants from different colleges and teaching hospitals of the university were classified into 28 homogeneous groups. After four terms of instruction, the participants’ scores on the pre- and post-assessments were analyzed. The results showed significant improvement on the communicative skills under instruction (p<0.001).
Dilek Çakici
Ondokuz Mayis University (Turkey)
The Beliefs of University Students and Their Teachers about Foreign Language Learning
This paper reports on a study that investigated the beliefs about language learning of 78 English as a foreign language (EFL) students and 15 EFL teachers in the Department of Foreign languages at Ondokuz Mayıs University in Samsun. The aim of the study was to explore what beliefs the students in prep classes held about learning EFL. The study also aims to show if the beliefs of the EFL students and their teachers displyed a change.
Harun Şimşek
Necmettin Erbakan University (Turkey)
Ahmet Keleşoğlu
Necmettin Erbakan University (Turkey)
Pedagogical Formation Course Participants’ Views on Being a Language Teacher
We asked prospective teachers of English not graduated from the ELT department to compare the teaching profession to other professions, to clarify the underlying reason for the comparison made, whether they would regard themselves as equal with the graduates of ELT departments, and the efficiency of the pedagogical formation courses.
Karim Sadeghi
Urmia University (Iran)
Zainab Abolfazli Khonbi
Kashan University of Medical Sciences (Iran)
The Effect of Self-, Peer-, and Teacher-Assessment on Iranian University EFL Students’ Academic Achievement
The study investigated the effect of assessment type (self vs. peer vs. teacher) on EFL students’ academic achievement and sought the students’ attitudes toward them. The findings indicate that students have mixed attitudes toward the assessment types and that peer-assessment influences students’ academic achievement significantly better than other types.
Session VII ELT Project (New Ideas for Language Teaching). Syllabus Design.
3:30 to 4:50 p.m.
Session Chair
Hengameh Ghandehari
(Seminar Saloon I)
Saadet Sündüs (Turkey)
Selcuk University
Harun Şimşek
Necmettin Erbakan University (Turkey)
The Importance of Syllabus in Teaching Translation for ELT Students
It deals with the definition of syllabus, the usage of syllabus and the effects of syllabus in teaching translation for ELT students.
Hengameh Ghandehari
Hermes Institute (Turkey)
Using Peer Coaching to Enhance EFL Learners Overall Achievement
In a collaborative training program, teachers combine their strengths to work together, coach one another, and provide the best possible environment for their students. But the question is whether peer coaching has any effect on learners’ overall achievement; if yes, how significant is this effect is?