71 research outputs found
LANGUAGE MATERIALS OBSERVATION: PROFESSIONAL DEVELOPMENT TRAINING
No full textThe language classroom is an important site of research for investigations in the field of applied linguistics (Dörnyei, 2007), and the effectiveness of language theories and materials can be examined in a real-world setting in a systematic approach. Furthermore, materials development is the most effective way in field of linguistics and applied linguistics because the theories of language teaching and learning can be made meaningful and relevant by reference to practical procedures (Tomlinson, 2003). Observing the materials in the classrooms is one of the qualitative research methods for evaluating and developing language materials and reflecting on language theories which are explicitly or implicitly embedded in the activities of the materials (Alkhaldi, 2014). This study focuses on classroom observation of language materials which are rarely investigated in the field of applied linguistics taking into consideration that there is possibly a contradiction between what is one’s espoused theory and one’s theory-in-use, that is, what is done in reality. Therefore, this study analyzes the following aspects of observations of materials-in-use: reasons and purposes for materials observations, the environment, and the importance of materials observation study. It also discusses the methods and types of materials observation, observational schedules, the materials observer’s role, and a sample case study. Finally, it provides insights for teachers and researchers to reflect on language teaching and learning theories and develop their own practices towards effective language materials development and professional development training. Article visualizations
Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP
No full textCreativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and English for Academic Purposes (EAP) courses. The main purpose of an ESP course and EAP course is to improve traditional and technical writing skills for students, and this might be at the expense of creative writing. This study explores creative writing and its possible challenges. It also discusses the significance of creativity, creativity and the language learner, creativity and motivation, creative writing, and the role of creative writing in ESP/EAP. Finally, it elaborates and recommends a systematic, principled framework based on a review of the related literature for developing creative writing in ESP/EAP courses
An Analysis of English Language Theories: A Case Study
No full textLanguage is implicated in daily lives, and there are a large and open-ended number of activities (Cook, 2003), which involve language theories (Alkhaldi, 2011). This research analyses the language theories which are involved in the activities of Jordanian language materials. The researchers have chosen a sample from language materials used to teach English at Jordanian public high schools since 2015. An analysis checklist has been adapted and used, focusing on the analysis of language theories. The findings show that the students’ role is responsive rather than proactive. The dominant source of content is the materials, and the teachers’ role is overlooked in providing useful language content. Furthermore, the mental operations have not been taken to the deepest level to promote students’ creative and critical thinking skills. The findings also reveal that the materials have a sentence-based content, that is, the content provided as input to learners and content expected as output from the learners comprise individual words, phrases and sentences, and there are few opportunities for extended written and oral discourse. Consequently, it is recommended that teachers, researchers and materials developers should take into consideration such challenging findings to bridge the gap between theory and practice and to develop language materials effectively. In other words, the materials should continuously be analysed, evaluated, and developed in a systematic and rigorous way to have insights into the materials and the process of analysis for professional development purposes, and to help students improve their language learning process
Ata b. Ali el-Cuzcani’ye göre Ebu Hanife’nin Kelami görüşleri
No full textATÂ b. AL el-CÛZCÂNÎ’YE GÖRE EBÛ HANÎFE’NN KELÂMÎ GÖRÜSLER slâm aleminde büyük bir çogunluk itikadî sahada Mâtürîdiyye mezhebine mensuptur. Ancak bu mezhebin alimleri yeterince tanınmamakta ve eserlerinin çogu da kütüphane raflarında yazmalar halinde bulunmaktadır. Bu eksikligi giderebilmek için özellikle son dönemlerde Mâtürîdiyye tarihi ile ilgili arastırmalar yogunlasmıstır. Mâtüridiyye’nin olusum ve gelisiminde mâm-ı Âzam Ebû Hanîfe’nin öncü bir rolü vardır. Buna binaen, bu çalısmada Ebû Hanîfe’ye nispet edilen el-Fıkhü’l-ekber adlı risalenin, Atâ b. Ali el-Cûzcânî’ye ait serhinin edisyon kritigi yapılmıstır. Böylelikle Mâtürîdîyye’ye baglı bir alime ait bir eserin edisyon kritigi yapılarak ilmî istifadeye sunulması ve Mâtürîdiyye tarihi açısından degerinin tespit edilmesi amaçlanmıstır. Bu çalısmada, bahsedilen eserin baska müelliflere nispet edilerek nesredildigi anlasılmıs, bunun üzerine eserin gerçek müellifinin ortaya çıkarılmasına çalısılmıstır. Arastırma sonunda, bu eserin Atâ b. Ali el-Cûzcânî’ye nispet edilmesinin isabetli olacagı sonucuna varılmıs ve eserdeki görüslerin tahlîline geçilmistir. Tahlil neticesinde bu serhin, Ebû Hanîfe’nin görüslerini Ehl-i Sünnet çizgisini takib eden mutedil bir yaklasımla ortaya koyan bir eser oldugu sonucuna varılmıstır.EBU HANIFE’S THEOLOGIC IDEAS ACCORDING TO ATA b. ALI el- CUZCANI A great number of Islamic world, belong to the school of Maturidiyye in the belief aria. But scholars of this school are not known enough and many books of this school exist on the library shelfs as a manuscripts. To remove this deficiency, especially at the latest times, intensify researches about Maturidiyye history. Imam Azam Ebu Hanife has an advance guard role at formation and evolution of the school of Maturidiyye. Because of this, an edition critique of a commentary, which belongs to Ata b. Ali el-Cuzcani, on a text, is attiributed to Ebu Hanife which name is el-Fıkhü’l-ekber, is maden in this study. Herewith, to present a book, which belongs one of the Maturidi scholar, to the scientific benefit with making it’s edition critique and to fix it’s value in the Maturidiyye history, is aimed. In this study, it is understood that this book was published before, as attiributing it to another authors, whereupon the real author of this book is searched. At the and of the research it is gained that attiributing this book to Ata b. Ali el-Cuzcani is more true than the others and after this the ideas at this book is analysed. Eventually it is reasoned that this commentary is a book which presents subjects about Ebu Hanife’s ideas moderatly, with following Ehl-i Sunnet’s styl
HOW TO DEVELOP WRITING SKILLS IN A FOREIGN LANGUAGE?
No full textWriting is potentially to be the most difficult skill for Foreign Language (FL) learners to master (Nunan 1999). It motivates thinking, that is, it can help learners to organise their ideas, and develop their critical thinking skills to summarise, analyse, and criticize (Rao, 2007). In this paper, the authors analyze the role of reading in the process of developing writing skills. Literature review shows that there is a close interconnection between the two skills. The relationship has been discussed since a long time, and the beneficial mutual influence of the two skills has been revealed. These interrelations between reading and writing are significant to understand in order to develop these skills effectively. The authors then analyse how a reading passage can be exploited to boost writing skills. In particular, reading passage can be used as a model, as a source of ideas, as a sample of language use, which eventually advances writing skills. Finally, the authors studied several coursebooks to find out how reading is used in the process of teaching writing. Observations and recommendations are shared at the end of the article. Namely, the authors confirmed that the idea of integration is widely exploited by the textbook writers. Moreover, every single reading passage is looked at from different perspectives and is used for several purposes
Developing a Principled Framework for Materials Evaluation: Some Considerations
No full textPublished language materials are widely used around the world, but many Foreign Language (FL) and/or Second Language (SL) learners still fail to develop their communicative competence satisfactorily and they are still not happy with their language materials (Tomlinson 1998). Furthermore, materials design has recently been characterized by two important developments: firstly, published materials are now used more widely than ever before; secondly, and it is this which makes the spread of published materials very significant, materials themselves have evolved into much more complex objects (Littlejohn 1998). Therefore, there is a need to develop a principled framework for evaluating and developing the language materials in a comprehensive approach. In this article, I start the discussion with the importance of English language materials and the process of materials evaluation. After that I will elaborate on a potential design for developing a principled framework for materials evaluation. Implications of the framework and its contribution to the field of applied linguistics have been also elaborated
Language Theories Donation through Materials Development A case study in Jordan
No full textMaterials development assists the teachers to understand and apply language learning theories and achieve professional development (Tomlinson, 2001) which this research has shown. This research aims to find out to what extent theories match the actual practice of materials and to help ‘theorists’ reflect upon language theories which are implicitly or explicitly embedded in the materials. It also aims to reveal the teachers’ and learners’ contributions in determining the practical theories. The sample of this research was purposive, that is, it was selected for a specific purpose to collect qualitative data and cover as wide a range as possible. The researcher interviewed thirty Jordanian teachers and students using qualitative research methods. The findings revealed some key principles donated by the participants, for example, 1) the materials should provide the learners with a variety of useful samples of discourse to enable them to use the language communicatively and meaningfully; 2) the materials should encourage the teachers’ and learners’ creativity; 3) the materials should take into account the teachers’ and learners’ preferences; and 4) the materials should take into consideration the specific and sensitive cultural aspects. Insightful implications and recommendations were suggested for future research.
Leyla ve Mecnun’un Fars ve Türk Edebiyatında Resimlenen Tanışma Hikayelerinin Tasarım Kurgusu Bakımından Mukayesesi
No full textArap, Türk, Fars ve Urdu edebiyatında sıkça ele alınan Leyla Mecnun eserinin en eski kaynağı Arap edebiyatında 9. Yüzyılın ikinci yarısına dayanır. İbn Kuteybe’nin Kitab eş-Şi’r ve’ş-şu’ara eserine dayanan bu hikâye, Doğu edebiyatında çokça karşımıza çıkmakta, tek başına kaleme alan kişi 13. Yüzyılda Nizami Gencevi olmakla beraber, ilk minyatürlü nüshalarına da Nizami’nin Hamse eserinde rastlanmaktadır. Nizami’den sonra eserin popülaritesi artmış, Leyla ve Mecnun hikayesi birçok taklit ve versiyonları ile çoğalmıştır. Örneğin, 1298’de Emir Hüsrev Dehlevi tarafından yazılan Leyla ve Mecnun, karakter ve konu sıralaması olarak farklılıklar göstermektedir. Dehlevi’nin akabinde de Abdurrrahman-ı Cami, Hatifi, Kâtibi, Mekteb-i Şirazi ve daha birçok İranlı şair bu hikâyeyi kendi tarzlarında yazmıştır. Arap ve Fars Edebiyatının yanı sıra Türk edebiyatında da büyük ilgi gören Leyla ve Mecnun’un 15. Yüzyıl sonlarına ait en bilinen iki versiyonu Mir Ali Şir Nevai ve Muhammed bin Süleyman Fuzuli’ye aittir. Leyla ve Mecnun Arap, Fars ve Türk edebiyatçılar tarafından farklı versiyonları ile sıkça üretilen nadide bir eser olmakla beraber 17. ve 18. Yüzyıla kadar uyarlandığı çeşitlemeleri ile popüler kalmış bir hikayedir.
Fars ve Türk edebiyatında işlenen bu hikayelerin konu farklılıkları olduğu kadar minyatürlerinde de kurgu farklılıkları olduğu göze çarpmaktadır. Leyla ve Mecnun eseri temelde, iki ayrı Arap kabilesine mensup, birbirine aşık iki gencin kavuşamama hikayesini ele almaktadır. Arap, Fars ve Türk edebiyatında, eseri kaleme alan şairler tarafından farklı kurgularla yazılmış, hikâye sıralamasında çeşitlilik göstermektedir. Kurgular arasında bulunan bu farklılık, minyatürlü nüshalara da yansımış ve dolayısıyla hikâyeyi yazan şairin eserine göre yapılan tasvirler değişkenlik göstermiştir. Bu araştırma Nizami Gencevi, Emir Hüsrev Dehlevi, Abdurrahman-ı Cami, Hatifi, Ali Şir Nevai ve Fuzuli’nin yazdığı Leyla ve Mecnun eserlerinde bulunan tanışma hikayesinin edebi farklılıklarının yanı sıra, 15. ve 16. Yüzyıllarda resimlenen nüshalardaki minyatürlerin nakkaşlar tarafından yapılan farklı tasarım kurgularına yoğunlaşacaktır. Hem dönemsel kurgu farklılıkları hem de hikâye bazlı farklılıkların minyatürlü sahnelerdeki tasarım kurgularına etkileri araştırılıp, hikâyede bulunan karakterlerin konumlanma şekilleri incelenip, karşılaştırılacaktır.The oldest source of Leyla Majnun, which is frequently discussed in Arabic, Turkish, Persian and Urdu literature, dates back to the second half of the 9th century in Arabic literature. This story, based on Ibn Qutayba's Kitab al-Shi'r wa'sh-shu'ara, is widely encountered in Eastern literature, and although Nizami Ganjavi was the sole author in the 13th century, the first miniaturized copies are found in Nizami's Khamse. After Nizami, the popularity of the work increased and the story of Leyla and Majnun proliferated with many imitations and versions. For example, Leyla and Majnun, written by Amir Hosrev Dehlawi in 1298, differs in the order of characters and themes. After Dehlawi, Abdurrrahman-e Jami, Khatifi, Kātibi, Mekteb-i Shirazi and many other Iranian poets wrote this story in their own style. The two best-known versions of Leyla and Majnun, which attracted great interest in Arabic and Persian literature as well as Turkish literature, belong to Mir Ali Shir Navoi and Muhammad bin Suleiman Fuzuli in the late 15th century. Leyla and Majnun is a rare work that has been frequently produced in different versions by Arabic, Persian and Turkish literati, and it is a story that remained popular with its variations until the 17th and 18th centuries.
It is noteworthy that these stories in Persian and Turkish literature have differences in subject matter as well as fictional differences in their miniatures. Leyla and Majnun basically deals with the story of two young people from two different Arab tribes who are in love with each other and cannot be reunited. In Arabic, Persian and Turkish literature, it was written in different fictions by the poets who wrote the work, and it shows diversity in the story order. This difference between the fictions is also reflected in the miniature copies and therefore the depictions made according to the work of the poet who wrote the story have varied. This research will focus on the literary differences in the story of meeting in the works of Nizami Ganjavi, Emir Hosrev Dehlevi, Abdurrahman-i Jami, Hatifi, Ali Şir Nevai and Fuzuli, as well as the different design constructions of the miniatures in the copies illustrated in the 15th and 16th centuries. The effects of both period stylistic differences and story-based differences on the design constructions in miniature scenes will be investigated, and the positioning of the characters in the story will be examined and compared
Atâ Terzibaşı, Poets of Kerkuk 1.
No full textYüksek Lisans TeziÇalışmamızda Irak Türkmenlerinin büyük düşünürü ve yazarı Avukat Atâ Terzibaşı'nın Kerkük Şairleri adlı külliyat halindeki eseri esas alınmıştır. Bu eser Kerkük şairlerinin tümü hakkında bilgi vermektedir. Antolojik bir çalışmadır. Yaptığımız bu çalışma; "Ön Söz", "Giriş", "I. Bölüm", "II. Bölüm", "Sonuç" ve "Kaynakça" kısımlarından oluşmaktadır. Tezimizde Avukat Atâ Terzibaşı'nın Kerkük Şairleri adlı eserinin birinci cildinin Osmanlıcadan günümüz Türkçesine aktarılmasıyla beraber Irak Türkmen edebiyatı hakkında kısaca bilgi verilip, Avukat Atâ Terzibaşı'nın Irak Türkmen edebiyatındaki yeri ve hayatı, sanatı, eserleri anlatılmıştır. Metnin günümüz Türkçesine aktarımı yapıldıktan sonra çalışmanın başından sonuna kadar elde edilen bilgiler ışığında değerlendirme yapılarak bir sonuca varılmıştır. Kaynakça kısmında ise tez için yararlanılan eserlerin künyeleri verilmiştir. Anahtar Kelimeler: Atâ Terzibaşı, Kerkük, şair, şiir, antolojiIn the present study, Ata Terzibasi the lawyer who is the great thinker and author of Iraqian Turkmens has been taken as the starting point with his collection of 'Poets of Kerkuk'. This collection gives the details of all Kerkuk Poets.It is a sort of anthology. In our study, it has formed 'Preface', 'Introduction', 'Section.1', 'Section.2', 'Conclusion' and 'Source'. In the thesis Ata Terzibasi the lawyer and his collection Poets of Kerkuk of first issue translated from Ottoman Language to Modern Turkish related with the Literature of Iraqian Turkmen and the importance of Ata Terzibasi the lawyer in this field with his biography, works and value of art. Translating into the Modern Turkish and under the lights of knowledge from the beginning to the end of the collection In the reference part, the names of the books made use of for the thesis were presented. Key Words : Ata TERZİBAŞI, Kerkuk, poet, poem, antholog
Hafiz Ali Ulqinaku, jeta dhe vepra
No full textSome times ago, the well-known scholar, the late Faik Luli and Islam Dizdari published a worthy edition on the life and work of Ali Ulqinaku. This patriotic clerical was decorated in distinguished 1978 with the medal "For patriotic activities and as a activists and fighter of the Albanian League of Prizren", and in 1994 he was bestowed the title "People's Teacher". The whole activity of H. Ali Ulqinaku is summarized in the motivation "Distinguished cleric and teacher, appassionato researcher, honored teacher and educationist of youth and popular masses, compiler and translator of scientific-religious works". A lot has been written about this figure even previously, but up to the present, a complete and authentic work on Hafiz Ali Ulqinaku has not been published yet.Ali Ulqinaku was born, raised up and carried out a part of his activity in this Albanian environment. This patriot, whose activity belongs to the period of our National Renaissance, migrated from Ulqin to Shkoder, with the fall of town in the hands of Montenegrins in 1913 and later moved to Lezha, where he died in 1913, soon after it was declared the Independence of Albania from the long-lasting Ottoman rule, but he was buried in Shkodra.F. Luli and I. Dizdari have included also evaluations about H. Aliu accentuating the fact that three towns were proud of him: Ulqini, Shkodra and Lezha. They have recorded all the evaluations about this author: publications, scientific sessions, ceremonies etc. The monograph ends with the conclusions and bibliography. The monography "Hafiz Ali Ulqinaku, life and work" by Faik Luli and Islam Dizdari is an accomplished and successful work. It provides information of interest that is likeable and necessary not only to the researchers, but also to the simple readers. The publication of the Primer carries a special value since it is the first one introduced to the Albanian reader in the current alphabet transcriptionThe authors have exploited a rich literature, which is reflected not only in the 131 books, but also in numerous articles published by the scientific and periodical press, libraries, archives etc. the work is written in a simple and rich language. For all this worthy and admirable work, competently written and at the same time a worthy contribution dedicated to the past's creations, the authors deserve our congratulations.Disa kohë më parë, studiuesit e njohur, i ndjeri Faik Luli dhe Islam Dizdari, botuan një vepër të denjë mbi jetën dhe veprën e Hafiz Ali Ulqinakut. Ky klerik atdhetar u dekorua në vitin 1978 me medaljen "Për veprimtari patriotike dhe si veprimtar e luftëtar i Lidhjes Shqiptare të Prizrenit", ndërsa në vitin 1994 iu dha titulli "Mësues i Popullit". Tërë veprimtaria e H. Ali Ulqinakut përmblidhet në motivacionin: "klerik dhe mësues i shquar, studiues i pasionuar, mësues i nderuar dhe edukator i rinisë dhe masave popullore, përpilues dhe përkthyes i veprave shkencore-fetare." Për këtë figurë është shkruar shumë edhe më parë, por deri më sot nuk është botuar një vepër e plotë dhe autentike për Hafiz Ali Ulqinakun.Ali Ulqinaku lindi, u rrit dhe kreu një pjesë të veprimtarisë së tij në këtë mjedis shqiptar. Ky patriot, veprimtaria e të cilit i përket periudhës së Rilindjes Kombëtare, migroi nga Ulqini në Shkodër pas rënies së qytetit në duart e malazezëve në vitin 1913 dhe më vonë u transferua në Lezhë, ku vdiq po në vitin 1913, menjëherë pas shpalljes së Pavarësisë së Shqipërisë nga sundimi i gjatë osman. Ai u varros në Shkodër.F. Luli dhe I. Dizdari kanë përfshirë edhe vlerësimet për H. Aliun, duke theksuar se tre qytete ndihen krenare për të: Ulqini, Shkodra dhe Lezha. Ata kanë regjistruar të gjitha vlerësimet për këtë autor, përfshirë botime, sesione shkencore, ceremoni etj. Monografia përfundon me konkluzionet dhe bibliografinë. Monografia Hafiz Ali Ulqinaku, jeta dhe vepra e Faik Lulit dhe Islam Dizdarit është një vepër e realizuar me sukses. Ajo siguron informacion të vlefshëm, i cili është i dobishëm dhe i nevojshëm jo vetëm për studiuesit, por edhe për lexuesit e thjeshtë. Botimi i Abetares mbart një vlerë të veçantë, pasi është i pari që i prezantohet lexuesit shqiptar me transkriptimin e tij aktual në alfabetin modern.Autorët kanë shfrytëzuar një literaturë të pasur, e cila përfshin jo vetëm 131 libra, por edhe artikuj të shumtë të botuar nga shtypi shkencor dhe periodik, biblioteka, arkiva etj. Vepra është shkruar në një gjuhë të thjeshtë dhe të pasur. Për këtë vepër të denjë dhe të admirueshme, të shkruar me kompetencë dhe njëkohësisht si një kontribut i vlefshëm kushtuar trashëgimisë së së kaluarës, autorët meritojnë urimet tona
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