Contact

Why not?
Years have passed since The Arab Spring, yet the Syrian Civil War is still ongoing. Since the civil war, according to article on www.sozcu.com, which refers to the statement of Minister of Interior, 3.551.078 immigrants have fled to Turkey and they are spread around the cities, trying to survive in these lands. How heroic and merciful we are to accept a horde of immigrants for the sake humanity, for the heritage of ours from Ottoman Empire and for the facade.
Our humanity persisted and those refugees accommodated on our lands for years, they were eligible to get assistance from our government and humanitarian aids. They took free education, free salary, places to accommodate but nothing to give in return. The things have changed for them but not for their country and not for us, the Syrian War is still continuing and Turkish armed forces are still operating on those foreign lands but for what? For nothing? Isn’t there a reward to our heroic facade? We should be commemorated and paid back for our humanitarian acts.
Now I will offer you what you deserve, what I deserve and what our nation deserves. As the report states that there are over 3.000.000 refugees in Turkey and we can use them as resources such as suicide soldiers to assist our soldiers on foreign soils, visceral farms to harvest their visceral for helping those who are in need of organ transplant. We can conduct scientific tests on them improve our knowledge and reach far beyond our competitors, we can train them from youth to serve us as slaves for various purposes from house cleaners to assist our beloved women to sex slaves to serve our hard working men, they would have no aim in life but to serve.
By using them as suicide soldiers we may be able to drastically reduce soldier death ratio of ours as well as increasing mission success percentage due to acceptable casualties, by using them as visceral farming spots we may help our citizens who are in need of certain internal organs and speed up the process of organ transplant, by using them as test subjects we may speed up our researches and let ourselves braver than before, by using them as slaves we may let household focus on more crucial tasks and by using them as sex slaves we may let our men steam off on them and focus on crucial tasks without their wild desires.
Overall, such a valuable resource is going in vain. By taking the action we can turn a burden into a living resource that would help us in various ways.
Musa Kaan Durmuş
Disclaimer: This work was supposed to be disgusting and point out that reason by itself should be dangerous. I am not backing up any ideas here, please don’t take anything out of the context.
Inspired Work: A Modest Proposal by Jonathan Swift
Paradise on Earth
I woke up and looked around me with thrill. There was nothing but dried trees, nothing but plain soil, there was no light around me, it was night. I got up and started walking aimlessly, walking through trees only to find other trees. It was like a maze, a never ending maze and I was trapped in it with no idea. I was thrilled and anxious, I was hearing footsteps but couldn’t see anything, I had no choice but go onward into the unknown.
As I walked onward time went by and I finally found myself in a square with nothing in it. The ground was made of stones but they were untouched for years, wild plants were erecting through their gaps and soil was eager to conceal the rest. I looked up and saw the moon, the guiding moonlight in pitch black darkness. I lost my focus and kept looking at the moon, I had no thoughts but the moon in my mind and it got bigger and bigger. The moon wasn’t only on the arch now but it was in my eyes and mind as well. I closed my eyes involuntarily and woke up.
I was in my bed next to my beautiful wife, she was sleeping peacefully. I looked around me and tried to get over the shock of the horrific nightmare and I did. It was just a nightmare and now after horror I was in my bed next to my beloved, feeling her soft and warm skin on mine, making me calm and filled with love. I kissed her hand and got on my foot and head towards kitchen to prepare breakfast for my family. As I was passing through the aisle I saw my son and daughter playing a game on television, they looked cheerful and we greeted each other. As I went into the kitchen I sat on a chair and thought about the nightmare, how horrific it was but all that horror was gone, I was in my home with my family , on a calm Sunday morning preparing breakfast with various food.
30 minutes ago I was stuck in my dream and when I woke up, I actually woke up to my actual dream in life, the place I ever wanted to be, the source of my happiness and serenity, I was with my family in our little house, my love on the bed, kids are cherishing each other and me preparing breakfast with variety. The horror I experienced made me realize how happy I am, how that exact time I was experiencing the paradise on earth. I didn’t have to look anywhere else, I just had to realize I was living it after all.
Musa Kaan Durmuş
Özel Öğretim Yöntemleri
Learner Autonomy in the language classroom
Why do we need it?
Scope for Autonomy in the CEF
The General Competence of Language Learners
Which of the following tasks are the responsibility of the teacher?
Note: Negotiate with your students as much as possible.
* Aims and objectives
* Materials
* Self-directed learning
* Resources
* Ideas to deal with content
* Learner Roles
* Participatory
* Responsible
* Linking learning experiences
* Evaluation
* What
* Process and product oriented goals
* Why
* Planning, thinking
* How
* Observation
* …
* ..
* ..
Reflection
Teacher Reflection Learner Reflection
————————— —————————
……
For Autonomous Learning
Learners as Decision Makers
Structuring Reflection
Self-Assessment
For Success Autonomous Learning needs to be..
———————————
AAA Curriculum
Any educational enterprise should include
Learner Autonomy
Raising Awareness -> Changing Attitudes -> Transferring Roles
——————————————————————————————————————
Process Writing
Sequencing of Activities
Generating Ideas
Focusing
Structuring
Assessment of the Product
Note: Teacher has to be correcting and responding.
——————————————
Learning Styles
Learner Differences
Field Independent/Analytic
Field Dependent
Aptitude
Özel Öğretim Yöntemleri
How about assessing task difficult that is what makes a tack easier or more difficult than another task.
Task Difficulty
As teachers, ask these questions to yourself
Task Adaption is preparing the students to the task from the pre-task stage to make it easier for them.
Less structured information tasks = More creativity in the process.
Task Dimensions and Task Difficulty
——————
Foster & Skehan
CEF
————-
Easier
Learner
* Is confident about the task
* Is motivated to carry out the task
* Has necessary prior learning experiences
* Can learn at pace required
* Has necessary
Task * Low cognitive complexity * Has few steps * Plenty of context provided * Plenty of help available * Does not require grammatical accuracy * Has as much time as necessary Text / Input * Is short, not dense (few facts) * Clear presentation * Plenty of contextual clues * Familiar, everyday content
Harder
Learner Task Text / Input
——————————
Task Demands
Cognitive Demands * Degree of contextualisation of language; difficult of concepts that re needed to do the task. * Use of graphics, colours, telling the time… Language Demands * Whether the language is spoken or written, understanding or production, extended talk or conversation; vocabulary and grammar need, the genre, the amount of L1 and L2 Interactional Demands * Type of interaction required. * Group work, pair work, the participants in talk, the future of interaction. Metalinguistic Demands * The use of technical terms about langue in production or comprehension. Involvement Demands * The ease or difficulty the learner has in engaging with the task; legs of task stages, links to child’s interest and concerns. Physical Demands
———
Abstract things are always more difficult than concrete things.
Özel Öğretim Yöntemleri
TBLT follows task-cycle, in the task cycle there is preliminary introduction from the teacher that may be introduction of the task or the topic, there are mini-introduction required for the task.
Learners usually engage in pair or group work. First of all students plan how to make the task, then they work on task and finally then they report their conclusion. When this stage is over the stage of language focus comes which is solely focused on practicing lacking language skills.
Meaningful purpose exists in the tasks in which we replicate the real life events.
A reasonable input to act upon. It means that the kinds of input into task-cycle such as instructions.
Language outcome
Optimal level of difficulty, it shouldn’t be more difficult than cognitive development of the learner.
Material Selection Criteria (1st Phase)
Tasks (2nd Phase)
Task
Level of the leaners: B1
Class Population: 20
Pre-Task:
Task-Cycle
Reporting
Instructions
Pre-Task
Task-cycle
Reporting
Özel Öğretim Yöntemleri
1980-1990 >
It is an advanced form of the communicative. The need is helping learners gaining fluency in the target language.
Task based learning is holistic learning.
The key concern in task based context is meaningful learning.
* Drills never ever can be task based learning.
PPP (Presentation – Practice – Production)
Task based methodology is designed as an alternative way to the PPP model. TBL changes the sequence of this linear model.
Task Based Learning Framework
Pre-Task * The teacher introduces the topic and provides the necessary input for the upcoming task. * It is the preparation for the task-cycle. Task Cycle Task Planning Report * After the task is done, the group or the individual have/has to present the conclusion to the other students. * This is especially important as the students may fall into their native languages to accomplish the task and for this reason reporting stage makes them report their task result in the target language and that is why it is very important. Language Focus * If explicit grammar teaching is required after the task cycle. Analysis Practice
Task Identification Criteria
Task Types
Özel Öğretim Yöntemleri
Content and Language Integrated Learning (CLIL) is a dual focused educational approach in which an additional language is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time.
There are 216 different ways of implementation.
… & Language
Language is not only a medium of communication but a means of managing learning, it’s the tool we use toggle reflective shape t our experience.
The difference between ELT and CLIL Based ELT
CALP (Congitive Academic Language Proficiency * Scaffolding * Building on prior knowledge * Show casing their literacy achievement * Extending knowledge of and control over language across curriculum. (Take up the content area from different classes such as math, science and make rejoiced connection between those content area. Language courses should not be separated from other classes. BICS (Basic Interpersonal Communication Skills) * -
Key Terms
**
**
*
Word Generation
You may want your students to brainstorm and write words
Four Box Organiser
The Vocabulary Word > Visual reprenstation of the word > A sentence using the word > Student Friendly definition > The vocabulary word
Graphical organisers should be used greatly.
Venn diagram – Comparing two places of Interest
Spider map –
Fishbone Map –
Problem Solution Outline –
Cycle – Describing a weather phenomenon (rain)
Constructing
Students engage in developing knowledge;
* Engaging
* Interacting
* Processing
* Associating
* Organising
* Note-Taking
Initiating
Constructing
Utilizing
Thinks to Beware While Reading
Identifying text type and communicative …..
We usually ask knowledge questions, we don’t give enough space for analysis, synthesis and evaluative questions.
In constructivist approach the most important thing is building upon the already known information.
Schema Theory
When new information comes in, cognitively what happens is that you check the new information if it fits the previously learned information or not. This is the stage in which equilibrium comes to the stage but if new information does not fit with the formar information, that means that your existing schema should be changed in order to continue and this is called disequilibrium.
They go hand in hand with very related two other concepts
Language is not just a medium, language organises learning. Language helps us construct, shape our experience. Such as when children are talking to themselves to shape their learning.
Problem solving is a part of learning.
Your emphasis is on constructivist approach should be on process learning and it is really important in constructivist classrooms. Process learning is experiencing, experimenting, disequilibrium and equilibrium. You can support this kind of learning with Portfolios, project learning and collaborative learning. There shouldn’t competitive learning.
In terms of assessment, it favours formative assessment rather than summative assessment,
For collobartion activities you could use jigsaw (usually it is a group work, each person knows a different segment of something without showing a piece to other one they communicate with each other fill the gaps).
Constructivist approaches are good for content building
Özel Öğretim Yöntemleri
Life-long Learning
Joint Learning Enterprise
33
If we know the desired outcomes for using that IT technology, it is useful
Action Research
In service education
First of all clerification of terminology is very important.
Approach: About our initial question, the way you define language, the way you define. Approach is this understanding of this Lanague learning teaching
Method: The roadmap- plan but it is not just the activity sheets. Aims, specific objectives, teaching content (syllabus), materials, specific procedures and techniques, assessment and evaluation
Process: What do no now and what to do next, how do you things
Technique: Depens on the need and applies on the specific situation.
Within the approach you can use various methodologies
Designer methods: Who created that method would come up with a name. Method if it comes to that point, method is usually used in a very clarified, everything is defined such as Audolingual method, Suggestopedia
Post method: there is no one particular defined method
———————————————
Audio lingual: structuralism
Sytagmatic: you know what words will come in an order
Paradicmatic: you know which item to take out and put another one instead of it
Drills are widely used
Approach to learning is behaviourism,: if you give a stimulus and get a correct respond you gotta continue.
Errors are not tolerate, importance on accuracy
———
TPR is a technique
Silent Way:
—————————————————————————————————
Structural Syllabus: Collection of forms and sturductres usually grammatical of the language being taught
Notinal Syllabus: Collection of the functions that re performed when language is used. Notions that is used to express.
Situational Syllabus: Collection of real or imaginary situations in which language occurs or is used.
Skill Based Syllabus: Collection of specific abilities that may play a part in using language.
Task Based Syllabus: Series of complex and purposeful tasks that the students want or need to perform with the language they are learning.
Content Based Syllabus: Some content or information different from language.
—
Constructivism (Yapılandırmacı)
You can not teach a notion but you can show ways of it.
Constructive Approaches to Learning
Learning in Constructivist Classrooms
A Construvisit Frmae for Language Classes
Initiating U Constructing U Utilising
Cubing Activities
Describe Compare Associate Analyse Apply Argue
Özel Öğretim Yöntemleri
What does it mean to know a language
———————————————————
1972 A linguistic went to Warsaw and from morning to night the tv was open, he walked the streets, went to the cafes but did he manage to speak the language? No, he didn’t.
It is not just a matter of exposure but quality exposure. Just exposure is not enough to learn a language and if you are just investing on receptive skills, your productive skills will be held back.
The best way to learn a language is to contextualize the learning. What is contextualizing?
That is use of language but on domains, you in a way define what possible intentions, who, where, etc. who is talking to who
People who are engaged in communication are Called interlecuaters.
They are talking about what?
One of the golden things about ELT is contextualizing.
Authentic language means a language that is not adapted for educational purposes, just the real life communication.
Content-based approach to Language is best way to teach a language, you should bring different materials for your classes.
Hearing, speaking, reading, writing, > all these integrated Hallstic Teaching.
If you are talking about communication there needs to be integration among those skills and you have to priotorize holistic teaching.
From the very first lesson of words what you have to do is let people read something respond to it, discuss about it and take notes and share it with others as well as listen to their notes.
(Even note taking is a writing activity)
What does it mean to know a language?
Grammar
Register
The tone the style which suits that particular situation.
Frozen register: Military, airport announcements
Appropriacy
It has to be with socio-linguistic competence that means dictionaries can’t help you.
Lexis
Corpus measures the kinds of words that are used by native speakers of the language in a time.
Corpora – High frequency words – Low frequent words
Phonemes to Morphemes to Words to Phrases to Clauses to Sentence to Paragraphs…. So you need to know about discourse and discourse means organization of the language.
Morphemes are meaningful meanwhile Phonemes are just sounds.
Coherence – Cohesion (Bağdaşıklık, Bağlaşıklık)
Coherence:
Cohesion: Which words are indicators
Genre is a cultural item, because the community decides upon it. For example kız istemek.
We need to know how language functions, what is the speaker meaning, it is knowing about Pragmatics (Edin dili) and it is definitely different from semantics,
Paralinguistic elements that are non-verbal elements
Concordance: the ability to come together as words such as HAVALAR ısındı
————
Dynamic: language is not static, it constanstly changes.
When we speak languages
—————
Languaging: Language is a verb, taking action, reflecting world. It is a process and it’s not only verbal but it also requires non-verbal aspects such as music, science etc. Multimodel Language: Use of multimodal research, using more than semiotic source, we use sound, visual, color, background, angle etc.
Translanguiging:
Comprehensiblity > accuracy