Needs assessment of academic reading tasks and cloce analysis of academic reading texts for reading difficulty and vocabulary profile
Akademik okuma hedeflerinin saptanması ve okuma zorluğu ve kelime profili kapsamında akademik okuma metinlerinin analizi
- Tez No: 188497
- Danışmanlar: DR. SUSAN JOHNSTON, DR. WİLLİAM SYNDER
- Tez Türü: Yüksek Lisans
- Konular: Dilbilim, Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Linguistics, Education and Training, English Language and Literature
- Anahtar Kelimeler: English for Academic Purposes (EAP), Academic Reading Tasks, Needs Analysis, Corpus, Corpus-Based Researchii
- Yıl: 2005
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Yabancı Dil Olarak İngilizce Öğretimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
ÖZET$.$'(0ø.2.80$+('()/(5ø1ø16$37$10$6,VE2.80$=25/8ö89(.(/ø0(352)ø/ø.$36$0,1'$$.$'(0ø.2.80$0(7ø1/(5ø1ø1$1$/ø=øùDKED]+HUNPHQ=HKUD<ÂNVHN/LVDQV<DEDQFÃ'LO2ODUDNøQJLOL]FHg÷UHWLPL%|OÂPÂTez Yöneticisi: Dr. Susan S. JohnstonOrtak Tez Yöneticisi: Dr. William SnyderTemmuz, 2005%XoDOÃúPDGD$QDGROXhQLYHUVLWHVL¶QGHøQJLOL]FHH÷LWLPYHULOHQE|OÂPOHUGH|]HOOLNOHELULQFLVÃQÃIELULQFLG|QHPDODQGHUVOHULQGH|÷UHQFLOHUGHQEHNOHQLOHQakademik okuma becerileri ve okuma metni özellLNOHULVDSWDQPÃúWÃUdDOÃúPD-*Â]'|QHPLQGHøQJLOL]FHH÷LWLPYHUHQE|OÂPOHUGHJ|UHYOL\LUPL|÷UHWLPHOHPDQÃLOH\DSÃOPÃúWÃUdDOÃúPDGDÂoIDUNOÃYHUL\H\HUYHULOPLúWLUgQFHOLNOH\LUPL|÷UHWLPHOHPDQÃLOHPÂODNDWJHUoHNOHúWLULOPLúWLU0ÂODNDWVÃUDVÃQGD|÷UHWLPHOHPDQODUÃQDDQNHWYHULOPLúWLU<LUPL|÷UHWLPHOHPDQÃQGDQJHULG|QHQRQÂoDQNHWHDLWELOJLOHUoDOÃúPD\DNDWÃOPÃúWÃU(NRODUDNELULQFLVÃQÃIELULQFLG|QHPGHUVOHULQHDLW|÷UHQFLOHUH|QHULOHQGHUVNLWDSODUÃQGDQRQEHúDGHWYH+D]ÃUOÃN2NXOXøOHUL6HYL\H2NXPD'HUVLNLWDEÃQGDQG|UWDGHWPHWLQ|UQH÷LDOÃQPÃúWÃU%LULQFLVÃQÃIELULQFLG|QHPDODQELOJLVL|÷UHWLPHOHPDQODUÃQDYHULOHQDQNHWLQDPDFÃ|÷UHWLPHOHPDQODUÃQÃQELULQFLVÃQÃI|÷UHQFLOHULQGHQEHNOHGLNOHULRNXPDEHFHULOHULYHPHWLQoHúLWOHULQLEHOLUOHPHNWLU$QNHW/LNHUW|OoH÷LQGHVRUXWLSOHULQGHQROXúPDNWDGÃU<DSOÃDQPÂODNDWODU|÷UHWLPHOHPDQODUÃQÃQELULQFLVÃQÃI|÷UHQFLOHULQGHQiEHNOHGLNOHULRNXPDEHFHULOHULQHDLWGH÷HUOHQGLUPHYHGHQH\LPOHULNRQXVXQGDGHULQELOJLHGLQPH\LVD÷ODPÃúWÃU$OÃQDQPHWLQ|UQHNOHULELULQFLVÃQÃIDODQELOJLVL|÷UHWLPHOHPDODUÃQÃQ|÷UHQFLOHUGHQEHNOHGLNOHULRNXPDEHFHULOHULQLVDSWDPDNYHELOJL\DSÃODUÃRNXQDELOLUOLNGÂ]H\OHULYHNHOLPHVÃNOÃNODUÃDoÃVÃQGDQDQDOL]HWPHNDPDoOÃNXOODQÃOPÃúWÃUToplanan verilHULQDQDOL]LDQNHWOHULoLQRUWDODPD\Â]GHYHVÃNOÃNKHVDSODPDODUÃPÂODNDWÃQGH÷HUOHQGLULOPHVLLoLQNRGODPDPHWLQDQDOL]LLoLQLVH)OHVFK-KincaidRNXQDELOLUOLNWHVWLYHPHWLQOHUGHNLNHOLPHVÃNOÃNODUÃQÃEHOLUOHPHNLoLQ9RFDEXODU\Profiler (Nation & Heatle\SURJUDPÃNXOODQÃOPÃúWÃUdDOÃúPDQÃQEXOJXODUÃWÂPDODQELOJLVL|÷UHWLPHOHPDQODUÃQÃQ|÷UHQFLOHULQDODQODUÃQGDEDúDUÃOÃRODELOPHOHULLoLQL\LELURNX\XFXRODPDODUÃQÃQ|QHPLNRQXVXQGDILNLUELUOL÷LLoLQGHROGXNDUÃQÃJ|VWHUPHNWHGLU$ODQELOJLVL|÷UHWLPHOHPDQODUÃ+D]ÃUOÃN2NXOX¶QGD|÷UHQFLOHULQRNXPDEHFHULVLYHNHOLPHELOJLVLNDSVDPÃQGDGHVWHNOHQPHOHULJHUHNWL÷LJ|UÂúÂQGHGLUOHU%XVRQXoGR÷UXOWXVXQGD+D]ÃUOÃN2NXOX¶QXQúXDQNLPÂIUHGDWÃQGDLOJLOLGÂ]HQOHPHOHUL\DSPDVÃ|QHULOLU
Özet (Çeviri)
ABSTRACTNEEDS ASSESSMENT OF ACADEMIC READING TASKSANDCLOSE ANALYSIS OF ACADEMIC READING TEXTSFOR READING DIFFICULTY AND VOCABULARY PROFILEùDKED]+HUNPHQ=HKUDM. A., Department of Teaching English as a Foreign LanguageSupervisor: Dr. Susan S. JohnstonCo-Supervisor: Dr. William SnyderJuly 2005This study explored the Academic reading requirements and text featuresof first-year, first-term subject area instructors in English-medium departments atAnadolu University. The study was conducted with 20 subject area instructors inEnglish-medium departments at Anadolu University in the 2004-2005 fall term.Three sets of data were used for this study. First, interviews wereconducted with 20 subject area instructors, and questionnaires were distributed inthe interviews. Thirteen of the questionnaires from twenty participants werereturned and used in this study. In addition, fifteen samples of required textbookswere collected from the same first-year, first-term content course teachers as wellas four reading samples from the textbook in the Preparatory School.The purpose of the questionnaire administered to first-year, first-termsubject area instructors was to determine instructors? academic reading and texttype requirements of first-year students. The questionnaire consisted of Likertiscale items. The follow-up interviews provided insight into teachers? perceptions,experiences and practices related to their academic reading requirements of first-year students. Reading samples from the first-year subject area courses werecollected to specify the precise reading requirements of the subject areainstructors and to analyze the text features in terms of knowledge structures,readability levels and vocabulary frequencies.To analyze the data, mean scores, percentages and frequencies wereused in the questionnaire; a coding system was used in the interviews; Flesch-Kincaid readability test and Vocabulary Profiler (Nation & Heatley, 1994) wereused for analyzing the reading samples. The results reveal that all subject areainstructors agree on the necessity of being a proficient reader in order to besuccessful in subject area courses. Subject area instructors also agree thatacademic reading abilities and vocabulary knowledge of students should besupported at Preparatory School.Based on this result adjusting the current curriculum in accordance withthe expectations of subject area instructors is recommended.
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