Suchergebnisse

It is known that foreign language teaching has become an increasingly important element with the globalizing world. While some countries have reached a higher level in foreign language teaching, some cannot reach the level of success they want. Understanding the foreign language teaching quality of countries is possible by knowing how they shape their education systems. In this study, the secondary school foreign language education systems of Germany and Turkey were examined comparatively. In doing so, education policy, foreign languages taught, curriculum, weekly foreign language course hours, teaching methods and teaching materials were discussed. In this study, the secondary school foreign language education systems of Germany and Turkey were examined comparatively. While doing this, education policy, foreign languages taught, curriculum, weekly foreign language course hours, teaching methods and teaching materials were discussed. The aim is to reveal differences and similarities by comparing education systems and to determine which factors make these schools successful in foreign language education. The aim is to reveal differences and similarities by comparing education systems and to determine which factors make these schools successful in foreign language education. Document analysis method, one of the qualitative research methods, was used in the study. Literature review, documentation and text analysis were used to collect data. According to the findings of the study, both Germany and Turkey have adopted the Common European Framework of Reference for Languages, English as the first foreign language has an important place in the curriculum and the lessons consist of current issues about life. When it comes to differences, it was determined that the curriculum in Germany changed from state to state, more time was allocated to foreign language course hours than in Turkey, and it is richer than the curriculum in Turkey in terms of teaching materials. In addition, with both countries emphasis on communicative approach and communicative skills, it has been determined that the grammar translation method is still applied in schools in Turkey, while Germany has made more progress in foreign language teaching by adopting an action-oriented approach and communicative skills.

As a result of the long-term restrictions due to the Covid 19 epidemic, face-to-face education has been switched to distance education. In distance education, some differences have been made in the course contents, teaching materials, and measurement and evaluation processes, and the process has been tried to be appropriately managed. However, it was found that most of these studies did not include students with special education needs, such as the deaf and hard of hearing. This research aims to examine teachers' opinions about teaching mathematics to deaf and hard-of-hearing students in the distance education period. The study was designed according to the case study, one of the qualitative research methods. The study group consisted of 17 teachers working in Turkey and Romania. Data were collected through semi-structured interview forms from teachers selected by the criterion sampling method and were subjected to content analysis. In the data obtained from the analysis, distance education tools are seen as a necessity of the age rather than a necessity. Nonetheless, some infrastructure deficiencies, digital materials increase motivation, and distance measurement and evaluation applications cause stress in students. In light of the findings, it is recommended to plan the Mathematics lessons according to the disability groups of the students and prepare the course materials with sign language and subtitles in a way that is suitable for the hearing impaired.

Сегодня интернет-технологии активно используются в процессе изучения русского языка как иностранного. В современном мире, где образование на протяжении всей жизни стало необходимостью, важное место в обучении иностранному языку занимают такие навыки, как межкультурная коммуникация на изучаемом языке, мгновенный обмен информацией и эффективное использование технологий. Эти технологические возможности подталкивают не только учащихся, но и педагогов к совершенствованию новых методических подходов и использованию цифровых ресурсов. Одним из цифровых материалов, эффективно используемых в обучении русскому языку, являются блоги. Являясь инструментом веб-технологий, блоги служат многим целям, таким как расширение словарного запаса учащихся при обучении русскому языку, приобретение навыков чтения и языковой практичности, изложения идей в письменной форме на иностранном языке и получение мотивации за счет более быстрого вовлечения в процесс обучения. В данном исследовании обсуждаются использование блогов в образовательной среде, виды блогов, которые педагоги создают для учащихся в рамках своих уроков, и их эффективность в обучении русскому языку. В статье описываются русскоязычные видеоблоги на площадке Youtube, авторы которых – энтузиасты-книгочитатели – делятся впечатлениями о прочитанном. Представлены статистические данные о наиболее популярных блогах, которые могут использоваться в обучении русскому языку, блогерах, создающих видеоконтент, показателях просмотров и комментариев. Кроме того, в рамках коммуникативной лингвистики были охарактеризованы речевые акты блогеров и коммуникативные стратегии говорящего в контексте адресанта (кодирование сообщения), сообщения (кодированная информация, посылаемая адресату), адресанта и адресата, которые являются базовыми компонентами модели коммуникации Романа Якобсона. В этом смысле определено влияние трехстороннего взаимодействия, а именно общения «учитель-ученик», общения между учащимися и общения между учащимися и внешней аудиторией, на успешность изучения русского языка.

Economics; Study and teaching (Higher); Turkey; history

In this study, the primary aim is to research the efficiency of teaching idioms to the
1st grade students of French Language Teaching via context and dialogue writing
activities in small groups. Another aim is to form a general framework by researching the place of idioms, types of activities and how often they was used in the course boooks Alter Ego. This study is both quantitative and qualitative. The study
conducted in the 2015-2016 spring term, during the French Reading- II course and on
one group from the 1st grade (32 students) of the Programme in French Language Teaching. The pre-test/post-test model with one group used in the research.
With the students forming the experiment group, the most commonly used French
idioms will be taught by using context and dialogue writing activities with small
groups during the Reading courses for 6 weeks. Before the research, the group was
received a French Idiom Test consisting of 30 questions, prepared by the research- er.
The students' answers to this test constitute the quantitative data of this study and
their analysis conducted via SPSS.

One of the major weaknesses of the studies on the development of International Relations (IR) curricula in Turkey is the lack of systematic data on the characteristics history development and current status of the IR academia. In order to reveal research practices of academicians and how international relations is taught and how IR scholars perceive the discipline an online survey was conducted among the faculty members of the IR Departments in Turkey in June-July 2009. Scholars were asked to answer 55 questions about the IR curriculum courses research subjects and major theoretical approaches political attitudes funds language and types of publication academic journals universities the involvement of academy in policy-making process and non-academic intellectual activities. The results of the survey indicates that IR studies in Turkey seems to be foreign policy oriented focus on Turkey and the big power policies and the discipline is under the influence of Realism.

Evrende akıl ve irade sahibi tek varlık insandır. Yeryüzünü imar ve ıslah etme sorumluluğuyla görevlendirilen insan, fıtrî yeteneklerine ilaveten vahiy ile desteklenmiştir. İlahi kelam; inanç, ibadet ve ahlak için kaynak olduğu kadar değer, eğitim ve yöntem bakımından da mutlak bir ölçüdür. Kurân-ı Kerîm'deki sûrelerin din eğitimi açısından incelenmesi, sûrelerdeki değerler ile öğretim ilke ve yöntemlerinin tespit edilmesi, vahye ve yaratıcıya bağlılığın artmasına destek olacaktır. Çalışmada, İnsan Sûresi'nde öne çıkan değerlerin, öğretim ilkelerinin ve yöntemlerinin tespit edilmesi ve açıklanması hedeflenmiş; nitel araştırma tekniklerinden doküman analizi kullanılmıştır. Muhtevasında Allah, âhiret hayatı, insan ve fıtratın yer aldığı İnsan Sûresi'ndeki âyetler, anlam içeriğine ve konu bütünlüğüne göre tekil veya çoğul olarak analiz edilmiştir. Çalışmayla birlikte, İnsan Sûresi'nde talim ve terbiye için birçok değerin, öğretim ilke ve yönteminin yer aldığı tespit edilmiş; vahyin aslı ve usûlüyle insanlar için kaynak, kılavuz ve eğitici olduğu sonucuna varılmıştır.