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ACADEMICS ATTITUDE for LEARNING a FOREIGN LANGUAGE Aysegul ANGI

Learning a Foreign Language is Compulsory at Turkish Universities. to be appointed and promoted to a higher position,to attend a postgraduate program, and to conduct and present an academic research.. PREREQUISITES. Getting a passing score ( 65 >) inUDS (Interuniversity Foreign Language Examination in English, German, and French )KPDS (Foreign Language Examination for Civil Servants in Arabic, Bulgarian, Chinese, Danish, Persian, 34006

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ACADEMICS ATTITUDE for LEARNING a FOREIGN LANGUAGE Aysegul ANGI

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    2. Learning a Foreign Language is Compulsory at Turkish Universities to be appointed and promoted to a higher position, to attend a postgraduate program, and to conduct and present an academic research.

    3. PREREQUISITES Getting a passing score ( 65 >) in UDS (Interuniversity Foreign Language Examination in English, German, and French ) KPDS (Foreign Language Examination for Civil Servants in Arabic, Bulgarian, Chinese, Danish, Persian, Georgian, Dutch, Italian, Japanese, Korean, Polonese, Portuguese, Romanian, Armenian, Hungarian, Russian, Serbian, Ukrainian, Greek, and Spanish)

    4. PREREQUISITES Getting a passing score ( 65 >) in an equivalent language proficiency exam such as TOEFL, TOEIC IELTS, DELF, Zertifikat Deutsch, and so forth.

    5. EQUIVALANT LANGUAGE SCORES http://www.yok.gov.tr/content/view/707/lang,tr_TR/

    6. POPULATION of the STUDY

    7. MEDIA of INSTRUCTION at FACULTIES

    8. POPULATION of the STUDY

    9. The SAMPLE of the POPULATION

    10. The SAMPLE of the POPULATION

    11. The SAMPLE of the POPULATION

    12. The SAMPLE of the POPULATION

    13. The SAMPLE of the POPULATION

    14. The SAMPLE of the POPULATION

    15. The SAMPLE of the POPULATION

    16. The SAMPLE of the POPULATION

    17. FINDINGS

    18. FINDINGS

    19. FINDINGS Two-thirds of the academics asserted that getting the passing grade was not sufficient to have a good command of a foreign language.

    20. RESEARCH METHOD 1. Developing the Scale 2. Administrating the Questionnaire 3. Analysing the Data Gathered from the Questionnaires

    21. Developing the Scale Statements were grounded on the following researches Intrinsic/ Extrinsic Motivation Scale of English Learning (Wang, 2008) 2) MSLQ - Motivated Strategies for Learning Questionnaire (Pintrich , et.al., 1991) 3) Attitude / Motivation Test Battery (Gardner, 1985) 4) Foreign Language Learning Attiudes and Foreign Language Academic Perceptions Survey (Sparks ve Ganschow, 1993) 5) The Attitudes of Vocational and Technical High School Students towards English (Cebeci, 2006) 6) The Formation of the Attitude Scale Regarding the Model of Teaching a Foreign Language (Kabadayi, 2003)

    22. Subgroups of the Statements academics' desire, opinion, effort, and personal belief (concerning self-efficacy, exam anxiety, and resource management) to learn a foreign language, 2. academics motivation for knowledge and accomplishment, 3. preferrences on learning methods (such as translation, communicative, auido-linguistic, and so on)

    23. Subgroups of the Statements the importance attributed to learning a foreign language, 5. the motivation to cope with the difficulties they have encountered when they are learning or have learned a foreign language, and 6. the external utility factors to learn a foriegn language.

    24. Statistical Analysis 1. Item-total correlation 2. KMO Percentage 3. Eigen Value and Factor Loadings 4. Total Variance Percentages

    25.

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    28. SCALE

    29. SCALE

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