The aim of this study was to understand the importance of the types of motivation students need to learn a foreign language successfully. Teaching and learning a foreign language are dependent upon positive motivation. A questionnaire and an achievement test were prepared and administered to a group of 44 students. Results were analyzed and evaluations and comparisons between success and motivation levels were then used to make suggestions for planning activities relating to teaching and learning languages.

<p class="apa">In an established convention regarding the e-mail communication setting, the e-mails should be linguistically polite to facilitate interaction by reducing the likelihood of conflicts and preventing pragmatic failure regarding the comprehension of any meaning conveyed by what is stated. These are potential problems for most English-as-a-foreign-language (EFL)/English-as-a-second-language (ESL) learners. Therefore, it is the aim of this study to investigate the issue in Turkish EFL context (i.e. the English request emails of Turkish EFL university students to their non-native professors). Specifically, the extent of directness used and the extent and nature of lexical modification employed by Turkish EFL students to mitigate their requests were examined by using authentic data. The data is a part of natural e-mail corpus of 34 Turkish EFL students’ e-mail requests to their two non-native foreign professors over a period of 2 months at English-medium University in Turkey. First, the corpus was coded via coding schemes, (see Appendices A and C) and ranked with a rubric (Appendix B). The results indicated that the Turkish EFL students’ e-mails involved a) direct strategies rather than conventional indirect strategies, b) overusing direct questions and ‘want’ statements, c) underused query preparatory questions, d) insufficient mitigation causing directness and impoliteness, and e) inappropriate greetings and closing statements affecting degree of direction. It is implicated that e-mail instruction (to recipient in various degrees) should be included in EFL books and curricula.</p>

The aim of this study is to evaluatethe Turkish Textbook, published by the Ministry of Education, which was prepared according to the 5th grade Turkish Lesson Teaching Program in 2017-2018 academic year, from the perspectives of the teachers. In this study, case study design, which is commonly used for qualitative research studies, was used and semistructured interviews were conducted in order to obtain the data related to the research. The sample of the study consists of 25 Turkish teachers working in 18 different secondary schools affiliated to the Ministry of National Education in Sahinbey district of Gaziantep province in the spring semester of 2017-2018 academic year. The suitability of the 5th grade Turkish Textbook to the achievements included in the Turkish Curriculum; the appropriateness of the texts in the book to the student level, grammatical structures of the book, the words it contains, visuals and so on were asked to the teachers. Additionaly, assessment of the elements; the appropriateness of the activities in the book to the course achievements and student level; adequacy of assessment and evaluation; the problems they face while applying the textbook; as well as general thoughts were asked to the teachers. Content and frequency analysis techniques were used for data analysis. According to the findings; The teachers stated that the texts and gains in the Turkish Textbook are compatible with the curriculum; The main problems they faced while using the Turkish Textbook were found to be shortage of time, lack of material and lack of a guidebook. It was also determined that the teachers thought that the lack of material related to the Turkish lesson should be solved, teachers should be given the guide books again, and the opinions of the teachers should be given more attention when preparing the program and the textbook.

The main objective is to investigate high school teachers' attitudes relating to educational research with respect to demographic variables. Research Methods:The study is based on the relational screening model. Data was obtained through an adapted scale to determine high school teachers' attitudes toward educational research. The study was carried out with 669 teachers working at 11 different branches in metropolitan areas, towns, and counties. The data obtained in this study was analysed by SPSS

ortalaması ve baba eğitim durumu değişkenine göre farklılaştığı tespit edilmiştir. Araştırma sonuçları doğrultusunda çeşitli öneriler geliştirilmiştir.

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Öz

Bu çalışmanın amacı; işbirlikli öğretim teknikleri arasında yer alan Birleştirilmiş İşbirlikli Okuma ve Kompozisyon (BİOK), Öğrenci Takımları Başarı Bölümleri (ÖTBB) ve Jigsaw II'nin Türkçe dersinde uygulanmasının öğrencilerin Milli Kültürümüz ile Doğa ve Evren ünitelerinde yer alan kazanımlara ilişkin başarıları, Türkçe dersine yönelik tutumları üzerindeki etkisinin belirlenmesidir. Araştırmanın verileri öntestsontest kontrol gruplu yarı deneysel desen tasarımı kullanılarak elde edilmiştir. Araştırmanın çalışma grubunu 2019-2020 eğitim yılı birinci döneminde Sivas ili merkez ilçede bulunan iki farklı ortaokuldaki dört şubede 7. sınıfta öğrenim görmekte olan 36 kız, 47 erkek toplamda 83 öğrenci oluşturmuştur. Araştırmada yer alan şubelerden üçünde işbirlikli öğretim teknikleri birinde ise mevcut öğrenme programına uygun olarak dersler yapılmıştır. Araştırma verilerinin elde edilmesinde her iki üniteye ilişkin modüler testler ve Türkçe Dersine Yönelik Tutum Ölçeği kullanılmıştır. Verilerin analizinde; kümeleme analizi, tanımlayıcı istatistikler, ANOVA, Tukey, bağımlı gruplar t testi uygulanmıştır. Araştırma sonuçlarına göre; işbirlikli öğrenme tekniklerinin uygulandığı deney gruplarının her iki üniteye ilişkin öntest-sontest puanları arasında sontest lehine anlamlı farklılık bulunduğu saptanmıştır. Mevcut yöntemin uygulandığı kontrol grubunda ise ilk ünitede sontest lehine anlamlı farklılık olduğu ancak ikinci ünitede anlamlı farklılık olmadığı saptanmıştır. Tutum ölçeğinden elde edilen sonuçlar incelendiğinde; bütün gruplarda öntest puanlarına göre sontest puanlarında bir artışın olduğu görülmektedir. Deney grubu ÖTBB (DÖ) ve Deney grubu Jigsaw II (DJ) gruplarında sontest lehine olmak üzere anlamlı farklılık olduğu ancak Deney grubu BİOK (DB) ve Kontrol grubunda (KM) da sontestlerde öntestlere göre bir miktar puan artışı olduğu ancak bunun istatistiki hesaplamalara göre anlamlı olmadığı bulgusuna ulaşılmıştır.