Browsing by Author "Erton, Ismail"

Now showing 1 - 3 of 3

Difficulties in Teaching English Modal Auxiliaries To Turkish Students: a Cognitive Pragmatic Approach
(Arab World English Journal, 2018) Erton, Ismail; English Translation and Interpretation
Recently, attention in modern linguistic theory has been shifted to facilitating a broader understanding of the world, in which language is a tool to establish a bridge between the interlocutor and the recipient. To do so, the development of linguistic, communicative and socio-pragmatic competences enriched with socio-cultural inputs in English as a Foreign Language (EFL) or Second Language (L2) teaching and learning contexts have a significant impact on language learners both to develop their perception as native speakers of English and to facilitate the progress of cognitive skills and capabilities. The aim of this paper is to demonstrate a case study to show some of the difficulties in teaching English modal auxiliaries to Turkish students in EFL/L2 contexts which arise not only from structural characteristics, but also from insufficiently developed linguistic, communicative and socio-pragmatic competencies. It is also asserted that only teaching the lexical properties of modal auxiliaries in isolation from their socio-pragmatic and semiotic contexts alone cannot help learners to become successful communicators in the target language as it ends in communication failures, hesitation, a slower L2 progress, fear and misunderstandings. Therefore, role-play activities, doze tests, research assignments, writing tasks and songs can also be integrated into the teaching-learning process to assist learners to become more aware of their actual authentic usages in a wide range of contexts through different activities. On the whole, this would also free language learners to refer to their First Language (L1) input and shape a broader understanding of the Foreign Language (FL) framed with its actual authentic usage.
Citation - WoS: 1
Citation - Scopus: 1
Discourse Analysis in Translation Education at the University Level: an Assessment of Students' Attitudes
(Hacettepe Univ, 2014) Erton, Ismail; English Translation and Interpretation; English Translation and Interpretation
Translator education, as most scholars agree, requires a detailed comprehension of linguistic rules and practices; hence the reason, why within the departments of translation and interpretation, extra importance is given to the discourse analysis course especially in the first two years of the bachelor's programme. The view presented in this paper is that the linguistics based 'discourse analysis' course plays a significant role in translation and interpretation education by strengthening the curriculum and enabling the development of various skills necessary for the translator. To determine the extent and the impact that learning linguistics has on .translator education, eight courses were selected from upper grades (3rd and 4th years) and their relevance with the discourse analysis course was tested by applying a survey to the corresponding students at the end of the academic year. The findings based on the statistical analysis show that improving linguistic competence throughout translator education at the universities result in success in translation and a better understanding of the source text regardless of its type and context.
Citation - WoS: 8
Citation - Scopus: 16
Relations Between Personality Traits, Language Learning Styles and Success in Foreign Language Achievement
(Hacettepe Univ, 2010) Erton, Ismail; English Translation and Interpretation; English Translation and Interpretation
The purpose of this paper is to show that the reflections of different personality types can be observed in students' developing different learning styles for themselves. It is hypothesized that personality may be a dominant factor in achieving the educational goals through several learning styles in foreign language achievement. To clarify this relationship, Maudsley's 'Personality' and Barsch's 'Learning Styles' inventories were distributed to Bilkent University Freshman students studying at the Faculty of Engineering, Science, Economics, Fine Arts, and Humanities & Letters, who received the English 101 course in their first year at the university. The results were evaluated statistically and the findings showed that there is not a statistically strong, but a low relationship between the personality traits of the learner, the way he/she establishes the learning styles and reflects these characteristics into success while learning a foreign language.