School of Foreign Languages / Yabancı Diller Yüksekokulu
Permanent URI for this collectionhttps://hdl.handle.net/11147/6900
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Article (de)humanized Androids as Monsters in Garland’s Ex Machina(Manisa Celâl Bayar Üniversitesi, 2022) Dalyan, Mustafa Fatih; Gökçen, Nilsen; Gökçen, Nilsen; Dalyan, Mustafa Fatih; 01.01. Units Affiliated to the Rectorate; 01. Izmir Institute of TechnologyEx Machina (2015) is a postmodern Gothic sci-fi movie by Alex Garland, implicitly illustrating the workings of humanization, dehumanization, and marginalization through its android character Ava. Ava’s interaction with people reveals humanity’s biased perspectives and problems. She enables the audience to see that inorganic anthropomorphic bodies mimicking human behaviors and cognitive skills converge on humans and become strangely humanized. Yet creating uncanny sensations in humans, these bodies become a new group of “others” who belong outside the boundaries of humanness so much so that they exist on the threshold of monstrosity. Furthermore, due to their anthropomorphic appearance, they cannot avoid human hierarchies of race and gender. However, once they become perceived as humans, they learn to use human methods to survive including the wicked ones. Ex Machina thus demonstrates that the process of dehumanization not only creates injustices to dehumanized groups but results in the dehumanization of those that apply it to Others, for it is they that become “less than human” by their inhumane acts.Article Citation - WoS: 13Citation - Scopus: 22The Use of Online Dictionaries in Video-Mediated L2 Interactions for the Social Accomplishment of Virtual Exchange Tasks(Elsevier, 2022-06) Balaman, Ufuk; Çolak, FulyaMobile applications and dedicated websites as online dictionaries have been common resources in language learning and teaching settings for years. Primarily used for looking up unknown words in reading, writing, and vocabulary learning activities, online dictionaries have been considered highly feasible, individual learning materials. However, their situated use in synchronous video-mediated interactions has remained largely unexplored despite their potential to help L2 learners resolve word-knowledge-related troubles, thus creating opportunities for meaning negotiation. Using Multimodal Conversation Analysis, this study describes the active use of online dictionaries in task-oriented video-mediated L2 interactions of Virtual Exchange participants in higher education. The close examination of the screen-recorded interactions shows that online dictionaries play an essential role in the social accomplishment of intercultural tasks. The findings indicate that L2 learners do not only look up unknown words, but they also look up the synonyms of already known words and validate their existing knowledge. Moreover, online dictionaries operate in a context-specific sequential environment consisting of diverse participant roles (describer/recipient), embodied actions, and grammatical action formats. Additionally, we observe that Wikipedia and image search emerge as supplementary tools to dictionary look-ups. The findings bring new insights into computer assisted language learning, video-mediated interactions, and Virtual ExchangeArticle Citation - WoS: 1Citation - Scopus: 1The Rhythm in the Corridors of Virginia Woolf's Mind(Elsevier Ltd., 2009) Bezircilioğlu, Sinem; Bezircilioğlu, Sinem; 06.01. Department of English Preparation; 06. School of Foreign Languages; 01. Izmir Institute of TechnologyVirginia Woolf was one of the most distinctive writers of the English Literature using the stream of consciousness technique masterfully. The stream of consciousness technique is one of the most challenging narrative techniques in writing. In both reading and teaching, this technique requires a lot of study. This study focuses on the teaching of the stream of consciousness technique taking Virginia Woolf's technical artistry in her use of sentence structure and vocabulary. Putting special emphasis on Virginia Woolf's technical artistry while dealing with this challenging technique, we hope that it will be easier to understand Woolf's style better. The thematic analysis of her works is not enough. In this study, we dealt with Virginia Woolf's three novels; Mrs Dalloway, To the Lighthouse, and The Waves. These are Virginia Woolf's well-known novels, which are considered to show her mastery in the use of stream of consciousness technique in an effective way. First, it is possible to say that in each of the books mentioned above; a different way of the stream of consciousness technique is used, which makes it peculiar to Virginia Woolf. Despite the fact that she deals with each work differently, there are some specific points common in all three of these books. Although the works are in the form of a prose, they are closer to poetry, especially To the Lighthouse and The Waves. Her vocabulary choice and the sentence structure causes the reader to feel that he is reading a poem in the form of prose. This is related to Woolf's passion to find a new narration style. She combines poetry and prose so successfully that her works are both tempting and hard to read. This study is an examination of some of the techniques Virginia Woolf used in order to create poetry in the form of prose. The structures of balance and sound as well as the use of parenthesis are analyzed in this study. This work increases our understanding of Woolf's stream of consciousness technique while we are walking along the corridors of her mind.Article Citation - WoS: 16Citation - Scopus: 25Idiographic Roles of Cooperating Teachers as Mentors in Pre-Service Distance Teacher Education(Elsevier Ltd., 2012-08) Koç, Ebru MelekThis study aims to define the roles of cooperating teachers as mentors in the context of distance-learning teacher education. The participants included 358 cooperating teachers who mentored 4th-year student teachers in a Distance English Language Teacher Training Program in Turkey. To determine the roles that were perceived as mentoring roles by the cooperating teachers in the distance practicum, an inventory of 10 primary mentoring functions was constructed. These functions included five primary mentoring roles: 'self-trainer', 'networker, 'social supporter', 'academic supporter', and 'psychological supporter'. The results will contribute to an increased understanding of how cooperating teachers perceive their mentoring roles during distance practicums.Article Citation - WoS: 18Citation - Scopus: 21Development of Mentor Teacher Role Inventory(Taylor and Francis Ltd., 2011-05) Koç, Ebru MelekThis study aimed to develop and investigate the validity and reliability of the Mentor Teacher Role Inventory (MTRI). A total of 1843 student teachers in the Distance English Teacher Training Program participated in the study. The 58 items of the Mentor Teacher Role Inventory underwent principal factor analysis, which revealed nine factors relating to mentorship and explained 52.971% of the total variance. The KMO value of the MTRI was calculated as.968. The Cronbach's alpha was.951. These results indicated that a reliable and valid MTRI could be used for both the distance English teacher training programme and other distance teacher education programmes.
