GCRIS Repository Collection: Yabancı Diller Yüksekokulu bünyesinde üretilen akademik çıktıların koleksiyonudur.Yabancı Diller Yüksekokulu bünyesinde üretilen akademik çıktıların koleksiyonudur.https://hdl.handle.net/11147/69002024-03-25T09:28:17Z2024-03-25T09:28:17Z(De)Humanized androids as monsters in Garland’s Ex MachinaDalyan, Mustafa FatihGökçen, Nilsenhttps://hdl.handle.net/11147/128262023-02-02T23:08:08Z2022-01-01T00:00:00ZTitle: (De)Humanized androids as monsters in Garland’s Ex Machina
Authors: Dalyan, Mustafa Fatih; Gökçen, Nilsen
Abstract: Ex 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.; Ex Machina (2015), android karakteri Ava aracılığıyla; insanlaştırmanın, insanlıktan çıkarmanın ve marjinalleştirmenin işleyişini ortaya koyan, Alex Garland tarafından yönetilmiş bir postmodern Gotik bilimkurgu filmidir. Ava'nın insanlarla etkileşimi, insanlığın önyargılı bakış açılarını ve sorunlarını ortaya çıkarmaktadır. Ava, insan davranışlarını ve bilişsel becerileri taklit eden inorganik antropomorfik bedenlerin insanlarla birebir benzeştiğini ve garip bir şekilde insanlaştığını izleyicilerin önüne serer. Fakat bu bedenler, insanlarda tekinsiz duyumlar yaratarak, insanlığın sınırlarının oldukça dışına ait olan yeni bir “ötekiler” grubu haline gelirler ve varlıklarını ancak canavarlığın sınırlarında sürdürürler. Ayrıca, antropomorfik görünümleri nedeniyle insan ırk ve cinsiyet hiyerarşilerinden kaçamazlar. Ancak, insan olarak algılandıkları anda, hayatta kalmak için, kötücül olanlar da dahil, insani yöntemleri kullanmayı öğrenirler. Bu süreçte insanlıktan asıl çıkmış olanların bu kötücül örnekleri onlara öğretenler olduğu ortaya çıkar. Böylece, Ex Machina, insandışılaştırma sürecinin sadece insanlığın dışına itilmiş gruplar için adaletsizlikler yaratmadığına, Öteki’ler yaratarak onları insanlığın dışına itenlerin insandışılaşmasına yol açtığına işaret etmektedir çünkü insanlık dışı eylemleriyle “daha az insan” haline bürünenler aslında bu kişilerdir.2022-01-01T00:00:00ZThe use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasksÇolak, FulyaBalaman, Ufukhttps://hdl.handle.net/11147/122802023-07-16T19:38:20Z2022-06-01T00:00:00ZTitle: The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks
Authors: Çolak, Fulya; Balaman, Ufuk
Abstract: Mobile 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 Exchange2022-06-01T00:00:00ZThe rhythm in the corridors of Virginia Woolf's mindBezircilioğlu, Sinemhttps://hdl.handle.net/11147/68572022-01-16T13:26:52Z2009-01-01T00:00:00ZTitle: The rhythm in the corridors of Virginia Woolf's mind
Authors: Bezircilioğlu, Sinem
Abstract: Virginia 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.2009-01-01T00:00:00ZIdiographic roles of cooperating teachers as mentors in pre-service distance teacher educationKoç, Ebru Melekhttps://hdl.handle.net/11147/68522023-04-27T11:51:55Z2012-08-01T00:00:00ZTitle: Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education
Authors: Koç, Ebru Melek
Abstract: This 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.2012-08-01T00:00:00Z