Alan Bilgisi Alan Eğitimi

Transcription

ÖABT
KPSS
2016
Pegem Akademi
Sınav Komisyonu;
İNGİLİZCE
Alan Bilgisi
Alan Eğitimi
Eğitimde
29. yıl
2015 KPSS’ye
Pegem Yayınları
ile hazırlanan adayların,
40'ın üzerinde soruyu
kolaylıkla
çözebildiğini
açıkladı.
Komisyon
ÖABT İngilizce Öğretmenliği Konu Anlatımlı
ISBN 978-605-318-173-6
Kitapta yer alan bölümlerin tüm sorumluluğu yazarlarına aittir.
© Pegem Akademi
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yayınevimize bilgi vermesini ve bandrolsüz yayınları
satın almamasını diliyoruz.
5. Baskı: 2015, Ankara
Proje-Yayın Yönetmeni: Şafak Tangıç
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ÖN SÖZ
Sevgili Öğretmen Adayları,
Bu kitap, Kamu Personeli Seçme Sınavı (KPSS) İngilizce Öğretmenliği Alan Bilgisi Testi (ÖABTİngilizce) kapsamındaki soruları çözmek için gerekli bilgi, beceri ve teknikleri edinmeniz ve
geliştirmeniz sürecinde siz değerli öğretmen adaylarımıza kılavuzluk etmek için hazırlanmıştır.
Kitabın hazırlanış sürecinde, sınav kapsamındaki temel alanlarda kapsamlı alanyazın taraması
yapılmış, bu kitabın gerek İÖABT’de gerekse gelecekteki meslek hayatınızda ihtiyacınızı maksimum
derecede karşılayacak bir başucu kitabı niteliğinde olması hedeflenmiştir.
Detaylı, güncel ve anlaşılır bir dilde yazılan konu anlatımları, çıkmış sorular ve detaylı
açıklamalarıyla desteklenmiş, her ünite içeriği ÖSYM formatına uygun, özgün soru ve detaylı
çözümlü cevap anahtarıyla pekiştirilmiştir. Ayrıca konu anlatımlarında verilen çözüm tekniklerine
ek olarak uyarı kutucuklarında önemli konuların altı çizilmiş ve alandaki önemli terminolojik
bilgiler bölüm sonlarında verilmiştir.
Bu kitabın hazırlanmasında yardım, destek ve katkılarını esirgemeyen Sevgi ŞAHİN, Funda
DÖRTKULAK, Hilal BOZOĞLAN, Emre YAĞLI, Meriç Tutku ÖZMEN, Sibel YÜCEL ve
Numan SERÇE'ye teşekkürlerimizi sunarız.
Yoğun bir araştırma ve çalışma süreci ile hazırlanmış olan bu kitapla ilgili görüşlerinizi ve
önerilerinizi bizimle [email protected] aracılığı ile paylaşabilirsiniz.
Geleceğimizi güvenle emanet ettiğimiz siz değerli öğretmenlerimizin hizmet öncesi ve hizmet içi
eğitimlerinde katkıda bulunabilmek ümidiyle...
Başarılar.
Komisyon
KPSS İÖABT İLE İLGİLİ ÖNEMLİ BİLGİLER
KPSS-İÖABT, 50 sorudan oluşmakta ve İngilizce Öğretmen Adaylarının Alan Eğitimi Bilgisi, Dilbilim, Edebiyat ve Dil
Yeterliği alanlarındaki bilgi ve becerilerini ölçmeyi hedeflemektedir.
Öğretmenlik Alan Bilgisi Testinde çıkan sorular, İngilizce Öğretmenlik Lisans Programlarında verilen akademik disiplinlere
paralel olarak hazırlanmaktadır. Sınavdaki Alan-Soru dağılımı aşağıdaki tabloda belirtilmiştir.
Yüzde
Soru Sayısı
Dil Yeterliği
%50
25
Alan Eğitimi Bilgisi
(Metodoloji)
%20
10
Dil Bilim
%16
8
Edebiyat
%14
7
Genel Kültür, Genel Yetenek ve Eğitim Bilimleri Sınavlarınıza ek olarak gireceğiniz Öğretmenlik Alan Bilgisi Testi ile ilgili
verilen bu bilgiler 2013-2014-2015 KPSS-İÖABT sınavları çerçevesinde hazırlanmıştır. Sınav içeriğinde yapılabilecek
olası değişiklikleri ÖSYM'nin web sitesinden takip edebilirsiniz.
CONTENT PAGE
SECTION I
METHODOLOGY
CHAPTER 1
PART 1
APPROACHES, METHODS AND TECHNIQUES IN LANGUAGE TEACHING............................................................3
1. Linguistic Views.....................................................................................................................................................3
2. Theories Of Learning.............................................................................................................................................4
3. Definitions Of Terminologies..................................................................................................................................6
A. Before The Methods Era...........................................................................................................................................7
1. The Grammar Translation Method .......................................................................................................................7
2. Reform Movement.................................................................................................................................................9
3. Direct Method......................................................................................................................................................10
4. The Oral Approach And Situational Language Teaching....................................................................................12
B. The Methods Era.....................................................................................................................................................13
5. Audio-Lingual Method.........................................................................................................................................13
6. Silent Way...........................................................................................................................................................15
7. Suggestopedia....................................................................................................................................................18
8. Community Language Learning .........................................................................................................................20
9. Total Physical Response ....................................................................................................................................23
10. Whole Language Approach...............................................................................................................................25
11. Multiple Intelligences.........................................................................................................................................26
12. Neuro-Linguistic Programming (Nlp).................................................................................................................29
13. Lexical Approach...............................................................................................................................................30
14. Competency-Based Language Teaching .........................................................................................................31
C. Current Communicative Approaches...................................................................................................................32
15. Communicative Language Teaching.................................................................................................................32
16. Natural Approach .............................................................................................................................................35
17. Cooperative Language Learning.......................................................................................................................37
18. Task-Based Language Teaching.......................................................................................................................39
19. Content-Based Instruction.................................................................................................................................40
20. Participatory Approach......................................................................................................................................41
PART 2
POST-METHOD ERA....................................................................................................................................................42
A. Eclectic Approach/Eclecticism..............................................................................................................................43
B. Post-Method Pedagogy..........................................................................................................................................43
vi
PART 3
COMMON EUROPEAN FRAMEWORK.......................................................................................................................44
A. Understanding And Using The Global Scale........................................................................................................44
B. The European Language Portfolio .......................................................................................................................46
PART 4
TECHNOLOGY IN ELT.................................................................................................................................................47
1. Computer-Assisted Learning (CALL)..................................................................................................................47
2. What’s Web 2.0?.................................................................................................................................................49
Subject Test 1..............................................................................................................................................................51
Çözümlü Cevap Anahtarı............................................................................................................................................55
CHAPTER 2
PART 1
TEACHING LANGUAGE SKILLS................................................................................................................................57
1. Teaching Listening...............................................................................................................................................57
2. Teaching Speaking..............................................................................................................................................60
3. Teaching Pronunciation.......................................................................................................................................63
4. Teaching Reading................................................................................................................................................64
5. Teaching Writing..................................................................................................................................................66
6. Teaching Vocabulary...........................................................................................................................................68
7. Teaching Grammar..............................................................................................................................................70
PART 2
FACTORS AFFECTING LANGUAGE LEARNING......................................................................................................72
A. Linguistic Factors...................................................................................................................................................72
Cross-Linguistic Influence and Learner Language..................................................................................................72
B. Individual Factors...................................................................................................................................................78
1. Age......................................................................................................................................................................78
2. Motivation ...........................................................................................................................................................78
3. Intelligence and Aptitude.....................................................................................................................................79
4. Characteristics Of Learners/Learning Styles.......................................................................................................80
5. Learning Strategies.............................................................................................................................................82
C. Sociocultural Factors.............................................................................................................................................82
1. Culture.................................................................................................................................................................83
2. Acculturation........................................................................................................................................................83
3. Intercultural Competence....................................................................................................................................83
4. English As A Lingua Franca................................................................................................................................83
5. World Englishes...................................................................................................................................................83
Subject Test 2..............................................................................................................................................................85
Çözümlü Cevap Anahtarı............................................................................................................................................89
vii
CHAPTER 3
PART 1
TEACHING ENGLISH TO YOUNG LEARNERS..........................................................................................................93
1. Who Are Young Learners?..................................................................................................................................93
2. Child as a Language Learner..............................................................................................................................94
3. Major Theories of Language and Cognitive Development..................................................................................94
4. Teaching Language Skills to Young Learners.....................................................................................................97
5. Teaching Speaking to Young Learners................................................................................................................97
6. Teaching Literacy Skills (Reading & Writing) To Young Learners........................................................................98
7. Teaching Vocabulary to Young Learners.............................................................................................................99
8. Teaching Grammar to Young Learners................................................................................................................99
9. Types of Syllabuses..........................................................................................................................................100
10. General Principles of Foreign Language Pedagogy For Young Learners.......................................................100
PART 2
CLASSROOM MANAGEMENT..................................................................................................................................101
1. What is Classrom Management........................................................................................................................101
2. Classroom Management Areas.........................................................................................................................101
3. Key Factors in Language Classroom Management..........................................................................................102
4. Preventing Disruptions in the Class..................................................................................................................104
5. Classroom Management Strategies..................................................................................................................104
Subject Test 3............................................................................................................................................................105
Çözümlü Cevap Anahtarı..........................................................................................................................................109
CHAPTER 4
PART 1
MATERIALS DEVELOPMENT................................................................................................................................... 111
1. Definitions of Key Terminologies: Curriculum and Syllabus.............................................................................. 111
2. Approaches to Syllabus Design........................................................................................................................ 111
3. Shapes of Syllabus Design............................................................................................................................... 113
4. Materials and Material Types............................................................................................................................ 114
5. Principles for Materials Development................................................................................................................ 114
6. Steps in Materials Development........................................................................................................................ 115
PART 2
MATERIALS ADAPTATION........................................................................................................................................ 116
1. Why Do We Need to Adapt Materials?.............................................................................................................. 116
2. Objectives Of Adaptation................................................................................................................................... 116
3. Adaptation Techniques...................................................................................................................................... 117
viii
PART 3
MATERIALS EVALUATION........................................................................................................................................ 119
1. What is Evaluation?........................................................................................................................................... 119
2. Why Do We Evaluate Materials?....................................................................................................................... 119
3. Approaches to Materials Evaluation.................................................................................................................. 119
PART 4
TESTING IN ENGLISH LANGUAGE TEACHING......................................................................................................120
1. What is a Test?..................................................................................................................................................120
2. Definitions: The Differences Between Testing, Assessment and Evaluation.....................................................120
3. Why Do We Test?..............................................................................................................................................120
4. Ways of Assessment.........................................................................................................................................120
5. Test Types.........................................................................................................................................................121
6. Criteria For a Good Test....................................................................................................................................122
7. Types of Test Items...........................................................................................................................................123
8. Testing Language Skills And Language Areas.................................................................................................124
9. Historical Trends in Language Testing..............................................................................................................125
Subject Test 4............................................................................................................................................................126
Appendix
Elt Glossory��133
Bibliography��149
ix
SECTION 2
LINGUISTICS
CHAPTER 1
INTRODUCTION TO LINGUISTICS...........................................................................................................................157
PART 1
WHAT IS LANGUAGE?..............................................................................................................................................157
The Definition of Language...................................................................................................................................157
PART 2
WHAT IS LINGUISTICS?............................................................................................................................................163
1. Definition of Linguistics......................................................................................................................................163
2. Definition of Grammar.......................................................................................................................................163
3. Branches of Linguistics.....................................................................................................................................163
PART 3
LANGUAGE IN HUMAN BRAIN.................................................................................................................................165
1. Physiology of Human Brain...............................................................................................................................165
2. Modularity of Human Brain................................................................................................................................165
3. The Autonomy of Language..............................................................................................................................167
4. Plasticity of Human Brain..................................................................................................................................167
5. The Critical Age Hypothesis..............................................................................................................................167
Subject Test 1............................................................................................................................................................168
CHAPTER 2
MORPHOLOGY & PHONOLOGY..............................................................................................................................175
PART 1
MORPHOLOGY..........................................................................................................................................................175
1. What is Morphology?.........................................................................................................................................175
2. Morphemes: The Smallest Meaningful Units.....................................................................................................175
3. Inflectional Morphology.....................................................................................................................................179
4. Morphological Analysis......................................................................................................................................180
5. Word Formation Processes...............................................................................................................................180
PART 2
PHONETICS................................................................................................................................................................182
1. Branches of Phonetics......................................................................................................................................182
2. Articulatory Phonetics........................................................................................................................................182
3. AspIrated vs. Unaspirated Sounds....................................................................................................................185
x
PART 3
PHONOLOGY.............................................................................................................................................................185
1. What is Phonology?..........................................................................................................................................185
2. What is Phoneme?............................................................................................................................................185
3. Phonotactics......................................................................................................................................................187
4. Phonological Rules............................................................................................................................................188
Subject Test 2............................................................................................................................................................189
CHAPTER 3
SYNTAX & SEMANTICS............................................................................................................................................195
PART 1
SYNTAX......................................................................................................................................................................195
1. What is Syntax?................................................................................................................................................195
2. What is Grammaticality?...................................................................................................................................195
PART 2
SEMANTICS...............................................................................................................................................................200
WHAT IS SEMANTICS?.............................................................................................................................................200
1. Branches of Semantics.....................................................................................................................................200
2. The Truth Condition...........................................................................................................................................200
3. Ambiguity...........................................................................................................................................................201
4. Principle of Compositionality.............................................................................................................................202
5. Anomaly............................................................................................................................................................202
6. Semantic Features............................................................................................................................................203
7. Argument Structure...........................................................................................................................................203
8. Lexical Relations...............................................................................................................................................204
Subject Test 3............................................................................................................................................................206
CHAPTER 4
PRAGMATICS, DISCOURSE & SOCIOLINGUISTICS..............................................................................................213
PART 1
DISCOURSE ANALYSIS............................................................................................................................................213
1. What is Discourse Analysis?.............................................................................................................................213
2. Components of Discourse.................................................................................................................................213
3. Conversation Analysis.......................................................................................................................................216
xi
PART 2
PRAGMATICS.............................................................................................................................................................217
1. What Is Pragmatics?.........................................................................................................................................217
2. Speech Act Theory............................................................................................................................................217
3. The Cooperative Principle.................................................................................................................................218
4. Politeness Theory..............................................................................................................................................219
PART 3
SOCIOLINGUISTICS..................................................................................................................................................220
1. What Is Sociolinguistics?...................................................................................................................................220
Subject Test 4............................................................................................................................................................224
CHAPTER 5
LANGUAGE ACQUISITION.......................................................................................................................................231
PART 1
FIRST LANGUAGE ACQUISITION............................................................................................................................231
1. How do Children Acquire Language?................................................................................................................231
2. Unversality of Stages in Language Acquisition.................................................................................................233
3. Language Development in First Language Acquisition.....................................................................................233
4. Stages of Acquisition.........................................................................................................................................234
5. Universal Grammar (UG)...................................................................................................................................235
6. Bilingualism.......................................................................................................................................................236
PART 2
SECOND LANGUAGE ACQUISITION.......................................................................................................................237
1. Critical Period Hypothesis.................................................................................................................................237
2. Communication Strategies................................................................................................................................238
Subject Test 5............................................................................................................................................................239
Appendix A
Spelling In English....................................................................................................................................................245
Appendix B
Linguistics Glossary.................................................................................................................................................248
Bibliography...............................................................................................................................................................267
xii
SECTION 3
ENGLISH LITERATURE
CHAPTER 1
LITERARY PERIODS IN BRITISH LITERATURE......................................................................................................271
1. Old English Period: 450-1066...........................................................................................................................275
2. Middle English Period: 1066-1500....................................................................................................................275
3. Renaissance Period: 1500-1660.......................................................................................................................277
4. Neoclassical Period: 1660-1785........................................................................................................................281
5. The Romantic Period: 1785-1837.....................................................................................................................282
6. The Victorian Period: 1837-1901.......................................................................................................................284
7. The 20th Century...............................................................................................................................................286
Subject Test 1............................................................................................................................................................288
CHAPTER 2
LITERARY MOVEMENTS..........................................................................................................................................293
1. Absurdism (c. 1930–1970)................................................................................................................................293
2. Aestheticism (c. 1835–1910).............................................................................................................................293
3. Angry Young Men (1950s–1980s).....................................................................................................................293
4. Bloomsbury Group (c. 1906–1930s).................................................................................................................293
th
5. Cavalier Poetry (17 Century)..........................................................................................................................293
6. Enlightenment (c. 1660–1790)..........................................................................................................................293
7. Elizabethan Era (c. 1558–1603)........................................................................................................................293
8. Existentialism (C. 1940S-Present)....................................................................................................................293
th
9. Imagism (Early 20 Century)............................................................................................................................294
10. In Yer Face Theather (C. 1990S – Present)....................................................................................................294
11. Kitchen Sink Realism (C. 1950S-2000S).........................................................................................................294
12. Metaphysical Poets (c. 1633–1680) ...............................................................................................................294
13. Middle English (c. 1066–1500)........................................................................................................................294
14. Modernism (1890s–1940s) . ...........................................................................................................................294
15. Naturalism (c. 1865–1900)..............................................................................................................................294
16. Neoclassicism (c. 1660–1798)........................................................................................................................295
17. Postcolonial Literature (c. 1950s–present)......................................................................................................295
18. Postmodernism (c. 1945–present)..................................................................................................................295
19. Pre-Raphaelites (c. 1848–1870).....................................................................................................................295
20. Realism (c. 1830–1900)..................................................................................................................................295
21. Romanticism (c. 1798–1832)..........................................................................................................................295
22. Surrealism (1920s–1930s)..............................................................................................................................295
23. Symbolism (1870s–1890s)..............................................................................................................................296
24. Victorian Era (c. 1832–1901)...........................................................................................................................296
Subject Test 2............................................................................................................................................................297
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CHAPTER 3
FIGURES OF SPEECH...............................................................................................................................................301
1. Allegory.............................................................................................................................................................301
2. AllIteration.........................................................................................................................................................301
3. Allusion..............................................................................................................................................................301
4. Anachronism.....................................................................................................................................................301
5. Analogy.............................................................................................................................................................301
6. Anaphora...........................................................................................................................................................301
7. Aphorism...........................................................................................................................................................301
8. Apostrophe........................................................................................................................................................301
9. Archaism...........................................................................................................................................................301
10. Archetype........................................................................................................................................................301
11. Assonance.......................................................................................................................................................301
12. Chiasmus........................................................................................................................................................302
13. Circumlocution.................................................................................................................................................302
14. Conceit............................................................................................................................................................302
15. Connotation and Denotation............................................................................................................................302
16. Consonance....................................................................................................................................................302
17. Deus ex Machina.............................................................................................................................................302
18. Ekphrastic / ekphrasis.....................................................................................................................................302
19. Epithet.............................................................................................................................................................302
20. Euphemism.....................................................................................................................................................302
21. Flashback........................................................................................................................................................302
22. Flashforward....................................................................................................................................................303
23. Foreshadowing................................................................................................................................................303
24. Hyperbole........................................................................................................................................................303
25. Imagery...........................................................................................................................................................303
26. Irony................................................................................................................................................................303
27. Kenning...........................................................................................................................................................304
28. Lampoon.........................................................................................................................................................304
29. Litote................................................................................................................................................................304
30. Malapropism....................................................................................................................................................304
31. Metaphor.........................................................................................................................................................304
32. Metonymy........................................................................................................................................................304
33. Onomatopoeia.................................................................................................................................................304
34. Oxymoron........................................................................................................................................................304
35. Paradox...........................................................................................................................................................304
36. Periphrasis......................................................................................................................................................304
xiv
37. Personification.................................................................................................................................................304
38. Polysyndeton...................................................................................................................................................305
39. Portmanteau....................................................................................................................................................305
40. Pun..................................................................................................................................................................305
41. Sarcasm..........................................................................................................................................................305
42. Satire...............................................................................................................................................................305
43. Simile...............................................................................................................................................................305
44. Spoonerism.....................................................................................................................................................306
45. Parody ............................................................................................................................................................306
46. Synecdoche.....................................................................................................................................................306
47. Understatement (Meiosis)...............................................................................................................................306
Subject Test 3............................................................................................................................................................307
CHAPTER 4
LITERARY GENRES AND FORMS............................................................................................................................313
Literary Genre............................................................................................................................................................313
1. Prose.................................................................................................................................................................313
a. Elements of Narrative..................................................................................................................................313
b. Types of Novels...........................................................................................................................................316
2. Poetry................................................................................................................................................................317
a. Elements of Poetry......................................................................................................................................317
b. Types of Poetry...........................................................................................................................................318
3. Drama................................................................................................................................................................320
Subject Test 4............................................................................................................................................................323
Biblography................................................................................................................................................................326
xv
SECTION 4
LANGUAGE PROFICIENCY
CHAPTER 1
TENSES & ACTIVE, PASSSIVE AND CAUSITIVES.................................................................................................329
1.Tenses (Zamanlar) ............................................................................................................................................329
2. Passive Voıce....................................................................................................................................................335
3. Causative Verbs (Ettirgen Fiiller).......................................................................................................................337
Subject Test 1............................................................................................................................................................338
CHAPTER 2
PART 1
PARTS OF SPEECH...................................................................................................................................................345
1. Nouns (İsimler)..................................................................................................................................................345
2. Pronouns (Zamirler)..........................................................................................................................................347
3. Adjectives (Sıfatlar)...........................................................................................................................................349
4. Quantifiers.........................................................................................................................................................351
5. Adverbs (Zarflar)...............................................................................................................................................354
6. Articles (A/An and The).....................................................................................................................................357
7. Connectors (Bağlaçlar)......................................................................................................................................360
8. Prepostions (Edatlar).........................................................................................................................................363
9. Verbs.................................................................................................................................................................368
10. Interjections.....................................................................................................................................................369
Categories of Verbs...............................................................................................................................................372
PART 2
AFFIXES - PREFIXES AND SUFFIXES.....................................................................................................................375
Subject Test 2............................................................................................................................................................377
xvi
CHAPTER 3
MODALS.....................................................................................................................................................................385
1. Advice................................................................................................................................................................386
2. Duty...................................................................................................................................................................386
3. Habits................................................................................................................................................................386
4. Possibility..........................................................................................................................................................386
5. Ability.................................................................................................................................................................387
6. Necessity...........................................................................................................................................................387
7. Deduction..........................................................................................................................................................388
8. Prohibition.........................................................................................................................................................388
9. Absence of Necessity........................................................................................................................................388
10. Permission.......................................................................................................................................................389
11. Suggestion.......................................................................................................................................................389
12. Invitations........................................................................................................................................................389
13. Preference.......................................................................................................................................................389
14. Dare.................................................................................................................................................................389
15. Perfect Modals................................................................................................................................................389
Subject Test 3............................................................................................................................................................391
CHAPTER 4
CLAUSES...................................................................................................................................................................397
1. Noun Clauses (İsim Cümlesi)............................................................................................................................397
2. Adverbial Clauses (Zarf Cümlecikleri)...............................................................................................................399
3. Relative Clauses (Sıfat Cümlecikleri)................................................................................................................403
4. Conditional Clauses (Şart Cümlecikleri)............................................................................................................407
Subject Test 4............................................................................................................................................................410
CHAPTER 5
GERUNDS & INFINITIVES.........................................................................................................................................417
1. Gerunds (Ad Eylemler)......................................................................................................................................417
2. Infinitives (Mastarlar).........................................................................................................................................418
3. Anlam Değişikliğine Neden Olmadan hem Mastar (Infinitive) hem de Ad Eylem (Gerund) Alabilen Fiiller ......421
4. Anlam Değişikliğine Neden Olarak hem Mastar (Infinitive) hem de Ad Eylem (Gerund) Alabilen Fiiller ..........421
5. Mastar (To Infinitive) ya da Ad Eylem (Gerund) Almayan Fiiller: Bare Infinitive (Çıplak Mastarlar)..................422
Subject Test 5............................................................................................................................................................423
xvii
CHAPTER 6
AMBIGUITY................................................................................................................................................................429
1. Structural Ambiguity (Yapısal Belirsizlik)...........................................................................................................429
2. Lexical Ambiguity (Sözcüklerle İlgili Belirsizlik).................................................................................................431
Subject Test 6............................................................................................................................................................432
CHAPTER 7
PUNCTUATION MARKS............................................................................................................................................439
1. The Full Stop/The Period: Nokta (.)...................................................................................................................439
2. The Comma: Virgül (,) ......................................................................................................................................439
3. The Apostrophe: Kesme İşareti (‘).....................................................................................................................440
4. The Quotation Mark: Tırnak İşareti (“ ”).............................................................................................................440
5. The Semi-Colon: Noktalı Virgül (;).....................................................................................................................441
6. The Colon: İki Nokta (:).....................................................................................................................................441
7. The Hyphen: Kısa çizgi (-).................................................................................................................................442
8. The Dash: Uzun Çizgi (–)..................................................................................................................................442
9. The Parantheses: Parantez (( ))........................................................................................................................442
10. The Exclamation Mark: Ünlem (!)....................................................................................................................442
11. The Question Mark: Soru İşareti (?)................................................................................................................442
Subject Test 7............................................................................................................................................................443
CHAPTER 8
RESTATEMENT..........................................................................................................................................................449
Subject Test 8............................................................................................................................................................453
CHAPTER 9
DIALOGUE COMPLETION.........................................................................................................................................461
Subject Test 9............................................................................................................................................................464
xviii
CHAPTER 10
PARAGRAPH COMPLETION.....................................................................................................................................475
Subject Test 10..........................................................................................................................................................479
CHAPTER 11
FINDING IRRELEVANT SENTENCES.......................................................................................................................491
Subject Test 11...........................................................................................................................................................494
CHAPTER 12
READING COMPREHENSION...................................................................................................................................503
1. Okuma Teknikleri...............................................................................................................................................503
2. Soru Tipleri........................................................................................................................................................504
3. Test Teknikleri....................................................................................................................................................506
Subject Test 12..........................................................................................................................................................509
Appendix A
Affixes........................................................................................................................................................................519
Appendix B
Idiom List....................................................................................................................................................................529
Bibliography...............................................................................................................................................................537
SECTION 1
METHODOLOGY
KPSS-İÖABT includes 10 questions on the field of ELT Methodology, which
encompasses the topics of Approaches and Methods in Language Teaching,
Teaching Language Skills, and Teaching English to Young Learners & Classroom
Management, Materials Development, Adaptation & Evaluation, and Testing in ELT.
The first section of this book provides detailed information about the above mentioned
topics in the field of ELT Methodology with a comprehensive literature review within
the scope of KPSS-İÖABT. Moreover, sample questions have been taken from
KPSS-ÖABT and included under the relevant subjects in the chapters.
As in each section in the book, this one also contains a subject test and an answer
key with detailed explanations.
CHAPTER 1
PART 1
APPROACHES, METHODS AND TECHNIQUES IN LANGUAGE TEACHING
When the history of language teaching and learning is
searched and examined, it can be seen that depending
on the needs and the educational conditions of the time,
different perspectives have emerged. This, together with
the pursuit of the best method, led to the appearance
of a wide range of approaches and methods regarding
how language teaching needs to be carried out. The
shortcomings of an approach and method paved the
way for another one in order to compensate for these
lacks and problems. The complexity of the contexts
and the dynamic nature of the classroom have led
us to the conclusion that there is no best method that
can be universally accepted. Instead, teachers now
acknowledge the need to adopt an informed and eclectic
approach, incorporating elements from the range of
methods and approaches at hand.
As mentioned above, throughout the history of the field
of foreign language teaching, different approaches and
methods have emerged and were affected by certain
linguistics and psychology theories in this process. In
order to discover and clearly understand the principles
and underlying assumptions of the approaches and
methods of language learning and teaching, linguistic and
psychological views in language teaching methodology
first need to be understood. Therefore, linguistic and
psychological views are briefly explained below.
1. LINGUISTIC VIEWS
1.1. THE TRADITIONAL VIEW
Considering that the everyday spoken language is
neither pure nor perfect and it includes errors, for
centuries scholars have focused on the written language
and its grammatical structures. With the emphasis on the
accurate production of the language and determining the
correct way of putting things into words, they followed
a prescriptivist approach to the language (Please See
Linguistics Chapter 1 for further information about
prescriptivism). They were not concerned with the usage
of the language for communication purposes, yet a tool
for understanding the literature of the target language.
To do that, they taught how to form grammatically correct
sentences along with the knowledge of vocabulary.
1.2. STRUCTURALISM
In structuralism, language is viewed as a system of
structurally related elements to convey meaning. It is
an approach to linguistics which originated from the
studies of Ferdinand de Saussure. The core idea of this
theory for teaching language is that language can be
analyzed as a formal system of differential components.
In addition, language is considered to be basically for
speech and not reading or writing, consisting of habits
which are systematically different from those in other
languages. Teaching the language rather than teaching
about the language is emphasized. In contrast to the
traditional view in which written language is given priority
and prescriptivism is adopted, the followers of this
view focused on everyday language use and speech
by examining the way people used the language not
necessarily in the way scholars prescribed them to do,
which is called descriptivism (Please refer to Linguistics
Chapter 1 for further information about descriptivism).
This descriptive approach to language aimed at depicting
the language at the level of sound, word and sentence.
In short, structural linguistics emphasized the significance
of language as a system and examines the role that
linguistic units such as sounds, words, sentences play
within this system. In association with behaviorism, it
provided the principal theoretical basis of the audio
lingual method, and in this way influenced language
teaching materials, and techniques.
1.3. THE GENERATIVE TRANSFORMATIONAL
THEORY
Noam Chomsky opposed to the assumptions of
structuralism and criticized it heavily by emphasizing that
there is an underlying level for all utterances of the native
speakers. The theory opposed to the empiricist theory,
which is pedagogically audiolingualism, psychologically
behaviorism, and linguistically structuralism. It
emphasized mental activity and proposed that human
beings have the capability to learn a language. It is the
inborn ability instead of practice that enabled human
beings to obtain the rules of a language and comprehend
or produce unlimited numbers of utterances.
Basically, Chomsky introduced two core ideas in his
theory. The first one is related to the distinction between
competence and performance. Competence is defined as
the knowledge of the language; however, performance is
the actual use of the language, which is observable. The
explanation of knowledge underlying the human ability
to speak and understand the language is at the centre.
Consequently, in this approach, each speaker has a
linguistic organ specialized in the analysis and production
of complex structures forming the speech. In other words,
most of this knowledge of language is innate, so babies
are born wired to acquire language and needs only
actually learn the idiosyncratic features of the languages
they are exposed to. The second core idea put forward in
the theory was creativity of language knowledge; namely,
explaining how people can produce and comprehend
utterances which they have never heard before. Referring
back to what was mentioned about competence, it can be
stated that people depend on their language competence
in order to generate novel utterances.
4
People generate their sentences and
structure them on the basis of their
knowledge of what is acceptable
according to the grammatical systems of
the language.
ATTENTION
1.4. THE COMMUNICATIVE VIEW
The communicative or functional view of language
proposes that language is actually a vehicle in order
to express functional meaning conveyed through
structures. In the first place, semantic and communicative
aspects of language are emphasized rather than the
linguistic units, yet it should be noted that they are not
totally neglected. Dell Hymes suggested that linguistic
competence was not sufficient for a person to be able
to use a language communicatively since it ignored the
actual usage of language which is very much affected by
contextual factors, such as interlocutors’ relationship,
degree of closeness, physical context, age or gender
of the interlocutors. Hymes introduced the concept
of communicative competence (See Communicative
Language Teaching in this chapter for more detailed
information) which can be defined as the appropriate
and effective use of language in line with the contextual
factors influencing the choice of words and structures
2. THEORIES OF LEARNING
1.Reinforcement is act of increasing the
probability of a specific behavior in the future
by delivering a stimulus immediately after a
response/behavior is displayed correctly or
desirably. It is divided into two:
a.Positive Reinforcement: It refers to
presenting a motivating stimulus to the
student after the desired behavior is
demonstrated, to make the behavior more
likely to occur in the future (e.g., praising the
student for doing his/her homework)
b.Negative
Reinforcement:
It
means
removing a certain stimulus (often an
aversive one) after a particular behavior
is displayed to increase the likelihood of
that behavior to happen again because of
avoiding the negative consequence (e.g.,
taking away the deadline for the homework).
2Punishment: It is a process by which an
unwanted result immediately follows a behavior
that decreases the future frequency of that
behavior. There are two types of punishment:
a. Positive Punishment: It is presenting a
negative consequence after an undesired
behavior is exhibited to make that behavior
less likely to occur in the future (e.g.,
the student talks to his/her friend all the
time during the lesson, and the teacher
reprimands him/her).
b. Negative Punishment: It refers to removing
a certain desired stimulus after a particular
unwanted behavior is exhibited in order to
decrease the occurrence of that behavior in
the future (e.g., cancelling game time when
the students haven’t done their homework).
2.1. BEHAVIORISM
Behaviorism considers learning as habit formation
assuming a learner is essentially passive imitator who
responds to environmental stimuli. According to the
theory, people start learning as a tabula rasa; that’s
without any previous knowledge or competence and
behavior is shaped by means of positive or negative
reinforcement. Both positive reinforcement and negative
reinforcement are used to increase the chance of
the behavior to happen again. However, punishment
decreases the probability of behavior to occur again.
Briefly, followers of this theory completely neglected the
importance of mind in the formation of verbal behavior.
According to this stimulus-response theory introduced
by Skinner, learning is a process of automatic habit
formation happening via reinforcement of a mechanical
relation between a stimulus and the desirable response.
Errors are bad habits interfering in the learning process,
so they need to be immediately corrected by the teachers.
With punishment, always remember that the
end result is to try to decrease the undesired
behavior. However, in reinforcement, the
aim is to increase the likelihood of the
wanted behavior to happen again.
ATTENTION
Behaviorism has a tendency to rely on drill exercises to
provide the consistent repetition necessary for effective
reinforcement of response patterns. Thus, memorization
and imitation are at the heart of this theory. The use
of positive reinforcements such as verbal praise, good
grades, and prizes is also frequent.
2.2. COGNITIVE THEORY
The emphasis here is on the importance of experience,
meaning, problem-solving and the development of
insights. Different from Behaviorism, in which the language
learning is believed to occur as a result of imitation and
a lot of repetitions, this theory is based on internal and
mental processes in language learning. Second language
acquisition can be explained with a description of the
interaction between language and cognition. In cognitive
5
not just the intellect. It also takes into consideration the
emotional and spiritual needs of an individual. According to
humanism, the receiver in education is first a human being;
the secondary role of the individual is being a learner. It
is emphasized that individuals’ basic needs are decided
by their potential energy. When and if they cannot satisfy
their basic needs physically and psychologically, they will
surely fail to completely concentrate on their language
learning. Emotions, feelings and attitudes of the learners
towards language and language learning, their needs,
interests, beliefs and motivations are the core concerns of
humanism since they are the premise of the other physical
and psychological activities. Therefore, before aiming at
teaching the language, preparing the necessary conditions
and classroom atmosphere is intended in order to make
sure that learners feel relaxed and comfortable. By this
way, their purpose is to avoid negative attitudes towards
language learning. A humanistic approach in teaching
both helps learners easily learn things but also develops
their personality in various ways. Self-actualization is at
the centre because the only reason for individuals to learn
is to satisfy needs of the self-actualization. It follows that
the study of the self, motivation, and goals are areas of
particular interest. Moreover, the objective of education is
to raise open-minded, dynamic and adjustable individuals
in a cooperative, supportive environment.
theory, individuals are said to process information and
thoughts involved in this cognitive activity are referred to as
“internal processes”. Learning strategies are special ways
of processing information that enhance comprehension
and learning. The basic tenets of cognitive theory can be
given as in the following:
•
It focuses on transferring, simplification, generalization,
and restructuring that involve second language
acquisition. •
Language learning is the result of internal mental
activity.
•
It emphasizes that knowledge and new learning is
organized in a mental structure.
•
Learners act, construct, plan and analyze their own
learning
•
Positive and negative feedback is important for
restructuring.
•
Once new information is acquired, existing knowledge
is reorganized.
•
Learning language needs to be meaningful in order
to be effective and permanent
2.3. HUMANISM
The humanistic approach tends to regard language
learning as a process that engages the whole person and
Overview Of Learning Theories
View of knowledge
Behaviorism
Cognitive Theory
Humanism
Constructivism
Knowledge is a
Knowledge systems of
Knowledge is formed by the
Knowledge is constructed
repertoire of behavioral
cognitive structures are
development of the whole person
within social contexts
responses to
actively constructed by
by integrating the cognitive and
through interactions with
environmental stimuli.
learners based on pre-
affective aspects of the learning.
a knowledge community.
existing cognitive
No concern for teaching static
structures.
knowledge as the aim is to teach
how to learn.
View of learning
Passive absorption
Active assimilation and
Function of the whole person and
Integration of students
of a predefined body
accommodation of new
believe that learning cannot take
into a knowledge
of knowledge by the
information to existing
place unless both the cognitive
community.
learner.
cognitive structures.
and affective domains are
Promoted by
Discovery by learners.
involved
repetition and positive
Personal act to fulfill learners’
reinforcement.
potential.
Extrinsic, involving
Intrinsic; learners set
Intrinsic; learners learn for self-
positive and negative
their own goals and
actualization.
reinforcement.
motivate themselves
to learn.
View of motivation
Collaborative assimilation
and accommodation of
new information.
Intrinsic and extrinsic.
Learning goals and
Providing active support,
motives are determined
encouragement for the
both by learners and
individuals to learn from their
extrinsic rewards
successes and failures keep
provided by the
them motivated to learn.
knowledge community.
Correct behavioral
The teacher facilitates
The teacher is a facilitator
Collaborative learning is
responses are
learning by providing
that provides an anxiety-free
facilitated and guided by
Implications for
transmitted by the
an environment that
classroom and comfortable
the teacher.
Teaching
teacher and absorbed
promotes discovery
learning to reduce the affective
by the students.
and assimilation/
filter
Group work.
accommodation.
Taken from : http://gsi.berkeley.edu/teachingguide/theories/overview.html
6
2.4. CONNECTIONISM
Connectionism is another cognitive framework for the
focus on learning
Processes. It differs from most other current frameworks
for the study of SLA because it doesn’t consider language
learning to involve either innate knowledge or
abstraction of rules and principles. However, it asserts
that language learning results from increasing strength
of associations (connections) between stimuli and
responses.
This framework considers frequency of input an
important causative factor in learning. From this input,
learners extract the rules of the language through
cognitive processes common to other areas of cognitive
skill acquisition. As connectionism doesn’t accept innate
rules and the existence of any innate language-learning
module, L2 input is of huge importance; therefore, input
is the source of both the units and the rules of language.
According to Connectionism, language includes units
which are intertwined in mind, so acquisition occurs
through associating elements or ideas with one another
by means of experiences.
çıkmış soru
I. Children are born with a specific innate ability
to acquire language acquisition; thus, they are
biologically endowed to learn language.
II. Habit formation; that's learning, takes place
when children imitate and repeat the language
they are exposed in the immediate environment,
and their correct responses are reinforced positively.
III. Language includes units which are intertwined in
mind, so acquisition occurs through associating
elements or ideas with one another by means of
experiences.
Which of the following matches is correct
regarding first language acquisition theories?
I
II
III
A) Cognitivist
Behaviorist
Connectionist
B) Innatist
Interactionist
Cognitivist
C) Behaviorist
Connectionist
Interactionist
D) Innatist
Behaviorist
Connectionist
E) Behaviorist
Cognitivist
Interactionist
ANSWER: Dil edinimi teorilerinden "innatist" (doğuştancılık) çocuğun bir dil edinme mekanizmasıyla doğduğunu ve biyolojik olarak dil edinimi için programlandığını
savunmaktadır. Soru kökündeki birinci öncül bu teoriyi
açıklamaktadır. "Behaviorism" (davranışçılık) dil edinimini "habit formation" (alışkanlık oluşturma) olarak ta-
nımlayan, çocukların etrafında duydukları dili taklit edip
tekrar etmesiyle ve de yetişkinler tarafından pekiştirilmesiyle oluştuğunu savunur. Sorudaki ikinci öncül bu
teoriye aittir. "Connectionism" (bağlantıcılık) dil ediniminin, deneyimler sırasında karşılaşılan unsurlar ve fikirler
arasında bağlantı kurularak oluştuğunu iddia etmektedir.
Bu da soruda verilen üçüncü öncülde ifade edilmektedir.
The answer is D.
3. DEFINITIONS OF TERMINOLOGIES
Before moving on with giving detailed information about
each approach and method in language teaching and
learning, we need to define and clarify three important,
often confusing, terminologies in this field:
Edward Anthony’s (1963) tripartite is the first attempt
to make distinction among these terms. In order to
define what ‘method’ is, we can consider the distinction
of Approach, Method and Technique. According to
his definitions, an approach can be considered as the
broadest circle which presents a set of assumptions as
to the nature and the components of the language and
language teaching and learning. It also gives information
regarding the necessary conditions for language learning
to occur. Approach is also axiomatic, something the truth
of which cannot be proven.
An approach can adopt one of the following 3
theories of language:
1. Structural view: According to structural view,
language is viewed as structurally related units
such as grammatical, phonological and lexical
ones.
2. Functional view: In functional view, language
is described as a vehicle to express functional
meaning.
3. Interactional view: An approach adopting
interactional view considers language as a
vehicle to establish and maintain interpersonal
relationship with other people.
However, method is the overall plan for the organized
presentation of language material. It is basically the
practical application of theoretical findings and positions.
In this sense, it becomes clear that a method needs to
be based on an approach. A method is procedural while
approach is axiomatic.
7
Methods are typically informed by both
a theory of language and a theory of
language learning. To give an example,
it can be stated that audiolingualism took
its assumptions from a structuralist model
of language and behaviourist learning
theory.
ATTENTION
Finally, the smallest circle is the technique which is
implementational. It is defined as the activities, practices,
and tasks utilized in the classroom. Techniques need to
be consistent with a method, and thus in harmony with
an approach.
Later on, the concept of method is further explained by
Richards & Rodgers (1982) in relation to Approach,
Design and Procedure. Different from the distinction
made by Anthony, design is described as the term
regarding the theories of language and learning to the
form and function of teaching materials and activities in
the classroom, types of syllabus, and roles of teacher,
student and instructional materials. Procedure, however,
is related to the techniques and practices utilized in the
classroom as a result of particular approaches and
designs.
Methodology is the umbrella term and
it refers to “pedagogical practices in
general and whatever considerations
are involved in ‘how to teach’. Approach
is defined as the theoretical beliefs and
assumptions about the view of language
and language learning and teaching while
method is the generalized procedures,
based on an approach, as to how foreign
languages are taught, what the roles of
the teacher, student and instructional
materials are and what type of syllabus is
adopted. Technique, on the other hand,
is the narrowest term that refers to the
application of the procedures, presented
by a method, through activities, practices,
tasks and exercises.
ATTENTION
A. BEFORE THE METHODS ERA
1. THE GRAMMAR TRANSLATION METHOD
The Grammar Translation Method is an old and traditional
method that was first utilized to teach classical languages
like Latin and Greek. The reason why oral language was
not the focus of this method can be attributed to the fact
that it was used to teach dead languages. It did not follow
any approach. The purpose of learning and teaching
a foreign language is to read and understand and
appreciate the literary texts (i.e., literature of the foreign
language) in the target language so that individual can
develop themselves intellectually and strengthen the
powers of the mind. The lessons are taught in students’
first language by making use of translation.
•
The purpose of learning a foreign
language is to read the literary texts
in the target language and to develop
the learners intellectually.
•
Other names given to the method
are classical method, traditional
method; grammar school method and
Prussian method.
ATTENTION
1.1. Learning Theory: Deductive teaching and learning is
of great importance in the method. In deductive learning,
the learners are given the rules of the target language
directly and explicitly and the correct productions of the
structures are reinforced through example sentences
and exercises. Translation is the main way of learning
the language.
1.2. Language Theory: The role of the language is
to help learners understand the literature of the target
language so that they become more cultured and
intellectual. Language consists of abstract grammatical
rules and the written language is considered superior over
spoken language. Apart from the linguistic structures in
the target language, the students also learn the structure
of their mother tongue.
1.3. Goals and Objectives: The Grammar Translation
Method aims at teaching translation, reading and
understanding the literature in the target language,
raising the students’ awareness for their native language
structure and vocabulary, and to improve students’
mental capacities with grammar practices.
1.4. The Role of Culture: Culture is limited to the
literature and the fine arts of the target language; and it
is learned through reading the literary texts which are full
of complex grammatical structures and translating them.
1.5. The Role of Mother Tongue: The mother tongue
of the students has a significant function in teaching
vocabulary and grammar. Because oral communication
and interaction in the target language are not focused to
teach and develop, classroom instructions occur in the
first language.
1.6. The Role of the Teacher: Teacher is considered as
the only and strict authority in the classroom; thus, the
classroom is teacher-centered by not putting the students
at the centre of the teaching and learning process.
8
1.7. The Role of the Student: Students are regarded as
the passive receivers of the new information transmitted
from the teacher. The activities are initiated and directed
by the teacher. Consequently, the students are expected
to be passive, teacher-dependent and memorize the rules
and the new vocabulary with mother tongue equivalents.
1.8. Teaching Language Areas: Grammar and
vocabulary are primary language areas to be taught.
Because the written language is given utmost importance,
and the spoken language is neglected, so pronunciation
is not focused for development.
1.8.1. Teaching Grammar: Teaching grammar occurs
through the use of deductive teaching. Students are
supposed to memorize the abstract rules of the linguistic
structures. Afterwards, they apply these rules to new
examples in the exercises. In the meantime, the teacher
compares and contrasts the rules of the structures in the
students’ first language and the target language using
translation.
Deductive teaching of grammar is an
approach to teach the language where
the students are taught the rules of the
grammar directly and explicitly without
using meaningful context. Examples follow
the provision of the explicitly given rules.
ATTENTION
çıkmış soru
(“deductive” ve “inductive teaching” ile ilgili çıkan
soruya yakın nitelikte örnek soru)
-----teaching involves giving the students examples
of language within a meaningful context and
working with them to come up with the target
grammatical rules, whereas -----teaching begins by
giving students the rules and working with them to
produce language by applying the rules.
Which of the following best complete the given
statement?
A) Direct / implicit
B) Inductive / deductive
C) Discovery / inquiry
D) Deductive / inductive
E) Meaning-based / deductive
ANSWER: “Deductive ve inductive teaching”, genelde
gramer öğretiminde bahsedilen iki yaklaşımdır. “Deductive teaching’de dilbilgisi kuralları öğrenciye doğrudan
formulize edilerek verilir ve ardından kuralların uygulamalı bir şekilde cümle içinde kullanıldığı form-odaklı
aktiviteler yapılır. “Inductive teaching”de ise öğretilmesi
amaçlanan dilbilgisi kuralları anlamlı bir metin içinde öğrenciye “present” edilir. Öğrenci kuralı ve anlamını bağlamdan çıkarım yaparak buluş yoluyla öğrenir.
The answer is B.
çıkmış soru
Which of the following explanations cannot be
true about deductive teaching?
A) It supports the idea that language is rule-based
rather than meaning-focused.
B) In deductive teaching rules are given to the
students, and they are expected to apply the
rules to the examples.
C) Deductive teaching includes interaction, so
it is used in the Audio-lingual Method and
Communicative Language Teaching.
D) If a teachers first presents the structures of a
sentence directly before presenting a text or a
dialogue, s/he has selected deductive approach.
E) It might be more suitable to present structures
deductively when the students do not possess
a specific cognitive style for analyzing the
language in the context.
ANSWER: "Deductive approach" dili, yapıları doğrudan
açıklayarak öğretme amacı güden, kuralı doğrudan vererek daha sonra cümle içinde uygulatan yaklaşımdır.
Bununla ilgili şıklarda doğru olmayan seçenek C'dir.
Audio-lingual Method ve Communicative Language Teaching iletişime odaklandığı ve anlam odaklı olduğu için
"deductive approach" kullanılmaz.
The answer is C.
1.8.2. Teaching Vocabulary: The frequently used
vocabulary teaching technique is to provide lists of
isolated words with their meanings in the students’ first
language. The unknown words can also be given with
their synonyms and antonyms. Then, the students are
asked to memorize them. The new words are never taught
in a meaningful context. Another common way to teach
words is the use of cognates.
Cognates are the words in two different
languages, which have similar spelling
and pronunciation.
It is divided into two:
1. True Cognates: These are the words
in two languages that have similar
spelling and pronunciation and
the same meaning (e.g., cinema –
sinema; theatre – tiyatro).
2. False Cognates: This time, the
cognates have different meanings
in the two languages (e.g., complex
(meaning complicated in English)
– kompleks (spor kompleksi or
kompleks).
ATTENTION

Alan Bilgisi Alan Eğitimi

Transcription

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