17 10 3494 https://eprints.ibu.edu.ba/files/original/604950e1be0875c8ef4cf79d8fb800f7.docx dec4e0b8f7bf81f9a9196f05fe03246f https://eprints.ibu.edu.ba/files/original/a09da5fe98d7b5e94018db7382c402fa.pdf 2fdab6d8477f65e5766269c7c7c4b7d5 PDF Text Text ABDULLAH BOSNAVİ’NİN “ŞERH-İ CEZİRE-İ MESNEVİ”SİNDE DİNLEME EĞİTİMİ İdris KADIOĞLU Dicle Üniversitesi, Eğitim Fakültesi, Türk Dili ve Edebiyatı Öğretmenliği Bölümü, Diyarbakır / Türkiye Anahtar Kelimeler: Dinleme Eğitimi, Abdullah Bosnavi, Mevlana, Mesnevi Şerhi. ÖZET Eseri üzerinde duracağımız mutasavvıf zat, ilk tahsilini doğum yeri Bosna’da, yüksek tahsilini İstanbul’da yapmıştır. Bursa, Mısır, Hicaz, Şam ve Konya’da seyr ü sülukunu tamamlamış, “Şârih-i Füsus” olarak meşhur olmuştur. Altmışa yakın eseri vardır. 1644’te Konya’da vefat etmiş ve vasiyeti üzerine Konevî’nin kabri yakınlarında defnedilmiştir. Bilindiği gibi Mevlana (öl.1273) Mesnevisini teamüllere uyarak Farsça kaleme almıştır. Hem yazıldığı dönemde hem de sonraki yüzyıllarda Farsça bilmeyenler tarafından yeterince anlaşılmadığı için eserin Türkçeye çok sayıda tercüme ve şerhi yapılmıştır. “Cezire-i Mesnevi” de Mevlevi büyüklerinden Yûsuf Sîneçak (öl.1546) adlı mutasavvıf bir zatın eseridir. Eser üç yüz altmış altı beyit olup Mevlana’nın Mesnevisinden yapılan antolojik bir seçkidir. Sineçak’ın eseri farklı zamanlarda farklı kişilerce şerh ve izah edilmiştir. Eseri Abdullah Bosnavi (öl.1644) ve İbrahim Cevri (öl.1654) manzum olarak, İlmî Dede (öl.1611), Abdülmecid Sivasi (öl.1639) ve Şeyh Galib (öl.1799) de mensur olarak şerh etmiştir. Bosnavi’nin şerhi toplam 8673 beyit olup, 1628’de tamamlanmıştır. Mevlana’nın Mesnevisi “bişnev-dinle” hitabıyla başlamaktadır. Dolayısıyla hem Sîneçâk hem de mesnevi şârihleri “dinleme” konusu üzerinde özellikle durmuşlardır. Bosnavî Hazretleri, anlayışsız dinleyiciler konusunun ele alındığı “der beyân-ı bîderkî-i müstemiân” başlıklı sekiz beyitlik bölümü şerh etmekte ve dinleyicilerin vasıfları hakkında bilgi vermektedir. Şair, konuşmacı ve dinleyicide bulunması gereken vasıfları açıklamakta, söz ve sohbet adabını izah etmektedir. Çağlar üstü bir eser olan Mesnevi’yi günümüz insanının istifadesine sunma yollarını araştırmalı ve bulmalıyız. Bu bildiride “Mevlana’nın dinlemeye verdiği önem” konusu ele alınmakta ve buna “Şerh-i Cezîre-i Mesnevî” bağlamında Bosnavî’nin tasavvufi yorumları eklenmektedir. Bu yorumların modern çağda geçerliliği ve uygulanabilirliği konusu üzerinde durulmaktadır. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2197 Title A name given to the resource ABDULLAH BOSNAVİ’NİN “ŞERH-İ CEZİRE-İ MESNEVİ”SİNDE DİNLEME EĞİTİMİ Author Author KADIOĞLU, İdris Abstract A summary of the resource. Anahtar Kelimeler: Dinleme Eğitimi, Abdullah Bosnavi, Mevlana, Mesnevi Şerhi. ÖZET Eseri üzerinde duracağımız mutasavvıf zat, ilk tahsilini doğum yeri Bosna’da, yüksek tahsilini İstanbul’da yapmıştır. Bursa, Mısır, Hicaz, Şam ve Konya’da seyr ü sülukunu tamamlamış, “Şârih-i Füsus” olarak meşhur olmuştur. Altmışa yakın eseri vardır. 1644’te Konya’da vefat etmiş ve vasiyeti üzerine Konevî’nin kabri yakınlarında defnedilmiştir. Bilindiği gibi Mevlana (öl.1273) Mesnevisini teamüllere uyarak Farsça kaleme almıştır. Hem yazıldığı dönemde hem de sonraki yüzyıllarda Farsça bilmeyenler tarafından yeterince anlaşılmadığı için eserin Türkçeye çok sayıda tercüme ve şerhi yapılmıştır. “Cezire-i Mesnevi” de Mevlevi büyüklerinden Yûsuf Sîneçak (öl.1546) adlı mutasavvıf bir zatın eseridir. Eser üç yüz altmış altı beyit olup Mevlana’nın Mesnevisinden yapılan antolojik bir seçkidir. Sineçak’ın eseri farklı zamanlarda farklı kişilerce şerh ve izah edilmiştir. Eseri Abdullah Bosnavi (öl.1644) ve İbrahim Cevri (öl.1654) manzum olarak, İlmî Dede (öl.1611), Abdülmecid Sivasi (öl.1639) ve Şeyh Galib (öl.1799) de mensur olarak şerh etmiştir. Bosnavi’nin şerhi toplam 8673 beyit olup, 1628’de tamamlanmıştır. Mevlana’nın Mesnevisi “bişnev-dinle” hitabıyla başlamaktadır. Dolayısıyla hem Sîneçâk hem de mesnevi şârihleri “dinleme” konusu üzerinde özellikle durmuşlardır. Bosnavî Hazretleri, anlayışsız dinleyiciler konusunun ele alındığı “der beyân-ı bî- derkî-i müstemiân” başlıklı sekiz beyitlik bölümü şerh etmekte ve dinleyicilerin vasıfları hakkında bilgi vermektedir. Şair, konuşmacı ve dinleyicide bulunması gereken vasıfları açıklamakta, söz ve sohbet adabını izah etmektedir. Çağlar üstü bir eser olan Mesnevi’yi günümüz insanının istifadesine sunma yollarını araştırmalı ve bulmalıyız. Bu bildiride “Mevlana’nın dinlemeye verdiği önem” konusu ele alınmakta ve buna “Şerh-i Cezîre-i Mesnevî” bağlamında Bosnavî’nin tasavvufi yorumları eklenmektedir. Bu yorumların modern çağda geçerliliği ve uygulanabilirliği konusu üzerinde durulmaktadır. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://eprints.ibu.edu.ba/files/original/cfb32f62fc16d856e9f3bed075663353.pdf cefc7765d7a5cc2e8b94bc61481ddce1 PDF Text Text About Speech Levels and Interaction between Their Units H. HAYRULHEY SamSIFL,Samarkand,Uzbekistan Abstract:Article is devoted to an actual problem interaction – linguistics of the text and speech. In article one of pressing questions of modern linguistics – a problem of levels of speech and definion of units making it is analyzed. As levels of speech are investigated a phrase (offers), the complex syntactic whole and paragrafh. Keywords: Linguistics, progress, linguistic communication, speech acts. Progress achieved in the sphere of world linguistics has been making a great and indisputable contribution to the development of our science. Only some of the books published during recent years can serve as an evident to this: V.G. Borobotka “Principle of forming discourse. From psycholinguistics to linguosinergetics”; KrasnikhV.V. “Ethnopsycholinguistics and linguoculturology”; “Language and knowledge. Parts of speech from cognitive point of view. The role of language in the world cognition” by Kubriyakova E.S; “The bases of discourse theory” by Makarov M.D; “Language philosophy. Culture studies and didactics” by Rojdestvenskiy Y.V; “Keys to communication. The bases of communication theory” by Yakovlev I; “Linguistic communication and speech acts” by Bach K., Harnish R.M; “Linguistic theory of America” by Newmeyer F.L. and others. It should be stated that units of each level themselves imply a separate system. The fact that, they enter into hierarchic relations and join the units of other levels, extends the notion of a system and produces an idea about a whole -language system. This situation can be observed not only in the relation between the units of language levels, but also in the combinations of speech units. When speaking about speech units we must mention that this problem has just been included into the list of problems discussed in linguistic literature. Scientists have not come to one conclusion concerning the units of speech and appropriate levels. And the main reason for this that till the present moment linguistics has not distinguished language and speech, and consequently, language problems has been studied thoroughly, while speech problems left behind. There are a lot of positive effects of admitting speech linguistics as a separate branch of linguistics. Development of speech linguistics as a separate branch indissolubly connected with the demands of science development; as our traditional linguistics lacks its power and sources to give scientific grounds for text linguistics and interpret problems connected with it. Besides this, it has become clear that the idea of including sentence into language units is wrong. But it is also wrong to come to conclusion that speech linguistics is prior to language linguistics. Speech linguistics is closely related to language linguistics; it deals with interpreting problems of the units bigger than language units, and their levels. Even we can say that speech linguistics continues language linguistics. There- fore, units of language and speech and the hierarchic relationship between them act depending on each other. We can observe this in the process of segmenting text or when synthesizing text formation by inductive method. So, studying language and speech separately does not and cannot imply denying relationship between them. We can quote the following statement of V.B. Kasevich on this point: “We must distinguish language levels (of language system) and levels of speech activity. If a language level is a separate subsystem of language, that has its rank of language hierarchy, level of speech – is a separate “tact” or stage of language mechanism’s work, when some concrete subsystem or concrete language level participates in the process of production or perception of discourse” [1.21]. But V.B.Kasevich emphasizes that sentence and level expressed by it is related to language: “A fragment of complete information can not be expressed by any other language units smaller than sentence” [1.21]. We think that the ability of sentence to express a complete idea does not require it’s belonging to language units, as expression of a message is formed in speech. He gives hints at this idea being not final and writes: “The problems of the number and quality of language and speech levels activity are far from their final conclusion” [1.24]. As a matter of fact, levels of speech is a sphere of our linguistics that still needs an explanation; on the contrary, levels of language are studied thoroughly. It’s known that the number of speech units should coincide with the number of language units. But there are still no sound ideas about levels of speech because this problem 426 �is controversial. Thus, it is difficult to compare the problems of investigation of speech and language units with each other. We have mentioned that the phonematic, the morphematic levels are formed on the basis of such language units as the phoneme, the morpheme; and, the word and the lexematic level are above all others. The sentence level which is realized by means of words belongs to speech not language. However, V.M.Solntsev excludes phraseological units and idioms from this list [2.18]. In our viewpoint the question of phrasemes and idioms is open. It’s true that most of the phrasemes and idioms can be considered as speech units, as they exist in the system of our language as ready- made. But wouldn’t it be a mistake if we don’t include into the language units the phrasemes in the form of sentence like “Alining tarvuzi qo’ltig’idan tushdi” (Ali was disappointed)? Of course, the components of the phraseme are used in figurative meaning: Ali dropped his water-melon from his hands. But still, it is connected with semantic side of the problem. As for the syntactic features, this phraseme meets all requirements of sentence level. M.Mirtojiev states: “Though phraseme has a form of a phrase or a sentence and makes a lexical unit, it still possesses its syntactic features. So it is equal to words inside the sentence and functions as one of them. This can be equally applied to phraseological units in the form of phrase and those of sentences. But at this point we shouldn’t forget that phraseology is a semantic phenomenon. For this reason, it can cause only semantic deformation, but not syntactic” [3.187]. Indeed, one type of phraseological units considered as a set phrase is important only from semantic point of view. But syntactically it’s of no importance. Syntactic relations between the components of phraseological units can serve as a proof of our words. Sh. Rahmatullaev states to this point: “Syntactic analysis of a phrase analyzes the structure of language unit, not speech. Generally speaking, syntactic relations between the words comprising a phrase are constant and always inner” [4.10]. We can agree with considerations of both scientists mentioned above. But still, in Uzbek linguistics we can not see any research work in the form of monography on syntactic nature of phraseological units. It is true that we can observe ideas remarks of this kind in recent manuals, educational supplies and some scientific articles. For example, H.Jamolkhonov states: “Connection of words in phrasemes doesn’t differ from the one of the words in the structure of free combinations or sentences: they all are connected hierarchically, but: a) words in free expressions or sentences are connected in the process of speech, while in phrasemes, long before; and they are set” [5.206]. One more that thing should be stated is: when speaking about phraseological units, we think that phrasemes in the form of sentences find their real form in speech, while in language they have only patterns (models). So, it is appropriate to consider sentence as a speech unit, while word combination as a language one. First, it stipulates an invariable structure, second, components of word combination in sentence become sentence components. This includes word combination into the list of speech units, and shows impossibility of interpreting it as a separate level. The fact that word combination is formed in the process of speech can not serve as a reason for this point. The second unit of speech is a complex syntactic construction including several sentences and form hierarchic relations. Thus complex syntactic construction (traditional complex sentence) needs thorough investigation. Our linguists give different interpretation not only to the term “complex syntactic structure” but also to the term “complex sentence”. Some linguists state that it is necessary to stop using the term complex sentence (Ovsyanko-Kulikovskiy, Sakulina, Kartsevskiy, etc.). They accept only the concept of a (simple) sentence. However, I.F.Vardul considers that not all complex constructions can be interpreted as simple sentences. Besides this, according to I.F.Vardulin’s point of view, sentences traditionally called as complex sentences can not have the status of sentence, compound sentences have this status. But if there are no complex sentences what is the need of the concept of compound sentences. Besides all other above mentioned scientists, I.F.Vardul follows L.S.Barkhudarov and G.V.Kolshanskiy and calls complex sentences as parallel constructions; he states that it is more appropriate to call compound sentences as whole sentences [6.70]. The unit of speech, which is bigger than sentence, is a paragraph. This status is connected with its integrative character, as independent sentences, parcelative and attached constructions, complex syntactic constructions come in the paragraph. L.G.Fridman also mentions paragraph as a unit of speech and says: “According to communicative plan sentence is the main syntactic unit. Levels bigger than sentence is complex construction and paragraph. If sentence has been studied from all its aspects, complex syntactic construction and paragraph have not been studied at all” [7.155-156]. This statement of Fredman is not out of place, of course. But he includes only independent sentences into the list of paragraph components and ignores complex syntactic construction and other syntactic structures. Thus, we see that in his above mentioned idea, he emphasizes that complex syntactic construction is a speech unit. If syntactic construction is a speech unit, it forms bigger unit of speech than sentence, and if it is used as a paragraph component, it establishes hierarchic relations with it. 427 �We must empathize that paragraph presupposes the highest level of speech and includes independent sentences as well as complex syntactic constructions; there fore it has integrative character. This is very important, as hierarchic relations of speech units are connected with that character of paragraph. Besides, this integrative character measures the degree completeness of the information expressed in the paragraph. As a conclusion, we include sentence, complex syntactic constructions and paragraph into the list of speech units and on this basis we state speech levels having the same termination. References Касевич В.Б. (1977) , Элементы общей лингвистики, Мockba. Солнцев В.М.(1972), О понятии уровня языковой системы // Вопросы языкознания, №3,.s.18. Миртожиев М.М. (2004), Ҳозирги ўзбек адабий тили,Тошкент,. Раҳматуллаев Ш. (1978), Ўзбек тилининг изоҳли фразеологик луғати, Тошкент.. Jamolxonov H. ( 2005), Hozirgi o′zbek adabiy tili,Toshkent. Вардуль И.Ф. (1977), Основы описательной лингвистики (синтаксис и супрасинтаксис),. Мockba. Фридман Л.Г.(1967), К исследованию абзаца как синтаксической единицы (на матер. немецкого языка) // Уровни языка и их взаимодействие, Мockba s. 155-156. 428 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 437 Title A name given to the resource About Speech Levels and Interaction between Their Units Author Author HAYRULHEY, H. Abstract A summary of the resource. Article is devoted to an actual problem interaction – linguistics of the text and speech. In article one of pressing questions of modern linguistics – a problem of levels of speech and definion of units making it is analyzed. As levels of speech are investigated a phrase (offers), the complex syntactic whole and paragrafh. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3437 Title A name given to the resource ABOUT THE VARIABILITY OF FOREIGN LANGUAGE: CRITICISM AND ALTERNATIVES Author Author İlkhan, Ibrahim Abstract A summary of the resource. The variability of foreign language teaching and policies within the nation state cause quantitive accumulation to turn into a qualitative explosion. We can say that, extremely dominant demands regarding foreign language teaching not only cause an” ideological language teaching” but also weaken intercultural education entirely. In teaching a foreign language, if learners aren’t alienated from the target language, we can determine the start of language teaching. The variability of a foreign language is, in some ways, in accordance with one’s point of view of foreign language teaching and to base language teaching on only one aspect of a foreign language means breaking up the language into pieces. In this respect, as the piece destroys itself, it also destroys the whole. For instance; teaching grammar apart from a context or a lesson made without considering the effects of the native language are considered as parts of a whole. Acquisition of semantic functionality of concepts is a combination of a person’s learning strategies and acquisition – using strategies with social and environmental factors. And turning this acquisition into speech act forms the fundamental philosophy of foreign language teaching. Thus, by considering language teaching as a whole, it is necessary to help students to acquire communication strategies using alternative approaches. Criticism, alternative notions and applications are the dynamics of foreign language teaching and are two key concepts that can lead nations to success in foreign language teaching. Keywords: Foreign Language Teaching and politics, Linguistical and cultural Factors, Variability of foreign language. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://eprints.ibu.edu.ba/files/original/b5beedd6a1512fbbf5985fc7144b93a9.pdf 7430777c73f0600398b94343d076c73d PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Absolute Poverty and Regional Disparities in Albania Xhafa Sonila University of Tirana, Tirana, Albania sonilaxhafa@gmail.com Sokol Axhemi University of Tirana, Tirana, Albania sokol.axhemi@unitir.edu.al Albania lies in the southwestern part of the Balkan Peninsula. After 50 years of dictatorial government of communist system, in the early 1991 it suffered radical changes of political character which brought at the same time substantial changes in economic and social development of our country. Poverty and social exclusion as one of the important indicators of economic development level of a region, become some interesting topics of study, in purpose to provide alternative development and adapt strategies in purpose to build specific policies towards mitigating this social phenomenon that lies and developed in severe forms in some regions in Albania. Through analysis of various indicators reflected in the graphical displays and maps, in this paper we will study poverty in Albania, in its social and economic context. According to the World Bank, definition of poverty is lack of income and unemployment, hunger and malnutrition, ignorance and illiteracy, inability to be sheltered, inability to access to public and social services. In this point of view, poverty means exclusion, which will be studied through indicators that values the opportunities that have the community to acquire essential social and public services. In addition, the study of social exclusion as a result of regional disparities is especially important in the construction of local development plans in the service of sustainable development for the entire region. In this study poverty will be treated and will be examined on the basis of all its indicators (economic and social) as well as in its relative and subjective context. At the end of this study will be given a summary of recommendations in the function of mitigating this phenomenon with social impact, in service to promote sustainable development in the country after a long period of transition with fragile economic and social developments. Keywords: Poverty, Political Transition, Unemployment, Social Exclusion, Disparity Development, Malnutrition, Illiteracy Etc. 283 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1680 Title A name given to the resource Absolute Poverty and Regional Disparities in Albania Author Author SONILA, Xhafa AXHEMI, Sokol Abstract A summary of the resource. Albania lies in the southwestern part of the Balkan Peninsula. After 50 years of dictatorial government of communist system, in the early 1991 it suffered radical changes of political character which brought at the same time substantial changes in economic and social development of our country. Poverty and social exclusion as one of the important indicators of economic development level of a region, become some interesting topics of study, in purpose to provide alternative development and adapt strategies in purpose to build specific policies towards mitigating this social phenomenon that lies and developed in severe forms in some regions in Albania. Through analysis of various indicators reflected in the graphical displays and maps, in this paper we will study poverty in Albania, in its social and economic context. According to the World Bank, definition of poverty is lack of income and unemployment, hunger and malnutrition, ignorance and illiteracy, inability to be sheltered, inability to access to public and social services. In this point of view, poverty means exclusion, which will be studied through indicators that values the opportunities that have the community to acquire essential social and public services. In addition, the study of social exclusion as a result of regional disparities is especially important in the construction of local development plans in the service of sustainable development for the entire region. In this study poverty will be treated and will be examined on the basis of all its indicators (economic and social) as well as in its relative and subjective context. At the end of this study will be given a summary of recommendations in the function of mitigating this phenomenon with social impact, in service to promote sustainable development in the country after a long period of transition with fragile economic and social developments. Keywords: Poverty, Political Transition, Unemployment, Social Exclusion, Disparity Development, Malnutrition, Illiteracy Etc. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 https://eprints.ibu.edu.ba/files/original/a34c298042a03cdf153e30b36f8a874a.pdf b3fc2dcc29c88097dcb212922e0869e2 PDF Text Text Academic Writing in English: Approaches, Processes and Challenges in Higher Education Oktay Yagiz English Teaching Department Ataturk University Turkey oktayyagiz@hotmail.com Kemalettin YIGITER English Teaching Department Ataturk University Turkey yigiter@atauni.edu.tr Gencay Genc English Language and Literature Cyprus International University ggencay@hotmail.com Abstract: Writing is pivotal and good language use is marked in higher education throughout disciplines. Self-assumptions, others’ arguments, transformed knowledge, and research results are primarily given in written documents including articles, theses, dissertations and books. Though writing is often referred to as a skill or competence, it is widely acknowledged that writing resides in much more than solely being able to communicate what you already know. It rather stands as primary tool for thinking, learning and knowledge construction. Based on the above considerations, the present study takes a qualitative case study approach to explore writing approaches and strategies of nonnative graduate students’ writing academic texts and the difficulties that they encounter in this process in English departments. Introduction As a truly international phenomenon English appears overwhelmingly the language of research and publication as well as language of instruction. With this tremendous expansion, there is a parallel growth in the understanding and preparation of non-native English speakers of dissemination of academic knowledge and scholarly findings in higher education. Disciplinary writing for academic achievement is of vital importance (Benfield, 2007; Benfield & Feak, 2006; Coates et al., 2002) and academic writing in English at advanced level is a challenge for both native and nonnative English speakers. University students are inducted into a particular discipline through lectures, discussions, readings; and achievement of their academic performance is most commonly evaluated through their written assignments. However, when these students embark on graduate studies, writing becomes more complex, demanding and challenging. As the number of the universities (68 state and 25 private institutions; YÖK, 2003), is increasing, serious academic expectations and requirements concurrently come to the existence including within the reference of scientific output. However, the debates concerned ostensibly confine to quantity but not quality matters. Most of the above mentioned universities have English language related departments, the educational language of some are 80 �English, and finally almost all of the disciplines require their members to write in English prominently, journal article, book review, thesis and dissertation. It is imperative to write in English, as an example, in that Social Citation Index journals do not enfold Turkish journals. Almost no studies in literature have been focused on Turkish EFL graduate students’ writing processes, writing needs and challenges. To the contribute to this lacking field, this study investigated Turkish graduate students’ English writing approaches and their difficulties that often affect their academic achievement. In particular, this study explores how these students approach their academic requirements and expectations in terms of producing academic text such as research paper, proposal, thesis and dissertation, how they compose these texts, and how they feel about the writing experience. Based on the above considerations, the present study takes qualitative case study approach to explore writing approaches and strategies of nonnative graduate students’ writing academic texts and the difficulties that they encounter in this process in English departments, and how Turkish EFL graduate students approach to writing, their strategies and their discursive and affective difficulties and challenges were explored. Background Given that the major language for the dissemination of academic knowledge, and going further, as the very language for the communication of research findings, English plays a crucial role for students, who must gain fluency in the conventions of English language academic discourses to understand their disciplines and to successfully survive in the academia. The growth of English as the leading language for the dissemination of academic knowledge has had a major impact around the world, binding the careers of thousands of scholars to their competence in a foreign language and elevating this competence to a professional imperative. (Hyland & HampLyons, 2002, p.2). This growth has inevitably been at the expense of other languages so that now more than 90 per cent of the journal literature in many scientific domains is printed in English and the most prestigious and cited journals are in English (Hyland, 2006; p. 24). Therefore, for most tertiary level students in many countries, mastering the right English with proficiency in a certain discipline has become a matter of great urgency including the native speakers of English. In fact, there appears little surprise to see this need even among native speakers of English considering the institutions’ expectations as the international norms (Hyland, Hamp-Lyons, 2002). Hinkel (2004) alludes to the power of ability to use language efficiently and accurately stating that no matter the writer has supposedly a remarkable idea there will not be any outcomes if the language is not salient and synthesized in an organized way. With globalization and marketisation of the academy in an increasingly competitive and intermingled world, the number of nonnative English speakers (NNES) students in tertiary institutes has increased not only in developed countries but also in periphery countries. For the last a few years, due to economic growth and social demands, Turkey has witnessed serious debates pertaining to higher education. As the student population has become outnumbered and diverse in the field of EFL/ESL in accordance with different linguistic and educational backgrounds, learning needs of students attract particular attention. In this context, diversity has of considerable importance. Marked challenges reside in this distinctiveness of disciplinary communication for students, in that; such disciplines displaying steady change and development requires students to learn to master so as to succeed (Hyland, 2006). The professional and institutional expectations and requirements of academics are in line with developed English-language-speaking countries sharing the same roles and tasks. Yet, writing an academic paper in English for a non-native speaker of English, undeniably, having some disadvantages will be more difficult and time consuming than a native speaker. Ferguson (2007) asserts that linguistic factors represent a noticeable obstacle to negotiate in academia. Meyer (2008) further emphasized the distinction between non-native English speakers who have spent time in an English-speaking country and/or members of prestigious, internationally known research groups in their home countries, and, on the other hand, being a non-native English speaking academic in a not developed country where English is not used as the native language, or having not a chance work and conduct research under supervision or mentoring of renowned NNES scholars or native English speakers (NES) expatriates, or being NNES scholars who have never left their home country. He, thus, closely correlates both discursive (language related) and non-discursive (non-language related) factors. Bereiter and Scardamalia’s examination of writing process that distinguishes two types of writing that is knowledge telling and knowledge transforming gives more about academic language proficiency (1989). The 81 �Bereiter and Scardamalia model of writing addresses a more psychologically complex type of writing that they called knowledge transforming. It consists of thinking about an issue, obtaining the information needed for definition, analysis and modifying one’s thinking (Hinkel, 2004). This form of writing leads writers to expand their schematic knowledge, and develop new knowledge by processing new information taken for the purpose of writing on a topic. Therefore, advanced cognitive and information-processing tasks entail transforming and demonstrating knowledge in writing place, and it might jeopardize L2 writers’ achievement of writing. At this point, language has always been a matter of significance to scholars no matter they are novice researchers or experienced academics, since it is the basis of consciousness, thinking and interaction. Therefore, the ‘right’ language reveals that a writer is a member of their community towards the audience. The concept of community draws attention to the fact that we use language to communicate with other members of social groups each of whom has own conventions and norms as well as communicate with the world generally. As for the influence of emotions on the ways in which students interpret, approach and experience the new learning tasks, EFL writers’ feelings have significant effect on students’ academic writing. When adult graduate EFL students are required to skillfully and productively write about scientific topics under stressful timed or testing situations negative affective reactions become remarkably observable. Thus, many EFL writers demonstrate enhanced writing anxiety, fear of evaluation, writer’s block, lack of motivation, and writing procrastination. Conversely, these students may display positive emotional reactions such as excitement, enthusiasm, satisfaction when they perform successful writing. Both types of feelings affect students’ cognitive processes in L2 academic writing development. That is why, L2 learners’ emotional mechanism in learning to write academic English, their psychological efforts to cope with the stress of performing to write academically appear to be important. Pomfret and Medford’s assertion , hereby, catches attention: “Academic success is not merely a matter of studying, hard work, and attendance. Emotions can interfere with academic performance. These kinds of impediments are not usually evident to teachers; thus making the process of working with students in the classroom that much more difficult” (2005, p.339). Method Interviews To have a deeper understanding of the participants’ writing strategies and processes in line with describing and interpreting their feelings, perceptions and experiences of these graduate Turkish EFL graduate students while writing academic texts in their own voice, semi-structured interview was used. As a powerful tool to provide insights in educational issues through understanding the approaches and processes of the individual interviews were employed in the current study. Interviewing can take indifferent formats and the most common one appears individual face to face verbal interchange In each interview the participants were posed the questions listed below. Interview Questions What do you attach particular importance in your academic paper? What are your feelings (e.g. motivational problems, anxiety, procrastination, writing apprehension) and beliefs when you are to write an academic text (e.g. conference proposal, research paper or thesis/dissertation?) What are the prominent difficulties and needs considering the academic expectations and requirements in your graduate studies?(publishing, paper presenting, thesis/dissertation writing) What language based points do you have particular difficulties and need to pay extra attention? In addition to the questions, in the course of the conversation, spontaneous follow-up questions relevant to interviewees’ responses also occurred. The questions were in English and they asked them to feel free while speaking. Thus, in some part of the interviews, the interviewees preferred to speak in English. Their responses in L1 were then translated into English. Prior to the each interview their permission were taken and they were given the general nature of the research study. Then each interviewee was asked whether they had any questions or concerns before we got started. Following this procedure, each participant signed a letter of consent to participate in the study All the interviews were tape-recorded, then transcribed and coded categories. During the interviews taking brief notes also helped us with the data analysis. Participants 82 �As for the criteria for selecting participants for interviews, three prominent sets of criteria were set forth: first, all of the interviewees had to pursuing the same academic degree ( i.e. doctoral students), working in the same discipline (i.e. English language teaching and learning) and have had some writing experiences including writing conference proposal, attempting to write research article for publishing (whether their manuscripts hade been published or not was ignored) and writing thesis or dissertation. However, they might be at the different stages of their degree studies. For instance, some of them were in their second year or beyond of doctoral studies, others were either on the verge of finishing or had just finished their doctoral studies. All of them had their master degree having a thesis writing experience. At the very outset of the design of the qualitative phase of the study, though some master students were invited to participate in the interviewing, the further period of the study required to exclude the master students’ participation It was considered that the more experienced they were in writing in the academia, the more they could provide the study with deeper insights as for the writing processes and difficulties. Selecting participants at the similar stages provided the study with relatively fair comparisons and generalizations. Therefore, only doctoral students were included in the interview part of the study. Nevertheless, the gender difference was not taken into consideration for sampling the interviews since the comparing differences or possible language use tendencies and preferences or particular challenges and needs between males and females were not the purpose of the current study. The four general themes that 8 interviewees touched in the study with some extracts are given below, pseudonyms for the participants were only provided. What was the same feature of all interviewees is that none of them have taken academic writing course throughout their tertiary level education. When they were undergraduate students, their writing classes did not include formal academic writing both in L1 and L2. Students’ Remarks about Constructing Their Academic Text Each interviewee was asked how they write academic text according to the disciplinary rules and conventions, and what they mostly attached importance while writing, at both macro and micro levels. Participants initially saw writing as an important tool to produce original ideas, generally emphasized originality and creativity stating that main idea and the topic which might be useful in their field would be the most important feature. They highlighted that even if they, according to them, were not so competent in writing as novice writers, and they may somewhat dislike writing they had to gain the ability to construct new knowledge and show themselves according to the norms of their disciplines. The fundamental compensation towards this demanding and often difficult process is to be able to create new ideas and contribute to their fields. The following extracts from the view of an interviewee exemplifies the relevant idea about the nature scientific writing. Below Matrix (pseudonym) points out: … What is more important to me is the original idea and if the writer’s ideas can contribute to the field. The language related issues are most probably manageable. If your study does not serve to your field and original and inspiring then your graduate studies means nothing, because it is not scientific to me… In accordance with Matrix assumptions, Ufuk’s view attracts attention. Thus she states that “I don’t want to study what others have already studied, at least from their findings I want to do something new and original.” When they insisted on the originality of the topic, the flow of the conversation passed into the integration of writers’ own knowledge and others’ ideas. As mentioned earlier, academic writing consists of thinking about an issue, obtaining the information needed for definition, analysis and modifying one’s thinking. What was significant that the integration of the self knowledge with others’ knowledge was directly connected to the issue of citation rules and the ethical dimension of writing in higher education particularly the concept of plagiarism. All the participants’ agreed on the sensitivity towards plagiarism. The following extract summarizes the common point of view of the interviewees. Serdar: We should as a researcher, we should respect for the others ideas and efforts, and we should cite them… I regard plagiarism as a crime, a serious crime in terms of academic studies. I am quite respectful of others’ thoughts and I do not copy their ideas, I just benefit from their ideas and cite the author… I care about it because it is quite a sensitive topic, you should avoid it… Ufuk: Ethics and giving credit to the studies that I use is also another part that I am highly sensitive about. Yigit: …I want to underline that it is a serious and important issue, unfortunately in our country ethical sensitivity is not given to the students from earlier period, and the current situation is quite bad in the universities, even in higher 83 �education. Also I believe that integration of the ideas only in terms of citation rules is not so simple. It means more than APA guide… However, as for the obtaining this academic literacy in other words, going beyond from knowledge transferring to knowledge transforming, each interviewee indicated that they had never taken explicit instruction or made practice about the motivation of knowledge transforming and citation rules. In the course of the each interviewee they pointed out they had never taken academic writing course, participated or made detailed practice with any experienced academics. In contrast they inevitably try to acquire this necessary ability by their own efforts, without getting any feedback and practice but in their own academic texts, i.e. in their research proposals, research studies or theses/dissertations manuscripts, they could only assess their achievement at the very final stage receiving the response from the advisors, referees or the jury, “it is accepted or rejected”. Thus, Dolphin’s view appears to be important: …While writing, I have many times I examined the articles on my own and tried to replicate what I have seen… Organizational concern is another issue that mostly interviewees underlined. While they want to put forward original ideas and constructing new knowledge, they at the same time tend to pay attention to the organization and unity of the text. Their common concern appears to be building a coherent text. As coherence is the implicit and quite abstract links in a text, they stated that they tend to use transitional devices as much as they can. Ufuk’s statement exemplifies this emphasis: I pay a great deal of attention to the format, coherency and organization. It is really important to me if what I am saying makes sense to the reader, or if the reader can see what I suggest. I also like creating clear links and transitions among my thoughts… But all of the interviewees had agreed on they knew little about logical sequencing or clear progression of the ideas. Thus, in the following extracts Yigit and Alex summarize the common perception: Yigit: We have always read in the books while I was an undergraduate student in writing books and the writing guidebooks now in my graduate studies that I must provide coherence, I should use cohesive devices. But I have never been taught about these concepts and taken some recommendations from professional academics or writers. It has remained at surface level. Still, I am doing my best and paying attention to this issue… Aex: I think there is a close relationship between form and meaning and this relationship is an arbitrary relationship between form and meaning which is inseparable. In our academic studies, to me, we cannot focus on only form or merely meaning. Certainly both of them must be integrated… As for the writing process, most interviewees indicated their approach to revising their texts both directly and implicitly. Besides, the changes that these writers make remain at minor level. When they were asked their revision strategy most of the interviewees, most of them regard revision as having their texts proof read or editing on their own. They generally do not prefer rewriting and revising. The extract from Alex’s transcription illustrates this situation Alex: I believe that a text should be read and read again and at the end of the writing the whole text should be examined more than once but not by yourself, someone else who is known as good in the field. Because you probably miss some points and cannot see your errors. And I make some corrections in the text such as grammatical rules, citation rules or punctuation. Though they believed that revision is an important phase of writing they tend to do it at minor level and this process is largely disliked. Baris’s statement can be attributed to the overall participants’ views about revision: …when I am to finish the work, I don’t like last revisions much… Graduate academic writers’ feelings and their affective difficulties when they write and their needs during their graduate studies. Interviewees’ affective difficulties including motivational problems, anxiety, writing procrastination and their psychological perspectives were explored. At the very outset of the interview Serdar’s assumptions deserve particular attention: I think while writing an academic paper such as proposal, thesis or research article the major problem is motivation. It is one of the biggest issues in the modern world of academia today. The level of your motivation is quite important in our stressful years of graduate studies. For example, I am quite a sensitive person and I am easily affected by any kind of treatment, behavior even eye contact though I work hard and read many books or articles, anything in my field. I sometimes feel that I do not know anything about my field, applied linguistics to say or write. It is a great obstacle for a researcher. It is not totally related to my feelings, emotions my inner world. It is also related to my environment you should be supported by your environment colleagues, advisors and lecturer in order to minimize this obstacle. We, the researchers, should be encouraged and motivated by the others especially our experienced instructors and supervisors… 84 �In the course of the interviews though seemingly they did not want to explicitly state that they were not satisfied with the current advisor-advisee relationship, and the graduate students tend to need more encouragement and guidance by the other academics. Yigit could share his comment about his mood: They always tell us write articles and make them publish, send a proposal to present for the x conference, I expect a good thesis, it should be something and it should not be something. But no one teach us how to be able to write a paper, a proposal or construct a good thesis or dissertation. And sometimes even their expectations turn into lower than they give to us, that is worse, I think. The participants, the graduate students, also mentioned the issue of procrastination. Most of the interviewees tend to procrastinate their writing tasks. The extract taken from Baris’ statement exemplifies writers’ mood that can influence their writing performance: …I cannot use the days or weeks before the presentation of the papers effectively. On the other hand, when I feel that I might not complete my study before the deadline I get over-anxious and it makes me feel sick… Lack of motivation and burden of life appear to be their justification for delaying writing. When they were asked whether they were satisfied with their writing performance, they clearly indicated that they had no self confidence about their product’s desirability. They appeared not to have a perfectionist approach towards what they produced rather they seem to have fear of evaluation, since they have no adequate experiences and have not taken guidance from others. Hasan’s perspective is relevant to fear of evaluation: If I have to be understood by the readers that is in order that my manuscript or thesis could be accepted I have to clear and coherent. The days while we are waiting for an answer and their, for example advisor, referee, committee are really tough. It makes me very nervous. It is our profession I have to be successful. However, one interviewee regarded his anxiety as a positive trait to concentrate on his writing task. He was very pleased with his anxious mood otherwise he thought he could fail in his graduate studies. Along with this, one of the two female participants pointed out that she did not experience high level of anxiety though she said she is not much comfortable since she studies what she is interested in and tries to create new knowledge or findings she feels excited. Discursive Difficulties that Graduate Students Encounter in Writing Process Appropriate use of the core words and the technical terms in academic discourse are good indicators of both professional or novice texts. Almost all of the interviewees centered their concern on the lexical difficulties. They frequently emphasized the mandatory of formal vocabulary use. However, the interviewees’ sensitivity to the formal and appropriate vocabulary and phrase use in their texts does not display direct proportion to correct and appropriate vocabulary use. The major reason of this low performance could be attributed to the answers that posed during the interview about how they tried to maximize the use of formal and appropriate lexical units in their texts were largely based on their personal efforts to learn these conventions focusing on the text from the books and articles they read. For example, their prominent strategy appear to focus on unfamiliar or unknown terms or phrases in an academic text. If these unfamiliar units can attract their attention, they look up a dictionary and learn; finally they try to use these terms and phrases in their own texts at the appropriate places of the discourse. The following statements of the interviewees can be given as examples for their perceptions of academic writing difficulties: Baris: One of the biggest problems is that I often feel that I use similar expressions in different parts of the paper. I also feel that I have to shorten my sentences. Sometimes I cannot be sure if there are good transitions across paragraphs. I feel I cannot express my thoughts directly and briefly enough. I know I have to read more… Yigit: I don’t believe that we write consciously and creatively with the integration of conventions. I think I don’t have serious problems about structure but to able to reach the formality in my text, I haven’t enough experiences and no guidance. Alex: To be able to use the right vocabulary at the right context is much more difficult than grammar. Familiarity with technical and correct vocabulary meanwhile affect their fluency of their text; that is why, their second problematic area in writing appears to be coherence and cohesion based issues. In fact, they have already indicated that they pay considerable attention to provide unity and transition between sentences and paragraphs. The term coherence is basically recognized implicitly and seen as a quite abstract concept, for EFL/ESL writers, it becomes more complicated and difficult. They were all aware that their texts had to be coherent, in other words there must be clear and smooth links between sentences and paragraphs. But they were not sure about how to make their text “well organized” or “logical sequenced”. Their initial strategy to maximize coherence in their text appears to employ cohesive devices, particularly, as observed, the initial elements were conjunctive adverbs (e.g. however, moreover and furthermore), and transition phrases (e.g. in addition, on the other hand and in contrast). 85 �Discussion The in-depth interviews aimed to explore graduate students’ strategies and their major difficulties both affective and discursive while constructing academic texts and thus capture a clearer scene of their experiences and perceptions. The findings of the current study saliently indicated that there is an overall lack of awareness and knowledge abut academic writing and its subtitles. This inadequacy also contributed to the participants’ general feelings of anxiety and lack of achievement in writing outcomes in their own disciplines. The participants’ L1 academic writing experiences seem to be correlated with their English academic English development. As one of the interviewees stated that students wrote essays in Turkish in a style (introductionbody-conclusion) that was rather different than English academic essay that currently they are required to write in their academic lives, and they were not taught any particular academic writing style or genre. The findings of this study supported the Cummin’s (1981) Cognitive Academic Language Proficiency theory in the development of adult L2 learners’ academic writing. The results of the research studies can be quite related to current study, especially in terms of how the participants’’ L1 literacy exposure and experience influence the mastery of L2 academic language. Adult EFL/ESL learners’ positive or negative attitudes and approaches towards their native language can influence their attitudes, approach, and motivation while they are writing in a second language. Their attitudes are formed in the early periods of cultural and school experiences; ultimately an adult EFL/ESL student may transfer the attitudes into his/her academic English writing in both positive and negative ways. As Cummin (1981) in Interdependence Hypothesis asserts that “there is a basic cognitive/academic proficiency that is common across languages which allows the transfer of literacy –related skills across languages (cited in Kroll, 1990, p.95). Many Turkish students until embarking on their graduate studies appear not to have learned how to write systematically except being instructed to be grammatically correct and writing in certain number of paragraphs. Graduate students’ lack of awareness in a foreign language, English, can be attributed to the same reason. Given the graduate programs of many institutes do not include or require academic writing course, it will be seen that students know not much about the nature and the critical instruments of academic writing in certain styles and genres. This little schematic knowledge contributes to the assumption that the expectations of academic writing rules and conventions can be met by means of commercial proofreading and rewriting websites, and as two out of eight participants indicated, academic writing conventions are allegedly confined to the mechanical aspects editorial style in any ( e.g. APA and MLA) manual. These findings tend to support the premise which highlights the significance and influence of native language literacy skills in the development of second language writing and academic success. The study’s findings revealed that creating and organizing ideas to write in a text is the common concern of the graduate student writers. As they attach significant attention to create new knowledge they meanwhile confront organizing their ideas in a coherent and well-written way. The participants appeared to be much less worried about expressing their ideas in accurate English. The emphasis on structural accuracy in L1 is seen also in L2 in students’ educational background; therefore they appear to have self confidence to achieve linguistic correctness. To provide the right words in English to express ideas appropriately and accurately is a pervasive difficulty for many EFL/ESL writers due to partly L2 writers’ dependence on the translation of their native language into the English or cultural differences between two languages’ modes of expression. The EFL writers’ lack of English vocabulary in terms of formality, rhetoric and technical aspects is partly due to inadequate opportunity to develop a robust English lexicon through reading and writing activities. Though mastering surface-level aspects of English grammar, vocabulary, and mechanics is of considerable importance, writing at the academic level in a foreign language requires L2 writers to learn to think and write in new ways including knowledge transforming, voice and identity that may be quite unfamiliar and challenging. However, their awareness and experience due to lack of explicit instruction and affective reasons such as low self-confidence. Interviewees’ ethical sensitivity is seen to be quite high, they frequently mentioned the original and creative thought in their writings, In addition while using others’ ideas they highlighted the notion of correct citation. However, it is not clear enough whether their knowledge and experience about transforming others’ ideas and findings can discriminate the paraphrasing and patchwriting. As they have indicated they were not totally sure about the performance and quality of their outcome about using others’ ideas most probably due to lack of practice much about formal writing both in their native and English languages. That is why, originality and citation appear to be regarded merely around the manuals’ citation format. Fear of evaluation and procrastination seem to be the most common emotion among all the participants, particularly when they are anxious about receiving negative reactions to what they have written and under time pressure. The participants’ affective difficulties and negative feelings toward constructing academic text could be 86 �basically attributed to the motivational needs. In fact they indicated that motivation has an important place in their academic studies. However, they generally manifested lack of self confidence and fear of evaluation; 6 of the 8 interviewees exhibited this low self self-confidence at various levels. If they could be supported both explicitly and met their motivational needs in the axis of institution and supervision, they can be expected to achieve the mastery of academic English writing expectations. Among these adult EFL students, the study shows that motivation plays a crucial role in their English academic writing development. The majority of the participants were considerably motivated to learn to write within disciplinary conventions and norms. Although their intrinsic motivation in learning to write academic English appear quite low, they seem to recognize the practical need of learning academic writing for largely extrinsic reasons.. Their comments suggest that they are basically instrumentally motivated to learn to write academic English because of both benefit and mandatory that it eventually gains in their academic careers and they seem not intrinsically interested in learning to write academic English for its own sake. Gender did not reveal different response tendency among the participants, thus the participants ideas and their affective difficulties did not exhibit significant differences. However, what was important that, in line with Krashen’s Affective Filter Hypothesis, the female student indicated that her anxiety affected her positively; in this case she thinks she can be more successful. A general writing challenge that makes all students concerned that putting their thoughts in good rhetoric, appropriate style and coherent way still need to be resolved . However, they seemed to be motivated to learn about academic writing being aware of their lack knowledge and experience. What was another positive result can be they all acknowledge that writing in their academic discipline is crucial for their survival in the academia and are eager to improve them. In this case, it is possible to strengthen their enthusiasm, minimize the current gap and enhance their achievement. Conclusion As English uninterruptedly expands as the leading language for dissemination of academic knowledge, the question of writing effectively and in expected ways causes considerable challenges to students requiring graduates to learn to master and so as to succeed in the academia. Yet, novice writers cannot be taught by only means of cautions and threats, but they should be socialized into disciplinary ways of writing so that they can more easily acquire discipline specific discourse concerned. Especially advisor-advisee relationship attracts serious attention for the graduate student to be able to take part in the community. Supportive attitudes towards the students can strengthen their self-esteem and confidence; moreover, it can help the students internalize their community. At language level, the enhanced awareness of scholarly writing leads novice writers to selections at the appropriate degree and phase. To achieve this awareness, explicit academic writing instruction both in L1 and L2 from early periods of education life should be integrated. More specifically, like the developed countries’ universities do, particularly North American universities, writing centers can assist students and academics about their discursive needs of writing and can encourage their efforts and thus enhance their self-confidence with professional support prior to their the evaluators ( i.e. course instructors, thesis advisors, or article referees). References Benfield, J. R., & Feak, C. (2006). How can authors cope with the burden of English as an international language? Chest, 129, 1728-1730. Benfield, J. R. (2007). Cardiothoracic surgeons divided by a common language. Annals of Thoracic Surgery, 84, 363-364. Bereiter, C.&Scardamalia, M (1989). Intentional learning as a goal of instruction. In L.Resnick(Ed.), Knowing, Learning and Instruction (pp.361-391). Hillsdale, NJ:Lawrence Erlbaum Associates Coates, R. B., Sturgeon, B., Bohannan, J., & Pasini, E. (2002). Language and publication in cardiovascular research articles. Cardiovascular Research, 53(2), 279-285. Ferguson, G. (2007). The global spread of English, scientific communication and ESP: question of equity, Access and domain loss. IBÉRICA, 13, 7-38. 87 �Hinkel, E. (2004).Teaching Academic ESL writing. Lawrence Erlbaum Associates, Inc. Publishers. Mahwah, New Jersey. Hyland, K. & Hamp-Lyons, L. (2002). EAP: issues and directions. Journal of English for Academic Purposes, 1, (1), 1–12. Hyland, K. (2006). English for Academic Purposes: An Advanced Resource Book. Routledge Taylor&Francis Group, New York. Meyer-Salager, F. (2008). Scientific Publishing in developing countries: Challenges for the future. English for Academic Purposes, 1,( 7), 121-132. Pomfret, M.P.& Medford, J.L. (2005) Affective domain: Journaling. In R. Seidel, K.C. Perencevich, A.L., Kett, From Principles of Learning to Strategies for Instruction. Springer Science+Media Inc. NY, USA. YÖK (2003) Türk Yüksek Öğretiminin Bugünkü Durumu (The Situation of Turkish Higher Education Today) http://www.yok.gov.tr/egitim/raporlar/mart2003/baslik.pdf. 88 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 333 Title A name given to the resource Academic Writing in English: Approaches, Processes and Challenges in Higher Education Author Author Yagiz, Oktay YIGITER, Kemalettin Genc, Gencay Abstract A summary of the resource. Writing is pivotal and good language use is marked in higher education throughout disciplines. Self-assumptions, others’ arguments, transformed knowledge, and research results are primarily given in written documents including articles, theses, dissertations and books. Though writing is often referred to as a skill or competence, it is widely acknowledged that writing resides in much more than solely being able to communicate what you already know. It rather stands as primary tool for thinking, learning and knowledge construction. Based on the above considerations, the present study takes a qualitative case study approach to explore writing approaches and strategies of nonnative graduate students’ writing academic texts and the difficulties that they encounter in this process in English departments. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://eprints.ibu.edu.ba/files/original/92ee658a7b89470eb44e2ced34a9864e.pdf 2d28f92a8c2271070cae8086cc6aad49 PDF Text Text Journal of Foreign Language Teaching and Applied Linguistics Academic Writing Proficiency: The Role Of Academic Writing Instruction In Efl Preparatory Programs Ryan Mcdonald & Hannah Murtagh Koç University, Turkey Submitted: 19.06.2014. Accepted: 22.11.2014. Abstract In studies of writing, linguistic proficiency has been assumed to play an important factor contributing to writing proficiency (Raimes, 1987; Bereiter&Scardamalia, 1987; Hayes 1996). Additional factors such as “cognitive” processes (i.e. planning and reviewing) (Ellis, 2005), memory (McCutchen, 1996, Alamargot&Chanquoi, 2001), and the matter of the quality of writing and lexical fluency (Van Gelderen&Oostdam; 2002, 2004) and error correction (Ferris & Roberts, 2001; Ferris;1999, 2002, 2004) have been among the focus areas. This study examines whether instruction in a university preparatory EFL program increases the quality of writing. A typical criticism from university academic writing classes often argues that short preparatory programs do not produce able, coherent, and proficient writers as preparatory reading and writing programs face the dual challenge of integrated skills instruction as well as covering many of the conventions of academic writing. In an effort to evaluate the effects of teaching academic writing within an EFL preparatory program, this research aims to compare the quality of writing within two groups of students, low level EFL students (preintermediate and intermediate levels) after a two-three semester program against students whose initial fluency was significantly higher at the time of university entry (direct-entry students with an IELTS 6.5 equivalency or higher). To this aim, four factors which are readability, lexical density, coherence and grammar complexity in 50 essays have been examined quantitatively. In this presentation, we aim to highlight implications of the findings for academic writing instruction at EFL university settings and for the broader context academic programs in EFL context. Our findings indicate that EFL students graduating from the ELC score well below their direct-entry peers in a number of categories. Keywords: linguistic proficiency, EFL program, instructions, integreted skills Introduction Our students are as diverse as their needs, and as Raime’s (1991) noted, “there is no such thing as a generalized EFL student” (p. 420). Students arrive in our classrooms from a variety of heterogeneous contexts, which adds an additional dimension of difficulty to an already challenging situation. However, that does not mean we are reduced to helplessness. Ferris and Hedgecock( 1998) remind us that “there are ways of identifying, categorizing, and working with these multiple variables” (p. 14). Teachers often rely on their instincts, rubrics, and checklists to determine the overall quality of student writing, but this can only provide a limited (and arguably biased) approach to assessment (Rezaei, A. R., &Lovorn, M. 2010). As EFL preparatory teachers, we are concerned about our students’ writing ability in relation to their peers. The question then becomes more about how to assess the quality of writing and the ability of the student. Rather than focus on ways to improve qualitative analysis, this study attempts to eliminate subjectivity and analytically evaluate student papers quantitatively. We are aware of the challenges of quantifying a skill that is arguably qualitative in nature, and it’s not unusual to find that students’ levels of proficiency differ from their writing ability (Raimes, 1985). However, our university is relatively new (20 years) with an expanding EFL program. There has been a reworking of past EFL curriculum to focus more on integration and production skills with common end 247 �How to Build an English Clause goals for all students graduating from the English Language Center (ELC). Upon graduating from the ELC, these students have to compete alongside direct-entry students who have greater faculty with English. Therefore, research is needed to determine if and where students graduating from the ELC are falling short of their direct-entry peers, and what we, as educators, can do to marginalize those inequalities. This study focused on two major questions: 1: Is there value in quantifying the quality of student compositions after graduation from the ELC preparatory program? 2: What does the data suggest about the preparedness of our students when they graduate (in terms of readability, lexical density, coherence, and grammar complexity) and what still needs to be improved? While we attempted to stay focused on these two areas, we did occasionally find useful or interesting data that varied slightly from our original goals. Methods & Procedures Data Collection The participants in this study were 50 EFL college students,typically 17-19 years old, enrolled in Academic Writing at a private Turkish university. They were selected based on a several control factors. Direct entry students – a “control group” – comprised of 13 students who learned English outside the university (typically in high school or international school settings) and directly entered the university (bypassing the ELC) with a TOEFL IB test of 80 or greater or an academic IELTS score of 6.5 or greater. These students took the Academic Writing class in their first semester of university. The second student group was chosen based on their successful completion of the ELC and consisted of two sub-groups; 13 pre-intermediate students and 24 intermediate students. Both groups were chosen based on the following factors: they had all successfully completed the program (none of the participants had dropped out during the semester to participate in outside preparatory English classes) in 2-3 semesters (Fall, Spring, and Summer semesters of 2012-13), they all participated in the Academic Writing class during the first semester of their first academic year (2014), and they had all entered the university directly after leaving the ELC, meaning they did not take a semester or year of leave (this does not include the summer semester if they had passed out after semester two). All students were enrolled in ACWR 101 with five instructors and nine classes. The student’s papers were chosen based on their first written drafts in response to an academic article and discussions taken place during class time. The topics of the articles and papers showed significant variety. It should be noted that G1 will from this point refer to students who started the preparatory program at pre-intermediate level students; G2 at the intermediate level; and G3 as students directly entering the university. Data Analysis The data was viewed based on several factors: readability, lexical density, coherence and grammar complexity, and each shall be observed separately. *Note on parametric values:The research data gathered was run through the program for Statistical Analysis in Social Sciences (SPSS) and tested for validity using the Shapiro-Wilk test of normality and 248 �Journal of Foreign Language Teaching and Applied Linguistics a Q-Q plot for additional verification. Data that was found not to be parametric was considered for further thought, but will be noted as non- parametric; unless otherwise noted, all data can be assumed normal according to these measurements. Readability Considering readability, this project viewed several sub-groups, including words per sentence, passive sentence use, academic vocabulary word use, Flesch Reading Ease, and the Flesch Kincaid Grade Level. 249 �How to Build an English Clause Vocabulary Usage Students need to have a wide range of disposable vocabulary in order to be confident users of language. While grammar can be understood as the framework of language, educators understand that grammar is an arbitrary and meaningless construct without vocabulary (Dagut, 1977; Laufer, 1990; Meara 1996). It is also well documented that students often consider vocabulary as one of the primary barriers to communication and comprehension (Raims, 1985; Spack 1988;). This research looked at the rate in which ELC students used frequent and academic vocabulary in relation to the direct-entry students. Our primary concern was whether or not our students were using the vocabulary we were teaching them. Over the course of a year, G1 and G2 students were provided with explicit instruction on as many of the Coxhead570 semantic fields as possible, placing emphasis on academic vocabulary, while addressing frequent words as they arise. In terms of vocabulary usage, this study focused on three subgroups, K1 (1-1000), K2 (1001-2000), and the Academic Word List, as measured by Lextutor.Surprisingly, the data showed that student starting proficiency levels did not significantly influencevocabulary.Regardless of the slight mean average difference between the groups, the percentage of common and academic words did not vary greatly between the three groups. All three groups ranged from 74.7 – 77.6 percent of words on the K1 list; 4.5-5.9 on the K2 list;and 6.6 – 8.5 percent on the AWL. Similarly, the range in ability within these groups did not significantly differ. Sentence Length In order to gain a general idea of how well students were able to write, in terms of complex and compound sentences, the study briefly surveyed sentence length using Microsoft Word. Although this is useful for an overview, in is by no means conclusive on the level or accuracy of the sentence structure. This quick analysis does not validate grammar use, nor does it check for run-on sentences. However, the study found a statistically significant difference between the ability to write more words per sentence and the starting English level. Students from the G1 level were writing a mean average of 15 words per sentence (wps), while G2 were writing at 20wps, and G3 at 23 wps. Additionally, the range of sentence length decreased significantly (18, 11, 12 respectively) between the lower and advanced starting level as well. 250 �Journal of Foreign Language Teaching and Applied Linguistics Flesch Reading Ease and Flesch Kincaid Grade Level Using the Flesch Reading Ease scores and FleschKincaide Grade Level, as calculated in Microsoft Word, this study compared the reading difficulty between the three groups of students. The results confirmed our suspicion that students starting in G3 had an advantage over the G1 and G2 students. Regarding the Flesch Reading Ease, while the average mean for students in G1 & G2 was very similar, there was a statistically significant variance between the G1 – G3, G2 – G2 average means (see Chart 1 & Chart 2 below). Chart 2 Chart 1 Mean Pair 1 G1 40.0250 Pair 2 G3 G1 51.9417 Pair 3 G2 G2 G3 40.0250 52.1667 52.1667 51.9417 Sig. tailed) Pair 1 G1 – .006 G3 (2- Pair 2 G1 – .942 G2 Pair 3 G2 – .018 G3 As expected then, the Flesch-Kincaid Grade Level showed similar correlations. G1 students were typically writing at the high end of a ninth grade reading level (G2 scored slightly higher at just over 11th grade). However, the G3 level students were starting comfortably in the first year university level at 13.2. Again, only the G1-G3 and G2-G3 pairs showed a statistical difference with a p value at .002 and .043 respectively, as can be seen in chart 3 and chart 4. Chart 4 Chart 3 G1 G2 G3 Range Mean 7.00 9.8250 5.40 11.0583 5.60 13.1583 Sig. tailed) Pair 1 G1 – .002 G3 Pair 2 G1 – .165 G2 Pair 3 G2 – .043 G3 (2- Lexical Density When considering lexical density, we again usedLextutor to compare functional word tokens with the total number of tokens in each essay to determine lexical density. However, the mean average of each group was almost identical, with G1, G2, and G3 scoring .556, .538, and .547 respectively. Additionally, when compared using a SPSS paired sample t-tests, p value showed no statistically significant difference. Coherence 251 �How to Build an English Clause This study looked specifically at the use of transitional devices and connectors to consider coherence, which overlaps into the field of cohesive devices.We viewed these devices in four categories; additive, adversative, causal, and temporal. Documents were searched in Microsoft Word and thenvisually countedto find correct use of each device. Within each category, we looked at the use of specific words: additive (also, and, for example, in addition, furthermore, moreover, for instance, in other words, besides, likewise); adversative (however, but, on the other hand, in fact, on the contrary, as a matter of fact, nevertheless, in contrast); causal (so, therefore, as a result, consequently, hence, then to that end, in this case, thus); and temporal (first(ly), (second(ly), third(ly), then, following, in summary, in conclusion, to conclude). The data collected was viewed, using Shapiro-Wilks, and found to be non-parametric. The usage of the different types of these devices did not seem to show and advantage or disadvantage in terms of ability and starting level of the students. However, in the lower entry level, namely G1 and G2, we did see a tendency to overuse certain devices. For example, the average mean of usage in additive device in G1 was about 34 uses per page. However, of these 34 uses, 27 were “and.” Additionally, 5 of the 13 G1 students exclusively used “and” and no other additive device. The same overuse was found with “but” and “in conclusion” as well. Grammar Complexity In this study, we looked at grammar complexity by viewing relative clause use, used correctly, to help determine the level of grammar ability in a student’s unedited writing. Clauses were separated into two sections, the use of relative clauses using pronouns and those using adverbials. All of the relative pronouns (who, whom, whose, which, and that) as well as relative adverbs (where, when, and why) were counted only if they were used correctly, and there was no data collection for rate of error usage with relative clause use. The overwhelming majority of the data showed adverbial relative clauses to be sporadic, and while the G3 students used these at a slightly higher and more consistent level, when the data was considered in Shapiro-Wilk, it was found to be non-parametric. Therefore, while we have noticed some correct usage, the same size was not such that we could compare the data. When considering pronoun use in relative clauses, the results were considered parametric, and the findings showed a significant difference between the three levels, when considering the mean and range. We found that the accurate use of relative clauses increased significantly as the entry-level increased and the range in use decreased, pointing to a more controlled ability to use this grammatical structure. The average means ranged from 5.8, 8.9, and 13.2 in G1, G2, and G3, respectively. Additionally, the p value showed statistically significant differences between all groups. This would be a useful area to follow up in terms of what program values are lacking in terms of grammar usage and advanced structures. Results and discussion 1: Is there value in quantifying the quality of student compositions after they have graduated from the EFL preparatory program? At our institution, students are leaving the preparatory program and entering the university sometimes after only one semester. The more traditional students remain in the program for two or three semesters. There is a concern that students, when leaving the ELC, are not as capable as the students who directly enter the university. New curriculum was developed and implemented last year, and this is the first study to comparatively assess former ELC student’s compositional ability with that of their 252 �Journal of Foreign Language Teaching and Applied Linguistics peers. Concern remains, even after the new curriculum shift, among faculty members that students are not adequately prepared for university level composition, and this data may be useful in adjusting the curriculum planning for upcoming years. There is strong evidence to suggest that annual evaluation of students leaving the ELC program would be beneficial to determine the overall quality of student writing, as a quantification of various factors. Of particular use will be further assessment of the AWL list vocabulary as well as continuing evaluation of Flesch-Kincaid analysis. With annual assessment ,this program will have a baseline which can be measured against annually. This, when paired with qualitative assessment, can provide a more complete overview of exactly what our students leaving the ELC can do in relation to their direct-entry peers, and we can address curricular shortfalls and refocus specifically on skills which our students lack proficiency. 2: What does the data suggest about the preparedness in our students when they graduate (related to readability, lexical density, coherence, and grammar complexity) and what still needs to be improved? Readability Vocabulary: In terms of vocabulary usage,our preparatory students performed well in use of the K1 and the AWL (which is heavily integrated into the pre-intermediate program).As the program has been working specifically to increase both receptive and productive use of academic vocabulary during the last school year, as well as vocabulary diversity, this is relatively good news. The assumption has been that students with lower levels of English will have a more difficult time producing academic level vocabulary. One of the major concerns is that students have only receptively learned vocabulary throughout their 2-3 semester study in the preparatory program. However, although there is certainly the unknown of how accurately the students were using this vocabulary, they do, even at the lower levels, incorporate academic vocabulary into their draft writing. Sentence Length: Our research found a significant difference in the sentence length of the students relative to their starting level. This suggests perhaps additional research is warranted in order to determine the actual complexity and grammatical accuracy of these sentences. However, it does suggest more confidence or effort involved at the G3 level as they had a significantly higher wps use while drafting. Flesch Reading Ease and Flesch Kincaid Grade Level:Perhaps the most surprising data collected was the vast level difference reported by the Flesch Kincaid analysis for grade level and readability. While our pre-intermediate students were only writing at the ninth grade level during their first year of academic classes, the expectation that they are writing at a level equivalent to direct-entry students may be unreasonable. We recommend further study of this issue to look more closely at the samples to determine specific ways to improve both the readability and grade level at which our students produce academic writing. In order to focus on program evaluation, it may be useful to determine the reason why the FleschReading Ease as well as the Flesch-Kincaid Reading Level results point to such a difference in readability and what can be done to increase these levels. Lexical Density: As stated above, the data for this section showed no real difference in use. Although this is an encouraging sign when considering the level at which a student starts, further research is needed to determine if this is, in fact, a point of no difference. If this data is actuate, it would suggest that lower level entry students are able to compete, not necessarily at grade level, with higher-level students and would be encouraging. 253 �How to Build an English Clause Coherence: While the coherence data was found to be largely non-parametric, the fact that students are clearly over relying on the conjunctions “and,” “but,” and “because” may speak to an underlying issue in the way writing is taught. Although direct-entry students showed a slightly higher ability to diversity their transitional markers, it would not be unexpected for ELC students to enter at a lower level; however, it is concerning that part of the aim of the preparatory program is to help students learn academic writing, and a significant amount of time is spent on writing ability, including the use of transitional devices. This points to the need to further evaluate student writing in terms of markers in order to determine if the program is lacking in the area coherence. Grammar Complexity: Relative clause pronoun use was shown to be more than double in terms of usage between G3 and G1&2. This points to a need for improvement in the way this skill is taught, practiced, and reinforced in the program. Currently students spend time focusing on relative clause pronouns mostly in their grammar classes, and reading and writing teachers do not explicitly check for or expect students to accurately use such constructions. This data points to the consideration of the incorporation of relative clause pronoun use into the writing curriculum. Conclusions It is clear to us that students graduating from the ELC still need writing support and scaffolding to compete with direct-entry students. Not only are they writing at a dramatically lower level (according to the Flesch-Kinkaid analysis) than other students, but they also score lower on a number of indicators of quality writing such as sentence length and relative clause use. Both of these skills can be improved through direct instruction and practice, and we advise the ELC to incorporate more time and focus on those areas. We advise continued annual evaluation of students exiting the ELC both quantitatively and qualitatively, as well as a continued measurement against direct-entry students, providing the ELC with measurable yearly data which will inform curricular and assessment changes. References Alamargot, D. &Chanquoy, L. (2001). Through the models of writing.Studies in Writing, Vol. 9. Dordrecht, The Netherlands: Kluwer Academic Publishers. Bander, R. G. (1983). American English rhetoric: A two-track writing program for intermediate and advanced students of English as a second language. Holt, Rinehart, and Winston. Cobb,T. Web Vocabprofile [accessed xx Month 200x from http://www.lextutor.ca/vp/ ], an adaptation of Heatley, Nation &Coxhead's (2002) Range. Dagut, M. (1977).Incongruencies in Lexical Gridding.An Application of Contrastive Semantic Analysis to Language Teaching. IRAL.International Review of Applied Linguistics in Language Teaching Lund, 15(3), 221-229. Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224. Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be?. Journal of second language writing, 10(3), 161-184. Ferris, D., &Hedgcock, J. S. (1998).Teaching ESL Composition: Purpose.Process, and Practice. 254 �Journal of Foreign Language Teaching and Applied Linguistics Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1–27). Mahwah, NJ: Erlbaum. Heatley, A., Nation, I.S.P. &Coxhead, A. (2002).RANGE and FREQUENCY programs. Laufer, B. (1990). Why are some words more difficult than others?—Someintralexical factors that affect the learning of words. IRAL-International Review of Applied Linguistics in Language Teaching, 28(4), 293-308. Lee, I. (2000). Exploring Reading-Writing Connections Through a Pedagogical Focus on'Coherence'. Canadian Modern Language Review/La Revue canadienne des languesvivantes, 57(2), 352-356. Meara, P. (1996). The vocabulary knowledge framework. Vocabulary Acquisition Research Group Virtual Library. McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8(3), 299-325. Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. Tesol Quarterly, 19(2), 229-258. Raimes, A. (1987). Language Proficiency, Writing Ability, and Composing Strategies: A Study of ESL College Student Writers*. Language Learning,37(3), 439-468. Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing. Tesol Quarterly, 25(3), 407-430. Rezaei, A. R., &Lovorn, M. (2010).Reliability and validity of rubrics for assessment through writing. Assessing Writing, 15(1), 18-39. Scardamalia, M., &Bereiter, C. (1991).Literate expertise. Toward a general theory of expertise: Prospects and limits, 172-194. Spack, R. (1988). Initiating ESL students into the academic discourse community: How far should we go?. Tesol quarterly, 22(1), 29-51. Van Gelderen, A., &Oostdam, R. (2002).Improving linguistic fluency for writing: Effects of explicitness and focus of instruction. L1-Educational Studies in Language and Literature, 2(3), 239-270. Van Gelderen, A., &Oostdam, R. (2004).Revision of form and meaning in learning to write comprehensible text.In Revision Cognitive and Instructional Processes (pp. 103-123).Springer Netherlands. 255 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2798 Title A name given to the resource Academic Writing Proficiency: The Role Of Academic Writing Instruction In EFL Preparatory Programs Author Author Mcdonald, Ryan Murtagh, Hannah Abstract A summary of the resource. In studies of writing, linguistic proficiency has been assumed to play an important factor contributing to writing proficiency (Raimes, 1987; Bereiter&Scardamalia, 1987; Hayes 1996). Additional factors such as “cognitive” processes (i.e. planning and reviewing) (Ellis, 2005), memory (McCutchen, 1996, Alamargot&Chanquoi, 2001), and the matter of the quality of writing and lexical fluency (Van Gelderen&Oostdam; 2002, 2004) and error correction (Ferris & Roberts, 2001; Ferris;1999, 2002, 2004) have been among the focus areas. This study examines whether instruction in a university preparatory EFL program increases the quality of writing. A typical criticism from university academic writing classes often argues that short preparatory programs do not produce able, coherent, and proficient writers as preparatory reading and writing programs face the dual challenge of integrated skills instruction as well as covering many of the conventions of academic writing. In an effort to evaluate the effects of teaching academic writing within an EFL preparatory program, this research aims to compare the quality of writing within two groups of students, low level EFL students (pre-intermediate and intermediate levels) after a two-three semester program against students whose initial fluency was significantly higher at the time of university entry (direct-entry students with an IELTS 6.5 equivalency or higher). To this aim, four factors which are readability, lexical density, coherence and grammar complexity in 50 essays have been examined quantitatively. In this presentation, we aim to highlight implications of the findings for academic writing instruction at EFL university settings and for the broader context academic programs in EFL context. Our findings indicate that EFL students graduating from the ELC score well below their direct-entry peers in a number of categories. Keywords: linguistic proficiency, EFL program, instructions, integreted skills Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2015 Keywords Keywords. Article PeerReviewed L Education (General),LT Textbooks,P Philology. Linguistics,PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3530 Title A name given to the resource ACADEMIC WRITING PROFICIENCY: THE ROLE OF ACADEMIC WRITING INSTRUCTION IN EFL PREPARATORY PROGRAMS Author Author Mcdonald, Ryan Murtagh, Hannah Abstract A summary of the resource. In studies of writing, linguistic proficiency has been assumed to play an important factor contributing to writing proficiency (Raimes, 1987; Bereiter & Scardamalia, 1987; Hayes 1996). Additional factors such as “cognitive” processes (i.e. planning and reviewing) (Ellis, 2005), memory (McCutchen, 1996, Alamargot & Chanquoi, 2001), and the matter of the quality of writing and lexical fluency (Van Gelderen & Oostdam; 2002, 2004) and error correction (Ferris & Roberts, 2001; Ferris;1999, 2002, 2004) have been among the focus areas. This study examines whether instruction in a university preparatory EFL program increases the quality of writing. A typical criticism from university academic writing classes often argues that short preparatory programs do not produce able, coherent, and proficient writers as preparatory reading and writing programs face the dual challenge of integrated skills instruction as well as covering many of the conventions of academic writing. In an effort to evaluate the effects of teaching academic writing within an EFL preparatory program, this research aims to compare the quality of writing within two groups of students, low level EFL students (pre-intermediate and intermediate levels) after a two-three semester program against students whose initial fluency was significantly higher at the time of university entry (direct-entry students with an IELTS 6.5 equivalency or higher). To this aim, four factors which are readability, lexical density, coherence and grammar complexity in 50 essays have been examined quantitatively. In this presentation, we aim to highlight implications of the findings for academic writing instruction at EFL university settings and for the broader context academic programs in EFL context. Our findings indicate that EFL students graduating from the ELC score well below their direct-entry peers in a number of categories. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3424 Title A name given to the resource ACCEPTED OR TRADITIONAL CONCEPTIONS OF NATIONAL BELONGING Author Author Doğan, Gökçe Abstract A summary of the resource. Britain is like other multicultural countries such as USA, Canada, France, Malaysia, etc. one of the multicultural countries in the world. Britain’s overall ethnic population is nearly %10 percent and from that percentage British Asians constitute approximately %6 percent of the total population. British Asian community in Britan is mainly Indian, Pakistani, Bangladeshi, Arab and Sri Lankan. Generations of British Asian people have been living in Britain for decades and trying to restore the balance as identity issues have become a matter of debate. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3385 Title A name given to the resource ACCIDENTAL LESSONS: TEACHING LANGUAGE SKILLS AND COLLABORATION BY TEACHING DEBATE Author Author Standerfer, Christina Abstract A summary of the resource. From January 2013 to May 2013, I developed and presented a series of workshops on effective policy debate for young Albanian political leaders. These U.S Embassy- sponsored workshops consisted of over forty-two hours of graduate level instruction over a six-week period and culminated with three nationally televised debates. In this paper, I describe the progression of the instruction during these workshops and participants’ evolving relationships with each other and with the English language. I argue that by using a variety of pedagogical approaches including group work, video modeling, self critiques and peer critiques, participants learned far more than how to be effective policy debaters. Informal discussions with participants outside the classroom suggest many became more comfortable expressing themselves not only in English but also in their native Albanian. Moreover, when the workshops began participants often exhibited hostile behaviors and verbal aggression toward their political opponents, but by the end of the six weeks of training many had become friends despite their political differences. Building on lessons learned from this experience, I offer a model for teachers of second languages to use that includes teaching advanced language learners the basic principles of policy debate as a way to improve their written and oral language skills and their collaborative skills. Keywords: Policy debate training; second language acquisition, collaborative skills Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://eprints.ibu.edu.ba/files/original/640026bad5d026740aa4a461fc144bdb.pdf 49a3391f645998b5e7456acef373dc3e PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo According to Baktashi References the Mutual Perceptions between Muslim Peoples and other Balkan Peoples in Europe Ömer Faruk Teber Akdeniz University, Antalya, Turkey omerfarukteber@akdeniz.edu.tr Önder Bilgin Akdeniz University, Antalya, Turkey obilgin@akdeniz.edu.tr Analysis of miscellaneous booklets such as “Vucûd-nâme”, “Ahid-nâme”, “Risâla Âyin-i Cem” which were written in the special Baktashi literature called “Erkannâma” should make a significant contribution to studies on Baktashiyya in Balkans. Baktashiyya tradition is important in the regulation of social and political life in Bosnia, Albania, Kosova and Balkans. A variety of manuscripts, which are a type of such booklets in the Erkannâmas like “Vücûd-namas” are religious and mystical texts in which earthly elements were correlated to parts of human body and various religious and sufistic conceptions implied on these together with letters. In this study we tried to define how social and political elements reflected on Bektashi References by analyzing Baktashi booklets. Baktashi Erkannamas, which were recorded by Balım Sultan who was the head of Baktashi order in Dimatoca in the Balkans, are still being read and practiced in this geography. This paper investigates the mutual perceptions between Muslim peoples and other Balkan peoples in Europe. As well as traditions, which is an important social bond between the Balkan communities and one of the problems in the production of social policy has been the center of cultural differences. These issues will be evaluated in terms of socio- political and relations between Balkan peoples and Bektashi communities belonging to the tradition of Bektashi. We will be evaluated historical, social, economic results of sosyo- politic attitudes in this presentation. Keywords: Balkans, Mystical, Social Life, Baktashi, Culture, Organisation. 235 � https://eprints.ibu.edu.ba/files/original/badcc048839d619cde8b2c24d84b2da1.docx 2f1a7c23d5e32ca38e82c18c511f2318 https://eprints.ibu.edu.ba/files/original/a328d201496c1c849145a2c83112672b.pdf bb1134cad351cf37b8a90f85a3b59c20 PDF Text Text International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo According To Baktashi References the Mutual Perceptions between Muslim Peoples and Other Balkan Peoples in Europe Omer Faruk Teber Akdeniz University, Antalya, Turkey omerfarukteber@akdeniz.edu.tr Onder Bilgin Akdeniz University, Antalya, Turkey obilgin@akdeniz.edu.tr Abstract Analysis of miscellaneous booklets such as “Vucûd-nâme”, “Ahid-nâme”, “Risâla Âyin-i Cem” which were written in the special Baktashi literature called “Erkannâma” should make a significant contribution to studies on Baktashiyya in Balkans. Baktashiyya tradition is important in the regulation of social and political life in Bosnia, Albania, Kosovo and Balkans. A variety of manuscripts, which are a type of such booklets in the Erkannâmas like “Vücûd-namas” are religious and mystical texts in which earthly elements were correlated to parts of human body and various religious and sufistic conceptions implied on these together with letters. In this study we tried to define how social and political elements reflected on Bektashi References by analyzing Baktashi booklets. Baktashi Erkannamas, which were recorded by Balım Sultan who was the head of Baktashi order in Dimatoca in the Balkans, are still being read and practiced in this geography. This paper investigates the mutual perceptions between Muslim peoples and other Balkan peoples in Europe. As well as traditions, which isan important socialbondbetweenthe Balkancommunities and one of the problemsin the production ofsocial policyhas beenthe center ofcultural differences.This issuewill be evaluatedin terms ofsocio-political andrelations between Balkan peoples and Bektashi communities belonging to the tradition of Bektashi.We will be evaluatedhistorical,social, economicresults of socio-politicattitudes in this presentation. Keywords: Balkans, Mystical, Social Life, Baktashi, Culture, Organization Introduction Analysis of miscellaneous booklets such as “Vujûd-nâme”, “Ahid-nâme”, “Risâla Âyin Cem” which were written in the special Baktashi literature called “Erkannâma” should make a significant contribution to the studies on Baktashiyya in Balkans. Baktashiyya tradition has an important place in the regulation of social and political life in Bosnia, Albania, Kosovo and Balkans. A variety of manuscripts, which are a type of such booklets in the Erkannâmas like “Vücûd-namas” are religious and mystical texts in which earthly elements were correlated to the parts of human body and various religious and sufistic conceptions implied on these 1 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo together with letters. In this study, by analyzing Baktashi booklets, we tried to define how social and political elements reflected on Bektashi References. Baktashi Erkannamas, which were recorded by Balım Sultan who was the head of Baktashi order in Dimatoca in the Balkans, are still being read and practiced in this geography. This paper investigates the mutual perceptions between Muslim peoples and other Balkan peoples in Europe. As well as traditions, which are an important social bond between the Balkan communities and one of the problems in the production of social policy has been the center of cultural differences. This issue will be evaluated in terms of socio- political and relations between Balkan peoples and Bektashi communities belonging to the tradition of Bektashi. We will also evaluate, in this presentation, the historical, social, economic results of socio- political attitudes. 1-Bektashiya and References Bektashiya which was evolved around the identity and personality of Haji Bektash Veli (d. 669/1270-71) and continued to develop under the patronage of Ottoman rule is one of the most remarkable order of Turkish cultural history in terms of its role in gathering religious, social, political and various approaches under the umbrella of tolerance. In order to better understand the nature of Bektahism, its structure and historical development, and to evaluate it correctly, it is highly important to study on the Bektashi Erkannames which were recorded after Haji Bektah Veli and reflected the nature of his teaching and its practical reflections. These sources played an active role in transferring the âdâb, erkans and rituals of Bektashi thought to the next generations, which was spread out in a large area of Rumeli and Balkans in terms of beliefs and practices, as well as the tercümans, gülbanks and duâs contained in the sources were religious-literary texts. These historical sources not only played a primary role in performing erkâns and rituals in dervish lodges, but also they are the most important documents showing the structural features of Bektashi tradition in Anatolia and Balkans and the changes and development it was exposed to until today. On the assumption that the Bektashi Erkannames emerged by way of Balım Sultan (1462(?)- 1516), we must regard him as the “Second Pîr (Pir Thanî)”of Bektashism after Haji Bektash Veli, its founder and institutionalizer (Dedebaba, 1927). Balım Sultan is not the founder of Bektashism but the figüre who systematized and disciplined the order, gave it a new form, developed its erkân by reorganizing it and made it into a legal institution. With him Bektashism was recognized by the state and adopted by masses. 2-Purpose of Writing Erkânnâmes Every âdâb and teaching was produced to solve completely the questions arisen in a certain field. Since these âdâb and erkâns include a certain viewpoint and worldview as to how to see the World and events, they introduce a certain image and picture about the facts and, therefore, emerges around it a certain belief, doctrine and model. If these models and behaviors led by the leader reach the desired result, the beliefs on the basis of experience are adopted by the members and used as a reference(Temren, 2003). None of forms and practices in the erkannâmes is purposeless. It is undoubtedly that each behavior made during these rituals, each symbol used has a “meaning” symbolized by it. 2 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Description made through a certain form of stance or through a pattern of behavior in which several forms were displayed together in fact contain too information to be put on the record. However, the meaning the ritual aimed to point is made, through the symbolic language, fit into a single shape or behavior. Erkannâmes, mi‘yâr al-tarîqât or âdâb altarîqât have been composed to create virtuous societies which consist of the men of perfection aimed by Islamic mysticism. In another words, Bektashi guides, men of perfection composed these works since they knew to obey âdab and usûl as the most important rule of spiritual development and becoming ârif of tawhîd. 3. Geography where Erkannâmes were composed Academic researches made on Haji Bektahs Velî and Bektashi order showed that he was not himself the founder of Bektashi order which was an Anatolian origin dervish order and spread in particular in Balkans and Albania, but was a source of inspiration of Bektashism (Hasluck, 1991). Before Haji Bektash Veli, there were many dervishes who had come Anatolia from Khorasan and Iraq and settled there. Among them were three remarkable figures that played a part in the religious-political history of Anatolia: Dede Garkın, Baba İlyas and Baba Ishaq. It is probable that relationship of Haji Bektash with the aforesaid figures whom were assumed to had activities in the region played an important role in the shape of his teaching.1 Bektashism did not have an effective prestige only in Anatolia and Rumeli but also in Balkan countries and played an important part in the Islamization of the region.2 The settled life began in the dervish lodges (tekke) founded in the centers outside the rural regions. Ottoman rule made use particularly of Bektashi tekkes in the colonization of the newly captured Balkan lands. The 16th century was a leap period in the spread of Bektashi order in Geece, Bulgria, Albania and Yugoslavia. This leap started with the fact that Seyyid Ali Sultan (Timurtaş / Hızır Lala / Kızıl Deli) (1310-1402) founded his tekke near Dimatoca in Greece, who was argued to be born from Kadın Anacık. Seyyid Ali Sultan began his duty Bektashi missionary. Later on, in this tekke Balım Sultan, Vahdeti Dede, Seyyid Mustafa Dede, Kara Ali Dede, Sadık Abdullah and many Bektashi Dedes were brought up and involved in missionary activities. As a result of these intense activities, peoples, apart from the Turks, of Greek, Albanian and Slavic origin entered this order. Bektashi orderis also widely spread among Albanians. Bektashis played a decisive role in the formation of religiopolitical and cultural life of peoples in the republic of Macedonia, Autonomous Province of Kosovo and today Albania. On the other hand, these tekkes which had the state support caused the groups living in the various regions of Anatolia such as Abdal, Torlaks, Işıks and Kalenderis to stop to support the Safavids and became an important shelter for the groups looking for a place for themselves in the central organization of Ottoman state(Sarikaya, 2003). Dervishes whom Ottoman supported and gave many privileges and led through Bektashi order to adopt its official ideology remained as the real addressee of the Bektashi thought. 1 Gündoğdu, Hacı Bektâş-ı Velî, s.122. On the geographical distribution of Bektashism see also Ö. Lütfi Barkan, “İstila Devirlerinin Kolonizatör Türk Dervişleri ve Zaviyeler”, Vakıflar Dergisi, II, Ankara 1942, pp .253-279; Hasluck, ibid, pp.22-25, 35; Hüseyin Özcan, “Bektâşîliğin Sosyo-Kültürel Çevresi”, HBVAD, year: 8, 22 (Summer 2002), p. 144; Suraiya Faroqhi, Anadolu’da Bektâşîlik, Simurg Yay. İstanbul 2003, pp.191-193; Hamza Aksüt, Anadolu Alevîlğinin Sosyal ve Coğrafi Kökenleri, Art Yay., Ankara 2002; Ahmet T. Karamustafa, “Kalenderler, Abdallar, Hayderiler: 16. Yüzyılda Bektâşîliğin Oluşumu”, trans. Derya Öcal, HBVAD, 11 (1999), p. 62. 2 3 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Bektashis who were full of humanity and were a distinguished group settled in the central regions of Anatolia and Balkans and maintained the Bektashi tradition which was supported by the Ottoman officials. Consequently, Bektashi approach which served to the environment of tolerance, embracing all people with deep tolerance was used in the purification and education of dervishes in the Bektashi tekkes which were patronized and controlled by the Ottoman rule. 4. The Socio-Political Condition of the Erkannames’ Adressees The way to better understand the Bektashi order which reached it message going beyond its formative period is to undersand the âdâbs and erkans of this dervish order. Contents analysis Erkannamas also gives us clues about the social and political conditions of addressee of Erkannamas. Accordingly, we can say that Erkannamas address to the urbanized people rather than nomadic or semi-nomadic peoples. As was the case in the Dört Kapı- Kırk Makam, it is seen that the composers or authors of Erkanamas avoided using statements conflicting with the Sunnite approach (Gölpınarlı, 1952).We must say that Erkannamas do not include statements about the Pro-Safavid figures. But we must also say that Khalvatiyya which was attributed to İbrahim Zahid al-Gilani and Safawiyya order produced from the common tradition of mysticism were of the Kubrawi-Khalwati tradition of mysticism.3 Kahlwatiyya order whose chain/silsila goes back to Ali as was in the Safavid order units in the same origin, that is, in Zahidiyya. However, though in Khalwatiyya love of Ahl al-Bait came to the fore from the very beginning, it did not deviate from the traditional Sunnite line. Khalwati sheikhs adopted the Sunnite policy of Ottoman state, even it led struggle against the Safavid-Shiite propagation (Kucukdaga, 2005). Indeed, we know that Bayramiyya was the branch of Safaviyya represented in Anatolia (Abbasli, 1976).It is also known that, apart from the political acceptances of the Kubrawi-Khalwati Sufi tradition, acceptances about Ali were not much different from the safavid tradition (Kucukdaga, 2002).Nevertheless, we know that Erkannamas composed after Balım Sultan whom Bayezid II brought from Dimatoca and appointed Baktashi as sheikh (postnişin). On the basis of historical information, it is almost certain that this period was a period during which Safavid-Shiite propagation carried out particularly through nomadic or semi-nomadic Turkoman population in Anatolia was much intensive.4 Buyruks reflecting the differentiations in the acceptances about Ali in the milieu where Safavid-Shiite propagation was intensive were composed for Turkoman groups and spread out in Anatolia. In the same period, Erkannamas in question were also composed in the Bektashi dergahs under the protection of Ottoman state. Bektashi Erkannamas, in fact, are one of the precautions taken by the Ottomans against the political and propagations and Shiitization attempts carried out by the Safavids through Kizilbash Turkoman groups. Consequently, it may be argued that while Kizilbash adhered the narrartives in which legens blended with local folklore, Bektashis sided with the Ottoman Sunnite thought by pursuing, through Erkannamas, certain rules and conventions (usûl-erkân). 3 Onat, “Kızılbaşlık Farklılaşması Üzerine”, İslamiyat pp.113-114; Seyyid Hüseyin İbn Seyyid Gaybî, Şerhu Hutbeti’lBeyân, Ed. M. Saffet Sarıkaya, p.xııı. 4 It is known that the penetration of Shiite inclinations infiltrated into Bektashi lodges. See Orhan Türkdoğan, Alevî Bektâşî Kimliği –Sosyo-Antropolojik Araştırma-, Timaş Yay., İstanbul 1995, pp.239-240. 4 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo References Abdulbâki Gölpınarlı, (1952). “İslam ve Türk İllerinde Fütüvvet Teşkilâtı ve Kaynakları”, İstanbul Üniv. İktisat Fak. Mecmuası, İstanbul, vol.. XI, no: 1-4, separate edition, p.25. Baha Said, (1927). “Bektâşîler”, Türk Yurdu, vol: V, no: 28, İstanbul, Nisan, p.315. Bedri Noyan Dedebaba, (2006). Bütün Yönleriyle Bektâşîlik ve Alevîlik, Bektâşîlik ve Bektâşîlik Ahlâkı, Ed. Şakir Keçeli, Ardıç Yay., Ankara, VII, 279. Belkis Temren, “Bektâşîliğin Çağımız Koşullarına Uyarlanma Süreci”, Bilgi Toplumunda Alevîlik, Ankara 2003, p. 288. Cf. Fuad Köprülü, (1994). Osmanlı Devletinin Kuruluşu, Ankara, pp.96-100; Ömer L. Barkan, “Kolonizatör Türk Dervişleri”, Vakıflar Dergisi, vol.. II, Ankara 1942, pp.283-285. Fuad Köprülü, (1997). “Bektâş”, İA., MEB. Yay., İstanbul, II, 462. Mehmet Saffet Sarıkaya, (2003). Anadolu Alevîliğinin Tarihi Arka Planı, İstanbul, p.73. Mirza Abbaslı, (1976). “Safevîlerin Kökenine Dair” Belleten, vol: XL, No:158, Ankara, p.290, 296. Ömer L. Barkan, (1942). “Osmanlı İmparatorluğu’nda Bir İskân ve Kolonizasyon Metodu Olarak Vakıflar ve Temlikler I”, Vakıflar Dergisi, vol.. V, Ankara, pp.279-386. Von Hasluck, (1991). Bektâşîliğin Coğrafî Dağılımı, Çev. Turgut Koca-A. Nezihi Erginsoy, İstanbul, s.11; Irene Melikoff. Yusuf Küçükdağ, (2002). II. Bayezit, Yavuz ve Kanûnî Devirlerinde Cemâlî Ailesi, İstanbul 1985, s.93; Saim Savaş, XVI. Asırda Anadolu’da Alevîlik, Ankara, s.145. Yusuf Küçükdağ, (2005). “Osmanlı Devleti’nin, Şah İsmail’in Şiî Propagandacılarına Halvetiye ile Karşı Koyma Politikası”, Türk Tasavvuf Araştırmaları, Konya, p.332. 5 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1580 Title A name given to the resource According to Baktashi References the Mutual Perceptions between Muslim Peoples and other Balkan Peoples in Europe Author Author OMER FARUK, Teber BILGIN, Onder Abstract A summary of the resource. Analysis of miscellaneous booklets such as “Vucûd-nâme”, “Ahid-nâme”, “Risâla Âyin-i Cem” which were written in the special Baktashi literature called “Erkannâma” should make a significant contribution to studies on Baktashiyya in Balkans. Baktashiyya tradition is important in the regulation of social and political life in Bosnia, Albania, Kosova and Balkans. A variety of manuscripts, which are a type of such booklets in the Erkannâmas like “Vücûd-namas” are religious and mystical texts in which earthly elements were correlated to parts of human body and various religious and sufistic conceptions implied on these together with letters. In this study we tried to define how social and political elements reflected on Bektashi References by analyzing Baktashi booklets. Baktashi Erkannamas, which were recorded by Balım Sultan who was the head of Baktashi order in Dimatoca in the Balkans, are still being read and practiced in this geography. This paper investigates the mutual perceptions between Muslim peoples and other Balkan peoples in Europe. As well as traditions, which is an important social bond between the Balkan communities and one of the problems in the production of social policy has been the center of cultural differences. These issues will be evaluated in terms of socio- political and relations between Balkan peoples and Bektashi communities belonging to the tradition of Bektashi. We will be evaluated historical, social, economic results of sosyo- politic attitudes in this presentation. Keywords: Balkans, Mystical, Social Life, Baktashi, Culture, Organisation. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-23-3