İngilizce Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933
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Book Part Citation - WoS: 3Citation - Scopus: 5Why "sway" Again? Prosodic Constraints and Singability in Song (re)translation(Springer, 2019) Güven, MineThis study focuses on the song ?Quien sera? (1953, lyrics by Pablo Beltran Ruiz and music by Pablo Beltran Ruiz and Luis Demetrio Traconis Molina), which has had many language versions so far (e.g. Arabic, Finnish, French, German, Icelandic, Italian, Japanese, Mandarin, Russian, etc.), including the English Sway (1954, lyrics by Norman Gimbel), which is often erroneously thought to be the original. The lyrics have also been rewritten in Turkish by Fecri Ebcioglu in 1968/1987, Yesil Giresunlu in 1977, and Athena in 2000. With particular reference to Johan Franzon's analysis of song translation, the present article analyzes the Turkish versions in an attempt to investigate the possible constraints behind the decisions taken by the various agents of the cultural import. Given that a translated version of a source song is expected to reproduce the music and/or the lyrics and/or the sung performance, the Turkish versions appear to be adaptations with rewritten lyrics, which enable a reproduction of the melody and a sung performance similar to that of the source song. The data analysis further suggests that prosodic constraints rank the highest among the layers of singability and that translators' attitude towards the literary quality of the original lyrics might influence their decision to adopt assimilating strategies or not.Article Citation - WoS: 5Citation - Scopus: 8International Students' Views on Local Culture: Turkish Experience(Univ Louisiana Monroe, 2017) Griffiths, Carol; Çetin, Yakup; Bahar, MustafaThe number of international students in Turkey has steadily increased in recent years. As they come from different geographical locations, their successful adaptation to a medium sized country in-between three continents is of great interest. This study was conducted to investigate international students' perceptions of their Turkish experience. After an interview with 9 international students, a 46-item questionnaire was developed and given to 421 students; of these, 319 students from 61 countries returned complete forms. Responses were generally positive, although some difficulties according to gender, religion or age were reported. Another 12 students' written comments were compared with quantitative data. Implications are suggested as well as directions for further research.Article Citation - WoS: 6Citation - Scopus: 11Designing Effective, Contemporary Assessment on a Flipped Educational Sciences Course(Routledge, 2018) Caroline Fell Kurban; Fell Kurban, Caroline; Kurban, Caroline FellEvidence shows flipped learning increases academic performance and student satisfaction. Yet, often practitioners flip instruction but keep traditional curricula and assessment. Assessment in higher education is often via written exams. But these provide limited feedback and do not ask students to put knowledge into practice. This does not support the tenets of flipped learning. For two years, the author flipped instruction but retained traditional curricula and assessment. However, on the author’s current course, all three aspects were redesigned to better support flipped learning. The aim of this research is to test the effectiveness of this redesign regarding student engagement and satisfaction. Thus, it is asked: How, on this course, can meaningful, continuous assessment be provided as well as effective, personalized feedback, while staying in line with the philosophy of flipped learning? Action research took place from September 2016 to June 2017. Quantitative data from a student survey, and qualitative data from a research diary and student focus group were gathered. What emerged is: a little-and-often assessment approach is effective for learning and engagement; tasks must be authentic and test demonstration of knowledge, not memory; quality, not quantity, is key for student learning; and students desire individualized feedback. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.