Nural, Şükrü

Profile URL
https://hdl.handle.net/20.500.11779/2898
Name Variants
Şükrü, Nural & Nural, Şükrü & Sukru, N. & Sukru, Nural
Job Title
Email Address
nurals@mef.edu.tr
Main Affiliation
06.03. Department of English Language Teaching
Status
Current Staff
Website
ORCID ID
0000-0002-9031-8906
Scopus Author ID
58160146000
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
HMZ-0424-2023
Files
ŞÜKRÜ NURAL.jpg (66.75 KB)

Research Topics

Domains
Social Sciences
Fields
Arts and Humanities
Subfields
Language and Linguistics
Specific Research Areas
Spanish Linguistics and Language Studies
Lexicography and Language Studies
linguistics and terminology studies

Sustainable Development Goals

SDG data is not available
Documents

1

Citations

2

h-index

1

Go to Scopus profile
Documents

1

Citations

2

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Publication Collaboration

Affiliation Name Count
MEF University 1
Coventry University 1
1 / 1
Data obtained from OpenAlex
Scholarly Output

3

Articles

2

Views / Downloads

271/91

Supervised MSc Theses

0

Supervised PhD Theses

0

WoS Citation Count

2

Scopus Citation Count

2

Patents

0

Projects

0

WoS Citations per Publication

0.67

Scopus Citations per Publication

0.67

Open Access Source

1

Supervised Theses

0

JournalCount
Conference - American Association For Applied Linguistics - (AAAL )1
International Journal of Lexicography1
Current Page: 1 / 1

Scopus Quartile Distribution

Competency Cloud

GCRIS Competency Cloud

Filters

2018 - 201922020 - 20221

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Author of Publication: search.filters.isAuthorOfPublication.712162fa-ba55-4b0c-bbfd-033eb98e3cd2

Scholarly Output Search Results

Now showing 1 - 3 of 3
  • Article
    Citation - WoS: 2
    Citation - Scopus: 2
    Warning Notes in a Learner’s Dictionary: a Study of the Effectiveness of Different Formats
    (International Journal of Lexicography, 2022-01-25) Çakar, Tuna; Nesi, Hilary; Nural, Şükrü
    This study used an online correction task to explore the extent to which different types of warning notes in Longman Dictionary of Contemporary English Online were heeded when users tried to correct errors in the use of L2 target words. The task was completed by 332 participants, yielding 1,819 answers produced after clicking on links to relevant entries. Warning notes were categorised in terms of their formatting features, but there were found to be inconsistencies in the way the dictionary associated different categories with different kinds of learner error. Participants judged warning notes with more visual enhancements to be more useful, but in the correction task the position of the warning notes also seemed to affect the degree to which the warnings were successfully applied. Different types of warning notes in learners’ dictionaries have not been examined previously in any depth, and the results suggest that some adjustments to formatting and placement might make them more effective.
  • Article
    Vocabulary in an English Medium Instruction Context : Selection and Difficulty
    (2018) Nural, Şükrü
    Vocabulary has long been an important issue in English as a foreign language learning and in academic disciplines but scant attention has been paid to vocabulary learning in English Medium Instruction (EMI) contexts. In this exploratory study, vocabulary learning in the social sciences was investigated from the perspective of first-year undergraduate students in Turkey. An open-ended questionnaire was administered to 161 freshmen majoring in International Relations and Philosophy. The findings suggest that students tended to remember vocabulary for reasons pertaining to the characteristics of the lecture, the lecturers’ delivery style, to the characteristics of the students themselves and to the nature of the lexical items they were exposed to during their lectures. Some recommendations are suggested to inform lecture delivery in EMI contexts.
  • Conference Object
    Pre-Service English Language Teachers’ Learning Experiences and Perceptions During Their First Practicum
    (AAAL 2019, 2019) Tekiner Tolu, Aylin; Nural, Şükrü
    Practicum is one of the most important components of pre-service teacher education programs (Price, 1987). To better design the curriculum of the practicum and ensure the utmost growth, this study examined in depth the experiences and perceptions of the pre-service English language teachers during their first practicum. In the study setting, the undergraduate program stands out as unique and innovative because it includes practicum in four semesters beginning with two days per week in the 3rd year and three days in the 4th year. Therefore, a qualitative case study was conducted with the 15 interns in their first practicum. For participant triangulation, 15 mentor teachers and 3 university supervisors participated in the study as well. The data were collected via online open-ended pre and post-questionnaires, students’ weekly journals and reflective reports, and focus-group interview. The data were analyzed through content analysis and constant comparison method by identifying key terms and creating themes and categories (Creswell, 1998). To increase trustworthiness, in addition to member checking, two researchers analyzed the data, compared their results, and a total interrater agreement was achieved (Leech & Onwuegbuzie, 2007). The findings reveal a very complex and multifaceted experience for the interns leading to growth with certain aspects to be worked on for improvement. The study signifies that the interns mainly focused on generic dimensions of pedagogy rather than those related to the specifics of language teaching. Findings also unearth their perceptions about the demands of the teaching profession in general, managing stress, increase in self-efficacy, learning about doing critical classroom observation, having a sense of collegiality, and revising career plans. Based on these findings, we believe that it is necessary to bring the particulars of classroom-based language teaching to the interns’ attention by providing them with structured classroom observation checklists and guidelines for reflections.