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EDUCATION POLICY AND THE EFFECT OF SUBTITLE OPTIONS IN LEARNING PROCESS: A CASE OF TURKISH STUDENTS AS ENGLISH LANGUAGE LEARNERS (EĞİTİM POLİTİKALARI VE ALTYAZI SEÇENEKLERİNİN EĞİTİM SÜRECİNDEKİ ETKİLERİ: İNGİLİZCE ÖĞRENEN TÜRK ÖĞRENCİLER ÜZERİNE BİR DURU

Year 2016, Volume: 4 Issue: 7, 485 - 498, 20.04.2016
https://doi.org/10.20304/husbd.88126

Abstract

The common assumption in the use of films in learning foreign languages is that films should be watched in the target language with the subtitle in Turkish on, followed by captions later in the process. Given the need to think out of the box, it is necessary to investigate the effect of alternative combinations of language and subtitle options in the language learning process. The purpose of this article is to investigate whether learners of English as a foreign language use Turkish dubbed English subbed movies for the development of English vocabulary skills. For this aim, the data was collected through semi-structured interviews from sixteen Turkish undergraduates majoring in a Turkish University’s English Language and Literature Department. The interviews were carried out through Facebook. Besides, an expert interview was conducted to understand his/her ideas about the use of Turkish dubbed English subbed movies/series for improving English vocabulary skills. One of the results indicated that only three participants out of sixteen stated the benefits of watching films as Turkish dubbed and English subbed for English vocabulary skills. As a result of this research, it can be conculded that a collaborative action between applied linguists, policy makers and broadcasting and streaming companies could provide the viewers with alternative options of language and subtitle.  

Keywords: Subtitle options, EFL leaners, Turkey, Education Policy on Foreign Languages, Interviews

EĞİTİM POLİTİKALARI VE ALTYAZI SEÇENEKLERİNİN EĞİTİM SÜRECİNDEKİ ETKİLERİ: İNGİLİZCE ÖĞRENEN TÜRK ÖĞRENCİLER ÜZERİNE BİR DURUM ÇALIŞMASI

Öz: Filmlerin yabancı dil öğrenmede kullanılmasındaki yaygın kabul, filmlerin önce hedef dil Türkçe altyazı kombinasyonuyla izlenmesi ileri aşamalarda bunu İngilizce altyazının takip etmesinin doğru olduğudur. Alışılmışın dışına çıkma ihtiyacı göz önünde bulundurulursa, dil öğrenme sürecinde farklı dil ve altyazı seçenek kombinasyonlarının etkisinin araştırılması gereklidir. Bu makalenin amacı İngilizce öğrenenlerin kelime becerilerini geliştirmek için Türkçe dublaj İngilizce altyazılı film/dizilere yaklaşımları ve bu tür dil kombinasyonlarından yararlanıp yararlanmadıklarını araştırmaktır. Veriler Türkiye’deki bir üniversitenin İngiliz Dili ve Edebiyatı lisans öğrencilerinin katıldığı yarı-yapılandırılmış mülakat aracılığıyla toplanmıştır.  Örneklem seçimi  (ölçüt örnekleme) dil edinim sürecinde film/dizileri aktif olarak kullanan öğrencilerle sınırlandırılmıştır ve mülakatlar Facebook üzerinden yapılmıştır. Araştırma analizi, özellikle üç katılımcının İngilizce becerilerini geliştirmek için filmleri Türkçe dublaj İngilizce altyazılı olarak izlemekten yararlandıklarını göstermektedir. Sayının nispeten az olması, bu altyazı kombinasyonunun İngilizce kalıpların kavranmasına yönelik yararlarıyla ilgili farkındalığın artırılması ihtiyacını göstermektedir. Bulgular aynı zamanda uygulamalı dilbilimciler, dil Kamu ve siyasi karar birimlerinin politika belirlemelerinde fayda sağlamayı amaçlamaktadır.

Anahtar Sözcükler: Altyazı seçenekleri, İngilizce Öğrenimi, Türkiye, Yabancı Dil Eğitim Politikaları, Mülakatlar

References

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Year 2016, Volume: 4 Issue: 7, 485 - 498, 20.04.2016
https://doi.org/10.20304/husbd.88126

Abstract

References

  • Bayyurt, Y. (2013). Current Perspectives on Sociolinguistics and English Language Education. The Journal of Language Teaching and Learning, 3(1), 69-78.
  • Brown, H. D. (1987). Principles of language learning and teaching. (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
  • Celce-Murcia, M. (1995). Discourse analysis and the teaching of listening. G. Cook and B. Seidlhofer (Eds.). Principle and practice in applied linguistics (pp. 363-377). Oxford: Oxford University Press.
  • Cook, G., & Seidlhofer, B. (1995). An applied linguist in principle and practice. G. Cook and B. Seidlhofer (Eds.). Principle and practice in applied linguistics (pp. 1-26). Oxford: Oxford University Press.
  • Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271-308.
  • Hubbard, P., & Levy, M. (2006). The scope of CALL education. In P. Hubbard & M. Levy (Eds.). Teacher Education in CALL (pp. 3-20). Amsterdam: John Benjamins. Doi:10.1075/lllt.14.04hub.
  • Renandya, W. A. & Farrell T. S. C. (2011). ELT Journal, 65(1), 52-59.
  • Kırkgöz, Y. (2009). Globalization and English Language Policy in Turkey. Educational Policy, 23(5), 663-684.
  • Köksal, D. (2005). Çeviri Eğitim. Ankara: Nobel.
  • Kremmel, B., Brunfaut, T., & Alderson, J. C. (2015) Exploring the role of phraseological knowledge in foreign language reading. Applied Linguistics, 1-24. Doi: 10.1093/applin/amv070. Date of Access: 27.03.2016, http://applij.oxfordjournals.org/content/early/2015/12/29/applin.amv070.full.pdf+html
  • Saydın, A. (2016). A Qualitative Research on Foreign Language Teaching Anxiety. The Qualitative Report, 21(4), 629-642. Date of Access: 04.04.2016, http://nsuworks.nova.edu/tqr/vol21/iss4/2.
  • Trappes-Lomax, H. (2004). Discourse analysis. A. Davies and C. Elder (Eds). The Handbook of Applied Linguistics (pp. 133-164). Malden, MA: Blackwell Publishing.
  • Webb, S., & Rodgers, M. P. H. (2009). Vocabulary demands of television programs. Language Learning, 59(2), 335-366. Doi:10.1111/j.1467-9922.2009.00509.x
  • Zengin, B., & Cubukcu, F. (2013). English language learners’ attitudes to back-seat TV systems and subtitled movies. Turkish Studies - International Periodical for the Languages. Literature and History of Turkish or Turkic, 8(8), 1561-1573. Doi: 10.7827/TurkishStudies.5353. Date of Access: 27.03.2016, http://www.turkishstudies.net/Makaleler/74344079_096ZenginBu%C4%9Fra-vd-1561-1573.pdf
  • Zengin, B., Doğan, D., & Çubukçu, F. (2015). English major students’ attitudes towards movies and series as language resources. In V. Türel (Ed.), Intelligent Design of Interactive Multimedia Listening Software (pp. 276-295). Hershey, PA: IGI Global.
  • Zengin, R. (2015). Using 3-D virtual learning environments to improve listening skill. V. Türel (Ed.). Intelligent Design of Interactive Multimedia Listening Software (pp. 296-213). Hershey, PA: IGI Global.
There are 16 citations in total.

Details

Journal Section Tüm Sayı
Authors

Buğra Zengin

Deniz Yetkin Aker

Publication Date April 20, 2016
Published in Issue Year 2016 Volume: 4 Issue: 7

Cite

APA Zengin, B., & Yetkin Aker, D. (2016). EDUCATION POLICY AND THE EFFECT OF SUBTITLE OPTIONS IN LEARNING PROCESS: A CASE OF TURKISH STUDENTS AS ENGLISH LANGUAGE LEARNERS (EĞİTİM POLİTİKALARI VE ALTYAZI SEÇENEKLERİNİN EĞİTİM SÜRECİNDEKİ ETKİLERİ: İNGİLİZCE ÖĞRENEN TÜRK ÖĞRENCİLER ÜZERİNE BİR DURU. HUMANITAS - Uluslararası Sosyal Bilimler Dergisi, 4(7), 485-498. https://doi.org/10.20304/husbd.88126