Final date

Approaches and Methods final exam date:

Group C 11.01.2024, Thursday, at 11:15, 401

Group D 11.01.2024, Thursday, at 12:15, 401

 ömer faruk ö 47

nurcan 73

nil ece 58

can 50

pelin zehra 63

alperen 39

meltem 64

betül 38

yağmur 49

kadir 24

meryem 38

melek emine 60

fatma demir 28

fatih kaan 30

buğra 39

fatma tül z y 47

melek k 62

fatma yastı 59

ceren b 26

ömer g 38

pelinsu 74

alper y 67

faruk c 71

ertuğrul 30

abdulsamet 45

aleyna 67

sıla nur 63

mustafa 48

fatma uluca 56

hour 81

imar 71

yiğit alp 51

sedef 44

m. ali ü 71

zeynep sueda 27

erdem 39

ahmet 58

adasu 66

ela 51

enise 62

mahir 44

şeyda 55

şükran 53

berke 53

esengül 69

ömür k 28

emine gül 44

damla 22

baran 57

berkay 63

irem demir 43

berivan 59

göksu 74

boran 24

cemile ceren 51

neva 71

ömer faruk a 41

ebru d 71

ferah 76

n başak 55

eda nur 45

ırmak 76

deyana 33

yaşar can 29

özgür anıl 51

nisa nur 41

 songül 56

iremnur 49

birsen 76

fatmagül 31

Final Exam Date

 Approaches and Methods final exam date:

Group C 11.01.2024, Thursday, at 11:15, 401

Group D 11.01.2024, Thursday, at 12:15, 401

Krashen's 5 Hypotheses

The 5 hypotheses of Krashen's Theory of Second Language Acquisition

Krashen's theory of second language acquisition consists of five main hypotheses:

• the Acquisition-Learning hypothesis;
• the Monitor hypothesis;
• the Input hypothesis;
• and the Affective Filter hypothesis;
• the Natural Order hypothesis.

1. The Acquisition-Learning distinction is the most fundamental of the five hypotheses in Krashen's theory.

According to Krashen there are two independent systems of foreign language performance: 'the acquired system' and 'the learned system'. 

The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.

The "learned system" or "learning" is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. 

A deductive approach in a teacher-centered setting produces "learning", while an inductive approach in a student-centered setting leads to "acquisition".

According to Krashen 'learning' is less important than 'acquisition'.

2. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met:

• The second language learner has sufficient time at their disposal.
• They focus on form or think about correctness.
• They know the rule.

3. he Input hypothesis is Krashen's attempt to explain how the learner acquires a second language – how second language acquisition takes place. 

The Input hypothesis is only concerned with 'acquisition', not 'learning'. 

According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.

4. The Affective Filter hypothesis embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. 

These variables include: motivation, self-confidence, anxiety and personality traits. Krashen claims that learners with high motivation, self-confidence, a good self-image, a low level of anxiety and extroversion are better equipped for success in second language acquisition. 

Low motivation, low self-esteem, anxiety, introversion and inhibition can raise the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. 

In other words, when the filter is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.

5. Finally, the less important Natural Order hypothesis is based on research findings which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. For a given language, some grammatical structures tend to be acquired early while others late.

Krashen points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.

 ebru doğan 62

nazlıcan özkan 54

görkem durna 50

yasin tang 59

canberk ünal 53

m. ali keskin 60

didem çimen 47

mislimelek altun 62

sinem metin 87

y. can altıparmak 44

hediye gürpınar 73

şüheda yardımcı 57

nazlı karakol 76

yusuf a. belen 70

enes düldül 73

hümay ablay 80

özenç bakırman 76

ibrahim can gezmen 59

elif ergüder 70

kadriye koçtürk 59

Sınava girmeyenler:

gamze bozgeyik 

fatmagül bozkaya 

mahmut mert tatar

hasan kaan aksel

ertuğrul güner

ceren batur

hasan cem biryar

barış büyükekiz

boran özsezer

Vize Bahar 2023

 Arkadaşlar,

Vize sınavları bölüm tarafından belirtildiği gibi 27.04.2023 tarihinde, ders saatinde (10.00), canlı olarak, Teams üzerinden yapılacaktır. Sınava belirtilen tarih ve saatte katılmanız zorunludur, katılmayanlar ancak doktor raporu getirmeleri durumunda sınavı sonradan alabilirler. Sınav için verilen süre sonunda cevaplarınızı "mail body" ye yazılmış şekilde veya "word attachment" olarak coursematerials2015@gmail.com adresine gönderebilirsiniz. E-mailleriniz sınav süresi bittikten sonra 5-7 dakika içerisinde bu adreste olmalıdır ve e-mailiniz bana ulaşmadan oturumdan ayrılmamanız gerekmektedir. Bu nedenle, eğer yoksa, bir gmail hesabı almanız tavsiye edilir çünkü diğer mail hizmeti sağlayıcılarından mailinizin bana ulaşması uzun zaman alabilmekte, bu da sıkıntı yaşamanıza sebep olmaktadır. Sınav formatı ve içeriği her zamanki gibi olacaktır: dönemin başından bugüne kadar kitaptan işlediğimiz konular ve kullandığımız slide içerikleri. Sınav 10.00 da başlayacak ama lütfen 9.55 te herkes online olsun, sınav zamanından kaybetmeyelim. Başarılar.

Final Sınavı

 27.12.2022, Salı

12:00, R1-401