20 Nisan 2025 Pazar

Kader 70
Cahit 55
Edanur 72
Ayşe 78
Zehra 65
Özlem 60
Batu Efe 70
Sueda 60
İlknur 66
Merve Durmuş 78
Merve Emen 61
Fatma 56
Kemal 61
Azra 66
Elif Nur 73
Fahrettin 70
Burak 28
Nedim 65
Hatice Nur 68
Yunus Emre 65
Yasaman 91
Nadir 60
Öznur 58
Ege 64
Doğan 59
Umut 54
Süleyman 50
Eren 62
Sena 76
Hatice Kübra 68
Hatice Alkan 83
Özgür 61
Elif 58
Hüseyin 35
Püray 60
Berat 48
Miray 61
Irmak 55
Taha 51
Yağmur 81
Fatma 56

9 Ocak 2025 Perşembe

Krashen's Five Hypetheses

1. The Acquisition-Learning Hypothesis

This hypothesis differentiates between two ways of gaining a second language:

Acquisition is a subconscious process, similar to how children learn their first language, focusing on meaningful interaction.

Learning is a conscious process, involving formal instruction, rules, and grammar.

Example: A student acquires a new word by hearing it repeatedly in context versus learning it by memorizing a definition.

 

2. The Natural Order Hypothesis

Language structures are acquired in a predictable sequence, regardless of the learner's age or first language. Some grammar rules (e.g., -ing in English) are learned earlier than others (e.g., third-person singular -s).

Example: Beginners may use “She running” before mastering “She is running.”

 

3. The Monitor Hypothesis

The "monitor" is the part of our mind that edits or corrects language output based on learned grammar. While helpful, overusing the monitor can slow fluency.

Acquisition provides the fluency; learning acts as a monitor.

Example: A student self-corrects saying "He go" to "He goes" during a conversation.

 

4. The Input Hypothesis

Language acquisition happens when learners are exposed to comprehensible input slightly beyond their current level (i.e., i+1). . Vygotsky’s zone of proximal development supports this hypothesis, where in students must go beyond what they already know and build their new understanding on that foundation

i = Current knowledge (initial knowledge, input)

+1 = New, slightly challenging language material

Example: A beginner understands “I am eating an apple” even if they are unfamiliar with the word “apple” because of the context.

 

5. The Affective Filter Hypothesis

Emotional factors like motivation, confidence, and anxiety influence language acquisition. A "high affective filter" (e.g., stress, fear of mistakes) can block input, while a "low filter" fosters learning.

Example: An anxiety-free student in a friendly environment is more likely to acquire language than one who is anxious or pressured.

 

Implications

Use examples and activities that illustrate each hypothesis. For instance:

Acquisition vs. Learning: Engage students in storytelling or role-play to emphasize acquisition, in addition to grammar drills that emphasize learning.

Input Hypothesis: Use graded readers or videos with visuals to provide comprehensible input.

Affective Filter: Create a supportive, low-stress environment in class.

6 Ocak 2025 Pazartesi

Visa scores

merve 87

yunus emre ç 59

ayşe eylül 74

elif nur 77

ege 69

batu 69

zeynep dağ 57

nadir 66

cahit 59

hatice alkan 91

özlem 57

hatice kübra 71

ekin 32

okan 37

kemal 60

edanur 83

süleyman 50

berat 45

püray 46

öznur 74

alper 50

fatima 40

birsu 48

hümeyra 50

seda 77

zeynep tuğçe 67

suphiye 73

yusuf 56

zümrüt 50

hatice nur 55

emre s 62

kader 68

elif 55



3 Haziran 2024 Pazartesi

Vize notları

 

Emine Gül Durmuş 48
Ertuğrul Güner 37
Özgür Anıl Çelik 51
Birsen Erbaş 50
Zeynep Sueda Akçalıoğlu 43

27 Mayıs 2024 Pazartesi