Yazar "Demir, Cüneyt" seçeneğine göre listele

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    A crash course to improve punctuation skills of undergraduate students
    (2019) Demir, Cüneyt
    Punctuation has always been a consideration in writing. In spite of its importance, it does not hold upa secure place in courses. Courses neither on grammar nor vocabulary allocate a place for the teaching ofpunctuation, and learning of it is expected to occur implicitly. This study aims to increase students andinstructors’ awareness towards the importance of punctuation and teaching of it explicitly. In line with that,twenty students studying at the department of written translation, where punctuation is of great importance, werechosen, and the most problematic three punctuation marks were detected. Having detected them, the researcherapplied a 3-weeks crash course programme in order to eliminate punctuation errors in students’ writing. Theresults showed that there is a statistically significant difference between pre-tests and post-tests in terms oflowering erroneous use of punctuation. Accordingly, this study suggests that explicit teaching of punctuationincreases students’ awareness regarding the correct use of punctuation and the importance of it in writing.Therefore, instructors at translation departments should allocate a place in their course schedules. At the veryend, this study submitted its own 5-days long crash course programme on the most problematic punctuationmarks that had been found from the data through analyses.
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    Competence in lexical boosters and nativeness in academic writing of English: the possible relation
    (2017) Demir, Cüneyt
    Boosters are an important metadiscourse device for writers because it creates an emphatic impression in thereader. In addition, the competence of metadiscourse devices such as boosters is crucial in having native-fluencyin academic writing. Therefore, this avoidance of using boosters may spawn foreignness in non-native writers'academic texts. The present study has four-fold aims to accomplish: (1) whether there is a statistically significantdifference between native and non-native writers of English in terms of the number of boosters and lexicaldiversity of boosters; (2) whether there is a correlation between a writer's competence of boosters and nativefluencyin academic writing; (3) to suggest pedagogical implications for writers regarding the use of boosters;and (4) to create a list of boosters that may be used by writers in their prospective studies. Accordingly, thepresent study investigated 200 articles written in English by Anglophone and non-Anglophone writers. Theresults provided partly statistically significant differences. Another significant result which may be a referencepoint for further research is that Anglophone writers are prone to writing their academic texts with a higherlexical variety when compared to non-native writers.
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    Gender, meta-discourse and stylistic appropriateness in English writing
    (2019) Demir, Cüneyt
    Academic writing is important for writers to persuade readers on their claims, which is why theliterature is full of studies aiming to improve academic writing and making suggestions regardinghow the writing style should be. However, the missing point as to this important issue is that theylargely investigate the issue of writing in terms of linguistic, and overlook the extralinguistic factors,or merely investigate a single issue without considering its ensuing ramifications; for example, gendereffect on discourse. On the other hand, this study investigates gender effect together with its possibleimpact on the change of discourse and the style of writing which is crucial to have an impact on theaudience. Also, this study aims to draw attention on extralinguistic factors affecting academic writing.This study showed that academic writing is not independent of the effect of gender because thediscourse style of a female and male author seems to be different from each other. Furthermore, apartfrom the effect of gender, extralinguistic factors like social and intrapersonal parameters play animportant role in determining the discourse of the author, and accordingly the writing style. Thisstudy calls further studies in order to reveal rhetoric differences and the effect of gender on morespecific linguistic components.
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    Lexical collocations in English: a comparative study of native and non-native scholars of English
    (2017) Demir, Cüneyt
    In the field of ELT, a growing awareness has been paid to the use of correct and appropriate word combinations.Of methods and techniques existed in the literature, the issue of lexical collocation gets a great deal of attention.However, one of the main obstacles, particularly for non-native writers (NNW), is indeterminate knowledge ofword combinations. Through the acquisition of collocation, it may be possible for NNW to increase their lexicalcompetence. The present study attempted to investigate the use of English lexical collocations in the texts writtenby native writers of English (NW) and non-native writers of English (NNW), and to examine whether there areany statistically significant differences between NW and NNW in terms of employing collocations in theirwritten productions. The corpora for the current study consisted of 40 research articles (RAs) published inleading journals in ELT, 20 of which belong to native speakers of English while the rest to non-natives. OnlyRAs published in ELT discipline were included in the corpora because lexical collocation may show differenceacross disciplines. Before analysing, the data were categorized according to a taxonomy divided into seven:verb+noun, verb+adj./adv., noun+verb, noun+noun, adjective+noun, adverb+adjective,andadverb+verb. Toable to explore the data, Independent Samples T-test was employed. The findings yielded significant results.Further, the current study sheds light on whether to include lexical collocations for a better writing. At the end,based on the research findings, some pedagogical implications and suggestions for further research andcollocation awareness were discussed.
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    Word combinations of English in academic writing
    (2018) Demir, Cüneyt
    Collocations, no matter where to use them, are an important linguistic issue if it is native fluency that is longedfor in academic writing. In line with that, the present study aimed at increasing the awareness towards theimportance of collocations in order to have native fluency in academic writing; making some suggestionsregarding involvement of collocations in academic texts, and creating a practicable list of collocations to be usedespecially in research articles by non-native writers of English. A hundred research articles written in English inthe field of ELT by native speakers of English made up the data of the present study. The data were analysed andthe collocations were identified and categorized. The categorized collocations were enhanced throughcollocations dictionaries to be able to create a comprehensive list of collocations. The findings showed thatnative speakers heavily rely on collocations while writing academic texts. In addition, the literature also providedcompelling evidence regarding the close relation between native fluency in academic texts and correct collocation use.
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    Writing Intelligible English Prose: Conciseness vs. Verbosity
    (2019) Demir, Cüneyt
    When writers perform writing, their primary aim is to communicate instantly withreaders and to achieve this they need to be clear and concise because conciseness provides anupper hand for the writer in disseminating the message. An overwritten text filled withredundant words may distract readers, hence may prompt quit-reading; therefore, academicwriters should avoid wordiness. Accordingly, this study aims to help non-native writers ofEnglish eliminate wordiness in their papers; inform them about the importance ofconciseness for vigorous writing, and make some suggestions on how to trim theirgratuitous writing style. In line with that, this study investigated the introductions, whereconciseness and clarity are crucial, of a hundred research articles written in English byTurkish speakers, and then examples of redundancy were pruned to a word or shorterclauses, or removed at all. Finally, both original and modified texts were presented to fiftyreaders of English to determine which version of texts is easier to understand. The resultsrevealed that Turkish writers of English use unnecessarily long phrases/sentences andexpletives/it clauses in their papers, and Turkish readers of English favour conciseness.