MARC ayrıntıları
| 000 -BAŞLIK |
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| Sabit Uzunluktaki Kontrol Alanı |
12387na a2201009 4500 |
| 001 - KONTROL NUMARASI |
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| Control Dosyası |
54271 |
| 003 - KONTROL NUMARASI KİMLİĞİ |
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| Kontrol Alanı |
koha_MIRAKIL |
| 005 - EN SON İŞLEM TARİHİ ve ZAMANI |
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| Kontrol Alanı |
20221103133847.0 |
| 008 - SABİT UZUNLUKTAKİ VERİ ÖGELERİ - GENEL BİLGİ |
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| Sabit Alan |
190109b tu 000 0 |
| 040 ## - KATALOGLAMA KAYNAĞI |
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| Özgün Kataloglama Kurumu |
CY-NiCIU |
| Kataloglama Dili |
tur |
| Çeviri Kurumu |
CY-NiCIU |
| Açıklama Kuralları |
rda |
| 041 ## - DİL KODU |
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| Metin ya da ses kaydının dil kodu |
eng |
| 090 ## - Yerel Tasnif No |
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| tasnif no |
YL 253 |
| Cutter no |
T26 2011 |
| 100 ## - KİŞİ ADI |
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| Yazar Adı (Kişi adı) |
Tanrıverdi, Sibel |
| İsimle ilişkili tarihler |
1985- |
| 245 ## - ESER ADI BİLDİRİMİ |
|---|
| Başlık |
The effect of teacher immediacy behaviors on students' motivation and attitude towards language learning |
| Sorumluluk Bildirimi |
Sibel Tanrıverdi; Supervisor: Mehmet Ali Yavuz |
| 260 ## - YAYIN, DAĞITIM, VB. |
|---|
| Yayın Yeri |
Nicosia |
| Yayınevi |
Cyprus International University |
| Yayın Tarihi |
2011 |
| 300 ## - FİZİKSEL TANIMLAMA |
|---|
| Sayfa, Cilt vb. |
XI, 96 p. |
| Diğer fiziki detaylar |
table |
| Boyutları |
30.5 cm |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 504 ## - BİBLİYOGRAFİ NOTU |
|---|
| Bibliyografi Notu |
Includes references (77-83 p.) |
| 504 ## - BİBLİYOGRAFİ NOTU |
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| Bibliyografi Notu |
Includes appendices.(84-95 p.) |
| 520 ## - ÖZET NOTU |
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| Özet notu |
'ABSTRACT This study sought to reveal the effıcacy of teacher ımmediacy behaviors on students' motivation and attitude towards language learning accordance to the gender, level, region and the high school of the student. The sample of the study consısted of the students who studying at the preparatory department of foreign language school, Cyprus International University. In order to answer the research questions, three questionnaires were administered to the participants; Teacher Immediacy Behaviors Questionnaire, Student Motivation Questionnaire and Student Attitude towards Language Learning Questionnaire. According to the student perception of teacher immediacy scores, the participants were divided into two groups as group 1 who had lower scores and group 2 who had higher scores. Of 221 students, 61 were female and 80 were male. The questionnaires were administered at the end of the lesson without informing the learners and the instructors about the questionnaires to obtain more authentic results. During the administration of the questionnaires, the instructor had left the classroom. Then the student were informed about it. After the course instructors had left the classroom, the students were informed about the administration of the questionnaires. SPSS 17.0 was used so as to get the statistical results. T test and ANOVA were used to get the results. The findings revealed that there was a significant difference between the motivation scores of the student with the lower immediacy perception (group 1) and those of the students with the higher immediacy perception scores (group 2) and there is a significant difference between the female and the male students motivation scores in group 1 and group 2, both male and female student were influenced positively from teacher immediacy behaviors. However, when the student perceptions of the teacher immediacy behaviors were compared according to the English level, region and high school types, no significant difference was found. The finding also revealed that there was a significant difference between the language attitude scores of the students with the lower immediacy perception scores (group 1) and those of the students with the higher immediacy perception scores and while there is no significant difference between the language attitude scores of the students with the lower immediacy perception scores (group 1) and those of the students with the higher immediacy score(group2) according to the female students, there is a significant difference according to the male students. On the other hand, there is no significant difference between the scores of the females students' attitudes towards language learning and their perception of teacher immediacy behaviors. There is a significant difference between the scores of the male students' attitudes towards towards language learning and their perception of teacher immediacy. There was also no significant differences according to English level, region and high school types when the student perceptions of the teacher immediacy behaviors were compared. Key Words: Teacher Immediacy, Nonverbal Teacher Immediacy, Verbal Teacher Immediacy, Motivation. ÖZET Bu araştırma, üniversite öğrencilerinin öğretmen yakınlık davanışına ilişkin algılarının, öğrencilerın cinsiyet, İngilizce seviyesi, yaşadığı bölge ve mezun olduğu lise türü değişkenlerine göre, güdü ve dil tutumuna etkisini inelemektedir. Araştırmanın örneklemi, Uluslararası Kıbrıs Üniversitesi Yabancı Diller Yüksek Okulu Hazırılık Bölümü dür. Araştırma sorularına cevap bulabilmek için, Üniversite Öğrencilerine Yönelik Öğretmen Yakınlığı Anketi. "Üniversite Öğrencileri Motivasyon Anketi" ve "Üniversite Ö ğrencilerinin Yabancı Dil Öğrenmeye Tutumu" isimli üç anket kullanılmıştır. Öğretmen yakınlığı algıları sonuçlarına göre öğrenciler, yüksek puan alanlar (grup 2) ve düşük puan (grup 1) alanlar olmak üzere ikiye ayılmıştır. Böylece, çalışmaya katılan 221 öğrenciden, 61 bayan 80 bay olmak üzere141 öğrencinin sonuçları kullanılmıştır. Daha sağlıklı sonuç alabilmek için anketler, der sonunda, öğrencilere ve öğretmenlere önceden haber verilmeksizin uygulanmıştır. Ders veren öğretmenler dersten çıktıktan sonra, öğrencilere anket konusunda gerekli bilgi verilmiş ve anket uygulanmıştır. (İngilizce metni de buna göre düzenliyelim İstatistik sonuçlara ulaşmak için, T Test ve ANOVA, SPSS 17.00 programı kullanılmıştır. Sonuçlar, öğretmen yakınlık algısı yüksek olan ve düşük olan öğrencilerin, güdülenmelerinde anlamlı bır fark olduğunu göstermektedir. Her iki grutaki bay ve bayan ögrencilerin güdülenme düzeylerinde anlamlı bir fark saptanmıştır. Bu, bay ve bayan öğrencilerin öğretmen yakınlık davranışlarından olumlu etkilendiklerini göstermektedir. Ancak, öğrencilerin öğretmen yakınlık algısı sonuçları, İngilizce seviyeleri, yaşadıkları bölge ve mezun oldukları lise türüne göre incelendiğinde, anlamlı bir fark görülmemiştir. Sonuçlar ayrıca, öğretmen yakınlık algısı olan ve düşük olan öğrencilerin, dil tutumlarında anlamlı bır fark olduğunu göstermektedir. Diğer kayda değer bir sonuç ise, 1. ve 2. Gruptaki bayan öğrencilerin öğretmen yakınlık algısı ile dil tutumu arasında anlamlı bir fark çıkmazken, erkek öğrencilerin öğretmen yakınlık algısı ile dil tutumu arasında anlamlı bir fark çıkmasıdır. Bu sonuçların yanısıra, öğrencilerin öğretmen yakınlık algısı ile dil tutumları arasında, İngilizce düzeyleri, yaşadıkları bölge ve mezun oldukları lise türü incelendiğinde, anlamlı bır fark çıkmamıştır. Anahtar Kelimeler: Öğretmen Yakınlığı, Sözlü Öğretmen Yakınlığı, Sözsüz Öğretmen Yakınlığı, Motivasyon. ' |
| 650 ## - KONU BAŞLIĞI EK GİRİŞ - KONU TERİMİ |
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| Konusal terim veya coğrafi ad |
Sözlü öğretmen yakınlığı |
| 650 ## - KONU BAŞLIĞI EK GİRİŞ - KONU TERİMİ |
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| Konusal terim veya coğrafi ad |
Nonverbalteacher immediacy |
| 650 ## - KONU BAŞLIĞI EK GİRİŞ - KONU TERİMİ |
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| Konusal terim veya coğrafi ad |
Öğretmen yakınlığı |
| 650 ## - KONU BAŞLIĞI EK GİRİŞ - KONU TERİMİ |
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| Konusal terim veya coğrafi ad |
Teacher immediacy |
| 700 ## - EK GİRİŞ - KİŞİ ADI |
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| Yazar Adı (Kişi adı) |
Supervisor: Yavuz, Mehmet Ali |
| 9 (RLIN) |
1656 |
| 942 ## - EK GİRİŞ ÖGELERİ (KOHA) |
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| Sınıflama Kaynağı |
Dewey Onlu Sınıflama Sistemi |
| Materyal Türü |
Thesis |
| 505 1# - İÇİNDEKİLER NOTU |
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| Title |
CHAPTER ONE : INTRODUCTION |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
1 |
| Title |
Introduction |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
1 |
| Title |
Backgrounds of the Study |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
2 |
| Title |
Purpose of the Study |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
3 |
| Title |
Research Questions |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
3 |
| Title |
Significance of the study |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
4 |
| Title |
Assumption of the Study |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
4 |
| Title |
Limitations of the Study |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
5 |
| Title |
Organization of the Thesis |
| 505 1# - İÇİNDEKİLER NOTU |
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| Title |
CHAPTER TWO : TEACHER IMMEIDACY AND MOTIVATION |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
6 |
| Title |
Introduction |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
6 |
| Title |
Teacher Immediacy |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
13 |
| Title |
Verbal -Nonverbal Immediacy |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
17 |
| Title |
Immediacy in the Classroom |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
18 |
| Title |
Relationship between Immediacy and Other Classroom Variables |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
20 |
| Title |
Student Motivation |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
21 |
| Title |
Types of Motivation |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
28 |
| Title |
Motivation in the Classroom |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
30 |
| Title |
The Studies on Teacher Immediacy Behaviors |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
38 |
| Title |
The Relationship beteen Immediacy and Motivation |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
40 |
| Title |
Summary of the Chapter |
| 505 1# - İÇİNDEKİLER NOTU |
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| Title |
CHAPTER THREE: METHODOLOGY |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
41 |
| Title |
Introduction |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
41 |
| Title |
The Research Design adn the Objectives |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
43 |
| Title |
Research Questions |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
44 |
| Title |
Participants and the Setting of the Study |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
44 |
| Title |
Materials and Procedure |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
45 |
| Title |
Data and Analysis |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
46 |
| Title |
Summary of the Chapter |
| 505 1# - İÇİNDEKİLER NOTU |
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| Title |
CHAPTER FOUR :FINDINGS AND DISCUSSION |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
47 |
| Title |
Introdution |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
47 |
| Title |
The Frequency and Percentages of the Independent Variables |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
52 |
| Title |
Research Questions and Findings |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
52 |
| Title |
Research Questions and Findings |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
52 |
| Title |
Research Question 1 : Is there a significant difference between the Motivation scores of the students with the high immediacy perceptions (Group 2 ) and that of the students with the low immediacy perceptions (Group 1))) |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
54 |
| Title |
Sub-Question 1: Is there a significant difference between the Motivation scores of the female and male students in Group 2 and btween those of the female and male students in Group 1 |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
55 |
| Title |
Sub-Question 2: Do the Student perceptions of teacher ımmediacy change according to their levels of English such as starter, elementary, pre-ıntrermediate and Intermediate |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
57 |
| Title |
Sub- Question 3: Do the student perceptions of teacher ımmediacy change according to their regions such as Aegean Mediterrranean, Marmara, Black Sea, Central Anatomia, Eastern Anatolia, South East Anatolia and Northern Cyprus? |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
59 |
| Title |
Sub- Question 3: Do the student perceptions of teacher ımmediacy change according to their educational background such as regular State high school, Vocational high school, Anatonian High school/Anatolian Science School/ Teacher High School/ Super High school, Private Secondary ? |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
60 |
| Title |
Research Questions 2: Is there a Significance difference between the language atitude scores of the students wıth hıgher immediacy perception scores(Group 2) and those of the students wıth lower immediacy scores (Group 1) |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
62 |
| Title |
Sub-Question 5: Is there a Significant difference between the Motivation scores of the students with the high immediacy perceptions (Group 2) and that of the students with the low immediacy perceğtions(Group 1))) |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
62 |
| Title |
Discussion of the Findings |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
64 |
| Title |
Research Question 1: Is there a significant difference betweeen the Motivation scores of the students with the high immediacy perceptions (Group 2) and that of the students with the low immediacy perceptions (Group 1)) |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
64 |
| Title |
Sub-Question 1: Is there a significant differences between the Motivation scores of the Female and Male students in Group 2 and between those of the Female and Male students in Group 1 |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
64 |
| Title |
Sub-Question 2 : Do the students perceptions of teacher immediacy change according to their levels of English such as Starter, elementary, pre-intermediate and intermediate |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
64 |
| Title |
Sub-Question 3: Do the student perceptions of teacher immediacy change according to their regions such as Aegan, Mediterrranean, Mamara, Black Sea, Central Antonlia, Eastern Anatolia, South East Anatolia and North Cyprus |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
65 |
| Title |
Sub-Question 4: Do the student perceptions of teacher immediacy change according to their educational background such as regular state high school, Vocational high school, Anatolian high school/Anatolian Science School/Teacher-High School/Super hıgh school, Private Secondary? |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
66 |
| Title |
Research Question 2: Is there a Significance difference between the language attitude scores of the students with higher immediacy perception scores (Group 2) and those of the students with lower immediacy scores (Group 1)? |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
66 |
| Title |
Sub-Question 5: Is there a significant difference between the Languages attitudes towards language learning of students in Group 1 and that of Group 2 according to their gender? |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
67 |
| Title |
Summary of the Chapter |
| 505 1# - İÇİNDEKİLER NOTU |
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| Title |
CHAPTER FIVE: CONCLUSION AND SUGGESTIONS |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
68 |
| Title |
Introduction |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
68 |
| Title |
Conclusion |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
70 |
| Title |
Suggestions |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
71 |
| Title |
Summary of the Chapter |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
72 |
| Title |
REFERENCES |
| 505 1# - İÇİNDEKİLER NOTU |
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| Miscellaneous information |
79 |
| Title |
APPENDICES |