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040			_aCY-NiCIU _btur _cCY-NiCIU _erda
041			_aeng
090			_aYL 253 _b T26 2011
100			_aTanrıverdi, Sibel _d1985-
245			_aThe effect of teacher immediacy behaviors on students' motivation and attitude towards language learning _cSibel Tanrıverdi; Supervisor: Mehmet Ali Yavuz
260			_aNicosia _bCyprus International University _c2011
300			_aXI, 96 p. _btable _c30.5 cm
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
504			_aIncludes references (77-83 p.)
504			_aIncludes appendices.(84-95 p.)
520			_a'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			_aSözlü öğretmen yakınlığı
650			_aNonverbalteacher immediacy
650			_aÖğretmen yakınlığı
650			_aTeacher immediacy
700			_aSupervisor: Yavuz, Mehmet Ali _91656
942			_2ddc _cTS
505	1		_tCHAPTER ONE : INTRODUCTION
505	1		_g1 _tIntroduction
505	1		_g1 _tBackgrounds of the Study
505	1		_g2 _tPurpose of the Study
505	1		_g3 _tResearch Questions
505	1		_g3 _tSignificance of the study
505	1		_g4 _tAssumption of the Study
505	1		_g4 _tLimitations of the Study
505	1		_g5 _tOrganization of the Thesis
505	1		_tCHAPTER TWO : TEACHER IMMEIDACY AND MOTIVATION
505	1		_g6 _tIntroduction
505	1		_g6 _tTeacher Immediacy
505	1		_g13 _tVerbal -Nonverbal Immediacy
505	1		_g17 _tImmediacy in the Classroom
505	1		_g18 _tRelationship between Immediacy and Other Classroom Variables
505	1		_g20 _tStudent Motivation
505	1		_g21 _tTypes of Motivation
505	1		_g28 _tMotivation in the Classroom
505	1		_g30 _tThe Studies on Teacher Immediacy Behaviors
505	1		_g38 _tThe Relationship beteen Immediacy and Motivation
505	1		_g40 _tSummary of the Chapter
505	1		_tCHAPTER THREE: METHODOLOGY
505	1		_g41 _tIntroduction
505	1		_g41 _tThe Research Design adn the Objectives
505	1		_g43 _tResearch Questions
505	1		_g44 _tParticipants and the Setting of the Study
505	1		_g44 _tMaterials and Procedure
505	1		_g45 _tData and Analysis
505	1		_g46 _tSummary of the Chapter
505	1		_tCHAPTER FOUR :FINDINGS AND DISCUSSION
505	1		_g47 _tIntrodution
505	1		_g47 _tThe Frequency and Percentages of the Independent Variables
505	1		_g52 _tResearch Questions and Findings
505	1		_g52 _tResearch Questions and Findings
505	1		_g52 _tResearch 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		_g54 _tSub-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		_g55 _tSub-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		_g57 _tSub- 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		_g59 _tSub- 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		_g60 _tResearch 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		_g62 _tSub-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		_g62 _tDiscussion of the Findings
505	1		_g64 _tResearch 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		_g64 _tSub-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		_g64 _tSub-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		_g64 _tSub-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		_g65 _tSub-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		_g66 _tResearch 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		_g66 _tSub-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		_g67 _tSummary of the Chapter
505	1		_tCHAPTER FIVE: CONCLUSION AND SUGGESTIONS
505	1		_g68 _tIntroduction
505	1		_g68 _tConclusion
505	1		_g70 _tSuggestions
505	1		_g71 _tSummary of the Chapter
505	1		_g72 _tREFERENCES
505	1		_g79 _tAPPENDICES
999			_c288 _d288