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040			_aCY-NiCIU _btur _cCY-NiCIU _erda
041			_aeng
090			_aYL 260 _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 appendices (84-95 p.)
504			_aIncludes references (77-83 p.)
520			_a'ABSTRACT This study sought to reveal the efficacy of teacher immediacy behaviors on students' motivation and attitude towards language learning according to the gender, level, region and the high school of the students. The sample of the study consisted 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 questionnaire to obtain more authentic results. During the administration of the questionnaires, the instructors had left the classroom. Then; the students 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 students 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 students were influenced positively from teacher immediacy behaviors were compared according to the English level, region and high school types, no significant difference was found. The findings 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 scores (group 2) according to the female students, there is significant difference according to the male students. On the other hand, there is no significant difference between the scores of the female students' attitudes toward language learning and their perception of teacher immediacy behaviors. There is a significant difference between the scores of the male students' attitudes towards language learning and their perception of teacher immediacy. There was also no significant difference 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, ünıverite öğrencilerin öğretmen yakınlık davranışına ilişkin algılarının, öğrencilerin cinsşyet İngilizce seviyesi, yaşadığı bölge ve mezun olduğu lise türü değişkenlerine göre, güdü ve dil tutumuna etkisini incelemektedir. Araştırmanın örneklemi, Uluslararası Kıbrıs Ünıversitesi Yabancı Diller Yüksek Okulu Hazırlık Bölümü'dür. Araştırma sorularına cevap bulabilmek ıçin, " Üniversite Öğrencilerine Yönelik Öğretmen Ykınlığı Anketi" ve "Üniversite Öğrencelirinin Yabancı Dil Öğrenmeye Tutumu" isimli üç anket kullanılmıştır. Öğretmen yakınlığı algıları sonuçlarına göre öğrenciler, yüksek puan alanlar (group 2) ve düşük puan (group 1) alanlar olmak üzere 141 öğrencinin sonuçları kullanılmıştır. Daha sağlıklı sonuç alabilmek için anketler, ders 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 bir fark olduğunu göstermektedir. Her iki gruptaki bay ve bayan öğrencilerin güdülenme düzeylerinde anlamlı bir fark saptanmıştır. Bu, bay ve bayan öğrencilerin öğretmen yakınlık davranışlarından olumlu etkilendiklerini göstermektdedir. 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 yüksek olan ve düşük olan öğrencilerin, dil tutumlarında anlamlı bir 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 çikmazken, erkek öğrencilerinin öğretmen yakınlık algısı ile dil tutumu arasında anlamlı bir fark çikmasıdır. Bu sonuçların yanısıra, öğrencilerin öğretmen yakınlık algısı ile dil tutumları arasında, İngilizce düzeyleri, yaşadıkları bölge ve mezun oldukları lise türü incelendiğinde, anlamlı bir fark çıkmamıştır. Anahtar Kelimeler: Öğretmen Yakınlığı, Sözlü Öğretmen Yakınlığı, Sözsüz Öğretmen Yakınlığı, Motivasyon. '
650			_aTeacher immediacy
650			_aÖğretmen yakınlığı
650			_aVerbal Teacher immediacy
650			_aSözlü öğretmen yakınlığı
700			_aSupervisor: Yavuz, Mehmet Ali _91656
942			_2ddc _cTS
505	1		_tCHAPTER ONE: INTRODUCTION
505	1		_g1 _tIntroduction
505	1		_g1 _tBackground 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 _tDefinitions
505	1		_g5 _tOrganization of the Thesis
505	1		_tCHAPTER TWO: TEACHER IMMEDIACY AND MOTIVATION
505	1		_g6 _tIntroduction
505	1		_g6 _tTeacher Immediacy
505	1		_g13 _tVerbal-Nonverbal Immediacy
505	1		_g17 _tImmediacy ın the Classroom
505	1		_g18 _tRelationships 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 Studeis on Teacher Immediacy Behaviors
505	1		_g38 _tThe Relationship between 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 and 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 _tIntroduction
505	1		_g47 _tThe Frequency and Percentages of the Independent Variables
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 student 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 between those of the female and male students in Group 1?
505	1		_g55 _tSu-Question 2: Do the Student perceptions of teacher immediacy change according to their levels of English such as starter, elementary, pre-intermediate and Intermediate?
505	1		_g57 _tSub-Question 3: Do the student perceptions of teacher immediacy change according to their regions such as Aegean, Mediterranean, Marmara, Black Sea, Central Anatoliaş
505	1		_g59 _tSub- Question 4: Do the student perceptions of teacher immediately change according to their educational background such as regular State high school, Vocational high school, Anatolian high School/Anatolian Science/Teacher High School/Super high school, Private Secondary School?
505	1		_g60 _tResearch Question 2: Is there a significant difference between the languages attitude scores (Group 2) and those of the students with lower immediacy scores (Group 1)
505	1		_g62 _tSub-Question 5: Is there a significant difference between the language attitude towards languages attitudes towards language learning of students in Group 1 and that of Group 2 according to their gender?
505	1		_g62 _tDiscussion of the Findings
505	1		_g62 _tResearch Questions 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		_g64 _tSub-Question 1: Is there a significant difference 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 student perceptions of teacher immediacy change according to their levels of English such as starter, elementary, pre-intermediate, and intermediate?
505	1		_g65 _tSub-Question 4: Do the student perceptions of teacher immediacy perception scores (Group 2) and those of the students with lower immediate scores (Group 1)
505	1		_g66 _tResearch Question 2: Is there a significant difference between the language attitude scores of the students with higher immediate 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 language 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			_c322 _d322