Research Article
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Form-focused Foreign Language Teaching in Agglutinating Languages: The Case of Turkish

Year 2022, Volume: 8 Issue: 1, 207 - 226, 28.04.2022
https://doi.org/10.31464/jlere.1067112

Abstract

There are on-going research studies and discussions on concepts such as focus on form, focus on forms, and explicit and implicit instructions in foreign language teaching. Basically, foreign language teaching methods and techniques show similarities in teaching different languages, but it is considered beneficial to take into account the typological features of the languages while the concepts are being discussed. This study covers form-focused foreign language instructions and language typologies in order to evaluate and discuss the concept of focus on form in terms of languages featuring distinct typological features and emphasizes that more effective and productive learning environments can be created with form-focused instruction in teaching Turkish as a foreign language.

References

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  • Boylu, E. (2014). Yabancı dil olarak Türkçe öğrenen temel seviyedeki İranlı öğrencilerin yazma problemleri. Zeitschrift für die Welt der Türken, 6(2), 335-349. https://www.dieweltdertuerken.org/index.php/ZfWT/article/viewArticle/610
  • Carroll, S. & M. Swain (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition 15 (3) , 357–386. https://doi.org/10.1017/S0272263100012158
  • Carter, R. (1995). How aware should language teachers and learners? in Nunan D., Berry, R., Berry, B. (edt) Language Awareness in Language Education. Dept. of Curriculum Studies, The University of Hong Kong (1-15)
  • Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge: Cambridge University Press.
  • Crystal, D. (1992). An encyclopedic dictionary of language and languages. Cambridge.
  • Crystal, D. (2008). A dictionary of linguistics and phonetics. Blackwell Publishing
  • Çerçi, A. Derman, S. Bardakçı, M. (2016). Yabancı dil olarak Türkçe öğrenen öğrencilerin yazılı anlatımlarına yönelik yanlış çözümlemesi. An Error Analysis on TFL Learners’ Writings. Gaziantep University Journal of Social Sciences, 15(2), 695-715. https://doi.org/10.21547/jss.256710
  • Çetin, B. (2017). İletişimsel edinç ve yabancı dil olarak Türkçede dilbilgisi öğretimi. International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12(6), 179-196. http://dx.doi.org/10.7827/TurkishStudies.11565
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  • Day, E. & S. Shapson (1991). Integrating formal and functional approaches to language teaching in French immersion: An experimental study. Language Learning, 41, 25–58.
  • de Graaf, R. (1997). The experanto experiment: Effects of explicit instruction on second language acquisition. Studies in Second Language Acquisition, 19, 249–276.
  • Değer, A., Çetin, B., Oflaz-Köleci (2021). Kuramdan Uygulamaya Yabancılara Türkçe Dilbilgisi Öğretimi. PEGEM Yayınları DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty and M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 313–347). Oxford: Blackwell.
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  • Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405–428. https://doi.org/10.1177/1362168816628627
  • Ellis, R. and Loewen, S. (2007). Confirming the operational definitions of explicit and implicit knowledge in Ellis (2005): responding to Isemonger. Studies in Second Language Acquisition, 29, 119–126.
  • Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, E., and Reinders H. (2009) (Ed.) Implicit and explicit knowledge in second language learning, testing and teaching. Multilingual Matters (3-27)
  • Ellis, R., Loewen, S., and Erlam, R. (2006). Implicit and explicit corrective feed- back and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339–368. https://doi.org/10.1017/S0272263106060141
  • Ergenç, İ. (2002). Konuşma dili ve Türkçenin söyleyiş sözlüğü. Multilingual.
  • Erguvanlı, E. E. (1984). The Fuction of the word order in Turkish Grammar. Cambrigde University Press.
  • Fidan, Ö. (2000) Dilbilgisi öğretiminde söylemdilbilgisi yaklaşımı: Eski köye yeni adet mi, yoksa “Biz bunu zaten yapıyoruz” mu? Dil Dergisi, 10, 25-37 https://doi.org/10.1501/Dilder_0000000033
  • Fotos, S. (2001). Cognitive approaches to grammar instruction. Teaching English as a second or foreign language In. Celce-Murcia (y.h.) USA: Heinle & Heinle. s. 251-267.
  • Fromkin, V. Rodman, R. Hyams, N. (2009). An introduction to language. Wadsworth Cengage Learning.
  • Gass M. S. & Selinker, L. (2005). Second language acquisition. Routledge
  • Gezer, H., Splinter, MN (2018). Türkçenin yabancı dil Olarak öğretiminde Arap Dilli öğrencilerin yazılı anlatım becerilerinde karşılaştıkları güçlüklere ilişkin bir çözümleme. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 31, 43-64. https://doi.org/10.19171/uefad.430144
  • Göksel, A., Kerslake, C. (2008). Turkish: A comprehensive grammar. Routledge.
  • Harley, B. (1989). Functional grammar in French immersion: A classroom experiment. Applied Linguistics 19, 331–359.
  • Hughes, R. & McCarthy, M. (1998). From sentence to discourse: Discourse grammar and English language teaching. TESOL QUARTERLY 32(2), 263-287.
  • Isemonger, I. (2007). Operational definitions of explicit and implicit knowledge: a response to R. Ellis (2005) and some recommendations for future research in this area. Studies in Second Language Acquisition, 29, 101–118.
  • Kornfilt, J. (1995). Turkish. Routledge.
  • Larsen-Freeman, D. (2002). The grammar of choice. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 103–118). New York: Lawrence Erlbaum Associates.
  • Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Heinle.
  • Larsen-Freeman, D. (2014). “Teaching Grammar”. In M. Celce-Murcia, & D. M. Brinton, M.A Snow (Ed). Teaching English as a second or foreign Language (pp. 256-270). USA: National Geographic Learning.
  • Laufer, B. & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics 29, 694–716. https://doi.org/10.1093/applin/amn018
  • Leow, R. P. (1997). Attention, awareness, and foreign language behavior. Language Learning 47, 467–506. https://doi.org/10.1111/j.1467-1770.2001.tb00016.x
  • Lightbown, P. M. & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition 12, 429–448. https://www.jstor.org/stable/44488335
  • Long, M. (1983). Does second language instruction make a difference? A review of the Research. TESOL Quarterly 17, 359–382. https://doi.org/10.2307/3586253
  • Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. De Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign Language Research in Cross-Cultural Perspectives (pp. 39-52). Amsterdam: John Benjamins. http://dx.doi.org/10.1075/sibil.2.07lon
  • Nassaji, H. (2015). Research timeline: Form-focused instruction and second language acquisition. Language Teaching, 4 (1) 35–62 DOI:10.1017/S0261444815000403.
  • Önder, A., Uzdu-Yıldız, F. (2017). Türkçe öğrenen yabancıların yazılı anlatım yanlışlarının Çözümlenmesi. International Journal of Languages’ Education and Teaching, 5(4), 100-114 10.18298/ijlet.2231
  • Özgen, M. &Koşaner, Ö. (2020). Dünya dillerinden örneklerle dilbilimsel tipoloji. PEGEM
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  • Robinson, P. (1996). Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition 18, 27–67. https://eric.ed.gov/?id=EJ519989
  • Sanz, C. & K. Morgan Short (2004). Positive evidence versus explicit rule presentation and explicit negative feedback: A computer assisted study. Language Learning 54, 35–78. https://doi.org/10.1111/j.1467-9922.2004.00248.x
  • Schmidt, R. (2001) Attention. In P. Robinson (ed.) Cognition and second language lnstruction. Cambridge: Cambridge University Press.
  • Scott, V. (1989). An empirical study of explicit and implicit teaching strategies in French. The Modern Language Journal 72, 14–22. https://doi.org/10.2307/327262
  • Searle, J. R. 1969. Speech acts: An essay in the philosophy of language. Cambridge, UK: Cambridge University Press.
  • Shintani, N. (2013). The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginning-level learners. TESOL Quarterly 47, 36–62. https://doi.org/10.1002/tesq.54
  • Sonkaya, Z. Z. (2019). Dilbilimsel açıdan yabancı dil olarak Türkçe öğrenen bireylerin yaptıkları çeviri hataları. Manas Sosyal Araştırmalar Dergisi, 8(3), 2280-2293. https://doi.org/10.33206/mjss.515082
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Year 2022, Volume: 8 Issue: 1, 207 - 226, 28.04.2022
https://doi.org/10.31464/jlere.1067112

Abstract

References

  • Aksan, Y. et al. (2012). Construction of the Turkish national corpus (TNC). In Proceedings of the Eighth International Conference on Language Resources and Evaluation (LREC 2012). Istanbul. Turkiye. http://www.lrec-conf.org/proceedings/lrec2012/papers.html
  • Aslan-Demir, S. (2018). Dilbilimsel tipoloji ve yabancı dil olarak Türkçe öğretimine etkisi. X. Uluslararası Dünya Dili Türkçe Sempozyumu Bildiri Kitabı. 114-123. https://www.academia.edu/40687318/Dilbilimsel_Tipoloji_ve_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi
  • Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow: Pearson Education Limited.
  • Boylu, E. (2014). Yabancı dil olarak Türkçe öğrenen temel seviyedeki İranlı öğrencilerin yazma problemleri. Zeitschrift für die Welt der Türken, 6(2), 335-349. https://www.dieweltdertuerken.org/index.php/ZfWT/article/viewArticle/610
  • Carroll, S. & M. Swain (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition 15 (3) , 357–386. https://doi.org/10.1017/S0272263100012158
  • Carter, R. (1995). How aware should language teachers and learners? in Nunan D., Berry, R., Berry, B. (edt) Language Awareness in Language Education. Dept. of Curriculum Studies, The University of Hong Kong (1-15)
  • Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge: Cambridge University Press.
  • Crystal, D. (1992). An encyclopedic dictionary of language and languages. Cambridge.
  • Crystal, D. (2008). A dictionary of linguistics and phonetics. Blackwell Publishing
  • Çerçi, A. Derman, S. Bardakçı, M. (2016). Yabancı dil olarak Türkçe öğrenen öğrencilerin yazılı anlatımlarına yönelik yanlış çözümlemesi. An Error Analysis on TFL Learners’ Writings. Gaziantep University Journal of Social Sciences, 15(2), 695-715. https://doi.org/10.21547/jss.256710
  • Çetin, B. (2017). İletişimsel edinç ve yabancı dil olarak Türkçede dilbilgisi öğretimi. International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12(6), 179-196. http://dx.doi.org/10.7827/TurkishStudies.11565
  • Çetinkaya, G. (2015). Yanlış çözümlemesi: Yabancı dil olarak Türkçe öğrenen B2 düzeyindeki öğrencilerin yazılı metinlerine ilişkin görünümler. International Journal of Languages' Education and Teaching, 3(1), 164-178. https://dergipark.org.tr/tr/pub/mkusbed/issue/19579/209064
  • Day, E. & S. Shapson (1991). Integrating formal and functional approaches to language teaching in French immersion: An experimental study. Language Learning, 41, 25–58.
  • de Graaf, R. (1997). The experanto experiment: Effects of explicit instruction on second language acquisition. Studies in Second Language Acquisition, 19, 249–276.
  • Değer, A., Çetin, B., Oflaz-Köleci (2021). Kuramdan Uygulamaya Yabancılara Türkçe Dilbilgisi Öğretimi. PEGEM Yayınları DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty and M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 313–347). Oxford: Blackwell.
  • Doughty, C. (2003). Instructed SLA: constraints, compensation, and enhancement. In C. Doughty and M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 256–310). Oxford: Blackwell.
  • Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge, UK: Cambridge University Press.
  • Dryer, M. S. (2013). Order of subject, object and verb. In: Dryer, M. S. & Haspelmath, Martin (Eds.) The World Atlas of Language Structures Online. Leipzig: Max Planck Institute for Evolutionary Anthropology. (Available online at http://wals.info/chapter/81, Accessed on 2021-04-05.)
  • Ellis, R. (1984). Can syntax be taught? A study of the effects of formal instruction on the acquisition of WH questions by children. Applied Linguistics 5,138–155.
  • Ellis, R. (2001). Introduction: Investigating form-Focused instruction. In R. Ellis (Ed.), Form-Focused instruction and second language learning (Vol. 51, pp. 1–46). Blackwell Pub.
  • Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: a psychometric study. Studies in Second Language Acquisition, 27, 141–172. https://doi.org/10.1017/S0272263105050096
  • Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In Ellis, R., Loewen, S., Elder,C., Erlam, R., Philp, E., & Reinders H. (Eds.) Implicit and explicit knowledge in second language learning, Testing and teaching. Multilingual Matters
  • Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405–428. https://doi.org/10.1177/1362168816628627
  • Ellis, R. and Loewen, S. (2007). Confirming the operational definitions of explicit and implicit knowledge in Ellis (2005): responding to Isemonger. Studies in Second Language Acquisition, 29, 119–126.
  • Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, E., and Reinders H. (2009) (Ed.) Implicit and explicit knowledge in second language learning, testing and teaching. Multilingual Matters (3-27)
  • Ellis, R., Loewen, S., and Erlam, R. (2006). Implicit and explicit corrective feed- back and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339–368. https://doi.org/10.1017/S0272263106060141
  • Ergenç, İ. (2002). Konuşma dili ve Türkçenin söyleyiş sözlüğü. Multilingual.
  • Erguvanlı, E. E. (1984). The Fuction of the word order in Turkish Grammar. Cambrigde University Press.
  • Fidan, Ö. (2000) Dilbilgisi öğretiminde söylemdilbilgisi yaklaşımı: Eski köye yeni adet mi, yoksa “Biz bunu zaten yapıyoruz” mu? Dil Dergisi, 10, 25-37 https://doi.org/10.1501/Dilder_0000000033
  • Fotos, S. (2001). Cognitive approaches to grammar instruction. Teaching English as a second or foreign language In. Celce-Murcia (y.h.) USA: Heinle & Heinle. s. 251-267.
  • Fromkin, V. Rodman, R. Hyams, N. (2009). An introduction to language. Wadsworth Cengage Learning.
  • Gass M. S. & Selinker, L. (2005). Second language acquisition. Routledge
  • Gezer, H., Splinter, MN (2018). Türkçenin yabancı dil Olarak öğretiminde Arap Dilli öğrencilerin yazılı anlatım becerilerinde karşılaştıkları güçlüklere ilişkin bir çözümleme. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 31, 43-64. https://doi.org/10.19171/uefad.430144
  • Göksel, A., Kerslake, C. (2008). Turkish: A comprehensive grammar. Routledge.
  • Harley, B. (1989). Functional grammar in French immersion: A classroom experiment. Applied Linguistics 19, 331–359.
  • Hughes, R. & McCarthy, M. (1998). From sentence to discourse: Discourse grammar and English language teaching. TESOL QUARTERLY 32(2), 263-287.
  • Isemonger, I. (2007). Operational definitions of explicit and implicit knowledge: a response to R. Ellis (2005) and some recommendations for future research in this area. Studies in Second Language Acquisition, 29, 101–118.
  • Kornfilt, J. (1995). Turkish. Routledge.
  • Larsen-Freeman, D. (2002). The grammar of choice. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 103–118). New York: Lawrence Erlbaum Associates.
  • Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Heinle.
  • Larsen-Freeman, D. (2014). “Teaching Grammar”. In M. Celce-Murcia, & D. M. Brinton, M.A Snow (Ed). Teaching English as a second or foreign Language (pp. 256-270). USA: National Geographic Learning.
  • Laufer, B. & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics 29, 694–716. https://doi.org/10.1093/applin/amn018
  • Leow, R. P. (1997). Attention, awareness, and foreign language behavior. Language Learning 47, 467–506. https://doi.org/10.1111/j.1467-1770.2001.tb00016.x
  • Lightbown, P. M. & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition 12, 429–448. https://www.jstor.org/stable/44488335
  • Long, M. (1983). Does second language instruction make a difference? A review of the Research. TESOL Quarterly 17, 359–382. https://doi.org/10.2307/3586253
  • Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. De Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign Language Research in Cross-Cultural Perspectives (pp. 39-52). Amsterdam: John Benjamins. http://dx.doi.org/10.1075/sibil.2.07lon
  • Nassaji, H. (2015). Research timeline: Form-focused instruction and second language acquisition. Language Teaching, 4 (1) 35–62 DOI:10.1017/S0261444815000403.
  • Önder, A., Uzdu-Yıldız, F. (2017). Türkçe öğrenen yabancıların yazılı anlatım yanlışlarının Çözümlenmesi. International Journal of Languages’ Education and Teaching, 5(4), 100-114 10.18298/ijlet.2231
  • Özgen, M. &Koşaner, Ö. (2020). Dünya dillerinden örneklerle dilbilimsel tipoloji. PEGEM
  • Prabhu, N. S. (1990) There is no best method-why? TESOL Quarterly, 24(2) 161-176. https://doi.org/10.2307/3586897
  • Robinson, P. (1996). Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition 18, 27–67. https://eric.ed.gov/?id=EJ519989
  • Sanz, C. & K. Morgan Short (2004). Positive evidence versus explicit rule presentation and explicit negative feedback: A computer assisted study. Language Learning 54, 35–78. https://doi.org/10.1111/j.1467-9922.2004.00248.x
  • Schmidt, R. (2001) Attention. In P. Robinson (ed.) Cognition and second language lnstruction. Cambridge: Cambridge University Press.
  • Scott, V. (1989). An empirical study of explicit and implicit teaching strategies in French. The Modern Language Journal 72, 14–22. https://doi.org/10.2307/327262
  • Searle, J. R. 1969. Speech acts: An essay in the philosophy of language. Cambridge, UK: Cambridge University Press.
  • Shintani, N. (2013). The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginning-level learners. TESOL Quarterly 47, 36–62. https://doi.org/10.1002/tesq.54
  • Sonkaya, Z. Z. (2019). Dilbilimsel açıdan yabancı dil olarak Türkçe öğrenen bireylerin yaptıkları çeviri hataları. Manas Sosyal Araştırmalar Dergisi, 8(3), 2280-2293. https://doi.org/10.33206/mjss.515082
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Review Articles
Authors

Betül Çetin 0000-0002-0287-2924

Publication Date April 28, 2022
Submission Date February 2, 2022
Published in Issue Year 2022 Volume: 8 Issue: 1

Cite

APA Çetin, B. (2022). Form-focused Foreign Language Teaching in Agglutinating Languages: The Case of Turkish. Journal of Language Education and Research, 8(1), 207-226. https://doi.org/10.31464/jlere.1067112

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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi

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