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    A comparative corpus-based analysis of lexical collocations in the EFL coursebooks
    (Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü, 2022) Demir, Selin; Töngür, A. Nejat
    As thousands of lexical collocations are pervasive in the language, it is still vague whether every single lexical item is presented in the foreign language syllabus or that all the lexical combinations are evenly given to the learners is efficient. When considering the contents of the table of each coursebook, they almost bear a resemblance to each other. For example, they all have 12 units divided into four sub-sections except for the New English File because it has only ten units with communication-based units at the end of each unit. They all aim to present four language skills by using attractive layouts and themes to draw learners’ attention to the language. However, their present lexical collocations are different from each other. For example, while the Language Leader (David Cotton, David Falley, and Simon Kent, 2013) has 453 lexical collocations in itself, the New Headway (Liz and Soars, 2009) has 275, and the New English File (Clive Oxenden and Christina Latham Koenig, 2013) has 303 lexical collocations. Similarly, if it is evaluated out of the coursebooks’ scope since the word “time” is regarded as the most common word in English, it may have approximately 171 lexical combinations (Benson et al., 1997) from a macro perspective. This ambiguity makes the selection of lexical collocations difficult to present to the learners. In this study, the pedagogical values of lexical collocations in the three intermediate level EFL coursebooks which are widely used in the Turkish context to teach general English to learners of English, are examined in terms of the numbers, the types of lexical collocation through the usefulness scores they are assigned in the corpus. This study aims to find out the profiles of lexical collocations given in the three EFL coursebooks and the usefulness scores of those lexical collocations to frame their pedagogical values for the learners of English in the lexical syllabus. It has been seen that the New English File has the lexical collocations with the most valuable pedagogical values. In contrast, the Language Leader and the New Headway have the lexical collocations relatively with less useful pedagogical values in the study.
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    The integration of social media and foreing language education
    (Maltepe Üniversitesi, 2017) Demir, Selin; Aykul, Sevil; Tokcan, İnci Melike; Gümüşkaya, Burcu; Şimşir, Dilan
    Some of the main purposes of teachers are to determine the best learning setting. keep up with what time requires, and undoubtedly shape learning habits. ln today's world, the changing needs and the demands of the society have a profound influence on both learning and teaching foreign language. We are now living in a technological world a world in which people communicate with each other through social media which is quite irreplaceable tool among people by means of technology, gives them a chance to represent themselves as individuals virtually. We -teachers of English- were used to transfer knowIedge in the classroom environment in the past. However now the changing settings and conditions force us to bring social media in the classroom...