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REFERENCESAlagözlü, N. K. (1984). English language needs assessment of the students of the medicalfaculty of Cumhuriyet University. Unpublished master's thesis, Bilkent University,Ankara.Brown, D. (1995). The elements of language curriculum. Boston: Heinle&Heinle Publishers.Ekici , N. (2003). A needs assessment study on English language needs of the tour guidancestudents of faculty of applied sciences at Başkent University: A case study. Unpublishedmaster's thesis, Başkent University, Ankara.Finney D. (2002). The ELT Curriculum: A Flexible Model for a Changing World. In RichardsR. & Renandya, W. (Eds.), Methodology in Language Teaching. Cambridge:Cambridge University Press.Flowerdew, J. & Peacock, M. (Eds.). (2001). Research perspectives on English for academicpurposes. Cambridge: Cambridge University Press.Howard, J. (2007). Curriculum development, centre for the advancement of teaching andlearning. North Carolina: Elon University. Retrieved fromhttp://org.elon.edu/catl/documents/Curriculum%20Development.pdfHutchinson, T. & Waters, A. (1987). English for specific purposes: A learning centredapproach. Cambridge University Press.Johnson, R. K. (Ed.). (1989). The second language curriculum. Cambridge [England] ; NewYork: Cambridge University Press.Jordan, R. (1997) English for academic purposes. Cambridge: Cambridge University Press.Liyanage, I. & Birch, G. (2001). English for general academic purposes: Catering todiscipline-specific needs. Queensland Journal of Educational Research, 17(1),48-67.Long, M.H. & Long, M. H. (Eds.). (2005). Second language needs analysis. Cambridge:Cambridge University Press. 18
Mo, H. (2005). A brief review of English for academic purposes (EAP). US-China ForeignLanguage, 3(7), 62-67.Richards, J (1984). Language curriculum development. RELC Journal, 15(1), 1–29.Richards, J. (2001). Curriculum development in language teaching. Cambridge: CambridgeUniversity Press.Thomas, M. (2005). The coherent curriculum. Iatefl, 184.White, R.V. (1988). The ELT curriculum: Design, innovation and management. NewYork:Basil Blackwell Inc.Woolley, C.M. (2009). Meeting the mixed methods challenge of integration in a sociologicalstudy of structure and agency. Journal of Mixed Methods Research, 3(1), 7-25.Yalden, J. (1987). Principles of course design for language teaching. Cambridge: CambridgeUniversity Press. 19
Page 1 and 2: ISSN: 2146-7676UFUK ÜNİVERSİTES
Page 3 and 4: UFUK ÜNİVERSİTESİSOSYAL BİLİM
Page 5 and 6: SUNUŞDergimizin 2014 yılı ilk sa
Page 7 and 8: A NEED-BASED EVALUATIONOF A PREPARA
Page 9 and 10: In the literature on language teach
Page 11 and 12: focus teaching on this. Accordingly
Page 13: International Relations) were 20 (7
Page 16 and 17: questionnaire in their English-medi
Page 20 and 21: APPENDIX A1 STUDENT QUESTIONNAIRE
Page 23 and 24: 24. Converting short notes into
Page 27 and 28: The Role Of Gender On University St
Page 29 and 30: (Johnson 2001; Türküm, 2005). Joh
Page 31 and 32: Table 1 : Means and Standard Deviat
Page 33 and 34: 2.3 ProcedureEthical permission to
Page 35 and 36: age and attitude toward help seekin
Page 37 and 38: Economics and Administrative Scienc
Page 39 and 40: REFERENCESAddis, M. E., & Mahalik,
Page 41 and 42: Koydemir-Özden, S. (2010). Self-as
Page 43 and 44: LİSE ÖĞRENCİLERİNİN MESLEKİ
Page 45 and 46: göre mesleki bakımdan daha önce
Page 47 and 48: Araştırmanın amacıMesleki olgun
Page 49 and 50: Tablo 1: Lise Öğrencilerinin Mesl
Page 51 and 52: Lise öğrencilerinin karar verme s
Page 53 and 54: KAYNAKÇA Acıbozlar, Ö. (2006). Y
Page 55: Oğuz, Ö. (2008). Lise öğrencile
Page 58 and 59: 1. IntroductionDifferent from the p
Page 60 and 61: noteworthy to mention that multilin
Page 62 and 63: The findings indicate that multilin
Page 64 and 65: Table 1. Descriptives statistics fo
Page 66 and 67: overall six factor structure which
Page 68 and 69:
wider variety of strategies with a
Page 70 and 71:
inclusion of instructors who are no
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Gardner, R. C., & MacIntyre, P. D.
Page 74 and 75:
AppendicesAppendix A- English Profi
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ELT Student Teachers’ Evaluations
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Reflective Teaching in TurkeyIn Tur
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Table 1: Reliability Analysis o
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Table 4: Mean and standard dev
Page 85 and 86:
Table 9: Mean and standard dev
Page 87 and 88:
ReferencesAkbari, R. (2007). Reflec
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Pollard, A. & Triggs, P. (1997) Ref
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1. GİRİŞEğitim ve program geli
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Genelgeçer tek bir bilimsel sürec
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Program geliştirmedeki yenilikleri
Page 98 and 99:
-Elde ettiği sonuçlardan hareket
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“İnternet Üzerinden Öğrenme
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de sınıf içi dersler de öğrenm
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teknik ve pedagojik uzmanlar gerekt
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3. Proje ekibinin kurulması4. Plan
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KAYNAKÇABigdoli, H. (2004). The In
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110
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Hiçbir öğrenci bir diğeriyle ay
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İçerik sınıfta nelerin öğreti
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(MEB, 2006; Tomlinson, 2005). Ek ol
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- Öğrencilerden gereksinim duyduk
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desteklerine gereksinim duydukları
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KAYNAKÇAAlberto P. A, ve Troutman
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124
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1.GİRİŞBuradaki araştırma OECD
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öğretilenleri almışlar mı diye
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edileceğini araştırmaz, ancak bu
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yaşarlar: Çok fazla sayıda koşu
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• Birincil Stratejiler ve Destek
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ir dönemdir. Özellikle artan yaş
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2. Hipotez: Öğretmenlerin coğraf
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Tablo 7 Öğretmenlerin Coğrafi
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stratejileri”ne yönelik bilişse
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sonuçları χ 2 (12, N =407) = 13,
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sebebiyet verir. Bunun önemli bir
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KAYNAKÇAArtelt, C., Stanat, P., Sc
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Lieteratur. 10. Sonderheft: Lesesoz
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YAYIM ALANI, YAZIM KURALLARI ve YAZ
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• Birebir alımlar “…” İş
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