TY - JOUR T1 - Grammar Learning Preferences of Turkish Undergraduate Students of Translation-Interpretation AU - Uzun, Kutay PY - 2014 DA - January JF - ELT Research Journal JO - ELTRJ PB - Uluslararası Eğitim Araştırmacıları Derneği WT - DergiPark SN - 2146-9814 SP - 26 EP - 39 VL - 2 IS - 1 LA - en AB - The present study aimed to discover the grammar learning preferences of Turkish undergraduate students attending translation-interpretation department of a Turkish university. Upon the review of the relevant literature, a survey questionnaire was administered on the students to find out their grammar learning preferences. The research is quantitative in nature. The participants were 100 undergraduate students whose genders, classes and majors varied. The results of the survey were analysed through in depth and detailed statistical analysis. Statistical analysis was also implemented to reveal if there exist statistically significant differences between different genders, classes and departments. To test the validity and reliability of the survey, varimax rotated subscale analysis, croanbach alpha and item-total correlation coefficients were calculated. Besides, T-test, Repeated Measures, and ANOVA were used to test the interaction of dependent variables with independent variables. The study revealed that the participants defended the use of formal instruction in grammar teaching either after or before communication takes place in the foreign language. KW - Grammar Teaching Approaches KW - Focus on Form KW - Focus on Forms KW - Student Preferences CR - Anderson, J. (2000). Learning and Memory: An Integrated Approach (Second edition). New York:Wiley. CR - Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers‟ stated beliefs about incidental focus on form in their classroom practices. Applied Linguistics, 25, 243–272. 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Incidental focus on form in teacher–learner and learner–learner interactions. System, 35, 431–447. CR - Varnosfadrani, Azizollah Dabaghi and Helen Basturkmen (2009). The effectiveness of implicit and explicit error correction on learners performance. System, 37(1), 82-98. Appendices CR - Appendix A : Factor Analysis CR - Table Rotated Component Matrix Component 1 2 3 4 5 CR - The aim of foreign language CR - teaching is to teach both accurate CR - communication and accurate grammar. CR - Communication in a foreign CR - language class should take place after CR - the necessary structures are taught. CR - A foreign language class should be CR - based only on meaning and form. CR - I should learn grammatical CR - structures from my teacher‟s CR - explanations before everything else. CR - In order to communicate in a CR - foreign language, I should learn both CR - meaning and individual structures. CR - A foreign language lesson should CR - only focus on meaning and communication. CR - In a foreign language lesson, the CR - teaching of structures should be mainly emphasized. CR - In foreign language teaching, the CR - aim is to teach a new grammatical CR - structure in each lesson. CR - In foreign language teaching, the CR - aim is to communicate and CR - In order to understand a text, it is CR - necessary to study its grammar first. CR - In order to communicate in a CR - foreign language, I should learn each CR - grammatical structure individually. CR - In a foreign language class, CR - meaning and form should be taught CR - first, grammar should come afterwards. CR - In a foreign language class, the CR - primary aim is to use the language CR - and the secondary aim is to study grammar. -0,07497 0,638196 -0,37737 0,035435 -0,07536 -0,17556 0,727616 -0,15416 -0,06634 -0,01859 0,68722 -0,09674 0,330667 -0,08508 0,181056 0,711309 -0,25725 0,20167 0,167021 0,222881 CR - In foreign language teaching, the CR - aim is to learn communication before 0,548494 -0,27151 0,276658 0,201319 0,196508 CR - individual grammatical structures. CR - Foreign language lessons should CR - be conducted on a communicative CR - basis without grammar instruction. CR - The primary aim of foreign CR - language teaching is to enable CR - learners use structures accurately. CR - In a foreign language class, the CR - main focus should be on meaning, CR - communication and grammar equally. CR - A foreign language lesson should CR - begin with communication and CR - language use, and continue with CR - grammatical analysis. CR - I should learn grammatical CR - structures without instruction, CR - through discovering in context. CR - In order to understand a text, both CR - meaning and grammar should be analyzed. CR - I should learn grammar by both CR - discovering in context and explicit instruction. CR - A foreign language lesson should CR - be based on communication through CR - accurate use of grammar. 0,474453 -0,0096 CR - 0,5218 -0,10322 0,005289 CR - -0,21536 0,575067 0,106965 0,489121 0,035069 CR - 0,15918 0,090863 -0,53759 0,323477 -0,21975 CR - 0,813886 -0,01601 0,011329 0,054674 0,021466 CR - 0,366135 0,035011 0,200626 -0,14763 0,675004 CR - -0,02154 -0,09072 -0,29804 0,696145 0,063084 CR - -0,0435 0,045546 0,063263 0,057282 0,803531 CR - -0,35432 0,414751 -0,24523 0,393261 -0,16427 UR - https://dergipark.org.tr/en/pub/eltrj/article/74400 L1 - https://dergipark.org.tr/en/download/article-file/63610 ER -