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Yıl 2005, Cilt: 2 Sayı: 11, 83 - 102, 01.11.2005
https://doi.org/10.11616/AbantSbe.144

Öz

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Kaynakça

  • Alptekin, C. (1996). Target—language culture in EFL materials. ln Hedge, T. & Whitney, N. (Eds), Power, Pedagogy and Practice (pp. 53—61). Oxford. OUP.
  • Alptekin, C. (2002). Towards intercultural communicative competence. ELI Journal, 56 (l) 57—64
  • Baker, C, (1988), Key Issues in Bilingualism and Bilingual Education. Clevedon; Multilingual Matters.
  • Bialystok, E. (2001). Bilingualism in Development: Language, Literacy & Cognition. Cambridge: ÇUP.
  • Brewster, J . (l996). What is good primary practice? . ln C. Brumfit, l. Moon ve R. Tongue (Eds), Teaching English to Children (1—l7). Essex: Longman. g ()1 an işık Egemen bit'in Diğer Differ; Briem Altına Alması ve Yabancı Dil Eğitimi
  • Brown, J" . D. (1995). The Elements of Language Curriculum. Boston, Massachusetts: Newbury House.
  • Brurnfit, CJ. (Ed.) (1983). Language Teaching Projects for the Third World. Oxford: Pergamon.
  • Byram, M. & Risager, K. (1999). Language teacher. Politics and Culture.
  • Clevedon: Multilingual Matters.
  • Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CUP
  • Cameron, L. (2003). Challanges for ELT from the expansion in teaching children. ELT Journal 57 (2) 105—112.
  • Chairman, K. (2003). Biliteracy benefits. Literacy Today 37 (21). 21.
  • Cummins, I. (1994). Knowledge, power, and identity in teaching English as a second language. In E. Genesee (Ed.), Educating Second Language Children (pp. 33-58). Cambridge: Cambridge University Press.
  • Ellis, R. (1994). The Stud of Second Language Acquisition. Oxford: Oxford University Press.
  • Enright, SD. (1991). Supporting children’s English language development in grade—level and language classrooms. in M. Celce~Murcia (Ed.), Teaching English as a Second or Foreign Language (386-401). Boston, Massachusetts; HeinledrHeinle.
  • Erden. M. ve Akman. Y. (2002). Gelişim ve Ögrenme. Ankara: Arkadas.
  • Fasold, R. (1991). The sociolinguistics of Society. Oxford: Basic Blackwell.
  • Gass, S. M. & Selinger, L. (1994). Second Language Acquisition. New Jersey; Lawrence Erlbaum Associates.
  • Genesee, E. (1994). Educating Second Language Children. Cambridge: Cambridge University Press.
  • Graves, K. (1996). Teachers as Course Developers. Cambridge; CUE.
  • Graves, K. (2000). Designing Language Courses. Cambridge: CUP.
  • Grosjean, E. (1989). Neurolinguists, beware the bilingual is not two monolingual in one person. Brain and Langua e 36, (1) 3=15.
  • Haîliwell, S. (1992). Teaching English in the Primary Classroom. Essex: Longman
  • Harriers, 3. F. & Blane, M. (1990). Bilinguaiitv and Bilingualism. Cambridge: CUP.
  • Işık, A. (2000). The Role of Input in Second Language Acquisition: More Comprehensible Input Supported by Grammar Instruction or More Grammar Instruction. ITL Review of Applied Linguistics. 129—130 225—227.
  • İşık, A. (2002). Affective Factors in Language Learning. Doğu Akdeniz University International ELT Conference. May 10, Magusa, Northern Cyprus Turkish Republic.
  • McKay's. L. (2000). Teaching English as an international language: implications for cultural materials in the classroom. TESOL Journal. 5 (4) 7~l 1.
  • ’) Abant İzzet Baysal Üniversitesi' Sosyal Bilimler Enstitüsü Dergisi 2005-2 (H)
  • Modiano, M. (2001). International Journal of Applied Linguistics, ll (2) 159 International Journal of Applied Linguistics, 13 ( 1) 22
  • Krashen, S. (1998). What does it take to acquire a language. ESL MagazineŞ (3) 22-23.
  • Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth, NH: Heinemann.
  • Latham, A. (1998). The advantages of bilingualism. Educational Leadershig 56 (3), 79—80.
  • Met, M. (1994). Teaching content through a second language. İn E. Genesee (Ed), Educating Second Language Children (159—182). Cambridge: Cambridge University Press.
  • Moon, I. (2000). Children Learning English. Oxford: Macmillan Heinemann.
  • Picaî. (2000). Tradition and transition in Engiish teaching methodology. System, 28 1—18.
  • Pennycook, A. (1989). The concept of method. interested knowledge, and the politics of language teaching. TESOL ( Zuarterlx. 23 (4) 589—618.
  • Pennycook, A. (1990). Towards a critical applied linguistics for the 1990s. issues m Applied Linguistics, l (l) 8—23.
  • Penny/cook. A.. (1996). The Cultural Politics of English as an international Language. Essex: Longman.
  • Philiopson, R. (1993). Linguistic imgerialisrn. Oxford. 0UP.
  • Puchta, H. ve Schratz, M. (1993). Teaching teenageers. Essex: Longman.
  • Richards, l. C. (2001). Curriculum Development in Language Teaching. Cambridge: CUP.
  • Robinson. P. (2001). Cognition and Second Language instruction. Cambridge: CUP.
  • Rogers, 1. (1990). The world for sick proper. in Rossner, R. & Bolitho, R. (Eds), Currents of Change in English Language Teaching (pp. 7—14). Oxford. DUE.
  • Scovel, T. (200l). Learning New Languages. Boston, MA: Newhury House.
  • Shorrocks, D. (1996). The development of children thinking and understanding. . in C. Brurnfit, J. Moon ve R. Tongue (Eds), Teaching English to Children (260274126). Essex: Longman.
  • Though. l. (l996). Young Children learning languages. . in C. Bruin'fit, l. Moon ve R. Tongue (Eds), Teaching English to Children (203—2l2). Essex: Longman.
  • Wallace, C. (1997). lELTS: global implications of curriculum and materials design. ELT Journal. 51 (4) 371—373
  • Woodward, T. (2002). Planning Lessons and Courses. Cambridge: CUP.
  • The European Network of Policy Makers for the Evalauation of Education System. (2002). The Assessment of Pupils’ Skills in English in Eight European Counties. '

Egemen Dillerin Diğer Dilleri Etkisi Altına Alması ve Yabancı Dil Eğitimi

Yıl 2005, Cilt: 2 Sayı: 11, 83 - 102, 01.11.2005
https://doi.org/10.11616/AbantSbe.144

Öz

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Kaynakça

  • Alptekin, C. (1996). Target—language culture in EFL materials. ln Hedge, T. & Whitney, N. (Eds), Power, Pedagogy and Practice (pp. 53—61). Oxford. OUP.
  • Alptekin, C. (2002). Towards intercultural communicative competence. ELI Journal, 56 (l) 57—64
  • Baker, C, (1988), Key Issues in Bilingualism and Bilingual Education. Clevedon; Multilingual Matters.
  • Bialystok, E. (2001). Bilingualism in Development: Language, Literacy & Cognition. Cambridge: ÇUP.
  • Brewster, J . (l996). What is good primary practice? . ln C. Brumfit, l. Moon ve R. Tongue (Eds), Teaching English to Children (1—l7). Essex: Longman. g ()1 an işık Egemen bit'in Diğer Differ; Briem Altına Alması ve Yabancı Dil Eğitimi
  • Brown, J" . D. (1995). The Elements of Language Curriculum. Boston, Massachusetts: Newbury House.
  • Brurnfit, CJ. (Ed.) (1983). Language Teaching Projects for the Third World. Oxford: Pergamon.
  • Byram, M. & Risager, K. (1999). Language teacher. Politics and Culture.
  • Clevedon: Multilingual Matters.
  • Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CUP
  • Cameron, L. (2003). Challanges for ELT from the expansion in teaching children. ELT Journal 57 (2) 105—112.
  • Chairman, K. (2003). Biliteracy benefits. Literacy Today 37 (21). 21.
  • Cummins, I. (1994). Knowledge, power, and identity in teaching English as a second language. In E. Genesee (Ed.), Educating Second Language Children (pp. 33-58). Cambridge: Cambridge University Press.
  • Ellis, R. (1994). The Stud of Second Language Acquisition. Oxford: Oxford University Press.
  • Enright, SD. (1991). Supporting children’s English language development in grade—level and language classrooms. in M. Celce~Murcia (Ed.), Teaching English as a Second or Foreign Language (386-401). Boston, Massachusetts; HeinledrHeinle.
  • Erden. M. ve Akman. Y. (2002). Gelişim ve Ögrenme. Ankara: Arkadas.
  • Fasold, R. (1991). The sociolinguistics of Society. Oxford: Basic Blackwell.
  • Gass, S. M. & Selinger, L. (1994). Second Language Acquisition. New Jersey; Lawrence Erlbaum Associates.
  • Genesee, E. (1994). Educating Second Language Children. Cambridge: Cambridge University Press.
  • Graves, K. (1996). Teachers as Course Developers. Cambridge; CUE.
  • Graves, K. (2000). Designing Language Courses. Cambridge: CUP.
  • Grosjean, E. (1989). Neurolinguists, beware the bilingual is not two monolingual in one person. Brain and Langua e 36, (1) 3=15.
  • Haîliwell, S. (1992). Teaching English in the Primary Classroom. Essex: Longman
  • Harriers, 3. F. & Blane, M. (1990). Bilinguaiitv and Bilingualism. Cambridge: CUP.
  • Işık, A. (2000). The Role of Input in Second Language Acquisition: More Comprehensible Input Supported by Grammar Instruction or More Grammar Instruction. ITL Review of Applied Linguistics. 129—130 225—227.
  • İşık, A. (2002). Affective Factors in Language Learning. Doğu Akdeniz University International ELT Conference. May 10, Magusa, Northern Cyprus Turkish Republic.
  • McKay's. L. (2000). Teaching English as an international language: implications for cultural materials in the classroom. TESOL Journal. 5 (4) 7~l 1.
  • ’) Abant İzzet Baysal Üniversitesi' Sosyal Bilimler Enstitüsü Dergisi 2005-2 (H)
  • Modiano, M. (2001). International Journal of Applied Linguistics, ll (2) 159 International Journal of Applied Linguistics, 13 ( 1) 22
  • Krashen, S. (1998). What does it take to acquire a language. ESL MagazineŞ (3) 22-23.
  • Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth, NH: Heinemann.
  • Latham, A. (1998). The advantages of bilingualism. Educational Leadershig 56 (3), 79—80.
  • Met, M. (1994). Teaching content through a second language. İn E. Genesee (Ed), Educating Second Language Children (159—182). Cambridge: Cambridge University Press.
  • Moon, I. (2000). Children Learning English. Oxford: Macmillan Heinemann.
  • Picaî. (2000). Tradition and transition in Engiish teaching methodology. System, 28 1—18.
  • Pennycook, A. (1989). The concept of method. interested knowledge, and the politics of language teaching. TESOL ( Zuarterlx. 23 (4) 589—618.
  • Pennycook, A. (1990). Towards a critical applied linguistics for the 1990s. issues m Applied Linguistics, l (l) 8—23.
  • Penny/cook. A.. (1996). The Cultural Politics of English as an international Language. Essex: Longman.
  • Philiopson, R. (1993). Linguistic imgerialisrn. Oxford. 0UP.
  • Puchta, H. ve Schratz, M. (1993). Teaching teenageers. Essex: Longman.
  • Richards, l. C. (2001). Curriculum Development in Language Teaching. Cambridge: CUP.
  • Robinson. P. (2001). Cognition and Second Language instruction. Cambridge: CUP.
  • Rogers, 1. (1990). The world for sick proper. in Rossner, R. & Bolitho, R. (Eds), Currents of Change in English Language Teaching (pp. 7—14). Oxford. DUE.
  • Scovel, T. (200l). Learning New Languages. Boston, MA: Newhury House.
  • Shorrocks, D. (1996). The development of children thinking and understanding. . in C. Brurnfit, J. Moon ve R. Tongue (Eds), Teaching English to Children (260274126). Essex: Longman.
  • Though. l. (l996). Young Children learning languages. . in C. Bruin'fit, l. Moon ve R. Tongue (Eds), Teaching English to Children (203—2l2). Essex: Longman.
  • Wallace, C. (1997). lELTS: global implications of curriculum and materials design. ELT Journal. 51 (4) 371—373
  • Woodward, T. (2002). Planning Lessons and Courses. Cambridge: CUP.
  • The European Network of Policy Makers for the Evalauation of Education System. (2002). The Assessment of Pupils’ Skills in English in Eight European Counties. '
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Ali Işık Bu kişi benim

Yayımlanma Tarihi 1 Kasım 2005
Gönderilme Tarihi 30 Ekim 2014
Yayımlandığı Sayı Yıl 2005 Cilt: 2 Sayı: 11

Kaynak Göster

APA Işık, A. (2005). Egemen Dillerin Diğer Dilleri Etkisi Altına Alması ve Yabancı Dil Eğitimi. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(11), 83-102. https://doi.org/10.11616/AbantSbe.144
AMA Işık A. Egemen Dillerin Diğer Dilleri Etkisi Altına Alması ve Yabancı Dil Eğitimi. ASBİ. Kasım 2005;2(11):83-102. doi:10.11616/AbantSbe.144
Chicago Işık, Ali. “Egemen Dillerin Diğer Dilleri Etkisi Altına Alması Ve Yabancı Dil Eğitimi”. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2, sy. 11 (Kasım 2005): 83-102. https://doi.org/10.11616/AbantSbe.144.
EndNote Işık A (01 Kasım 2005) Egemen Dillerin Diğer Dilleri Etkisi Altına Alması ve Yabancı Dil Eğitimi. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2 11 83–102.
IEEE A. Işık, “Egemen Dillerin Diğer Dilleri Etkisi Altına Alması ve Yabancı Dil Eğitimi”, ASBİ, c. 2, sy. 11, ss. 83–102, 2005, doi: 10.11616/AbantSbe.144.
ISNAD Işık, Ali. “Egemen Dillerin Diğer Dilleri Etkisi Altına Alması Ve Yabancı Dil Eğitimi”. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2/11 (Kasım 2005), 83-102. https://doi.org/10.11616/AbantSbe.144.
JAMA Işık A. Egemen Dillerin Diğer Dilleri Etkisi Altına Alması ve Yabancı Dil Eğitimi. ASBİ. 2005;2:83–102.
MLA Işık, Ali. “Egemen Dillerin Diğer Dilleri Etkisi Altına Alması Ve Yabancı Dil Eğitimi”. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 2, sy. 11, 2005, ss. 83-102, doi:10.11616/AbantSbe.144.
Vancouver Işık A. Egemen Dillerin Diğer Dilleri Etkisi Altına Alması ve Yabancı Dil Eğitimi. ASBİ. 2005;2(11):83-102.

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