ÖĞRETMENLİK ALAN BİLGİSİ TESTİ ÖABT - pegem.net20from%20… · H!lal Bozoğlan. Sevgi AHİN Funda DÖRTKULAK Hilal BOZOĞLAN ÖABT İngilizce Öğretmenliği Konu Anlatıml

ÖABTÖĞRETMENLİK ALAN BİLGİSİ TESTİ

sınav tekniğineuygundur.2014

kpss

İNGİLİZCEALAN BİLGİSİ - ALAN EĞİTİMİ

Konu AnlatımıÖzgün Sorular

Ayrıntılı ÇözümlerTest Stratej!ler!Çıkmış Sorular

ÖSYM

Sevg!Şah!nFunda DörtkulakH!lal Bozoğlan

Sevgi ŞAHİNFunda DÖRTKULAK

Hilal BOZOĞLAN

ÖABT İngilizce Öğretmenliği Konu Anlatımlı

ISBN 978-605-364-681-5

Kitapta yer alan bölümlerin tüm sorumluluğu yazarlarına aittir.

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1.Baskı: Şubat 2014, Ankara

Proje-Yayın Yönetmeni: Bahar SARIMEHMETOĞLUTürkçe Redaksiyon: Cansel Işık KAHRAMAN

Dizgi-Grafik Tasarım: Ahmet Resul KAYMAKÇI Kapak Tasarımı: Gürsel AVCI

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ÖN SÖZ

Sevgili Öğretmen Adayları,

Bu kitap, Kamu Personeli Seçme Sınavı (KPSS) İngilizce Öğretmenliği Alan Bilgisi Testi (ÖABT-İngilizce)

kapsamındaki soruları çözmek için gerekli bilgi, beceri ve teknikleri edinmeniz ve geliştirmeniz sürecinde siz

değerli öğretmen adaylarımıza kılavuzluk etmek için hazırlanmıştır.

Kitabın hazırlanış sürecinde, sınav kapsamındaki temel alanlarda kapsamlı alanyazın taraması yapılmış,

bu kitabın gerek İÖABT’de gerekse gelecekteki meslek hayatınızda ihtiyacınızı maksimum derecede

karşılayacak bir başucu kitabı niteliğinde olması hedefl enmiştir.

Detaylı, güncel ve anlaşılır bir dilde yazılan konu anlatımları, çıkmış sorular ve detaylı açıklamalarıyla

desteklenmiş, her ünite içeriği ÖSYM formatına uygun, özgün 20 soru ve detaylı çözümlü cevap anahtarıyla

pekiştirilmiştir. Ayrıca konu anlatımlarında verilen çözüm tekniklerine ek olarak uyarı kutucuklarında

önemli konuların altı çizilmiş ve alandaki önemli terminolojik bilgiler bölüm sonlarında verilmiştir.

Yoğun bir araştırma ve çalışma süreci ile hazırlanmış olan bu kitapla ilgili görüşlerinizi ve önerilerinizi

bizimle [email protected] aracılığı ile paylaşabilirsiniz.

Geleceğimizi güvenle emanet ettiğimiz siz değerli öğretmenlerimizin hizmet öncesi ve hizmet içi eğitimlerinde

katkıda bulunabilmek ümidiyle...

Başarılar.

Sevgi ŞAHİN Funda DÖRTKULAK

Hilal BOZOĞLAN

KPSS İÖABT İLE İLGİLİ ÖNEMLİ BİLGİLER

KPSS-İÖABT, 50 sorudan oluşmakta ve İngilizce Öğretmen Adaylarının Alan Eğitimi Bilgisi, Dilbilim, Edebiyat ve Dil

Yeterliği alanlarındaki bilgi ve becerilerini ölçmeyi hedeflemektedir.

Öğretmenlik Alan Bilgisi Testinde çıkan sorular, İngilizce Öğretmenlik Lisans Programlarında verilen akademik disiplinlere

paralel olarak hazırlanmaktadır. Sınavdaki Alan-Soru dağılımı aşağıdaki tabloda belirtilmiştir.

Yüzde Soru Sayısı

Dil Yeterliği %50 25

Alan Eğitimi Bilgisi

(Metodoloji)

%20 10

Dilbilim %16 8

Edebiyat %14 7

Genel Kültür, Genel Yetenek ve Eğitim Bilimleri Sınavlarınıza ek olarak gireceğiniz Öğretmenlik Alan Bilgisi Testi ile

ilgili verilen bu bilgiler 2013 KPSS-İÖABT sınavı çerçevesinde hazırlanmıştır. Sınav içeriğinde yapılabilecek olası

değişiklikleri ÖSYM'nin web sitesinden takip edebilirsiniz.

CONTENT PAGE

SECTION IMETHODOLOGY

CHAPTER 1

Approaches, Methods and Techniques in Language Teaching .................................................................................3

1. Linguistic Views ......................................................................................................................................................3

2. Theories Of Learning ..............................................................................................................................................4

3. Definitions Of Terminologies ...................................................................................................................................6

A. Before The Methods Era ............................................................................................................................................6

1. The Grammar Translation Method ........................................................................................................................6

2. Reform Movement ..................................................................................................................................................8

3. Direct Method .........................................................................................................................................................9

4. The Oral Approach and Situational Language Teaching ......................................................................................10

B. The Methods Era ......................................................................................................................................................12

5. Audio-Lingual Method...........................................................................................................................................12

6. Silent Way ............................................................................................................................................................14

7. Suggestopedia......................................................................................................................................................16

8. Community Language Learning ..........................................................................................................................19

9. Total Physical Response .....................................................................................................................................22

10. Whole Language Approach ................................................................................................................................24

11. Multiple Intelligences ..........................................................................................................................................25

12. Neuro-Linguistic Programming (NLP).................................................................................................................28

13. Lexical Approach ................................................................................................................................................29

14. Competency-Based Language Teaching ...........................................................................................................30

C. Current Communicative Approaches ....................................................................................................................31

15. Communicative Language Teaching ..................................................................................................................31

16. Natural Approach ...............................................................................................................................................34

17. Cooperative Language Learning ........................................................................................................................36

18. Task-Based Language Teaching ........................................................................................................................37

19. Content-Based Instruction ..................................................................................................................................38

20. Participatory Approach .......................................................................................................................................39

PART 2

Post-Method Era ...........................................................................................................................................................41

A. Eclectic Approach/Eclecticism .............................................................................................................................41

B. Post-Method Pedagogy........................................................................................................................................42

PART 3

Common European Framework ..................................................................................................................................43

A. Understanding and Using The Global Scale ........................................................................................................43

B. The European Language Portfolio ......................................................................................................................45

vi

PART 4

Technology in ELT ........................................................................................................................................................46

1. Computer-Assisted Learning (CALL)....................................................................................................................46

2. What’s Web 2.0? ..................................................................................................................................................48

2.1. What Does Web 2.0 Offer Teachers? 48

Subject Test 1 ...............................................................................................................................................................50

Çözümlü Cevap Anahtarı .............................................................................................................................................54

CHAPTER 2

PART 1Teaching Language Skills ............................................................................................................................................57

1. Teaching Listening ................................................................................................................................................57

2. Teaching Speaking ...............................................................................................................................................60

3. Teaching Pronunciation ........................................................................................................................................63

4. Teaching Reading .................................................................................................................................................64

5. Teaching Writing ..................................................................................................................................................66

6. Teaching Vocabulary ............................................................................................................................................68

7. Teaching Grammar ...............................................................................................................................................70

PART 2Factors Effecting Language Learning ........................................................................................................................72

A. Linguistic Factors ....................................................................................................................................................72

1. Cross-Linguistic Influence and Learners Language .............................................................................................72

1.1. Contrastive Analysis Hypothesis .................................................................................................................72

1.2. Learner Language (Interlanguage) ..............................................................................................................72

1.3. Learner Errors .............................................................................................................................................73

B. Individual Factors ....................................................................................................................................................78

1. Age .......................................................................................................................................................................78

2. Motivation ............................................................................................................................................................78

3. Intelligence and Aptitude ......................................................................................................................................79

4. Characteristics Of Learners/Learning Styles ........................................................................................................80

5. Learning Strategies ..............................................................................................................................................81

C. Socio-cultural Factors .............................................................................................................................................81

1. Culture ..................................................................................................................................................................81

2. Acculturation .........................................................................................................................................................82

3. Intercultural Competence .....................................................................................................................................82

4. English as a Lingua Franca ..................................................................................................................................82

5. World Englishes ....................................................................................................................................................82

Subject Test 2 ...............................................................................................................................................................84

Çözümlü Cevap Anahtarı .............................................................................................................................................88

CHAPTER 3

PART 1Teaching English To Young Learners .........................................................................................................................91

1. Who Are Young Learners? ...................................................................................................................................91

2. Child as a Language Learner ...............................................................................................................................92

3. Major Theories Of Language and Cognitive Development...................................................................................92

4. Teaching Language Skills to Young Learners ......................................................................................................93

5. Teaching Speaking to Young Learners .................................................................................................................94

6. Teaching Literacy Skills (Reading & Writing) to Young Learners..........................................................................94

vii

7. Teaching Vocabulary to Young Learners ..............................................................................................................95

8. Teaching Grammar to Young Learners .................................................................................................................96

9. Types of Syllabuses..............................................................................................................................................96

10. General Principles of Foreign Language Pedagogy for Young Learners ...........................................................96

PART 2Classroom Management ..............................................................................................................................................98

1. What Is Classrom Management ...........................................................................................................................98

2. Classroom Management Areas ............................................................................................................................98

3. Key Factors in Language Classroom Management .............................................................................................99

4. Preventing Disruptions in the Class....................................................................................................................101

5. Classroom Management Strategies ...................................................................................................................101

Subject Test 3 .............................................................................................................................................................102

Çözümlü Cevap Anahtarı ...........................................................................................................................................106

CHAPTER 4

PART 1Materials Development ..............................................................................................................................................109

1. Definitions of Key Terminologies: Curriculum And Syllabus ...............................................................................109

2. Approaches to Syllabus Design..........................................................................................................................109

3. Shapes of Syllabus Design..................................................................................................................................111

4. Materials and Material Types.............................................................................................................................. 112

5. Principles for Materials Development ................................................................................................................. 112

6. Steps in Materials Development ......................................................................................................................... 113

PART 2Materials Adaptation .................................................................................................................................................. 114

1. Why Do We Need to Adapt Materials? ............................................................................................................... 114

2. Objectives of Adaptation..................................................................................................................................... 114

3. Adaptation Techniques ....................................................................................................................................... 115

PART 3Materials Evaluation ................................................................................................................................................... 117

1. What is Evaluation? ............................................................................................................................................ 117

2. Why Do We Evaluate Materials? ........................................................................................................................ 117

3. Approaches to Materials Evaluation ................................................................................................................... 117

PART 4Testing In English Language Teaching .................................................................................................................... 118

1. What is a Test? ................................................................................................................................................... 118

2. Definitions: The Differences Between Testing, Assessment and Evaluation ...................................................... 118

3. Why Do We Test? ............................................................................................................................................... 118

4. Ways of Assessment .......................................................................................................................................... 118

5. Test Types .......................................................................................................................................................... 119

6. Criteria For a Good Test .....................................................................................................................................120

7. Types of Test Items.............................................................................................................................................121

8. Testing Language Skills and Language Areas ...................................................................................................121

9. Historical Trends in Language Testing ...............................................................................................................122

Subject Test 4 .............................................................................................................................................................124


AppendixELT Glossory ..............................................................................................................................................................131

Bibliography ................................................................................................................................................................147

viii

SECTION 2LINGUISTICS

CHAPTER 1

Introduction To Linguistics .......................................................................................................................................155

PART 1What is Language? .....................................................................................................................................................155

1. The Definition of Language ................................................................................................................................155

PART 2What is Linguistics? ...................................................................................................................................................161

1. Definition of Linguistics .......................................................................................................................................161

2. Definition of Grammar ........................................................................................................................................161

3. Branches of Linguistics.......................................................................................................................................161

PART 3Language in Human Brain .........................................................................................................................................162

1. Physiology of Human Brain ................................................................................................................................162

2. Modularity of Human Brain .................................................................................................................................162

3. The Autonomy of Language ...............................................................................................................................163

4. Plasticity of Human Brain ...................................................................................................................................164

5. The Critical Age Hypothesis ...............................................................................................................................164

Subject Test 1 .............................................................................................................................................................165


CHAPTER 2

Morphology & Phonology ..........................................................................................................................................171

PART 1Morphology .................................................................................................................................................................171

1. What is Morphology? ..........................................................................................................................................171

2. Morphemes: The Smallest Meaningful Units ......................................................................................................171

3. Derivational Morphology .....................................................................................................................................172

4. Inflectional Morphology.......................................................................................................................................175

5. Morphological Analysis .......................................................................................................................................175

6. Word Formation Processes ................................................................................................................................176

PART 2Phonetics ....................................................................................................................................................................177

1. Branches of Phonetics .......................................................................................................................................177

2. Phonetic Alphabet ..............................................................................................................................................177

PART 3Phonology ...................................................................................................................................................................177

1. What is Phonology?............................................................................................................................................177

2. What are Phonemes? .........................................................................................................................................177

2.1. Phonemes vs. Allophones .........................................................................................................................178

2.2. Nondistinctive Features of Phonemes .......................................................................................................179

2.3. Distinctive Features of Phonemes .............................................................................................................179

2.4. Suprasegmental Features of Phonemes ...................................................................................................180

3. Aspirated vs. Unaspirated Sounds .....................................................................................................................181

4. Phonotactics .......................................................................................................................................................181

Subject Test 2 .............................................................................................................................................................182


ix

CHAPTER 3

Syntax & Semantics ...................................................................................................................................................187

PART 1Syntax ..........................................................................................................................................................................187

1. What is Syntax?..................................................................................................................................................187

2. What is Grammaticality?.....................................................................................................................................187

2.1. Hierarchical Structure of Sentences ..........................................................................................................188

2.2. Constituents and Constituency Tests ........................................................................................................188

2.3. Categories of Words ..................................................................................................................................188

2.4. Phrase Structure Rules and Tree Diagrams ..............................................................................................189

2.5. Heads and Complements ..........................................................................................................................190

2.6. Selection ....................................................................................................................................................191

PART 2What is Semantics?....................................................................................................................................................192

1. Lexical Relations ................................................................................................................................................192

2. Branches of Semantics.......................................................................................................................................194

3. The Components of Semantics ..........................................................................................................................194

4. Semantic Features (Principle of Compositionality) .............................................................................................196

5. Argument Structure ............................................................................................................................................196

Subject Test 3 .............................................................................................................................................................197


CHAPTER 4

Pragmatics, Discourse & Sociolinguistics...............................................................................................................205

PART 1Discourse Analysis ....................................................................................................................................................205

1. What is Discourse Analysis? ..............................................................................................................................205

2. Components of Discourse ..................................................................................................................................205

3. Conversation Analysis ........................................................................................................................................208

PART 2Pragmatics ..................................................................................................................................................................209

1. What is Pragmatics?...........................................................................................................................................209

2. Speech Act Theory .............................................................................................................................................209

3. The Cooperative Principle ..................................................................................................................................210

4. Politeness Theory ............................................................................................................................................... 211

PART 3Sociolinguistics ..........................................................................................................................................................212

1. What is Sociolinguistics? ....................................................................................................................................212

1.1. Speech Communities ................................................................................................................................212

1.2. Linguistic Change ......................................................................................................................................212

1.3. Linguistics Varieties ...................................................................................................................................212

Subject Test 4 .............................................................................................................................................................214


CHAPTER 5

Language Acquisition ................................................................................................................................................221

PART 1First Language Acquisition .......................................................................................................................................221

1. How do Chıldren Learn Language?....................................................................................................................221

2. Universality of Stages in Language Acquisition..................................................................................................223

x

3. Language Development in First Language Acquisition ......................................................................................223

4. Universal Grammar (UG) ....................................................................................................................................224

5. Bilingualism ........................................................................................................................................................225

PART 2Second Language Acquisition ..................................................................................................................................226

1. Critical Period Hypothesis ..................................................................................................................................226

Subject Test 5 .............................................................................................................................................................228


Appendix ASpelling In English .....................................................................................................................................................235

Appendix BLinguistics Glossary ..................................................................................................................................................238

Bibliography ................................................................................................................................................................255

SECTION 3ENGLISH LITERATURE

CHAPTER 1

Literary Periods in British Literature ........................................................................................................................259

1. Old English Period: 450-1066.............................................................................................................................264

2. Middle English Period: 1066-1500......................................................................................................................264

3. Renaissance Period: 1500-1660 ........................................................................................................................266

4. The Restoration Period: 1660-1700 ...................................................................................................................271

5. The Romantic Period: 1785-1837.......................................................................................................................273

6. The Victorian Period: 1837-1901 ........................................................................................................................275

7. The 20Th Century...............................................................................................................................................277

Subject Test 1 .............................................................................................................................................................281


CHAPTER 2

Literary Periods in American Literature ...................................................................................................................287

1. The Colonial Period: 1607-1765 .........................................................................................................................291

2. The Revolutionary Age: 1765-1790 ....................................................................................................................292

3. The Romantic Period: 1820-1865.......................................................................................................................292

4. The Realistic and Naturalistic Period: 1865-1914 ..............................................................................................294

5. American Modernism: 1914-1945 ......................................................................................................................296

6. Contemporary Period: 1945-to present ..............................................................................................................298

Subject Test 2 .............................................................................................................................................................301


CHAPTER 3

Literary Movements....................................................................................................................................................307

1. Absurdism (c. 1930–1970) .................................................................................................................................307

2. Aestheticism (c. 1835–1910) ..............................................................................................................................307

3 Angry Young Men (1950s–1980s) .......................................................................................................................307

4. Beat Writers (1950s–1960s) ...............................................................................................................................307

5. Bloomsbury Group (c. 1906–1930s)...................................................................................................................307

6. Commedia Dell’arte (1500s–1700s) ...................................................................................................................307

7. Dadaism (1916–1922) ........................................................................................................................................307

8. Enlightenment (c. 1660–1790) ...........................................................................................................................307

xi

9. Elizabethan era (c. 1558–1603) .........................................................................................................................307

10. Harlem Renaissance (c. 1918–1930) ...............................................................................................................307

11. Lost Generation (c. 1918–1930s) .....................................................................................................................307

12. Magic realism (c. 1935–present) ......................................................................................................................308

13. Metaphysical poets (c. 1633–1680)..................................................................................................................308

14. Middle English (c. 1066–1500) .........................................................................................................................308

15. Modernism (1890s–1940s) ...............................................................................................................................308

16. High modernism (1920s) ..................................................................................................................................308

17. Naturalism (c. 1865–1900) ...............................................................................................................................308

18. Neoclassicism (c. 1660–1798) .........................................................................................................................308

19. Nouveau Roman (“New Novel”) (c. 1955 – 1970) ............................................................................................308

20. Postcolonial literature (c. 1950s–present) ........................................................................................................308

21. Postmodernism (c. 1945–present) ...................................................................................................................308

22. Pre-Raphaelites (c. 1848–1870).......................................................................................................................309

23. Realism (c. 1830–1900) ...................................................................................................................................309

24. Romanticism (c. 1798–1832)............................................................................................................................309

25. Sturm and Drang (1770s) .................................................................................................................................309

26. Surrealism (1920s–1930s) ...............................................................................................................................309

27. Symbolism (1870s–1890s) ...............................................................................................................................309

28. Transcendentalism (c. 1835–1860) ..................................................................................................................309

29. Victorian era (c. 1832–1901) ............................................................................................................................309

Subject Test 3 .............................................................................................................................................................310


CHAPTER 4

Figures of Speech ......................................................................................................................................................315

1. Allegory.............................................................................................................................................................315

2. Alliteration .........................................................................................................................................................315

3. Allusion .............................................................................................................................................................315

4. Amplification .....................................................................................................................................................315

5. Anagram ...........................................................................................................................................................315

6. Analogy.............................................................................................................................................................315

7. Anastrophe .......................................................................................................................................................315

8. Antithesis ..........................................................................................................................................................315

9. Aphorism ..........................................................................................................................................................315

10. Archetype .........................................................................................................................................................316

11. Assonance ........................................................................................................................................................316

12. Asyndeton.........................................................................................................................................................316

13. Cacophony .......................................................................................................................................................316

14. Caesura ............................................................................................................................................................316

15. Chiasmus..........................................................................................................................................................316

16. Circumlocution ..................................................................................................................................................316

17. Conflict..............................................................................................................................................................316

18. Connotation and Denotation .............................................................................................................................316

19. Consonance .....................................................................................................................................................317

20. Deus ex Machina ..............................................................................................................................................317

21. Diction...............................................................................................................................................................317

22. Doppelganger ...................................................................................................................................................317

23. Ekphrastic / ekphrasis ......................................................................................................................................317

24. Epilogue............................................................................................................................................................317

25. Epithet ..............................................................................................................................................................317

26. Euphemism.......................................................................................................................................................317

27. Euphony ...........................................................................................................................................................317

xii

28. Flashback .........................................................................................................................................................317

29. Flashforward .....................................................................................................................................................318

30. Foil ....................................................................................................................................................................318

31. Foreshadowing .................................................................................................................................................318

32. Hubris ...............................................................................................................................................................318

33. Hyperbaton .......................................................................................................................................................318

34. Hyperbole .........................................................................................................................................................318

35. Imagery.............................................................................................................................................................318

36. Internal rhyme...................................................................................................................................................318

37. Inversion ...........................................................................................................................................................318

38. Irony..................................................................................................................................................................319

39. Juxtaposition.....................................................................................................................................................319

40. Kenning ............................................................................................................................................................319

41. Litote .................................................................................................................................................................319

42. Malapropism .....................................................................................................................................................319

43. Metaphor ..........................................................................................................................................................319

44. Metonymy .........................................................................................................................................................319

45. Mood.................................................................................................................................................................319

46. Motif ..................................................................................................................................................................319

47. Negative Capability...........................................................................................................................................320

48. Nemesis............................................................................................................................................................320

49. Onomatopoeia ..................................................................................................................................................320

50. Oxymoron .........................................................................................................................................................320

51. Paradox ............................................................................................................................................................320

52. Pathetic Fallacy ................................................................................................................................................320

53. Periphrasis........................................................................................................................................................320

54. Personification ..................................................................................................................................................320

55. Plot ...................................................................................................................................................................320

56. Point of View .....................................................................................................................................................320

57. Polysyndeton ....................................................................................................................................................321

58. Portmanteau .....................................................................................................................................................321

59. Prologue ...........................................................................................................................................................321

60. Puns .................................................................................................................................................................321

61. Rhyme Scheme ................................................................................................................................................321

62. Rhythm ............................................................................................................................................................321

63. Satire ................................................................................................................................................................322

64. Simile ................................................................................................................................................................322

65. Spoonerism ......................................................................................................................................................322

66. Parody ..............................................................................................................................................................322

67. Stream of consciousness .................................................................................................................................322

68. Suspense..........................................................................................................................................................322

69. Syllepsis ...........................................................................................................................................................322

70. Symbol..............................................................................................................................................................323

71. Synecdoche ......................................................................................................................................................323

72. Synesthesia ......................................................................................................................................................323

73. Theme ..............................................................................................................................................................323

74. Tone ..................................................................................................................................................................323

75. Understatement ................................................................................................................................................323

76. Verisimilitude ....................................................................................................................................................323

77. Verse ................................................................................................................................................................323

Subject Test 4 .............................................................................................................................................................324


xiii

CHAPTER 5

Literary Genres and Forms........................................................................................................................................329

Literary Genre .......................................................................................................................................................329

1. Prose..................................................................................................................................................................329

1. Folktale .......................................................................................................................................................329

2. Fable...........................................................................................................................................................329

3. Myth ............................................................................................................................................................329

4. Fairy Tale ....................................................................................................................................................329

5. Short Story..................................................................................................................................................329

6. Legend........................................................................................................................................................329

7. Tall tale .......................................................................................................................................................329

8. Novel ..........................................................................................................................................................329

a. Elements of Novel ............................................................................................................................................329

1. Plot .............................................................................................................................................................329

2. Theme .......................................................................................................................................................330

3. Characters ..................................................................................................................................................330

4. Setting ........................................................................................................................................................330

5. Narrator ......................................................................................................................................................330

6. Tone ............................................................................................................................................................330

b. Types of Novels ................................................................................................................................................330

1. Adventure Novel ...........................................................................................................................................330

2. Autobiographical novel .................................................................................................................................330

3. Bildungsroman..............................................................................................................................................330

4. Children’s novel ............................................................................................................................................331

5. Christian novel .............................................................................................................................................331

6. Coming-of-age novel ....................................................................................................................................331

7. Detective novel .............................................................................................................................................331

8. Dystopian novel ............................................................................................................................................331

9. Epistolary novel ............................................................................................................................................331

10. Existentialist novel ......................................................................................................................................332

11. Fantasy novel .............................................................................................................................................332

12. Gothic novel................................................................................................................................................332

13. Historical novel ...........................................................................................................................................332

14. Hypertext novel...........................................................................................................................................332

15. Multicultural novel .......................................................................................................................................333

16. Naturalistic novel ........................................................................................................................................333

17. Novella........................................................................................................................................................333

18. Novel of manners .......................................................................................................................................333

19. Picaresque novel ........................................................................................................................................333

20. Psychological novel ....................................................................................................................................333

21. Regional novel ............................................................................................................................................333

22. Roman a clef ..............................................................................................................................................333

23. Science fiction novel ...................................................................................................................................333

24. Sentimental novel .......................................................................................................................................334

2. Poetry ................................................................................................................................................................334

a. Elements of Poetry ...........................................................................................................................................334

1. Stanza ..........................................................................................................................................................334

2. Rhyme ..........................................................................................................................................................334

3. Rhythm .........................................................................................................................................................334

4. Meter ............................................................................................................................................................335

b. Types of Poetry .................................................................................................................................................335

1. Ballad............................................................................................................................................................335

xiv

2. Couplet .........................................................................................................................................................335

3. Dramatic Monologue ....................................................................................................................................335

4. Elegy.............................................................................................................................................................335

5. Epic...............................................................................................................................................................335

6. Free Verse ....................................................................................................................................................335

7. Haiku ............................................................................................................................................................335

8. Light Verse....................................................................................................................................................335

9. Limerick ........................................................................................................................................................335

10. Nursery Rhymes .........................................................................................................................................336

11. Ode .............................................................................................................................................................336

12. Pastoral Lyric ..............................................................................................................................................336

13. Sonnet ........................................................................................................................................................336

14. Triplet ..........................................................................................................................................................336

15. Villanelle .....................................................................................................................................................336

3. Drama ................................................................................................................................................................336

a. Types of Drama .................................................................................................................................................336

1. Tragedy ........................................................................................................................................................336

2. Comedy ........................................................................................................................................................336

Subject Test 5 .............................................................................................................................................................338


Bibliography ................................................................................................................................................................344

SECTION 4LANGUAGE PROFICIENCY

CHAPTER 1

Tenses & Active, Passsive and Causitives ..............................................................................................................347

1.Tenses ................................................................................................................................................................347

2. Passive ...............................................................................................................................................................355

3. Causative............................................................................................................................................................357

Subject Test 1 .............................................................................................................................................................358


CHAPTER 2

PART 1PARTS OF SPEECH ....................................................................................................................................................365

1. Nouns ................................................................................................................................................................365

2. Pronouns ...........................................................................................................................................................367

3. Adjectives ..........................................................................................................................................................368

4. Quantifiers ..........................................................................................................................................................369

5. Adverbs .............................................................................................................................................................372

6. Articles ................................................................................................................................................................374

7. Connectors .........................................................................................................................................................377

8. Prepostions.........................................................................................................................................................380

PART 2Affixes - Prefixes And Suffixes .................................................................................................................................386

Subject Test 2 .............................................................................................................................................................388


xv

CHAPTER 3

Modals .........................................................................................................................................................................395

1. Advice .................................................................................................................................................................396

2. Duty ....................................................................................................................................................................396

3. Habits .................................................................................................................................................................396

4. Possibility............................................................................................................................................................396

5. Ability ..................................................................................................................................................................397

6. Necessity ............................................................................................................................................................397

7. Deduction ...........................................................................................................................................................398

8. Prohibition...........................................................................................................................................................398

9. Absence Of Necessity ........................................................................................................................................398

10. Permission ........................................................................................................................................................398

11. Suggestion ........................................................................................................................................................399

12. Invitations .........................................................................................................................................................399

13. Preference ........................................................................................................................................................399

14. Dare ..................................................................................................................................................................399

15. Perfect Modals..................................................................................................................................................399

Subject Test 3 .............................................................................................................................................................400


CHAPTER 4

Clauses ........................................................................................................................................................................405

1. Noun Clauses .....................................................................................................................................................405

2. Adverbial Clauses...............................................................................................................................................407

3. Relative Clauses................................................................................................................................................. 411

4. Conditional Clauses............................................................................................................................................414

Subject Test 4 .............................................................................................................................................................417


CHAPTER 5

Gerunds & Infinitives .................................................................................................................................................423

1.Gerunds ...............................................................................................................................................................423

2. Infinitives.............................................................................................................................................................424

Subject Test 5 .............................................................................................................................................................429


CHAPTER 6

Ambiguity ....................................................................................................................................................................435

1. Structural ambiguity ............................................................................................................................................435

2. Lexical ambiguity ................................................................................................................................................437

Subject Test 6 .............................................................................................................................................................438


xvi

CHAPTER 7

Punctuation Marks .....................................................................................................................................................445

1. The Full Stop/The Period: (.) ..............................................................................................................................445

2. The Comma: (,) .................................................................................................................................................445

3. The Apostrophe: (‘) .............................................................................................................................................446

4. The Quotation Mark: (“ ”) ....................................................................................................................................447

5. The Semi-colon: (;) .............................................................................................................................................447

6. The Colon: (:)......................................................................................................................................................447

7. The Hyphen: (-) ..................................................................................................................................................448

8. The Dash: (–)......................................................................................................................................................448

9. The Parantheses: (( )) .......................................................................................................................................448

10. The Exclamation Mark: (!) ................................................................................................................................448

11. The Question Mark: (?) .....................................................................................................................................448

Subject Test 7 .............................................................................................................................................................449


CHAPTER 8

Restatement ................................................................................................................................................................455

Subject Test 8 .............................................................................................................................................................459


CHAPTER 9

Dialogue Completion ..................................................................................................................................................467

Subject Test 9 .............................................................................................................................................................470


CHAPTER 10

Paragraph Completion ...............................................................................................................................................481

Subject Test 10 ...........................................................................................................................................................484


CHAPTER 11

Finding Irrelevant Sentences ....................................................................................................................................495

Subject Test 11 ............................................................................................................................................................498


CHAPTER 12

Reading Comprehension ...........................................................................................................................................507

Subject Test 12 ...........................................................................................................................................................513


Appendix AAffixes..........................................................................................................................................................................523

Appendix BIdiom List .....................................................................................................................................................................530

Bibliography ................................................................................................................................................................535

KPSS-İÖABT includes 10 questions on the field of ELT Methodology, which

encompasses the topics of Approaches and Methods in Language Teaching,

Teaching Language Skills, and Teaching English to Young Learners & Classroom

Management, Materials Development, Adaptation & Evaluation, and Testing in ELT.

The first section of this book provides detailed information about the above mentioned

topics in the field of ELT Methodology with a comprehensive literature review within

the scope of KPSS-İÖABT. Moreover, sample questions have been taken from

KPSS-ÖABT and included under the relevant subjects in the chapters.

As in each section in the book, this one also contains a subject test and an answer

key with detailed explanations.

Sevgi ŞAHİN

SECTION 1

METHODOLOGY

When the history of language teaching and learning is

searched and examined, it can be seen that depending

on the needs and the educational conditions of the time,

different perspectives have emerged. This, together with

the pursuit of the best method, led to the appearance

of a wide range of approaches and methods regarding

how language teaching needs to be carried out. The

shortcomings of an approach and method paved the

way for another one in order to compensate for these

lacks and problems. The complexity of the contexts

and the dynamic nature of the classroom have led

us to the conclusion that there is no best method that

can be universally accepted. Instead, teachers now

acknowledge the need to adopt an informed and eclectic

approach, incorporating elements from the range of

methods and approaches at hand.

As mentioned above, throughout the history of the field

of foreign language teaching, different approaches and

methods have emerged and were affected by certain

linguistics and psychology theories in this process. In

order to discover and clearly understand the principles

and underlying assumptions of the approaches and

methods of language learning and teaching, linguistic and

psychological views in language teaching methodology

first need to be understood. Therefore, linguistic and

psychological views are briefly explained below.

1. LINGUISTIC VIEWS

1.1. THE TRADITIONAL VIEW

Considering that the everyday spoken language is

neither pure nor perfect and it includes errors, for

centuries scholars have focused on the written language

and its grammatical structures. With the emphasis on the

accurate production of the language and determining the

correct way of putting things into words, they followed

a prescriptivist approach to the language (Please See

Linguistics Chapter 1 for further information about

prescriptivism). They were not concerned with the usage

of the language for communication purposes, yet a tool

for understanding the literature of the target language.

To do that, they taught how to form grammatically correct

sentences along with the knowledge of vocabulary.

1.2. STRUCTURALISM

In structuralism, language is viewed as a system of structurally related elements to convey meaning. It is an approach to linguistics which originated from the studies of Ferdinand de Saussure. The core idea of this theory for teaching language is that language can be analyzed as a formal system of differential components.

CHAPTER 1 APPROACHES, METHODS AND TECHNIQUES IN LANGUAGE TEACHING

In addition, language is considered to be basically for speech and not reading or writing, consisting of habits which are systematically different from those in other languages. Teaching the language rather than teaching about the language is emphasized. In contrast to the traditional view in which written language is given priority and prescriptivism is adopted, the followers of this view focused on everyday language use and speech by examining the way people used the language not necessarily in the way scholars prescribed them to do, which is called descriptivism (Please refer to Linguistics Chapter 1 for further information about descriptivism). This descriptive approach to language aimed at depicting the language at the level of sound, word and sentence.

In short, structural linguistics emphasized the significance of language as a system and examines the role that linguistic units such as sounds, words, sentences play within this system. In association with behaviorism, it provided the principal theoretical basis of the audio lingual method, and in this way influenced language teaching materials, and techniques.

1.3. THE GENERATIVE TRANSFORMATIONAL THEORY

Noam Chomsky opposed to the assumptions of structuralism and criticized it heavily by emphasizing that there is an underlying level for all utterances of the native speakers. The theory opposed to the empiricist theory, which is pedagogically audiolingualism, psychologically behaviorism, and linguistically structuralism. It emphasized mental activity and proposed that human beings have the capability to learn a language. It is the inborn ability instead of practice that enabled human beings to obtain the rules of a language and comprehend or produce unlimited numbers of utterances.

Basically, Chomsky introduced two core ideas in his theory. The first one is related to the distinction between competence and performance. Competence is defined as the knowledge of the language; however, performance is the actual use of the language, which is observable. The explanation of knowledge underlying the human ability to speak and understand the language is at the centre. Consequently, in this approach, each speaker has a linguistic organ specialized in the analysis and production of complex structures forming the speech. In other words, most of this knowledge of language is innate, so babies are born wired to acquire language and needs only actually learn the idiosyncratic features of the languages they are exposed to. The second core idea put forward in the theory was creativity of language knowledge; namely, explaining how people can produce and comprehend utterances which they have never heard before. Referring back to what was mentioned about competence, it can be stated that people depend on their language competence in order to generate novel utterances.

4

People generate their sentences and

structure them on the basis of their

knowledge of what is acceptable

according to the grammatical systems of

the language.

ATTENTION

1.4. THE COMMUNICATIVE VIEW

The communicative or functional view of language

proposes that language is actually a vehicle in order

to express functional meaning conveyed through

structures. In the first place, semantic and communicative

aspects of language are emphasized rather than the

linguistic units, yet it should be noted that they are not

totally neglected. Dell Hymes suggested that linguistic

competence was not sufficient for a person to be able

to use a language communicatively since it ignored the

actual usage of language which is very much affected by

contextual factors, such as interlocutors’ relationship,

degree of closeness, physical context, age or gender

of the interlocutors. Hymes introduced the concept

of communicative competence (See Communicative

Language Teaching in this chapter for more detailed

information) which can be defined as the appropriate

and effective use of language in line with the contextual

factors influencing the choice of words and structures

2. THEORIES OF LEARNING

2.1. BEHAVIORISM

Behaviorism considers learning as habit formation

assuming a learner is essentially passive imitator who

responds to environmental stimuli. According to the

theory, people start learning as a tabula rasa; that’s

without any previous knowledge or competence and

behavior is shaped by means of positive or negative

reinforcement. Both positive reinforcement and negative

reinforcement are used to increase the chance of

the behavior to happen again. However, punishment

decreases the probability of behavior to occur again.

Briefly, followers of this theory completely neglected the

importance of mind in the formation of verbal behavior.

According to this stimulus-response theory introduced

by Skinner, learning is a process of automatic habit

formation happening via reinforcement of a mechanical

relation between a stimulus and the desirable response.

Errors are bad habits interfering in the learning process,

so they need to be immediately corrected by the teachers.

1. Reinforcement is act of increasing the probability of a specific behavior in the future by delivering a stimulus immediately after a response/behavior is displayed correctly or desirably. It is divided into two:

a. Positive Reinforcement: It refers to presenting a motivating stimulus to the student after the desired behavior is demonstrated, to make the behavior more likely to occur in the future (e.g., praising the student for doing his/her homework)

b. Negative Reinforcement: It means removing a certain stimulus (often an aversive one) after a particular behavior is displayed to increase the likelihood of that behavior to happen again because of avoiding the negative consequence (e.g., taking away the deadline for the homework).

2 Punishment: It is a process by which an unwanted result immediately follows a behavior that decreases the future frequency of that behavior. There are two types of punishment:

a. Positive Punishment: It is presenting a negative consequence after an undesired behavior is exhibited to make that behavior less likely to occur in the future (e.g., the student talks to his/her friend all the time during the lesson, and the teacher reprimands him/her).

b. Negative Punishment: It refers to removing a certain desired stimulus after a particular unwanted behavior is exhibited in order to decrease the occurrence of that behavior in the future (e.g., cancelling game time when the students haven’t done their homework).

With punishment, always remember that the

end result is to try to decrease the undesired

behavior. However, in reinforcement, the

aim is to increase the likelihood of the

wanted behavior to happen again.

ATTENTION

Behaviorism has a tendency to rely on drill exercises to

provide the consistent repetition necessary for effective

reinforcement of response patterns. Thus, memorization

and imitation are at the heart of this theory. The use

of positive reinforcements such as verbal praise, good

grades, and prizes is also frequent.

2.2. COGNITIVE THEORY

The emphasis here is on the importance of experience, meaning, problem-solving and the development of insights. Different from Behaviorism, in which the language learning is believed to occur as a result of imitation and a lot of repetitions, this theory is based on internal and mental processes in language learning. Second language acquisition can be explained with a description of the interaction between language and cognition. In cognitive

5

theory, individuals are said to process information and thoughts involved in this cognitive activity are referred to as “internal processes”. Learning strategies are special ways of processing information that enhance comprehension and learning. The basic tenets of cognitive theory can be given as in the following:

• It focuses on transferring, simplification, generalization, and restructuring that involve second language acquisition.

• Language learning is the result of internal mental activity.

• It emphasizes that knowledge and new learning is organized in a mental structure.

• Learners act, construct, plan and analyze their own learning

• Positive and negative feedback is important for restructuring.

• Once new information is acquired, existing knowledge is reorganized.

• Learning language needs to be meaningful in order to be effective and permanent

2.3. HUMANISM

The humanistic approach tends to regard language learning as a process that engages the whole person and

not just the intellect. It also takes into consideration the emotional and spiritual needs of an individual. According to humanism, the receiver in education is first a human being; the secondary role of the individual is being a learner. It is emphasized that individuals’ basic needs are decided by their potential energy. When and if they cannot satisfy their basic needs physically and psychologically, they will surely fail to completely concentrate on their language learning. Emotions, feelings and attitudes of the learners towards language and language learning, their needs, interests, beliefs and motivations are the core concerns of humanism since they are the premise of the other physical and psychological activities. Therefore, before aiming at teaching the language, preparing the necessary conditions and classroom atmosphere is intended in order to make sure that learners feel relaxed and comfortable. By this way, their purpose is to avoid negative attitudes towards language learning. A humanistic approach in teaching both helps learners easily learn things but also develops their personality in various ways. Self-actualization is at the centre because the only reason for individuals to learn is to satisfy needs of the self-actualization. It follows that the study of the self, motivation, and goals are areas of particular interest. Moreover, the objective of education is to raise open-minded, dynamic and adjustable individuals in a cooperative, supportive environment.

Overview Of Learning Theories

Behaviorism Cognitive Theory Humanism Constructivism

View of knowledge

Knowledge is a

repertoire of behavioral

responses to

environmental stimuli.

Knowledge systems of

cognitive structures are

actively constructed by

learners based on pre-

existing cognitive

structures.

Knowledge is formed by the

development of the whole person

by integrating the cognitive and

affective aspects of the learning.

No concern for teaching static

knowledge as the aim is to teach

how to learn.

Knowledge is constructed

within social contexts

through interactions with

a knowledge community.

View of learning

Passive absorption

of a predefined body

of knowledge by the

learner.

Promoted by

repetition and positive

reinforcement.

Active assimilation and

accommodation of new

information to existing

cognitive structures.

Discovery by learners.

Function of the whole person and

believe that learning cannot take

place unless both the cognitive

and affective domains are

involved

Personal act to fulfill learners’

potential.

Integration of students

into a knowledge

community.

Collaborative assimilation

and accommodation of

new information.

View of motivation

Extrinsic, involving

positive and negative

reinforcement.

Intrinsic; learners set

their own goals and

motivate themselves

to learn.

Intrinsic; learners learn for self-

actualization.

Providing active support,

encouragement for the

individuals to learn from their

successes and failures keep

them motivated to learn.

Intrinsic and extrinsic.

Learning goals and

motives are determined

both by learners and

extrinsic rewards

provided by the

knowledge community.

Implications for

Teaching

Correct behavioral

responses are

transmitted by the

teacher and absorbed

by the students.

The teacher facilitates

learning by providing

an environment that

promotes discovery

and assimilation/

accommodation.

The teacher is a facilitator

that provides an anxiety-free

classroom and comfortable

learning to reduce the affective

filter

Collaborative learning is

facilitated and guided by

the teacher.

Group work.

Taken from : http://gsi.berkeley.edu/teachingguide/theories/overview.html

6

3. DEFINITIONS OF TERMINOLOGIES

Before moving on with giving detailed information about

each approach and method in language teaching and

learning, we need to define and clarify three important,

often confusing, terminologies in this field:

Edward Anthony’s (1963) tripartite is the first attempt

to make distinction among these terms. In order to

define what ‘method’ is, we can consider the distinction

of Approach, Method and Technique. According to

his definitions, an approach can be considered as the

broadest circle which presents a set of assumptions as

to the nature and the components of the language and

language teaching and learning. It also gives information

regarding the necessary conditions for language learning

to occur. Approach is also axiomatic, something the truth

of which cannot be proven.

An approach can adopt one of the following 3

theories of language:

1. Structural view: According to structural view,

language is viewed as structurally related units

such as grammatical, phonological and lexical

ones.

2. Functional view: In functional view, language

is described as a vehicle to express functional

meaning.

3. Interactional view: An approach adopting

interactional view considers language as a

vehicle to establish and maintain interpersonal

relationship with other people.

However, method is the overall plan for the organized

presentation of language material. It is basically the

practical application of theoretical findings and positions.

In this sense, it becomes clear that a method needs to

be based on an approach. A method is procedural while

approach is axiomatic.

Methods are typically informed by both

a theory of language and a theory of

language learning. To give an example,

it can be stated that audiolingualism took

its assumptions from a structuralist model

of language and behaviourist learning

theory.

ATTENTION

Finally, the smallest circle is the technique which is

implementational. It is defined as the activities, practices,

and tasks utilized in the classroom. Techniques need to

be consistent with a method, and thus in harmony with

an approach.

Later on, the concept of method is further explained by

Richards & Rodgers (1982) in relation to Approach,

Design and Procedure. Different from the distinction

made by Anthony, design is described as the term

regarding the theories of language and learning to the

form and function of teaching materials and activities in

the classroom, types of syllabus, and roles of teacher,

student and instructional materials. Procedure, however,

is related to the techniques and practices utilized in the

classroom as a result of particular approaches and

designs.

Methodology is the umbrella term and

it refers to “pedagogical practices in

general and whatever considerations

are involved in ‘how to teach’. Approach

is defined as the theoretical beliefs and

assumptions about the view of language

and language learning and teaching while

method is the generalized procedures,

based on an approach, as to how foreign

languages are taught, what the roles of

the teacher, student and instructional

materials are and what type of syllabus is

adopted. Technique, on the other hand,

is the narrowest term that refers to the

application of the procedures, presented

by a method, through activities, practices,

tasks and exercises.

ATTENTION

A. BEFORE THE METHODS ERA

1. THE GRAMMAR TRANSLATION METHOD

The Grammar Translation Method is an old and traditional

method that was first utilized to teach classical languages

like Latin and Greek. The reason why oral language was

not the focus of this method can be attributed to the fact

that it was used to teach dead languages. It did not follow

any approach. The purpose of learning and teaching

a foreign language is to read and understand and

appreciate the literary texts (i.e., literature of the foreign

language) in the target language so that individual can

develop themselves intellectually and strengthen the

powers of the mind. The lessons are taught in students’

first language by making use of translation.

• The purpose of learning a foreign language is to read the literary texts in the target language and to develop the learners intellectually.

• Other names given to the method are classical method, traditional method; grammar school method and Prussian method.

ATTENTION

7

1.1. Learning Theory: Deductive teaching and learning is

of great importance in the method. In deductive learning,

the learners are given the rules of the target language

directly and explicitly and the correct productions of the

structures are reinforced through example sentences

and exercises. Translation is the main way of learning

the language.

1.2. Language Theory: The role of the language is

to help learners understand the literature of the target

language so that they become more cultured and

intellectual. Language consists of abstract grammatical

rules and the written language is considered superior over

spoken language. Apart from the linguistic structures in

the target language, the students also learn the structure

of their mother tongue.

1.3. Goals and Objectives: The Grammar Translation

Method aims at teaching translation, reading and

understanding the literature in the target language,

raising the students’ awareness for their native language

structure and vocabulary, and to improve students’

mental capacities with grammar practices.

1.4. The Role of Culture: Culture is limited to the

literature and the fine arts of the target language; and it

is learned through reading the literary texts which are full

of complex grammatical structures and translating them.

1.5. The Role of Mother Tongue: The mother tongue

of the students has a significant function in teaching

vocabulary and grammar. Because oral communication

and interaction in the target language are not focused to

teach and develop, classroom instructions occur in the

first language.

1.6. The Role of the Teacher: Teacher is considered as

the only and strict authority in the classroom; thus, the

classroom is teacher-centered by not putting the students

at the centre of the teaching and learning process.

1.7. The Role of the Student: Students are regarded as

the passive receivers of the new information transmitted

from the teacher. The activities are initiated and directed

by the teacher. Consequently, the students are expected

to be passive, teacher-dependent and memorize the

rules and the new vocabulary with mother tongue

equivalents.

1.8. Teaching Language Areas: Grammar and

vocabulary are primary language areas to be taught.

Because the written language is given utmost importance,

and the spoken language is neglected, so pronunciation

is not focused for development.

1.8.1. Teaching Grammar: Teaching grammar occurs

through the use of deductive teaching. Students are

supposed to memorize the abstract rules of the linguistic

structures. Afterwards, they apply these rules to new

examples in the exercises. In the meantime, the teacher

compares and contrasts the rules of the structures in the

students’ first language and the target language using

translation.

Deductive teaching of grammar is an

approach to teach the language where

the students are taught the rules of the

grammar directly and explicitly without

using meaningful context. Examples

follow the provision of the explicitly given

rules.

ATTENTION

1.8.2. Teaching Vocabulary: The frequently used

vocabulary teaching technique is to provide lists of

isolated words with their meanings in the students’ first

language. The unknown words can also be given with

their synonyms and antonyms. Then, the students are

asked to memorize them. The new words are never taught

in a meaningful context. Another common way to teach

words is the use of cognates.

Cognates are the words in two different languages, which have similar spelling and pronunciation.

It is divided into two:

1. True Cognates: These are the words in two languages that have similar spelling and pronunciation and the same meaning (e.g., cinema – sinema; theatre – tiyatro).

2. False Cognates: This time, the cognates have different meanings in the two languages (e.g., complex (meaning complicated in English) – kompleks (spor kompleksi or kompleks).

ATTENTION

1.9. Teaching Language Skills: As already pointed

out, the written language is superior over the spoken

language; therefore, writing and reading skills are aimed

to be developed. Yet, speaking and listening skills are

neglected. Emphasis is placed on accuracy and form,

fluency and meaning are not among the foci of the

teacher. Students practice and develop their reading

skills through extracts from the literature and reading

comprehension that they are expected to answer.

Reading comprehension questions are:

• the questions the answers of which can be

directly found in the passage.

• the questions that students can answer by

inferencing .

• the questions that students can answer by

relating the passage to their own experience.

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