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Learning a Foreign Language is Compulsory at Turkish Universities. to be appointed and promoted to a higher position,to attend a postgraduate program, and to conduct and present an academic research.. PREREQUISITES. Getting a passing score ( 65 >) inUDS (Interuniversity Foreign Language Examination in English, German, and French )KPDS (Foreign Language Examination for Civil Servants in Arabic, Bulgarian, Chinese, Danish, Persian, 34006
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2. Learning a Foreign Language is Compulsory at Turkish Universities to be appointed and promoted to a higher position,
to attend a postgraduate program, and
to conduct and present an academic research.
3. PREREQUISITES Getting a passing score ( 65 >) in
UDS (Interuniversity Foreign Language Examination in English, German, and French )
KPDS (Foreign Language Examination for Civil Servants
in Arabic, Bulgarian, Chinese, Danish, Persian,
Georgian, Dutch, Italian, Japanese, Korean,
Polonese, Portuguese, Romanian, Armenian,
Hungarian, Russian, Serbian, Ukrainian, Greek,
and Spanish)
4. PREREQUISITES Getting a passing score ( 65 >) in
an equivalent language proficiency exam such as TOEFL, TOEIC IELTS, DELF, Zertifikat Deutsch, and so forth.
5. EQUIVALANT LANGUAGE SCORES
http://www.yok.gov.tr/content/view/707/lang,tr_TR/
6. POPULATION of the STUDY
7. MEDIA of INSTRUCTION at FACULTIES
8. POPULATION of the STUDY
9. The SAMPLE of the POPULATION
10. The SAMPLE of the POPULATION
11. The SAMPLE of the POPULATION
12. The SAMPLE of the POPULATION
13. The SAMPLE of the POPULATION
14. The SAMPLE of the POPULATION
15. The SAMPLE of the POPULATION
16. The SAMPLE of the POPULATION
17. FINDINGS
18. FINDINGS
19. FINDINGS
Two-thirds of the academics asserted that
getting the passing grade was not sufficient
to have a good command of a foreign
language.
20. RESEARCH METHOD 1. Developing the Scale
2. Administrating the Questionnaire
3. Analysing the Data Gathered from the Questionnaires
21. Developing the Scale Statements were grounded on the following researches
Intrinsic/ Extrinsic Motivation Scale of English Learning (Wang, 2008)
2) MSLQ - Motivated Strategies for Learning Questionnaire (Pintrich , et.al., 1991)
3) Attitude / Motivation Test Battery (Gardner, 1985)
4) Foreign Language Learning Attiudes and Foreign Language
Academic Perceptions Survey (Sparks ve Ganschow, 1993)
5) The Attitudes of Vocational and Technical High School Students towards English (Cebeci, 2006)
6) The Formation of the Attitude Scale Regarding the Model of Teaching a Foreign Language (Kabadayi, 2003)
22. Subgroups of the Statements academics' desire, opinion, effort, and
personal belief (concerning self-efficacy, exam anxiety, and resource management) to learn a foreign language,
2. academics motivation for knowledge and
accomplishment,
3. preferrences on learning methods (such as
translation, communicative,
auido-linguistic, and so on)
23. Subgroups of the Statements the importance attributed to learning a foreign language,
5. the motivation to cope with the difficulties they have encountered when they are learning or have learned a foreign language, and
6. the external utility factors to learn a foriegn language.
24. Statistical Analysis 1. Item-total correlation
2. KMO Percentage
3. Eigen Value and Factor Loadings
4. Total Variance Percentages
25.
26.
27.
28. SCALE
29. SCALE
