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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture
Kimsesiz, Fatma
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Education Languange, Linguistic, Communication & Media

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An EFL Learners’ Performances on Associating English proverbs with Equivalent Turkish Proverbs: A Cross-Cultural Study Kimsesiz, Fatma
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 2 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i2.2643

Abstract

As verbal folklore genres, proverbs are an essential part of cultural, social, and linguistic patterns in a given language, yet with universal tendencies present in all languages. As cultural mirrors of a given culture, proverbs may pose a resemblance in meaning and structure across cultures. There are growing appeals for translation studies that revolve around contrasting and investigating equivalent proverbs in the source language and the target language. This is the focus of the current study that aims to examine the performance of Turkish learners of English in translating selected English proverbs in terms of their interlingual equivalents in Turkish based on the theory of re-conceptualization on a comparative basis. Through the study, as an initial step 15 English proverbs were selected and examined under the scope of their re-conceptualization degrees to indicate their level of equivalency in three distinct levels as highly equivalent, roughly equivalent, and non-equivalent proverbs. As a second step, 80 learners of EFL at A2 levels participated in translating 3 groups of proverbs, and later their performance in translating these proverbs was examined and analyzed. The study is a quantitative study and the data was collected through papers uploaded by the learners on an online education program that enables remote learning called AYDEP (Ahi Qualification-Based Education Program), administered by Kırşehir Ahi Evran University. The results indicated that learners performed better in translating maximally equivalent interlingual English proverbs than roughly equivalent proverbs, and they translated and interpreted non-equivalent proverbs differently. Given these points, intertwining an intercultural affinity between the source language and the target language, interlingual equivalent proverbs prove to have facilitating roles in associating English proverbs with Turkish equivalents.    
Reflections from Learners of English as a Foreign Language in a Multicultural Non-native Context KİMSESİZ, Fatma
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i1.2900

Abstract

This paper aims to reflect the ideas of learners of English at higher education level in a multicultural non-native context. The participants were six learners of English (N=6) from six different countries and they were in the preparatory English class to major in the Department of International Affairs at a state university in Turkey. The design of the study was maintained through in-depth interviews with the participants selected through a convenient snowball sampling. The data was documented in a descriptive form. The main findings elicited that although it would be better and more effective if they learned English in a native context, participants were all satisfied to learn English in a multicultural classroom which may provide some advantages in terms of learning different things and thinking in a multicultural environment. The motivation that drove them to learn English in a non-native environment was commonly related to educational reasons, yet they also indicated that they enjoyed learning foreign languages. In addition, the study submits that although it may sound favourable to learn English in its native context by native speaker language teachers, placing greater emphasis on hard work and effort, it is also attainable to learn English in a non-native context by non-native speaker teachers.
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