Vocabulary Sources for Learning

 

What are the sources of vocabulary learning? And how can we make use of them in our lessons? Explain them briefly.

Word List

In this vocabulary source, L1 words in the form of list are put together with their L2 translation regardless of theme. Learners can create their list without considering usefulness, frequency, or lexical field; only based on their needs. Although this way seems to be hard to create cognitive depth in terms of learning, students still like it. We can say that it is a quite economic material as it only requires pen and paper, and learners can test themselves easily by covering one side and uttering other side of the list.  Another reason is that it is a time saving material. With this strategy, some students can learn or memorize up to 30 words in an hour.

Contrary to word cards, it is inevitable to experience serial effect, which is remembering words by previous or next one. And one can easily say that this is not suitable for real life vocabulary use and words are needed to be learned in context, not by an order in a list. These are quite significant concerns.

To integrate this in a class, the teacher asks randomly from the list. Then, the learner reveals the L1 counterpart or demonstrates the picture. In order to create more cognitive depth, the teacher can request from learners to construct a story using 6 of 10 words from the list. Students can test each other with their own vocabulary catalog which they, themselves, created, based on current or previous lesson content.

Reaching the threshold of 2000 to 3000 vocabulary is really tough diet to digest, requiring numerous times of exposure. Utilizing word list is not a cure but and alternative that can smooth the way.

Word Cards

Word cards are another source for vocabulary learning. One side of the cards are written with L1 words while the other ones with target language (L2) counterparts. Cards can be prepared by the teacher or students, or it can be provided from somewhere else. The teacher can make a word box in the class by putting new words in it. He/she can make little quizzes with words taken out of the box. So that previous vocabulary is reviewed. There is no specific rule needs considerations such as choosing the words from similar context. Any word can be written down regardless of context. Important parts are that cards should be around 20 to 50 and words with difficulties should be put the top of the pile. Another thing is, words already learned I should be put aside for focusing on unknown ones

Coursebooks

In modern coursebooks, lexical content of a course is given in the syllabus description. These words are carefully chosen by getting analyzed their usefulness, frequency, learnability and teachability. For this reason, core vocabulary is frequently taught due to their favorability in usage and frequency in content. Cognates, not false friends, and loan words are picked up for increasing learnability. Abstract nouns and words hard to pronounce, such as congratulations, are mostly avoided in the beginning so as not to hinder teachability. Or illustrations are used to make vocabulary more teachable. However, in terms of presentation, words appear in three different aspects: integrated, segregated, and incidental.

Integrated

This can be understood from the name, this activity is integrated with while activity as either pre-activity or post/follow up activity. In both ways, words from while stage are taught or practiced. Frequent words or words hindering comprehension are priority for teaching. Word matching activities with definitions, synonyms, and pictures are tradition of this section. However, at antonyms are mostly avoided for not causing misunderstandings and extra difficulty.

Segregated

Segregated sources are vocabulary activities that is independent from while activity.  They mainly take place in consolidation areas in coursebooks.

Lexical Sets

Segregated sources can be lexical sets, which are using hyponyms. For example, colors, days of week, and common objectives are mostly taught, which is a good source for single slot substitution. However, it has been realized that students have less confusion with unrelated words. Because in substitution activities, students suffer from confusion due to similarities. Still, lexical sets are considered favorable. However, coursebooks aim to emphasize differences, not similarities. So that confusion is aimed to occur less. Within this direction, we can say that chunks are preferred mainly such as hot water, cold beer.

Thematical Vocabulary

Thematical vocabulary is giving learners words from specific scenario, such as ordering in a restaurant regardless of parts of speech. Words are learned by contextualization.  By this aspect, words cannot be substituted generally as in lexical sets. By this, minimal chance of interference is aimed.

Word Formation

Word formation is a segregated vocabulary source taking part in coursebooks. By word formation, the learner can create a new word from different parts of speech (adjective to verb, for example). There are many ways for word formation. However, mostly affixation or word compounding are preferred in coursebooks.

Other Segregated Sources

Other segregated sources can be observed as visual practice such as matching pictures, sequence activities not depending on coursebook topic, testing activities at the end of the unit, or strategy activities such as guessing out of context.

Incidental

It is unintentional and self-learning, which may be caused by instruction or from reading text in the coursebook, an object in the class or even a signboard that students see in the real life. In incidental learning, students learn by themselves without guided discovery.

Vocabulary Books

Vocabulary books covers vocabulary needs for variety of purposes depending on learners needs such as business, technical, or academic English. Apart from single words they also handle phrasal verbs and significant phrases known as chunks in order to familiarize collocation. Words are generally organized thematically and mostly frequent words are targeted. Word formation activities such as affixation and compounding are interwoven in vocabulary books alongside thematical context.

When integrated in classroom environment, the teacher can carry out a diagnostic exercise or quiz in order to emerge already known words and focus on unknown ones. So that he or she can allocate more time for activities accelerating cognitive depth such as brainstorming, telling, and comparing with pairs and writing definitions. The teacher can create a production environment in which learners utilize vocabulary they discovered in the class. This can be creating subcategories for the vocabulary in the lesson, adding new words into their categories free of using dictionary, ranking items in terms of usefulness, telling an experience about the item (new vocabulary), or asking personal questions such as “would you give it (the new vocabulary) as a birthday present?”. So, we can say that vocabulary books is primarily for practicing vocabulary is rather than testing.

 

The teacher

The teacher is valuable source in the class in terms of vocabulary learning. Learners mostly come across new vocabulary or phrases in classroom environment associated with activities and instructions. They can also discover from the teacher’s interpersonal communication.  In both situations, learners discover incidentally in context or environment without teacher’s intention. Self-discovery occurs here.

The teacher can tell a short anecdote and turn this into a learning source. He or she can ask the learners to note the words down during listening part. He or she could replay the record with the help of a recorder if needed. After revising incorrect forms in notes, he or she asks the learners to reconstruct the story. With this activity, known as dictogloss, we can create more cognitive depth in vocabulary.

Some teachers also write new vocabulary on the board in an allocated area with the aim of revising at the end of the class. This can be vocabularies in the lesson, words they utter during conversation, or a brainstorming output before a writing or speaking activity. He or she can ask direct translations, small definitions or can ask learners to remember the context the words were used in. Moreover, in a conversation environment  they pause and focus on specific vocabulary by asking questions to students from time to time, which is called as guided discovery.

 

Other students

Apart from teachers, the students, themselves, are really beneficial source for each other. There are numerous ways that we can prove that this is favorable for themselves. So, we can give a few examples that they learn from each other with social interactions: Brainstorming activities, student presentations in class, peer teaching through information gap, short narrations based on specific vocabulary.

In order to benefit from brainstorming, teacher can create small groups assigned with specific theme. He can ask them to find vocabulary for their theme, such as food, traveling, etc. In other words, the teacher asks students to create a lexical field. If there are many options, the teacher can narrow groups in terms of searching criteria such as finding vocabulary whose initials are specific letters or specific parts of speech such as noun or adjective. The teacher can ask groups to create lexical fields with different lexical sets. Afterwards, the teacher can combine oh regroup groups for exchanging information.

In student presentations, the other learners learn incidentally as in teachers speaking. The teacher asks learners to take notes during presentation or the teacher gives vocabulary about the field an ask students to write a summary.

Another way of learning vocabulary from each other is peer to peer interaction. a word known by one student is also learned by others. If the other peer does not know, then the narrator peer teaches him. This is called as information gap activity.

In narration activities, the teacher gives vocabulary about a theme, in other words lexical field, and asks the learners to build a short story and narrate before the class.

 

Graded readers

Graded books are one of the most favorable resources for vocabulary building. Classified as extensive reading, the learner experiences comprehensible input, which is a reading content consisting 90 to 95 percent of already known words. With graded readers, students come across new words they discovered in context multiple times. This is essential because the learner requires to be exposed to new vocabulary at least seven times to embrace it.  The more the student enjoys the reading the less it seems to be challenging work and consuming reading resources turns out to be a pleasure for learners.  

Another clue for graded readers is narrow reading, which is reading around the same topic in order to come across and strengthen the vocabulary on specific area. Narrow reading should not be narrowed into reading because listening and watching are also utilized for the same purpose. For instance, a learner watching a TV series plotting in an island will naturally be better at vocabulary on island life or a reader reading detective and mystery stories will be better at police terminology.

Dictionaries

When we look back, we can see that students were encouraged to guess meanings out of context rather than checking on dictionaries. With their reassessed value, dictionaries have two different types: bilingual and monolingual. Learners tend to use bilingual dictionary at first because it takes minimum time to reach the meaning, in reading and listening the context is covered with shorter interruptions, and it is a real source for productive skills such as writing and speaking. On the other hand, monolingual dictionaries help us build the meaning in L2.

Apart from types, we can categorize dictionaries for two different purposes: native speaker dictionaries and learner dictionaries. In learner dictionaries, we see restricted definitions so as not to confuse the learner. And contrary to native speaker dictionaries, they demonstrate usage, grammar such as weather the noun is countable or uncountable, or whether they were is gerund or infinitive. Some dictionaries also warn about typical errors that learners make.

We can always consider dictionaries as a source for vocabulary building because they are organized alphabetically or thematically. By the way, picture dictionaries are thematically organized depicting the same lexical field. However, they do not have many options because not all words can be illustrated.

We can clearly say that thematic dictionaries are better for productive skills. Learners get words they require and integrate them their speaking or writing.

Language of dictionaries are based on core vocabulary, which means most frequent used 2000 words in a language. Because these words are mostly known, an independent user (B1/B2 CEFR) can use it freely. Today, dictionaries have specific purposes: business, idioms, collocation, phrasal verbs, and pronunciation. Learners can prefer depending on their needs.

While using a dictionary, learners should be careful about polysemes (the fact of having more than one meaning) such as “digest” in “digesting the food” and “digesting the words”. Another thing is homonyms (a word that is spelled the same as another word but that does not have the same meaning). We can say that not all dictionaries tend to give example for this category. For example, marine /məˈriːn/ meaning “found in or produced by sea” and marine meaning “member of a body of soldiers trained to fight on land or sea.” are completely different words but spelled and pronounced the same.

In order to create some cognitive depth, before having students check on dictionaries, teachers can dictate words sharing same sound but different letters or words having common letters but different sounds. Today some dictionaries also offer activities in order to enhance cognitive depth as in vocabulary books.

 

Corpus data

“A corpus is a large collection of written or spoken texts that is used for language research.”[1] We can call them as work banks. In modern course books and dictionaries, sentences given as example, and some rules are placed or determined by analyzing millions of corpus data.

Carpus data are search via concordancing dictionaries, which are typical search engines for vocabulary usage. Corpus data are convenient source for verifing vocabulary usage because words are displayed with collocation. It can be ultimately said that corpus data is favorable source for vocabulary practicing because it takes it from real extensive resources.

Teachers also can benefit from corpus data for their classes. Keywords are frequent and important words in the piece of text. By searching corpus data, the instructor can search for keywords for the class subject and utilize them as a pre-teach material in the class. Moreover, they can bring example sentences into the class. Multiple occurrence or examples of a word will help learners to understand and internalize to word easier.  

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[1] https://www.collinsdictionary.com/dictionary/english/corpus

Teaching Language Skills Class Mid-Term Assignment [TASK 2]

 

TASK 2

 

2.Use the following listening script titled “Island Beauty vs City Fun” and make detailed a lesson plan that includes pre-listening and while-listening parts. In your classroom there will 20 high-intermediate level adult learners. Your learners are highly motivated, and, in your classroom, you have full access to technological devices. You can also arrange and rearrange seating easily as the classroom does not have fixed chairs. (80 points)

 

Metin Uysal

 

-2-

LISTENING SKILL LESSON PLAN

BACKGROUND ELEMENTS

Date: 11.12.2020

Teacher’s name: Metin Uysal

Classroom profile: 20 high-intermediate level learners and learners are highly motivated.

Subject: Comparing living in a city and on an island

Lexical Focus: Adjectives city life and people

Language focus and skills: Listening & Vocabulary

Age level: 20

Linguistic level: B2

Overall objectives: I will improve my students’ listening ability about daily life through listening a recording.

Behavioral objectives:

By the end of the lesson, learners will be better able to:

ü  Compare city and island life

ü  Find specific information from listening context

Personal aims:

·          To make sure that my students can understand the recordings context

·          To monitor my students actively

·          I tend to elicit a lot, no native language use

Seating: Horseshoe

Assumptions:
Students are familiar with vocabulary about seasons
Students know all simple tenses and present perfect tense.
Students are familiar with all if types except type 3.

Methods & Techniques: Communicative Language Teaching

Potential problems and solutions:
Grammatical problems while speaking àRecast

Timetable: 50

Materials:

ü  Board

ü  Board marker

ü  Projector

ü  Computer

ü  Wireless Presentation Remote Control

WARM UP

The teacher enters to class and greets the students:” Good morning! How are you today?” After students’ answering, the teacher walks towards windows and goes on “These days are really cold, and I feel upset when it’s raining. I really miss summer. Do you like summer?” He gets answers to his question. Upon an answer about holiday, he asks “Where do you generally go on holidays?”  He gets answers from his students. Then, he switches slide from a black screen to the slide full of full of pictures of touristic places.

PRE-LISTENING

 

He asks, “From this picture, where would you go if you were rich?” He gets answers with reasons such as “I would go number three because I like calm places and I wonder island life.” Then, he asks, “Imagine you were stuck all the summer and had no chance to travel. You only had one day holiday each month. What would you do as an activity in your city?” And student respond with things like “I would go to the cinema”, “I would read a book”, “I would play a computer game.”.   He gets answers from students and replies with recast in case of mistake.

Aims: To create a conversation similar to the one in the recording and discussion leading to similar vocabulary use.

 

He switches to next slide for vocabulary practice activity. Words from listening activity are reflected on the board for students to find synonyms.

He says, “Now we are going to match words with similar meanings. You have three minutes to think about.” Upon answers he matches words with board marker. So that learners can see words during listening activity.

WHILE-LISTENING

 

[First Listening] He initiates the activity: “Now, we are going to listen a recording. I will want you to tell me about recording. You can write down small notes during your listening if you want.”

After the recording he asks one of the students: “John/Jane can you tell what they talk about in the recording?”

Aim: To understand the gist

 

[Second Listening] After listening for general idea, the teacher reflects some questions about the record on the board.

Students read these questions and think about them around two minutes. The teacher plays the recording for the second time and students seek for answers to the questions using their listening skills. After the listening teacher asks, “Have you completed all, or you need extra time for listening?” Depending on class’ receptive skill competence, this can reoccur.

Aim: To listen for specific information

Teaching Language Skills Class Mid-Term Assignment [TASK 1]

Teaching Language Skills Class Mid-Term Assignment  

 

TASK 1

 

 

Assume that one of your students said, “Is your mother play the piano” and you want to correct him as his teacher. Use all the error correction techniques to fix his error. Give examples for each technique. (20 points).

Multi Line Text.

 

-1- FEEDBACK TYPES

Student: Is your mother play the piano?

Explicit Correction: Does your mother play the piano?  [Immediately, no self-correction]

Recast: Yes, does her mother play the piano? [As in a conversation] Metalinguistic feedback: Remember simple present tense. We use something else for verbs. Not “is”! [Self-correction]

Clarification Request: Pardon me! Can you say that again? [Selfcorrection if possible]

Elicitation: So, you say,” … your mother play the piano?”  [Gap filling activity in the sentence for self-correction] 

Body Language: Teacher knits his eyebrows. He shows that there is a problem in the sentence. [Asking for self-correction]

Giving Options: Is or does? [Self-correction]

Explicit correction with Metalinguistic Feedback: You should say “Does your mother play the piano?” Because when we use verb, we use “does” not “is”.

 

Sınıf Yönetim Modelleri

Öğretmenin sınıfta kullandığı dört çeşit öğretme modeli vardır: tepkisel, önlemsel, gelişimsel ve bütünsel. Bir öğretmen sınıfa girdiğinde yaptığı öğretim modeli mutlaka bu dört öğretim modelinden birine denk gelir ve seçilen öğretim modelinin derse etkisi kaçınılmaz olduğundan yapılmaması gereken davranışları öğrenmek adına hepsini de bilmek gerekir. Ders modellerinde bize Özge ve Melih öğretmen eşlik edecek ve her eğitim modeline beraber göz atacağız.

Özge öğretmen sınıfa gireli yedi dakika olmuştur ve Ali isimli öğrenci özür dileyerek elinde olmayan sebeplerden ötürü sınıfa geç girmiştir. Özge öğretmen ise “Gelmesen de olurdu zaten!” diyerek öz saygı zedeleyici bir dille cevap vermiştir. Diğer bir örnek ise, Melih öğretmen ders anlatırken sınıfta gürültü oluştuğunu fark etmiş ve gezerek ders anlatırken sesin geldiği yöne doğru yürümüş ve sınıftaki uğultu kesilmiştir. Her iki örnekte de öğretmen istenmeyen davranış ortaya çıkana dek tepkisizliğini korur. Davranışçı yaklaşımdan esinlenerek ortaya çıkan bu geleneksel öğretim modeline tepkisel sınıf yönetimi denir. Sınıfta otorite öğretmendir ve öğretmenin sen dili kullanıldığı görülür.

Özge öğretmen sınıfta öğrencilerin telefonla oynadığını daha önce fark ettiğinden bu davranışın öğrencilerin dikkatini dağıtmaması için dersten önce telefonları bir kutuya toplamıştır. Melih öğretmen ise, telefonları toplamamış ancak kullanımını gördüğünde öğrenciye vereceği cezayı ilk dersinde peşinen söylemiştir. Her iki öğretmenin de önlem aldığı bu modele önlemsel sınıf yönetimi denir. Bu yönetim tarzında öğretmenin otorite olduğu bariz bellidir. Geleneksel sınıf yönetimi anlayışına örnek olan bu yönetim davranışsal ekolün bir ürünü olarak ortaya çıkmıştır.

İlkokul beşinci sınıfa derse giren Özge öğretmen, daha ilk dersinde sınıf kurallarını belirlemiştir. Ancak bu kuralları kendin başına oluşturmamış öğrencilere de söz hakkı tanımıştır. Özge öğretmenin dikkat ettiği noktalardan biri de konuları anlatırken soyut ifadelerden kaçınmasıdır. Çünkü o yaştaki öğrencilerin henüz gelişimsel olarak soyut ifadeleri anlamaya hazır olmadığını bilir. Bireylerin gelişimsel özelliklerinin dikkate alındığı bu sınıf yönetim modeline gelişimsel sınıf yönetimi denir. Çağdaş sınıf yönetimine örnek olarak gösterilir ve hümanizmin bir yansıması olarak öğrenciye söz hakkı tanır. Öğretmenin yapıcılığı korumak için ben dilini kullandığı görülür.

Genel olarak bakıldığında bir öğretmenin kendisini kesin çizgiler içerisinde diğer sınıf yönetim modellerinden ayırması mümkün değildir. Mesela Melih öğretmen lisede girdiği dil sınıfındaki kuralları öğrencileriyle belirler (gelişimsel). Sonraki haftalarda iki öğrencinin ders esnasında tartıştığını fark eder ve onları uyarır (tepkisel). Tartışmanın tekrarlanmasını istemeyen Melih öğretmen derste tartışan öğrencileri sonraki derste ayrı oturtmuştur (önlemsel). En başta gelişimsel olarak başlayıp ihtiyaç halinde diğer yönetim modelini de kullanan bu yönteme bütünsel sınıf yönetimi denir ve en çağdaş öğretim modeli olarak kabul edilir. Gelişimsel sınıf modelinde olduğu gibi öğretmen öz saygı zedeleyici dil kullanmaktan kaçınır.

Buraya kadar en gelenekselden en çağdaşa doğru sınıf yönetim modellerini inceledik. Kısaca bir tavsiye verecek olursak, çağdaş bir öğretmen tepkisel sınıf yönetim modelini bütünsel sınıf yönetiminin bir alt başlığı olarak kullanmalıdır. Aksi halde sınıfta orta çağın başarısızlığını görmek kaçınılmazdır.

Dil ve Edebiyat Öğretimi Ara Ödev

 

1. What makes short story different from novel? (Compare them) (20 p).
2. What is conflict in a short story? What kinds of conflict are there? (20 p).
3. Discuss different points of view in a short story. What kinds of points of view are there? Give some examples (three lines are enough) from some texts of short stories for each points of view. (20 p).
4. Mention about the elements of a setting in a short story. (20 p).
5. What is a symbol in a short story? (Discuss symbol in a short story.) (20 p).

 

1.     Short stories are, as understood, rather short. They are like written form of told stories. They are about one or two pages long. However, novels are longer more than 100 pages and elements such setting, characters, points of views are interwoven.

2.     Conflict is tension or struggling in the story. In other words, it is a problem for story to walk around. We can say there are four types of conflict.:
Person against self (internal conflict),
Person against person (protagonist versus antagonist),
Person against society (against social beliefs),
Person against nature (threatened by nature).

3.     Point of view is the camera eye of the story, narrator’s position. There are three angles in telling story: first person, third person omniscient, third person limited. First person story telling is like hiring someone in the story to tell the story. The character speaks in place of the writer. However, third person omniscient story is like telling the story from the eye of God- knowing everything and giving details from more perspective. Dwight uses pronouns such as he, she, and they. In third person limited, narrator uses again pronounce such as he, she, and they. However, the experience is limited to specific character. The narrator does not have access all the points.  

·       First person point of view

“Call me Ishmael. Some years ago—never mind how long precisely—having little or no money in my purse, and nothing particular to interest me on shore, I thought I would sail about a little and see the watery part of the world.”

—Moby Dick by Herman Melville 

·       Third person omniscient 

“Do you want to eat? If you do, then you need to get cilantro instead of acting like a lazy pig,” Tina said, thinking, I can’t believe I married this jerk. At least back then he had a six pack, not this hairy potbelly.

·       Third person limited

 

“He couldn’t know that at this very moment, people meeting in secret all over the country were holding up their glasses and saying in hushed voices: “To Harry Potter—the boy who lived!”

—Harry Potter and the Sorcerer’s Stone by J.K. Rowling

 

4.     There are six elements for a short story: theme, setting, characters, point of view, characterization, pilot. Theme is the generalization for the main idea of literal work. Setting is time and place this story is set in. Characters are actors in the story. Point of you is how the writer expresses the story. It can be first person or third person; omniscient or limited. Characterization is writing details or descriptions about characters. Pilot sequence means event order in a story.  The pilot diagram consists of exposition, rising action, climax, falling action, and resolution. We can put conflict in the middle of this diagram because all event goes round it.

5.     Symbol in short story is a technique that is carried out by using an object for evoking/referring to other object or emotions. For example, by using gravestone writer may want to remind death or by rose, he may want to depict love. In “Masque of the Red Death” by Edgar Allan Poe, The Red Death represents death in general. The clock symbolizes the approach of death, Prince Prospero’s name, symbolizing financial prosperity.

 

 

Kavramlar (Eğitimde Ahlak ve Etik)

 

Kavramlar

Ahlak sübjektif olarak davranışların belirli bir toplum tarafından belirlenmiş pratik davranışlardır ve uyulmadığında kişi ayıplanır. Yazılı bir kural olmadığı için mekân değişince ayıplanma da kaybolur. Ahlaki kurallar zamanla değişebilir. Elde edilmek için herhangi bir topluluk içinde yer almak yeterlidir.

Etik ahlaki değerler üzerine oluşturulmuş; mekâna, cinsiyete veya toplumdan bağımsız geçerlilik görmüş evrensel kurallardır. Bulunulan mesleki gruptaki herkesi ayırmaksızın ilgilendirir. Etik dışı yapılan hareketler bağlayıcıdır ve kişiyle hep beraberdir. Ahlaki kuralların irdelenmesiyle değişmeyecek kadar doğru olan kabul edildiğinden değişmesi muhtemel değildir. Etik kuralların bağlayıcılığı altına girmek için bir alınan eğitim ile bir meslek grubuna ait olmak gerekir.

Vicdan kişinin kendini yargılaması ya da kendisiyle hesaplaşmasıdır.

Değer toplumsal açıdan bir davranış veya eşyanın çoğunluk tarafından istenilme veya kabul görme durumudur, kişisel açıdan bireye özgü yaraşıklı olma veya anlam yükleme halidir.

Norm önceden tayin edilmiş ve uyulması gereken özelliklerdir. Yazılı olabildiği gibi (hukuk), yazısız (ahlak, gelenek, adet, töre) da olabilir. Yani bir nevi kültürel kuraldır.

Büyüklere saygı bir değerken bayram ziyareti bir normdur.

Hak: Hukuken kişiye tanınmış faydadır.

Hukuk: Toplumu düzenleme ve devlete icraat gücü veren yasalar bütünü
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Eşitlik: Her kesime olanı kaynakları aynı miktarda verme

Adalet: Kesimlere uygun düşeni yaparak, hakkı olanı verme
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Erdem: kişinin ahlaki gelişmişlik ve olgunluk bakımından sürekli iyi olma durumudur.
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Yasalar gerçekleşen suç ve beşerî uyuşmazlıkları çözmek için devlet tarafından kaleme alınmış uyulmaması yaptırımla sonuçlanan yazılı kurallar bütünüdür.

Etik Kod/İlke/Kural/Standart

Etik kod: Bir grup içi insanların nasıl davranması gerektiğini belirten yazılı kurallardır.

Meslek etiği kodu

·   Meslek idealleriyle ilgili meslek elemanlarını bilgilendirme

·   Mesleki davranışlara rehberlik etme

·   İyi davranışların gelişmesini sağlayıp standart altı olan kötü davranışları disipline sevk etme

Örnek: Hipokrat Yemini

 

Etik ilke: Eylemleri yönlendiren temel düşüncelerdir.

               Sınıfta eşitliği sağlamak                 à Öğrenciye söz hakkı vermek

Sınıfta adaleti sağlamak                à nasıl yapacağım?

Etik Kural: Etik ilkeleri hayata geçirmeyi sağlayan sonradan koyulmuş kurallardır.
               Dersten en son ben çıkacağım: öğrenciler bireysel sorular sorabilecek

Etik standartları: davranış standardını belirleyen sistemlerdin genelde yiyecek sektöründe görülür: ISO 9001 veya eğitimden örnek verecek olursak TOEFL, IELTS gibi sınavlar; CELTA ve TESOL gibi sertifikalar.

Etik ve İnsan: Kişinin davranışının etik olmamakla suçlanması için üç şey bir aradayken davranışın gerçekleşmiş olması lazımdır: özgürlük, irade ve bilinç. Örneğin silah zoruyla yapılmış bir organ nakli işleminde doktor etik açıdan sorumlu tutulamaz. Çünkü özgür iradesiyle yapmamıştır.

Etiğin 3 ögesi: niyet, eylem ve sonuç. Her zaman hepsi iyi olmayabilir.

Niyet: bağımsızlık (iyi)     Eylem: savaşmak (kötü)                 Sonuç: bağımsızlık (iyi)

Etik temellendirme

·        Kozmolojik Değerlendirme: Evrenin ve doğanın düzeni temel alınır. Evrendeki düzene uyum içinde yaşamak iyi ve ahlaklı yaşam olarak kabul edilir. [İlk çağ]

·        Teolojik Değerlendirme: Dini kurallara uygun olan doğrudur. [Orta çağ]

·        Antropolojik Değerlendirme: Hümanist bir düzlemde insanın özüne uygun olarak yaşamak. İnsan ahlaki kurallarını kendi belirler, dışarıdan bir güce ihtiyacı yoktur [Rönesans ve M.Ö Yunan Aydınlanması]

·        Toplumsal ya da Sosyolojik Değerlendirme: Toplum Sözleşmesi yer alır (Kohlberg ahlak gelişimi). Toplumun yararı düşünülür. İnsanı toplumun üyesi görmekle antropolojik değerlendirmeden ayrılır.

Etik Sistemler

·        Sokrates: İyi olan her zaman ihtiyaç duyulan veya arzu edilen değildir. İyiyi talep etmek gerekir.

·        Platon: İyinin ne olduğunu bilmek belli tecrübeden sonra keşfedilebilir. İyilik mutlak bir hakikattir. Neyse onu yaşamalıdır yoruma çık değildir, alternatifi yoktur.

·        Aristoteles: İnsan için iyi hayat à Mutluluk hayatıdır.

·        Hedonizm: İyi hayat haz alınan hayattır. // (Bir daha mı gelicez dünyaya?)
Kıreneci Hedonizm: Lükse düşkünlük

·        Kınikçilik: Hayattan kopmuş köşesine çekilmiş sofi hayatı. Kurtuluş toplumu reddedip bir köşede yaşamak ve tüm hazlardan vazgeçmektir. (Bu dünya boş.)

·        Stoacılık: Kader anlayışı. Kaderine teslim ol ve rahata ve özgürlüğe kavuş (evet çelişiyor). Maddiyattan vazgeçmek zorunda değildir ancak maddiyat insanın merkezinde yer almamalıdır. [İtidalli dindar kimse]

Modern Etik Kuramlar

·        Hakkaniyet: bütün kararlar tutarlı, tarafsız, gerçek

·        İnsan Hakları: Bireylerin varlığı el üstündedir.

·        Faydacılık: Herke için fayda beklenir.

·        Bireysellik: Kişisel kazançları artırmayı savunur.

Etik Sistemler Açısından Kuramlar

·        Faydacılık: Sonuçta faydalıysa doğrudur. Hedefe giden her yol mubahtır. Hedef mutluluktur.

·        Kural Etiği: Immanuel Kant. İnsanı insan yapan aklıdır. Gerçekler hep gerçek ve doğruydu. Ayrıca nesneldi. Kurallı ve erdemli yaşam. Erdem en büyük mutluluktur. İyi niyet.

·        Toplumsal Sözleşme Etiği: Otorite ve özgürlük arasındaki dengeye vurgu yapılır. Etik doğruluk toplumun norm ve geleneklerine bağlıdır. Bireyler bir araya gelerek kolektif bir organ oluştururlar. Adam kayırma söz konusu değildir. Toplum kurallarını yine toplum üyeleri belirler.

·        Kişisel Etik/ Vicdan Etiği: Doğru kişinin içindedir ve vicdanla bulunabilir. İnsan kendi kararlarını verip kendi etik kararlarını oluşturabilir. Kesin bir formüle sahip değildir. Birey toplumun içinde yer alır ancak etik konusunda bireyselliğini korur (toplumsal sözleşmeye zıt). Kişiyle beraber değişebilir.