Welcome to Novitas-ROYAL
A peer-reviewed journal of Children's Research Center-Turkey
Apeer-reviewed journal of Children's Research Center-Turkey, Novitas-ROYAL (Research on Youth and Language) is an open access, international, and fully refereed (peer-reviewed) journal devoted to research and critical discussion about all aspects of language, linguistics and learning and teaching of foreign languages. Our journal publishes new content biannually, one issue in April and one in October. The language of the journal is English and access to the journal’s published content is free of charge. We welcome research using qualitative, quantitative or mixed methods as long as the methods employed are described in a sound manner. The primary aim of the journal is to help accumulate knowledge of how foreign languages, cultures, and literatures have the potential to change the lives of students. [...] Read More
EDITORIAL WELCOME FOR VOLUME 9 ISSUE 1 (APRIL 2015)
On behalf of the editorial board, it is a pleasure to welcome our readers to the 9th volume and 1st issue of Novitas – ROYAL (Research on Youth and Language). I would like to take this opportunity to thank our authors, readers, editors and anonymous reviewers who have volunteered to contribute to the publication of the journal.
This issue opens up with Greer’s study on examining a collection of cases in which a beginner level English speaker appeals to a third person for brokering through highlighting sequential, embodied and epistemic features of the talk for brokering. The second study by Uztosun and Troudi focuses on lecturers’ views on the effectiveness of curriculum change in 2006 at the English language teacher education departments in Turkey. In the following study Family, Durus and Ziegler analyze co-constructions by focusing on the morpho-sytactic structures through L2 English data collected at the European School in Luxembourg. The next article by Erten targets to examine the construct structure of the Turkish version of the ‘Myself-As-A-Learner Scale’ designed to measure academic self-concept. In the last article, Huq and Amir focus on the ‘acknowledgement tokens’ in teacher-nominated Initiation-Response-Feedback practice to identify the pattern of ‘okay’ responses.
Finally, we wish to encourage more contributions from the scientific community carrying out research studies on language and applied linguistics. We also welcome comments and suggestions that could improve the quality of the journal Novitas – ROYAL.
We hope you will find the present issue informative.
With warmest thanks,
Dr. H. Sezgi Sarac
Akdeniz University, Turkey