This article elucidates a typology for cross-culturally comparing different versions of television formats. Digital tools are used to derive quantitative data based on temporal parameters of episode or genre of the narrative structure, content, and sequencing. Type one, which we also call “transposed narratives,” retains the narrative structure and sequencing while extending and expanding the narrative structure to readjust to longer broadcast times. Type two, which we call ‘transmutated narratives,’ re-distributes and re-organizes the narrative structure and sequencing to adjust to both extended broadcast time and other culturally relevant proximity issues. Type three adaptations display genre structure similarities while narrative structure, sequencing and content diverge. These we call ‘derived narratives.’

This article highlights the importance of multimodality in the study of discourse with a discussion of a segment from the Turkish adaptation of the global television format, The Voice. In the segment under discussion, a contestant is disqualified from the show by the host for her allegedly disrespectful style of speech towards the coaches. Departing from traditional (sociolinguistic) critical discourse analysis, the article seeks to unveil the deep power discourse hidden in the multimodal landscape of the show by extending the scope of discourse analysis to include both linguistic and non-linguistic modes of communication and representation such as the camerawork, and mise-en-scene. The findings shed light on the inherently asymmetrical nature of the show and how the contestant's highly non-standard language and manners are demonized (multimodally) while the coaches and the host find a relatively less judgmental environment as the “authority” in the show.

No abstract

Aiming to get pre-service science teachers' views about using computer and computer based instruction in the courses, this research was carried out with the participation of six pre-service science teachers enrolled at Erciyes University, Kayseri. Phenomenology as a qualitative research method was used in the study. In this context, after the literature was reviewed, 13-item interview form was created and a semi-structured interview was conducted for the data collection. The qualitative data were analyzed via descriptive analysis. A science teacher with a six years teaching experience and an expert in the field of science education controlled the analysis process. Taking a number of measures, the validity and reliability of the study were tried to be increased. Overall results obtained in the study were; 'Basic Computer' courses given in the education faculties are inadequate in terms of teaching practice and the training should be more practice-oriented. In addition, according to the findings obtained from all participants, it was reached the conclusion that computer and computerbased instruction should be used in science courses and in this context all pre-service science teachers should be able to use the computer better.