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The gift tradition is a universal and functional culture pattern that is encountered in all cultures. This tradition has been maintained in both primitive and contemporary cultures. In modern cultures, gift-giving has been offering more opportunities to consumers than previous eras In the gift of gift tradition, it is necessary to be brought together fields such as consumer behavior, history of economy, psychology, sociology, anthropology, and culture in order to be able to examine the behavior of women in buying gifts, giving gifts, and accepting gifts from the others. The purpose of this paper is to try to understand the feelings, thoughts and expectations of women about gift-giving. For this purpose, firstly the concept of gift-giving, and in this direction the thoughts, attitudes, and behaviors of women in gift-giving were thoroughly examined from the past to the present and new suggestions were made as stated in the results obtained from this paper [ABSTRACT FROM AUTHOR]

Whereas research on teaching speaking English as a foreign language (EFL) to young learners commonly focuses on the issues from the perspectives of either the teachers or the students, the research on perceptions of pre-service EFL teachers on teaching speaking skills in a real class setting has remained an untouched area of research that has not gained significant attention. Therefore, the current study aims to explore pre-service EFL teachers' perceptions of teaching speaking skills to young learners. Additionally, this study aims to explore whether pre-service teachers have teaching speaking anxiety, if so, what the anxiety-provoking factors are in teaching speaking. Moreover, this study also attempts to find out what pre-service teachers' gains are in teaching speaking at a real class setting. The sample group in the study consisted of 48 pre-service teachers, at Necatibey Faculty of Education, Balıkesir University. A background questionnaire, interviews, reflection and essay papers were used to collect qualitative data. The results indicated that pre-service teachers perceived mainly three factors for students' lack of speaking skills in Turkish context such as 'English language teaching itself', 'English teachers' and 'methodology, materials and curriculum'. The study also concluded that pre-service teachers experienced teaching speaking anxiety, the sources of which were lack of experience in teaching speaking in real class settings, being unable to apply appropriate methodology, being unable use classroom discourse, being unable to increase students' motivation, interest and participation, as well as fear of making pronunciation, grammar and knowledge mistakes. It also concluded that teaching speaking skills at a real class setting gave the participants an invaluable experience as prospective teachers of English. [ABSTRACT FROM AUTHOR]