Research Article
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Students’ and Instructors’ Views with Regard to Activities of Taught Academic Turkish Language

Year 2018, Issue: 28, 91 - 104, 03.08.2018
https://doi.org/10.20427/turkiyat.1433788

Abstract

In order to organize the teaching activities, it is quite important to know the students’ purposes in learning a foreign language and the teachers’ chooses to develop materials that fit those purposes. A growing number of international students come to Turkey for graduate or undergraduate study. For these students to be successful, their Turkish learning period should be observed and their needs in this regard should be assessed. These students need to acquire both speaking and listening skills since they live in Turkey and they also need to develop academic speaking, writing, listening and reading skills to pursue their study at university. The present paper is an assessment of students’ needs and of the degree of success of various linguistic activities international students utilize relevant to their area of studies. For this mixed patterned study, quantitative data were gathered through questionnaires answered by 697 international students at 54 universities and by 203 course instructors at 15 universities. The qualitative data were gathered through semi-structured interviews with students. The quantitative data were analysed using SPSS programme and the qualitative data were analysed using content analysis. Both students and instructors are of the opinion that the activities that require the use of receptive skills are very important. However, it has been found that students regard writing activities more important whereas instructors value more listening activities.

References

  • Alpar, R. (2010). Spor, Sağlık ve Eğitim Bilimlerinden Örneklerle Uygulamalı İstatistik ve Geçerlik-güvenirlik. Ankara: Detay Yayıncılık.
  • Basturkmen, H. (2013). Needs Analysis and Syllabus Design for Language for Specific Purposes. C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, (7), 4209-4217. Oxford: Wiley Blackwell.
  • Berwick, R. (1989). Needs Assessment in Language Programming: From Theory to Practice. R. K. Johnson (Ed.), The Second Language Curriculum, 48-62. Cambridge: Cambridge University Press.
  • Biber, D. (2006). University Language: A Corpus-based Study of Spoken and Written Registers. Philadelphia: John Benjamin Publishing Company.
  • Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. New York: Heinle-Heinle Publishers.
  • Coffey, B. (1984). ESP-English for Specific Purposes (State of the Art Article). Language Teaching 17(1), 2-16.
  • Coleman, H. (1988). Analyzing Language Needs in Large Organizations. English for Specific Purposes, 7, 155-169.
  • Dudley-Evans, T., St. John, M. J. (1998). Developments in English for Specific Purposes: A Multi-disciplinary Approach. Cambridge: Cambridge University Press.
  • Flowerdew, L. (2013). Needs Analysis and Curriculum Development in ESP. B. Paltridge - S. Starfield (Eds.), The Handbook of English for Specific Purposes, 325-346. Oxford: Blackwell.
  • Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Ontario: Heinle-Heinle Publishers.
  • Hawkey, R. (1980). Syllabus Design for Specific Purposes. ELT Documents Special, Projects in Materials Design, içinde, 82-133. London: The British Council.
  • Hutchinson, T., Waters, A. (1987). English for Specific Purposes: A Learning-centred Approach. Cambridge: Cambridge University Press.
  • Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge: Cambridge University Press.
  • Kaewpet, C. (2009). A Framework for Investigating Learner Needs: Needs Analysis Extended to Curriculum Development. Electronic Journal of Foreign Language Teaching, 6(2), 209-220.
  • Long, M. (2013). Needs Analysis. C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, 1-4. Oxford: Wiley Blackwell.
  • Long, M. (2015). Second Language Acquisition and Task-Based Language Teaching. Oxford: Wiley Blackwell.
  • Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press.
  • Richterich, R., Chancerel, J. L. (1980). Identifying the Needs of Adults Learning a Foreign Language. Strasbourg: Council of Europe.
  • Shih, M. (1986). Content-based Approaches to Teaching Academic Writing. TESOL Quarterly, 20, 617-648.
  • Songhori, M. H. (2008). Introduction to Needs Analysis. English for Specific Purposes World,4, 1-25.
  • West, R. (1997). Needs Analysis: State of the Art. R. Howard-G. Brown (Eds.), Teacher Education for LSP, 68-79. Clevedon: Multilingual Matters.

AKADEMİK TÜRKÇE ETKİNLİKLERİNE YÖNELİK ÖĞRENCİ VE ÖĞRETİM ELEMANI GÖRÜŞLERİ

Year 2018, Issue: 28, 91 - 104, 03.08.2018
https://doi.org/10.20427/turkiyat.1433788

Abstract

Yabancı dil öğretiminde öğrenenlerin hangi amaçla dil öğrenmek istediklerinin bilinmesi ve öğretenlerin öğretim sürecini şekillendirmek üzere bu doğrultuda öğretim malzemelerini seçmeleri veya düzenlemeleri oldukça önemlidir. Son yıllarda yükseköğrenim amacıyla ülkemize gelen ve sayıları giderek artan uluslararası öğrencilerin de başarılı olmaları için yabancı dil olarak Türkçe öğrenme süreçleri takip edilmeli; onların bu doğrultudaki ihtiyaçları saptanmalıdır. Söz konusu öğrencilerin Türkiye’de yaşamaları nedeniyle özellikle konuşma ve dinleme becerilerini; üniversitede okumaları nedeniyle de akademik bağlamda konuşma, yazma, dinleme ve okuma dil becerilerini edinmeleri gerekmektedir. İhtiyaç analizi olarak gerçekleştirilen bu çalışmada, uluslararası öğrencilerin üniversitede okudukları bölüm derslerinde dil becerilerini hangi etkinliklerde kullandıkları ve bu etkinliklerin derste başarı için ne denli etkili olduğu araştırılmıştır. Karma desenli bu araştırmada, 54 farklı üniversiteden 697 uluslararası öğrenci ile onlara ders veren 15 farklı üniversiteden 203 öğretim elemanından anket yoluyla nicel veriler ve ayrıca öğrencilerden yarı yapılandırılmış görüşme yoluyla nitel veriler toplanmıştır. Nicel veriler Sosyal Bilimler İstatistik Programı ile nitel veriler ise içerik analizi teknikleri ile değerlendirilmiştir. Değerlendirme sonucunda öğrenciler ile öğretim elemanlarının anlamaya dayalı dil becerilerinin yoğun olarak kullanıldığı etkinliklerin başarıya ulaşmada daha önemli olduğu görüşünü paylaştıkları; buna karşın öğrencilerin yazma, öğretim elemanlarınınsa dinleme etkinliklerini daha önemli buldukları anlaşılmıştır.

References

  • Alpar, R. (2010). Spor, Sağlık ve Eğitim Bilimlerinden Örneklerle Uygulamalı İstatistik ve Geçerlik-güvenirlik. Ankara: Detay Yayıncılık.
  • Basturkmen, H. (2013). Needs Analysis and Syllabus Design for Language for Specific Purposes. C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, (7), 4209-4217. Oxford: Wiley Blackwell.
  • Berwick, R. (1989). Needs Assessment in Language Programming: From Theory to Practice. R. K. Johnson (Ed.), The Second Language Curriculum, 48-62. Cambridge: Cambridge University Press.
  • Biber, D. (2006). University Language: A Corpus-based Study of Spoken and Written Registers. Philadelphia: John Benjamin Publishing Company.
  • Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. New York: Heinle-Heinle Publishers.
  • Coffey, B. (1984). ESP-English for Specific Purposes (State of the Art Article). Language Teaching 17(1), 2-16.
  • Coleman, H. (1988). Analyzing Language Needs in Large Organizations. English for Specific Purposes, 7, 155-169.
  • Dudley-Evans, T., St. John, M. J. (1998). Developments in English for Specific Purposes: A Multi-disciplinary Approach. Cambridge: Cambridge University Press.
  • Flowerdew, L. (2013). Needs Analysis and Curriculum Development in ESP. B. Paltridge - S. Starfield (Eds.), The Handbook of English for Specific Purposes, 325-346. Oxford: Blackwell.
  • Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Ontario: Heinle-Heinle Publishers.
  • Hawkey, R. (1980). Syllabus Design for Specific Purposes. ELT Documents Special, Projects in Materials Design, içinde, 82-133. London: The British Council.
  • Hutchinson, T., Waters, A. (1987). English for Specific Purposes: A Learning-centred Approach. Cambridge: Cambridge University Press.
  • Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge: Cambridge University Press.
  • Kaewpet, C. (2009). A Framework for Investigating Learner Needs: Needs Analysis Extended to Curriculum Development. Electronic Journal of Foreign Language Teaching, 6(2), 209-220.
  • Long, M. (2013). Needs Analysis. C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, 1-4. Oxford: Wiley Blackwell.
  • Long, M. (2015). Second Language Acquisition and Task-Based Language Teaching. Oxford: Wiley Blackwell.
  • Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press.
  • Richterich, R., Chancerel, J. L. (1980). Identifying the Needs of Adults Learning a Foreign Language. Strasbourg: Council of Europe.
  • Shih, M. (1986). Content-based Approaches to Teaching Academic Writing. TESOL Quarterly, 20, 617-648.
  • Songhori, M. H. (2008). Introduction to Needs Analysis. English for Specific Purposes World,4, 1-25.
  • West, R. (1997). Needs Analysis: State of the Art. R. Howard-G. Brown (Eds.), Teacher Education for LSP, 68-79. Clevedon: Multilingual Matters.
There are 21 citations in total.

Details

Primary Language Turkish
Subjects Linguistics (Other)
Journal Section Makaleler
Authors

Dursun Demir This is me 0000-0002-4882-9462

Ayten Genç 0000-0001-6852-9961

Publication Date August 3, 2018
Submission Date February 14, 2018
Published in Issue Year 2018 Issue: 28

Cite

APA Demir, D., & Genç, A. (2018). AKADEMİK TÜRKÇE ETKİNLİKLERİNE YÖNELİK ÖĞRENCİ VE ÖĞRETİM ELEMANI GÖRÜŞLERİ. Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD)(28), 91-104. https://doi.org/10.20427/turkiyat.1433788

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