International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2021, Vol. 16(2) 59-79

An International Student Learning Turkish Through Cultural Interaction: A Narrative Research

Enes Yaşar

pp. 59 - 79   |  DOI: https://doi.org/10.29329/epasr.2020.345.4   |  Manu. Number: MANU-2101-13-0002.R1

Published online: May 27, 2021  |   Number of Views: 36  |  Number of Download: 151


Abstract

This study aims to determine the relationship between cultural interaction and language in teaching Turkish as a foreign language and reveal its contribution to the learning process. Therefore, in this study, the cultural exchange of a Lebanese international student studying at Çanakkale Onsekiz Mart University was evaluated in the context of language learning performance. The narrative research design, one of the qualitative research methods, was used in the study. The primary purpose of narrative research is to examine individuals' lifestyles through the stories they produce. In this study, the student's social environment, school, and friendship relations were taken into account. His daily life's contributions to language skills, academic life, and social relations were tried to be measured. The target language has been observed in the cultural life experienced by the international student. Thus, through narrative research, the student's cultural world was entered as a language learning experience.  In the study, the student's vocabulary learning, communication skills, and the ability to use language in academic life were emphasized. The semi-structured interview method was used as a data collection tool in the study. After deciphering each interview, attention was paid to ensure that the data obtained were sufficiently clear. The descriptive analysis method was applied to the collected data. As a result, it has been observed that international students who learn Turkish as a foreign language hugely benefits from cultural interaction in their foreign language proficiency, communication skills, and non-verbal behavior. It has been determined that international students behave pragmatically while communicating and classify words semantically in this process. It has been remarked that vocabulary learning, and pronunciation skills develop faster in cultural life, and their anxiety states decrease as they move away from the classroom setting. It was also understood in the study that different language families affect language acquisition. Besides, it has been determined that students who have difficulties comprehending language logic experience some degree of delay in their speaking skills.

Keywords: Culture, Communication, Narrative Research, Language Interaction, Teaching Turkish as a Foreign Language


How to Cite this Article?

APA 6th edition
Yasar, E. (2021). An International Student Learning Turkish Through Cultural Interaction: A Narrative Research . Educational Policy Analysis and Strategic Research, 16(2), 59-79. doi: 10.29329/epasr.2020.345.4

Harvard
Yasar, E. (2021). An International Student Learning Turkish Through Cultural Interaction: A Narrative Research . Educational Policy Analysis and Strategic Research, 16(2), pp. 59-79.

Chicago 16th edition
Yasar, Enes (2021). "An International Student Learning Turkish Through Cultural Interaction: A Narrative Research ". Educational Policy Analysis and Strategic Research 16 (2):59-79. doi:10.29329/epasr.2020.345.4.

References
  1. Abisamra, N. (2002). Teaching idioms. Education 345: Second Language Acquisition. American University of Beirut. http://abisamra02.tripod.com/idioms%20 [25.12.2020]. [Google Scholar]
  2. Aktaş, T. (2004). Yabancı dil öğretiminde iletişimsel yeti [Communicative competence in foreign language teaching]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12, 45-57. [Google Scholar]
  3. Alpar, M. (2013). Yabancı dil öğretiminde kültürel unsurların önemi [The importance of cultural components in foreign language teaching]. The Journal of Language and Linguistic Studies, 9/1, 95-106. [Google Scholar]
  4. Altınörs, S. A. (2012). Dile davranışçı yaklaşımlara Chomsky’nin itirazı üzerine [On Chomsky’s objection to behaviorist approaches to language]. Karadeniz Dergisi,14, 65-90. [Google Scholar]
  5. Alyılmaz, C., & Er, O. (2016). Yabancılara Türkçe öğretimi uygulamalarında öğretmenlerin kültürel farkındalık oluşturmadaki etkisinin değerlendirilmesi [Evaluation of the effect of teachers in the Turkish teaching applications for foreigners in terms of creating cultural awareness]. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 5/3, 1392-1413. [Google Scholar]
  6. Apaydın, D. (2007). Türkçenin yabancı dil olarak öğretiminde sözcük öğretimi üzerine bir yöntem denemesi [A method trial about word practice in teaching of Turkish language as foreign language]. [Unpublished master dissertation]. Ankara University. [Google Scholar]
  7. Aydın, T. (2010). Arapça ve Türkçede sesler -karşıtsal çözümleme- [Sounds in Arabic and Turkish - contrastive analysis-]. EKEV Akademi Dergisi, 14, 321-334. [Google Scholar]
  8. Aygüneş, M. (2007). Yabancı dil olarak Türkçenin öğretiminde okuma becerisini geliştirme yolları [The method of improving reading skill in teaching Turkish as a foreign language]. [Unpublished master dissertation]. Dokuz Eylül University. [Google Scholar]
  9. Bölükbaş, F., & Keskin, F. (2010). Yabancı dil olarak Türkçe öğretiminde metinlerin kültür aktarımındaki işlevi [The function of texts in transferring of culture in teaching Turkish as a foreign language]. International Periodical For The Languages,Literature and History of Turkish or Turkic, 5, 221-234.  [Google Scholar]
  10. Bölükbaş, F. (2011). Arap öğrencilerin Türkçe yazılı anlatım becerilerinin değerlendirilmesi [An evaluation of Arab students' Turkish writing skills]. Turkish Studies, 6(3),1357- 1367. [Google Scholar]
  11. Biçer, N., & Polatcan, F. (2015). Yabancı dil olarak Türkçe öğretiminde kelime öğrenme stratejilerinin değerlendirilmesi [Evaluation of vocabulary learning strategies in teaching Turkish as a foreign language]. A. Ü. Türkiyat Araştırmaları Enstitüsü Dergisi, 54, 71-84. [Google Scholar]
  12. Brooks, N. (1986). Culture in the classroom. In J. M. Valdes (Ed), Culture bound (123-129). Cambridge University Press. [Google Scholar]
  13. Brown, D. (1994). Principles of language learning and teaching. Prentice Hall Regent.  [Google Scholar]
  14. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Academy. [Google Scholar]
  15. Creswell, J. W. (2007). Qualitative  inquiry  &  research  design:  Choosing  among  five  approaches. Sage Publications. [Google Scholar]
  16. Demir, A., & Açık, F. (2011). Türkçenin yabancı dil olarak öğretiminde kültürlerarası yaklaşım ve seçilecek metinlerde bulunması gereken özellikler [In teaching Turkish as a foreign language intercultural approach and to be selected properties to be included in texts]. Çukurova Üniversitesi Türkoloji Araştırmaları Merkezi, 30, 51-72. [Google Scholar]
  17. Dede, M. (1983). Yabancı dil öğretiminde karşılaştırmalı dilbilim ve yanlış çözümlemesinin yeri [Foreign language teaching: comparative linguistics and its incorrect analysis in foreign language teaching]. Türk Dili -Aylık Dil ve Yazın Dergisi- Dil Öğretimi Özel Sayısı, 47, 123-135. [Google Scholar]
  18. De Landa, M. (1997). A thousand years of nonlinear history. Zone Books. [Google Scholar]
  19. Demirel, Ö., & Mirici, İ. H. (2002). Yabancı dil eğitiminde öğrenen özerkliği [Learner autonomy in foreign language education]. Milli Eğitim Dergisi, (155-156), 76-88. [Google Scholar]
  20. Eken Tuzcu, D. (2011). Yabancı dil olarak Türkçe ve İngilizce öğretiminde temel düzey dinleme-anlama etkinliklerinin karşılaştırılması [Comparing basic level listening-understanding exercises in teaching Turkish and English as a foreign language]. [Unpublished master dissertation]. Istanbul University. [Google Scholar]
  21. Erol, Ç. (2007). Türkiye Türkçesinde kalıp sözler üzerine bir inceleme [A searchment on cliche words in Turkey Turkish]. [Unpublished master dissertation]. Istanbul University. [Google Scholar]
  22. Göçer, A. (2012). Dil-kültür ilişkisi ve etkileşimi üzerine [On the relationship and interaction between language and culture]. Türk Dili, 729, 50-57. [Google Scholar]
  23. Göçer, A. (2015). Türkçenin yabancı dil olarak öğretiminde konuşma becerisinin kazandırılması [Improvement of speaking skills in teaching Turkish as a foreign language]. Trakya Üniversitesi Sosyal Bilimler Dergisi, 17/2, 21-36. [Google Scholar]
  24. Gregersen, T. S. (2003). To err is Human: A reminder to teachers of language anxious students. Foreign Language Annals, 36/1, 25-32. [Google Scholar]
  25. Güneş, F. (2007). Türkçe öğretimi ve zihinsel yapılandırma [Turkish teaching and mental structuring]. Nobel Publishing. [Google Scholar]
  26. Güneş, S. (2009). Yabancı dil öğretiminde deyim öğretimi: yöntemler, teknikler ve uygulamalar [Teaching phrases in foreign language teaching: methods, techniques and applications]. Dilbilim, 2, 59-79. [Google Scholar]
  27. İşcan, A. (2012). Yabancı dil öğretimi ve yabancı dil olarak Türkçe öğretiminin tarihçesi [The history of foreign language teaching and teaching Turkish as a foreign language]. Yabancı Dil Olarak Türkçe Öğretimi (YTDÖ), 2, 3-27. [Google Scholar]
  28. İşcan, A. (2015). Yabancı dil olarak Türkçe öğretiminde yazma kaygısı üzerine bir inceleme (Ürdün Üniversitesi örneği) [A research about writing anxiety in teaching Turkish as a foreign language (example of Jordan University)]. Dil ve Edebiyat Eğitimi Dergisi, 14, 135-152. [Google Scholar]
  29. İzgören, A. Ş. (1999). Dikkat vücudunuz konuşuyor [Attention your body talks]. Kardelen Publishing. [Google Scholar]
  30. Liamputtong, P. (2009). Qualitative data analysis: conceptual and practical considerations. Health Promotion Journal of Australia, 20/2, 133-139. [Google Scholar]
  31. Littlewood, W. (1984). Foreign and second language learning: language acquisition research and its implications for the classroom, CUP. [Google Scholar]
  32. Nunan, D. (2003). Practical English language teaching. McGrawHill.  [Google Scholar]
  33. Okur, A., & Keskin, F. (2013). Yabancılara Türkçe öğretiminde kültürel öğelerin aktarımı: İstanbul yabancılar için Türkçe öğretim seti örneği [Transmission of cultural elements in Turkish teaching to foreigns]. International Journal of Social Science, 6, 2, 1619-1640. [Google Scholar]
  34. Okur, A., & Yamaç, F. (2013). Yabancılara Türkçe öğretiminde kültürel ögelerin aktarımı: İstanbul yabancılar için Türkçe öğretim seti örneği [Transfer of cultural elements in teaching Turkish to foreigners: Istanbul Turkish teaching set for foreigners.]. The Journal of Academic Social Science Studies International Journal of Social Science, 6, 2, 1619-1640.  [Google Scholar]
  35. Özdemir, A. (2013, 04-06 July). Deyimlerin yabancılara öğretiminde mnemonik teknikler ile öğretim etkinliği önerisi [Suggestion for teaching activities with mnemonic techniques in teaching idioms to foreigners]. 6. Uluslararası Türkçenin Eğitimi-Öğretimi Kurultayı, Niğde, Turkey. [Google Scholar]
  36. Polat, T. (1990). Kültürlerarası bildirişimde etkin bir süreç: yabancı dilde okuma-anlama [An effective process in intercultural communication: reading-comprehension in a foreign language.]. Alman Dili ve Edebiyatı Dergisi, 7, 69-90. [Google Scholar]
  37. Pierce, M. E. (1988). An interactive modelling technique for acquisition of communication skills. Applied Psycholinguistics, 9, 1, 59-76.  [Google Scholar]
  38. Riessman, C. K. (2005). Narrative analysis. In N. Kelly, C. Horrocks, K. Milness, B. Roberts & D. Robinson (Eds.), Narrative, memory and everyday life (1-7). University of Huddersfield. [Google Scholar]
  39. Saban, A., & Ersoy, A. (2016). Eğitimde nitel araştırma desenleri [Qualitative research patterns in education]. Anı Publihsing.  [Google Scholar]
  40. Samovar, L. A., Porter R. E., & Mcdaniel E. R. (1991). Intercultural Communication: A Reader. Wadsworth Publishing. [Google Scholar]
  41. Soyupek, H. (2007, 10-15 September). Yabancı dil öğretiminde güdülemenin önemi [The importance of motivation in foreign language teaching]. 38. ICANAS Uluslararası Asya ve Afrika Çalışmaları Kongresi, Ankara, Turkey. [Google Scholar]
  42. Tapan, N. (1990). Yabancı dil olarak Almanca öğretiminde kültür bağlamının değerlendirilmesi [Evaluation of the cultural context in teaching German as a foreign language]. Alman Dili Edebiyatı Dergisi. 5, 7, 55-68. [Google Scholar]
  43. Telman, N., & Ünsal, P. (2005). İnsan ilişkilerinde iletişim [Communication in human relations]. Epsilon Publishing. [Google Scholar]
  44. Toms Bronows, S. (1982). An Investigation of the effectiveness of semantic mapping and semantic feature analysis with ıntermediate grade level children. Program Report, 83-3. Wisconsin Center for Education Research The University of Wisconsin Madison. [Google Scholar]
  45. Tunçel, H. (2013). Yabancı dil olarak Türkçe öğretiminde bulunma eklerinin görsel materyal kullanarak öğretiminin başarıya etkisi [The effects on the success of teaching of locative suffixes using by visual material in teaching Turkish as a foreign language]. International Journal of Social Science, 6, 7, 1109-1125. [Google Scholar]
  46. Tüm, G., & Sarkaz, Ö. (2014). Çok uluslu sınıflarda yabancı dil Türkçe öğretiminde karşılaşılan sesletim sorunları [Phonological problems encountered in multinational classrooms in teaching Turkish as a foreign language]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 255-266.  [Google Scholar]
  47. Ülker, N. (2007). Hitit ders kitapları örneğinde yabancı dil olarak Türkçe öğretiminde kültür aktarımı sürecine çözümleyici ve değerlendirici bir bakış [Ananalytical and evaluative look at the process ef culture transfer in teaching Turkish as a forign language in Hitit Maincourse Series]. [Unpublished master dissertation]. Istanbul University. [Google Scholar]
  48. Vygotsky, L., S. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind and society: The development of higher psychological process (79-91). Harvard University Press. [Google Scholar]
  49. Webster, L., & Mertova, P.  (2007). Using narrative inquiry as a research method.  Routledge. [Google Scholar]
  50. Yaşar, E., & Toprak, S. (2017). Yabancı dil olarak Türkçe öğretiminde dil ailelerinin öğrenime etkisi [The effect of language families on learning in teaching Turkish as a foreign language]. In O. Akgül (Ed.), 3. Uluslararası Öğrencilik Sempozyumu Bildiriler Kitabı (175-189), Necmettin Erbakan University Publishing. [Google Scholar]
  51. Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Publishing. [Google Scholar]
  52. Yılmaz, İ., & Şeref, İ. (2013). Araplara Türkçe öğretmek amacıyla hazırlanmış Kaşgarlı Mahmut Türkçe öğretim seti’nde kültür aktarımı [Cultural transfer in Mahmud al Kashgarı Turkish teaching set prepared for teaching Turkish to Arabs]. Turkish Studies, 8/4, 1479-1498.   [Google Scholar]
  53. Yılmaz, İ., & Şeref, İ. (2015). Arap öğrencilerin Türkçe okuma sesletim becerilerinin geliştirilmesinde şiirden yararlanma [Using poetry in developing Arabian students’ pronunciation skills while reading]. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 4 (3), 1213-1228.  [Google Scholar]