İngilizce Öğretmeni Adaylarının Dil Öğrenme İnançlarının İncelenmesi: Türki Cumhuriyetlerde Kültürlerarası Bir Çalışma

Year 2020, , 51 - 73, 20.07.2020

Zerde Duisembekova Kemal Sinan Özmen

https://doi.org/10.12995/bilig.9403

Abstract

Bu çalışmanın amacı, Kazakistanlı ve Türk öğretmen adaylarının İngilizce öğrenme konusundaki inançlarını ve inançları arasında eğitim ve yetişme durumu açısından kültürel bir fark olup olmadığını araştırmaktır. Dil Öğrenmeye ilişkin İnançlar Envanteri, Kazakistan ve Türkiye’deki üniversitelerde İngiliz Dili Eğitimi programlarına kayıtlı 239 öğretmen adayları ile yürütülmüştür. Bu envanter, yetenek, dil öğreniminin doğası, öğrenme ve iletişim stratejileri ve motivasyon konularını içermektedir. Kazakistanlı ve Türkiyeli öğretmen adayları arasındaki inançlarındaki genel fark Man Whitney-U testi kullanılarak incelenmiş olup, öğretmen adaylarının inançları arasında anlamlı bir farklılık göstermiştir. Örneğin, öğretmen adayları dil öğrenme zorluğu, motivasyon ve beklentiler konusunda benzer inançlara sahip olmuştur. Ancak dil yetenekleri, dil öğreniminin doğası, öğrenim ve iletişim stratejileri ile ilgili inançları bakımından farklı sonuçlar göstermiştir. Bu bulgular ışığında, ulusal köken/etnik yapının öğretmen adaylarının dil öğrenme konusundaki inançlarını etkilediği söylenebilir.

Keywords

Öğretmen adaylarının inançları, ingilizce öğrenimi, Türk Cumhuriyetleri, kültürlerarası çalışma

Analyzing Language Learning Beliefs of English Student Teachers: A Cross-Cultural Study Across Turkic Republics

Abstract

The purpose of this study was to explore Kazakhstani and Turkish student teachers’ beliefs about English language learning, and whether there are any differences between their beliefs in terms of cultural background. The Beliefs about Language Learning Inventory (BALLI) was conducted with 239 student teachers enrolled in ELT programs at the universities in Kazakhstan and Turkey. This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation. The overall difference between the beliefs of Kazakhstani and Turkish student teachers was investigated by running a Man Whitney-U test, which showed a significant and meaningful difference between Kazakhstani and Turkish student teachers’ beliefs. It was found that student teachers had shared similar
beliefs about language learning, and motivations and expectations. However, they had different beliefs in terms of beliefs toward language aptitude, nature of language learning and learning and communication strategies. In light of these findings, it might be said that national origin/ethnicity does affect student teachers’ beliefs about language learning.

Keywords

Student teachers’ beliefs, English language learning, Turkic Republics, cross-cultural study

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