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

Year 2020, Issue: 94, 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

References

• Altan, Mustafa Zülküf (2012). “Pre-service EFL teachers’ beliefs about foreign language learning”. European Journal of Teacher Education 35 (4): 481-493.
• Banya, Kingsley and Maria Cheng (1997). “Beliefs about language learning: A study of beliefs of teachers’ and students’ cultural setting”. Paper presented at the 31st Annual Meeting of the Teachers of Speakers of Other Languages. Florida. 1-35.
• Başer, Vesile Gül and Neşet Mutlu (2011). “Analyzing Pre-service elementary teachers’ pedagogical beliefs”. International Journal on New Trends in Education and Their Implications 2 (4): 95-101.
• Bernat, Eva (2006). “Assessing EAL learners’ beliefs about language learning in the Australian Context”. The Asian EFL Journal 8 (2): 202-227.
• Bernat, Eva and Rosemaire Lloyd (2007). “Exploring the gender effect on EFL learners’ beliefs about language learning”. Australian Journal of Educational and Developmental Psychology 7: 79-91.
• Borg, Michaela (2001). “Key concepts in ELT. Teachers’ beliefs”. ELT journal 55 (2): 186-188.
• Boz, Nihat (2008). “Turkish Pre-Service Mathematics Teachers’ Beliefs about Mathematics Teaching”. Australian Journal of Teacher Education 33 (5): 66-80.
• Cephe, Paşa Tevfik (2009). “An analysis of the impact of reflective teaching on the beliefs of teacher trainees”. Egitim ve Bilim 34 (152): 182-191.
• Çobanoğlu, Rahime (2015). “A review of research in Turkey on beliefs about teaching”. Hacettepe University Journal of Education 30: 48-59.
• Diab, Rula L. (2006). “University students” beliefs about learning English and French in Lebanon”. System 34 (1): 80-96.
• Dörnyei, Zoltan (1990). “Conceptualizing motivation in foreign-language learning”. Language Learning 40 (1): 45-78.
• Dörnyei, Zoltan (2007). Research methods in applied linguistics. New York: Oxford University.
• Fujiwara, Takayoshi (2011). “Language Learning Beliefs of Thai EFL University Students: Dimensional Structure and Cultural Variations”. Electronic Journal of Foreign Language Teaching 8 (1): 87-107.
• Gardner, Robert and Wallace Lambert (1972). Attitudes and motivation in secondlanguage learning. Rowley, MA: Newbury House.
• Haser, Çiğdem and Jon R. Star (2009). “Change in beliefs after first-year of teaching: The case of Turkish national curriculum context”. International Journal of Educational Development 29 (3): 293-302.
• Hong, Kyungsim (2006). Beliefs about language learning and language learning strategy use in an EFL context: a comparison study of monolingual Korean and bilingual Korean-Chinese university students. Doctoral dissertation. TX, USA: University of North Texas.
• Horwitz, Elaine Kolker (1987). “Surveying student beliefs about language learning”. Learner strategies in language learning. Eds. A. L. Anita Wenden and Joan Rubin. London: Prentice-Hall. 199-132.
• Horwitz, Elaine Kolker (1999). “Cultural and situational influences on foreign language learners’ beliefs about language learning: a review of BALLI studies”. System 27: 557-576.
• İnceçay, Görsev (2011). “Pre-service teachers’ language learning beliefs and effects of these beliefs on their practice teaching”. Procedia-Social and Behavioral Sciences 15: 128-133.
• Kunt, Naciye (2008). “Beliefs about Language Learning: A Study of International University Students Learning Turkish as a Second Language”. Dilbilim Araştırmaları 19: 63- 76.
• Nikitina, Larisa and Fumitaka Furuoka (2006). “Re-examining Horwitz’s beliefs about language inventory (BALLI) in the Malaysian context”. Electronic Journal of Foreign Language Teaching 3(2): 209-219.
• Oh, Myung-joo Theresa (1996). Beliefs about language learning and foreign language anxiety: a study of American university students learning Japanese. PhD thesis. Austin, TX: The University of Texas at Austin.
• Oxford, Rebecca (1993). “Individual Differences Among Your ESL Students: Why a Single Method Can’t Work. Journal of Intensive English Studies 7: 27- 42.
• Özmen, Kemal Sinan (2012). “Exploring Student Teachers’ Beliefs about Language Learning and Teaching: A Longitudinal Study”. Current Issues in Education 15 (1): 1-15. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/819
• Pajares, Frank Mikel (1992). “Teachers’ beliefs and educational research: Cleaning up a messy construct”. Review of Educational Research 62 (3): 307-332.
• Peacock, Matthew (1999). “Beliefs about language learning and their relationship to proficiency”. International Journal of Applied Linguistics 9 (2): 247-265.
• Rubin, Joan (1987). “Learner Strategies: theoretical assumptions. Research history and typology”. Learner Strategies in Language Learning. Eds. A. Wenden & J. Rubin. Prentice-Hall, Englewood Cliffs, NJ. 15-30.
• Siebert, Leslie L. (2003). “Student and teacher beliefs about language learning”. The TESOL Journal 21: 7-39.
• Şahin, Elvan, Mine Işıksal and Hamide Ertepinar (2010). “In-service elementary school teachers’ beliefs in science teaching practices”. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 39 (39): 296-306.
• Şeker, Hasan (2010). “Applicability of the approaches-related beliefs of perspective teachers”. Problems of Education in the 21st Century 25: 138-150.
• Tavşancıl, Ezel (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yay.
• Tercanlioglu, Leyla (2005). “Pre-service EFL teachers’ beliefs about foreign language learning and how they relate to gender”. Research in Educational Psychology 53 (1): 145-162.
• Truitt, Susan N. (1995). “Beliefs about language learning: A study of Korean university students learning English”. Texas Papers in Foreign Language Education.
• Uçar, Toluk Zülbiye and Nur Hilal Demirsoy (2010). “Tension between Old and New Mathematics Teachers’ Beliefs and Practices”. Hacettepe Universitesi
• Egitim Fakultesi Dergisi-Hacettep University Journal of Education 39: 321-332.
• Uzuntiryaki, Esen, Yezdan Boz, Demet Kırbulut and Oktay Bektaş (2010). “Do pre-service chemistry teachers reflect their beliefs about constructivism in their teaching practices?”. Research in Science Education 40 (3): 403-424.
• Vitchenko, Olga (2017). “Introducing CLIL in Kazakhstan: Researching Beliefs and Perceptions”. Electronic Journal of Foreign Language Teaching 14 (1): 102-116.
• Yüksel, İlknur (2011). “The Effects of Post-observational Feedback Modes on Teaching Beliefs: Peer vs. Teacher-Mediated Feedback”. Turkish Online Journal of Qualitative Inquiry 2 (1): 38-56.