İngilizce Öğretmen Adayları Arasındaki Kültürlerarası İletişim Yeterliliğinin Açıklayıcı Gücü

Year 2023, Volume: 24 Issue: 1, 29 - 38, 27.03.2023

Ömer Eren

https://doi.org/10.12984/egeefd.1191598

Abstract

Öğretmenlerin mesleki gelişimlerinde kültürlerarası iletişim yeterliliği büyük ilgi görürken çalışmalar öğretmen adaylarının katkılarını hafife almıştır. Dillerin ve insanların aktarımındaki gelişmeler sayesinde kültür ve dil arasındaki geleneksel bağ eskisi kadar katı değildir ve bu da uluslararası ortamlarda dili düzgün kullanmak için önemli bir ihtiyaç yaratmıştır. Bu yüzden, yabancı bir dil öğrenirken farklı milletlerin kültürel değerlerini kabul etmek ana hedef hâline gelmiştir. Özellikle, öğretmen adaylarının talep edilen kültürlerarası becerilerden yararlanabilmeleri onların sosyal, akademik ve profesyonel hayatlarını zenginleştirme potansiyeline sahiptir. Mevcut çalışma, cinsiyet, öğrenim yılı, iki/çok dillilik, başka bir şehirde yaşama ve yurtdışında eğitim deneyimi gibi demografik değişkenlerin kültürlerarası iletişim yeterliliği üzerinde yordayıcı bir güce sahip olup olmadığını açıklamayı amaçlamaktadır. 199 öğretmen adayının önceki kültürlerarası deneyimlerini analiz etmek için birkaç çoklu regresyon kullanılmıştır. Bulgular, dil sayısının kültürlerarası iletişim yeterliklerindeki varyansı açıkladığını ve iki dilli bireylerle karşılaştırıldığında, çok dillilerin kültürlerarası iletişim yeterliklerinin daha yüksek olduğunu göstermektedir. Yurtdışında eğitim deneyimi ve başka bir şehirde yaşama varyansları da yordanmıştır ancak cinsiyet farkı anlamlı sonuçlar vermemiştir.

Keywords

Kültürlerarası yeterlilik, Çok dillilik, Yurtdışında okuma, Öğretmen eğitimi

The Explanatory Power of Intercultural Communicative Competence among EFL Teacher Candidates

Abstract

While intercultural communicative competence has gained considerable attention in teachers’ professional development, contributions from teacher candidates have usually been underestimated. The traditional bound between language and culture has become less solid thanks to the advancements in transfer of languages and people, which has created a significant need to use language properly in international encounters. Therefore, acknowledging cultural values of different nations has become a primary aim while learning a foreign language. Teacher candidates could benefit from demanded intercultural skills and these skills have the potential to enrich their identity in social, academic, and professional lives. The current study intends to explain whether demographic variables of gender, study year, bi/multilingualism, living in another city, and study abroad experience have a predictive power on intercultural communicative competence. Several multiple regressions were used to analyse 199 teacher candidates’ previous intercultural experiences and findings suggest that number of languages explained the variance in intercultural communicative competence, and compared to bilingual individuals, multilinguals had higher intercultural communicative competence. Study abroad experience and living in another city also predicted the variance. However, gender difference did not yield significant results.

Keywords

Intercultural competence, Multilingualism, Study abroad, Teacher education

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