Yabancı Dil Olarak Türkçe Öğreticilerinin Öğrenen Özerkliğine İlişkin Görüşleri

Abstract

Öğrenen özerkliği, bireyin kendi öğrenme sorumluluğunu alabilmesi olarak tanımlanır ve bu kavram, öğrenme hedeflerini belirleme, öğrenme içeriği ve ilerlemesini planlama, yöntem ve teknikleri seçme, süreci izleme ve sonuçları değerlendirme gibi aşamaları kapsar. Günümüzde yabancı dil öğretiminin temel amacı, öğrencilerin iletişimsel yeterliliklerini geliştirmektir. Bu bağlamda, özerk bir sınıf ortamında öğretici, öğrenicilerin özerkliğini geliştirecek sınıf ortamı oluşturarak öğrenmeyi daha anlamlı hale getirir. Öğrenen özerkliğinin gelişiminde öğreticilerin rehberliği son derece önemli bir rol oynar. Araştırmanın temel amacı, yabancı dil olarak Türkçe öğreticilerinin öğrenen özerkliğine ilişkin görüşlerinin öğretim süreçlerine nasıl yansıdığının karma desende incelenmesidir. Bu araştırmada karma desenlerden yakınsayan paralel desen kullanılmıştır. Araştırma grubu Türkiye genelinde farklı illerde görev yapan Türkçe öğreticilerinden oluşmaktadır. Araştırmanın nicel örneklemi, ölçüt örnekleme ile belirlenmiş olup 64 katılımcıdan oluşmaktadır. Nicel veriler öğreticiler için hazırlanmış olan anket formu ile toplanmıştır. Elde edilen veriler SPSS programı kullanılarak analiz edilmiştir. Araştırmanın nitel kısmında elde edilen veriler, ölçüt örnekleme yöntemi ile belirlenen 15 yabancı dil olarak Türkçe öğreticisiyle yapılan odak grup görüşmeleri ile toplanmıştır. Nitel verilerin toplanmasında yarı yapılandırılmış görüşme formu kullanılmış ve içerik analizi yöntemi ile veriler analiz edilmiştir. Araştırmanın sonuçları, öğreticilerin öğrenen özerkliği kavramını ve bu kavramın önemini kavradıklarını ancak uygulamaya geçirme konusunda güçlük yaşadıklarını ortaya koymaktadır.

Keywords

• Öğrenen Özerkliği
• Yabancı Dil Olarak Türkçe
• Özerklik

Teachers’ Views on Learner Autonomy of Turkish as a Foreign Language

Abstract

Learner autonomy refers to an individual’s ability to take responsibility for their own learning, including setting goals, planning, selecting methods, monitoring progress, and evaluating outcomes. In modern foreign language teaching, the primary goal is to develop students' communicative competence. Instructors play a crucial role in this process, by fostering classroom environments that support learner autonomy. This study aims to investigate how teachers of Turkish as a foreign language perceive learner autonomy and how these views are reflected in their teaching practices, using a mixed-methods approach. A parallel mixed design was adopted. The quantitative sample, consisting of 64 Turkish language teachers from various provinces, was selected through criterion sampling. Data were collected using a structured questionnaire and analyzed using SPSS. For the qualitative part, data were gathered from focus group interviews with 15 teachers, also selected through criterion sampling. A semi-structured interview form was used, and responses were analyzed through content analysis. The findings indicated that while most instructors were aware of the concept and value of learner autonomy, they often encountered challenges in operationalizing it within classroom settings.

Keywords

• learner autonomy
• autonomy
• Turkish as a foreign language

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