İngilizce Sınıflarında Kültürel Farkındalığın Rolü

Year 2021, , 102 - 132, 31.01.2021

Ayşegül Yurtsever , Dilara Özel

https://doi.org/10.17569/tojqi.776499

Abstract

Dil öğrenimi öğrencilerin hem sınıf içi hem de sınıf dışında pratik yapmaları için okuma, dinleme, yazma ve konuşma olmak üzere dört beceri içerir. Sınıf içi iletişim bireylerin geçmişleri ve ortak değerleriyle sınırlanmış olabilir, ancak öğrenciler sınıf dışına çıktıklarında, pragmatik becerilerinin sosyal ve kültürel özelliklerle bütünleşmesi gerekmektedir. Bu çalışma yabancı veya ikinci dil olarak İngilizce öğrenimi sınıflarında kültürel farkındalık üzerine yapılmış nicel ve nitel araştırmaları sistematik açıdan incelemeyi amaçlamıştır. Bu yüzden, araştırma yöntemi olarak meta-sentez yöntemi kullanılmıştır. Bu amacı karşılamak üzere İngilizce derslerinde kültürel ve kültürlerarası farkındalıkla ilgili 50 araştırma, belirlenmiş dört kriterden sonra bu meta-senteze dahil edilmiştir. Kültürel ve kültürlerarası farkındalık araştırmalarının analizinin sonucunda temeller ve edinimler olmak üzere iki ana tema ortaya çıkmıştır. Kültürel farkındalığın temelleri ders bileşenleri, etkileşim, dinamik ve kişisel bağlantı olmak üzere dört koda sahiptir. Ayrıca, kültürel farkındalığın edinimleri konuşma yeterliği, bilişsel yeterlik, kültürel yeterlik ve küresel ilgi olmak üzere dört koda sahiptir.

Keywords

kültürlerarası farkındalık, yabancı dil olarak İngilizce, çok kültürlü eğitim, nitel araştırma

The Role of Cultural Awareness in the EFL Classroom

Abstract

Language learning involves four skills named as reading, listening, writing, and speaking for learners to practice both in and outside the classroom. Interaction in the class may be limited to the backgrounds and common values of its members, but once learners are outside the class, pragmatic skills are required to engage in social and cultural aspects. This study aims to examine the qualitative and quantitative studies about cultural awareness in EFL classrooms in a systematic way. Therefore, the meta-synthesis procedure is used as a research design. There are 50 studies that included cultural and intercultural awareness in EFL classrooms in this meta-synthesis in order to meet this aim after applying the four specified criteria. There are two main themes called foundations and acquirements that emerged as a result of the analysis of the studies about cultural and intercultural awareness. Foundations of cultural awareness have four codes named lesson components, interaction, dynamic and personal connection. Furthermore, acquirements of cultural awareness have four codes as conversational competency, cognitive competency, cultural competency, and global involvement.

Keywords

intercultural awareness, multicultural education, English as a foreign language, qualitative research

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