TY  - JOUR
T1  - Exploring the Ecological Background of Learning Turkish as a Second Language: Insights from Zumbo’s Framework
TT  - İkinci Dil Olarak Türkçe Öğrenmenin Ekolojik Arka Planının Keşfi: Zumbo’nun Çerçevesinden Öngörüler
AU  - Göktentürk, Talha
AU  - Jamini, Elif
PY  - 2025
DA  - September
Y2  - 2025
DO  - 10.26466/opusjsr.1751709
JF  - OPUS Journal of Society Research
JO  - OPUS JSR
PB  - İdeal Kent Yayınları
WT  - DergiPark
SN  - 2791-9862
SP  - 982
EP  - 1006
VL  - 22
IS  - 5
LA  - en
AB  - With increasing immigration, teaching Turkish as a second language has become a national educational priority in Türkiye. The rise in international students—particularly through programs such as Türkiye Scholarships—has intensified the need to understand the ecological factors shaping their learning. This study investigates the ecological background influencing Turkish language acquisition among students in public and private schools and Turkish teaching centers. Using Zumbo’s ecological framework and a phenomenological design, it examines variables affecting the four core language skills—listening, reading, speaking, and writing—across layers from individual traits to broader national contexts. Data were gathered through semi-structured interviews with participants at four educational levels: primary, middle, and high school students, and adults. Thematic analysis showed that motivation, classroom strategies, teacher support, family engagement, and digital tool use interact across ecological layers to shape language learning. The findings underscore the distinct needs of each age group and the importance of pedagogical sensitivity. The study affirms the value of ecological perspectives in Turkish language education and offers practical recommendations for educators, policymakers, and researchers.
KW  - Turkish
KW  - second language learning
KW  - ecological framework
KW  - Zumbo
N2  - Artan göç hareketleri ile Türkçenin ikinci dil olarak öğretilmesi Türkiye’nin öncelikli hedeflerinden biri hâline getirmiştir. Özellikle Türkiye bursları gibi programlarla gelen öğrencilerle birlikte ele alındığında farklı seviye ve grupların öğrenme süreçlerini etkileyen ekolojik faktörlerin belirlenmesine duyulan ihtiyaç artmaktadır. Bu sebeple çalışma devlet okulları, özel kurumlar ve Türkçe öğretim merkezleri gibi resmî kurumlara kayıtlı öğrencilerin Türkçe öğrenme süreçlerini şekillendiren ekolojik arka plana odaklanmaktadır. Zumbo’nun ekolojik çerçevesinden yararlanan araştırma kişinin şahsi karakterinden içinde bulunduğu topluma kadar geniş bir ekolojik çerçevede dört dil becerisinin öğrenimini etkileyebilecek değişkenleri keşfetmek amacıyla fenomenolojik desende tasarlanmıştır. Farklı eğitim kademelerini temsil edebilmek için ilkokul, ortaokul, lise ve yetişkinlerden oluşan 4 grupta yarı yapılandırılmış görüşmelerle veriler toplanmıştır. Tematik analiz bulguları ekolojik çerçeve ile uyumlu olarak öğrencilerin motivasyonu, sınıf içi stratejiler, öğretmen desteği, aile katılımı ve dijital araçların kullanımı gibi çok sayıda değişkenin ekolojik tabakalarda öğrenme süreçleri ile etkileşime girdiğini göstermektedir. Sonuçlar aynı zamanda her yaş grubunun kendine özgü ekolojik ihtiyaçları olduğunu vurgulamakta ve pedagojik gelişim süreçlerinin dikkate alınması gerekliliğini vurgulamaktadır. Ayrıca ekolojik çerçevenin ikinci dil olarak Türkçe öğretimi alanı için ihmal edilmez olduğuna işaret etmektedir. Bu yolla ekolojik çerçeve ikinci dil olarak Türkçenin öğrenilmesi için eğitimciler, politika yapıcılar ve araştırmacılar için pratik tavsiye ve teklifler sunmaktadır.
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