Araştırma Makalesi
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Erasmus Programının Yabancı Dil Öğretmen Adaylarının Kültürlerarası Duyarlılıklarına Etkisi: Gezi Defteri Kullanımı

Yıl 2019, Cilt: 22 Sayı: 42, 21 - 40, 31.12.2019
https://doi.org/10.31795/baunsobed.658372

Öz

Bu çalışmanın amacı Erasmus değişim programının ve Gezi defterinin yabancı dil öğretmen adaylarının kültürlerarası duyarlılık gelişimlerine olan etkisini incelemektir. Bu çalışmanın örneklemini Anadolu Üniversitesi, Yabancı Diller Eğitimi Bölümü (İngilizce, Fransızca, Almanca) öğrencileri arasında Erasmus programına katılan öğretmen adayları ile bu adaylarla aynı sınıfta programdan yararlanmayan adaylar oluşturmaktadır. Öğrencilere Chen ve Starosta’nın geliştirdiği Kültürlerarası Duyarlılık ölçeği dönem başında ve dönem sonunda uygulanmıştır. Araştırma sonucunda elde edilen bulgular; Erasmus değişim programına katılan fakat gezi defteri hazırlamayan öğrenciler duyarlılık seviyelerini yükseltmişlerdir ancak; gezi defteri yapan öğrencilerde herhangi bir yükselme görülmemiş. İki gurubun ön test ve son testlerinin sonuçları arasında istatistiksel olarak anlamlı bir fark bulunmamaktadır. Erasmus ile yurtdışına giden 33 öğrenci (Deney Grubu) ile gitmeyen 33 öğrencinin (Kontrol Grubu) duyarlılık seviyeleri karşılaştırıldığında ise şu sonuçlar çıkmaktadır; Deney grubu öğrencilerinin duyarlılık seviyeleri hem dönem başında hem de sonunda kontrol grubu öğrencilerine göre yüksektir. Ancak bu iki grubun ön test ve son test sonuçlarının arasında istatistiksel olarak anlamlı bir fark görülmemektedir.

Kaynakça

  • Anquetil, M. et Molinié, M. (2008). Expérience Erasmus au Miroir de la Réflexivité́ : Penser et Construire les Acteurs Sociaux. Z. Geneviève, D. Lévy et C. Kramsch (Eds), dans Précis du plurilinguisme et du pluriculturisme (83-87), Paris : Archives Contemporaines.
  • Argod, P. (2015). Le Carnet de Voyage - Reportage Intermédia, Outil Pédagogique de la Créativité, M. Besançon, M. et T. Lubart (Eds.), dans La Créativité́ de l’enfant: Évaluation et développement (74-77), Bruxelles : Mardaga. Argod, P. (2014). Le carnet de Voyage - Reportage, Outil de Formation et d'Expertise pour la Mobilité Internationale, Journal of International Mobility, 2 (14), 25-43.
  • Aydınbek, C. (2015). French Learners’ Opinion about the Effect of Study Abroad Experience on Language Learning, Uluslararası Eğitim Bilimleri Dergisi, 5, 131-140.
  • Barthelemy F. (2007). Professeur de FLE : Historique, Enjeux et Perspectives, Paris : Hachette. Bennett, M. J. (1993). Towards a Developmental Model of Intercultural Sensitivity, R. M. Paige (Ed.), dans Education for the Intercultural Experience (21-71), Yarmouth, ME: Intercultural Press.
  • Bloom, M. et Miranda, A. (2015). Intercultural Sensitivity through Short-term Study Abroad, Language and Intercultural Communication, 15(4), 567-580.
  • Büyüköztürk, Ş. (2014). Sosyal Bilimler için Veri Analizi El Kitabı, Ankara: Pegem.
  • Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence, Clevedon: Multilingual Matters.
  • Byram, M., Gribkova, B. et Starkey, H. (2002). Développer la Dimension Interculturelle de l’Enseignement des Langues, Strasbourg: Conseil de l’Europe.
  • Byram, M., (2008). Consequences for the Training and Education of Teachers of Introducing 'Intercultural Competence' as an Objecitve of DaF, Schulz, R., Tschirner, E., (éd.), dans Communicating Across Borders. Developing Intercultural Competence in German as a Foreign Language, Munich: Iudicium Verlag.
  • Chen, G.-M. and Starosta, W. (1996). Intercultural Communication Competence: A synthesis, B. Burleson (Ed.), dans Communication yearbook 19 (353-383), Thousands Oaks, CA: Sage.
  • Chen, G. M. and Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale, Human Communication, 3, 1-15.
  • Conseil de l’Europe. (2001). Cadre Européen commun de Référence pour les Langues: Apprendre, Enseigner, Evaluer, Paris : Didier.
  • Dwyer, M. M. (2004). More Is Better: The Impact of Study Abroad Program Duration, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 151-163
  • Engle, L. et Engle, J. (2004). Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study abroad Program Design, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 219-236.
  • Formarier, M. (1992). Les Echantillonnages - Petites Révisions, Recherche en Soins Infirmiers, 31, 91-98.
  • Fritz, W., Möllenberg, A. et Chen, G. M. (2002). Measuring Intercultural Sensitivity in Different Cultural Contexts, Intercultural Communication Studies, 11, 165-176.
  • Garrido, C. et Álvarez, I. (2006). Language teacher education for intercultural understanding, European Journal of Teacher Education, 29, 163-179.
  • Gohard-Radenkovic A. (2004). Communiquer en Langue Etrangère : De la Compétence Culturelle vers des Compétences Linguistiques, Berne : Peter Lang.
  • Helaiss, A. (2018). L’Enseignant comme Médiateur Interculturel en Classe de Français Langue Etrangère en Arabie Saoudite, Recherches en didactique des langues et des cultures. Les cahiers de l'Acedle, 15(2). 7 Nisan 2019 tarihinde https://journals.openedition.org/rdlc/3013 adresinden erişildi.
  • Kelly, M., Grenfell, M., Allan, R., Kriza, C. et Mcevoy, W. (2004). European Profile for Language Teacher Education: A Frame of Reference, A Report to the European Commission Directorate General for Education and Culture.
  • Küllü-Sülü, A. (2014). The role of Native English Speaking Teachers in Promoting Intercultural Sensitivity, Yüksek Lisans Tezi, Bilkent Üniversitesi, Ankara.
  • Lázár, I., (2011). Teachers' beliefs about integrating the development of inter-cultural communicative competence in language teaching. Case studies of Hungarian pre- service English teachers, ForumSprache, 5, 113-126.
  • Paige R.M., Cohen A.D. et Shively, R.L. (2004). Assessing the Impact of a Strategies-BBsed Curriculum on Language and Culture Learning Abroad, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 253-276.
  • Portillo M.-L. (2004). Intercultural Learning Assessment: The Link between Program Duration and the Development of Intercultural Sensitivity, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 179-200.
  • Pourhadi, T. (2012). Impacts des Echanges Universitaires Internationaux sur les Etudiants de l’Université Lumière Lyon 2: Cap sur le Brésil, Yüksek Lisans tezi, Lyon 2 Üniversitesi, Lyon.
  • Sercu, L., Bandura, E., Castro, P. et al. (2005). Foreign language teachers and intercultural competence. An international investigation, Clevedon: Multilingual Matters Limited.
  • Straffon, D. A. (2003). Assessing the Intercultural Sensitivity of High School Students Attending an International School, International Journal of Intercultural Relations, 27(4), 487-501.
  • Tracy, R. W. (2005). Exploring the Impact of Study Abroad on Students’ Intercultural Communication Skills: Adaptability and Sensitivity, Journal of Studies in International Education, 9(4), 356‐371.
  • Windmüller, F. (2011). L’Approche Culturelle et Interculturelle, Paris: Belin.

L’EFFET DU PROGRAMME ERASMUS SUR LA SENSIBILITE INTERCULTURELLE DES FUTURS ENSEIGNANTS DE LANGUE : USAGE DU CARNET DE VOYAGE

Yıl 2019, Cilt: 22 Sayı: 42, 21 - 40, 31.12.2019
https://doi.org/10.31795/baunsobed.658372

Öz

L’objectif de cette étude est d'examiner l'effet du programme d’'Erasmus et du carnet de voyage sur le développement de la sensibilité interculturelle (SI) des futurs enseignants de langues. L’échantillon de cette étude est composé des futurs enseignants de langues (anglais, français, allemand ; Université Anadolu) ayant participé au programme Erasmus et de leurs camarades de classe. L'échelle de la SI développée par Chen et Starosta a été appliquée au début et à la fin du semestre. Les résultats ont montré que les étudiants d’Erasmus sans carnet de voyage ont augmenté leur niveau de sensibilité au contraire des apprenants ayant préparé un carnet de voyage. Les résultats du prétest et du posttest des deux groupes ne sont pas statistiquement significatifs. Selon l’analyse des niveaux de sensibilité des 33 étudiants (groupe expérimental) ayant participé à Erasmus et des 33 étudiants n’ayant pas participé (groupe témoin), le niveau de sensibilité du groupe expérimental est plus élevé au début et à la fin du semestre. Cependant, il n'y a pas de différence significative entre les résultats du prétest et posttest.

Kaynakça

  • Anquetil, M. et Molinié, M. (2008). Expérience Erasmus au Miroir de la Réflexivité́ : Penser et Construire les Acteurs Sociaux. Z. Geneviève, D. Lévy et C. Kramsch (Eds), dans Précis du plurilinguisme et du pluriculturisme (83-87), Paris : Archives Contemporaines.
  • Argod, P. (2015). Le Carnet de Voyage - Reportage Intermédia, Outil Pédagogique de la Créativité, M. Besançon, M. et T. Lubart (Eds.), dans La Créativité́ de l’enfant: Évaluation et développement (74-77), Bruxelles : Mardaga. Argod, P. (2014). Le carnet de Voyage - Reportage, Outil de Formation et d'Expertise pour la Mobilité Internationale, Journal of International Mobility, 2 (14), 25-43.
  • Aydınbek, C. (2015). French Learners’ Opinion about the Effect of Study Abroad Experience on Language Learning, Uluslararası Eğitim Bilimleri Dergisi, 5, 131-140.
  • Barthelemy F. (2007). Professeur de FLE : Historique, Enjeux et Perspectives, Paris : Hachette. Bennett, M. J. (1993). Towards a Developmental Model of Intercultural Sensitivity, R. M. Paige (Ed.), dans Education for the Intercultural Experience (21-71), Yarmouth, ME: Intercultural Press.
  • Bloom, M. et Miranda, A. (2015). Intercultural Sensitivity through Short-term Study Abroad, Language and Intercultural Communication, 15(4), 567-580.
  • Büyüköztürk, Ş. (2014). Sosyal Bilimler için Veri Analizi El Kitabı, Ankara: Pegem.
  • Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence, Clevedon: Multilingual Matters.
  • Byram, M., Gribkova, B. et Starkey, H. (2002). Développer la Dimension Interculturelle de l’Enseignement des Langues, Strasbourg: Conseil de l’Europe.
  • Byram, M., (2008). Consequences for the Training and Education of Teachers of Introducing 'Intercultural Competence' as an Objecitve of DaF, Schulz, R., Tschirner, E., (éd.), dans Communicating Across Borders. Developing Intercultural Competence in German as a Foreign Language, Munich: Iudicium Verlag.
  • Chen, G.-M. and Starosta, W. (1996). Intercultural Communication Competence: A synthesis, B. Burleson (Ed.), dans Communication yearbook 19 (353-383), Thousands Oaks, CA: Sage.
  • Chen, G. M. and Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale, Human Communication, 3, 1-15.
  • Conseil de l’Europe. (2001). Cadre Européen commun de Référence pour les Langues: Apprendre, Enseigner, Evaluer, Paris : Didier.
  • Dwyer, M. M. (2004). More Is Better: The Impact of Study Abroad Program Duration, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 151-163
  • Engle, L. et Engle, J. (2004). Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study abroad Program Design, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 219-236.
  • Formarier, M. (1992). Les Echantillonnages - Petites Révisions, Recherche en Soins Infirmiers, 31, 91-98.
  • Fritz, W., Möllenberg, A. et Chen, G. M. (2002). Measuring Intercultural Sensitivity in Different Cultural Contexts, Intercultural Communication Studies, 11, 165-176.
  • Garrido, C. et Álvarez, I. (2006). Language teacher education for intercultural understanding, European Journal of Teacher Education, 29, 163-179.
  • Gohard-Radenkovic A. (2004). Communiquer en Langue Etrangère : De la Compétence Culturelle vers des Compétences Linguistiques, Berne : Peter Lang.
  • Helaiss, A. (2018). L’Enseignant comme Médiateur Interculturel en Classe de Français Langue Etrangère en Arabie Saoudite, Recherches en didactique des langues et des cultures. Les cahiers de l'Acedle, 15(2). 7 Nisan 2019 tarihinde https://journals.openedition.org/rdlc/3013 adresinden erişildi.
  • Kelly, M., Grenfell, M., Allan, R., Kriza, C. et Mcevoy, W. (2004). European Profile for Language Teacher Education: A Frame of Reference, A Report to the European Commission Directorate General for Education and Culture.
  • Küllü-Sülü, A. (2014). The role of Native English Speaking Teachers in Promoting Intercultural Sensitivity, Yüksek Lisans Tezi, Bilkent Üniversitesi, Ankara.
  • Lázár, I., (2011). Teachers' beliefs about integrating the development of inter-cultural communicative competence in language teaching. Case studies of Hungarian pre- service English teachers, ForumSprache, 5, 113-126.
  • Paige R.M., Cohen A.D. et Shively, R.L. (2004). Assessing the Impact of a Strategies-BBsed Curriculum on Language and Culture Learning Abroad, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 253-276.
  • Portillo M.-L. (2004). Intercultural Learning Assessment: The Link between Program Duration and the Development of Intercultural Sensitivity, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 179-200.
  • Pourhadi, T. (2012). Impacts des Echanges Universitaires Internationaux sur les Etudiants de l’Université Lumière Lyon 2: Cap sur le Brésil, Yüksek Lisans tezi, Lyon 2 Üniversitesi, Lyon.
  • Sercu, L., Bandura, E., Castro, P. et al. (2005). Foreign language teachers and intercultural competence. An international investigation, Clevedon: Multilingual Matters Limited.
  • Straffon, D. A. (2003). Assessing the Intercultural Sensitivity of High School Students Attending an International School, International Journal of Intercultural Relations, 27(4), 487-501.
  • Tracy, R. W. (2005). Exploring the Impact of Study Abroad on Students’ Intercultural Communication Skills: Adaptability and Sensitivity, Journal of Studies in International Education, 9(4), 356‐371.
  • Windmüller, F. (2011). L’Approche Culturelle et Interculturelle, Paris: Belin.

Ayrıntılar

Birincil Dil Fransızca
Konular Alan Eğitimleri
Bölüm Dil ve Edebiyat
Yazarlar

Halil ELİBOL Bu kişi benim 0000-0002-4227-147X

Veda ASLIM YETİŞ 0000-0002-0435-1217

Yayımlanma Tarihi 31 Aralık 2019
Gönderilme Tarihi 9 Nisan 2019
Kabul Tarihi 5 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 22 Sayı: 42

Kaynak Göster

APA ELİBOL, H., & ASLIM YETİŞ, V. (2019). L’EFFET DU PROGRAMME ERASMUS SUR LA SENSIBILITE INTERCULTURELLE DES FUTURS ENSEIGNANTS DE LANGUE : USAGE DU CARNET DE VOYAGE. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(42), 21-40. https://doi.org/10.31795/baunsobed.658372

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