An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students' Study Abroad (Sa) Experıences: The Case Of Erasmus Students

Öz

This study explored the beliefs, expectations, and experiences of tertiary students participated in an Erasmus program. With this purpose, a comprehensive analysis was sought to understand tertiary level students’ L2 use and their socialization. The participants were 8 Erasmus students who spent a semester in various countries where English was used in academic and informal settings. Semi-structured interviews were conducted with participants and the data drawn from the interviews were analyzed through content analysis. Results revealed that students showed discrepancies and different priorities in terms of the reasons that motivated them for the experience. Moreover it was found that they had various expectations from the sojourn and they have considerably benefited from the experience on various issues ranging from language related to social and academic gains.

Anahtar Kelimeler

• Erasmus students
• Study abroad
• Learning context

Türk Üniversite Öğrencilerinin Yurtdışı Eğitimi Deneyimlerinde Kültürler-Arası Etkileşimleri Üzerine Nitel Bir Araştirma: Bir Erasmus Programi Örneği

Öz

Bu çalışma, Erasmus programına katılan yükseköğretim öğrencilerinin inançlarını, beklentilerini ve deneyimlerini araştırmaktadır. Bu amaçla, üniversite düzeyindeki öğrencilerin ikinci dil kullanımı ve sosyalleşmelerini araştırmak adına kapsamlı bir çalışma yapılmıştır. Katılımcıları, İngilizce'nin akademik ve gayri resmi ortamlarda kullanıldığı çeşitli ülkelerde bir dönem geçiren 8 Erasmus öğrencisi oluşturmuştur. Katılımcılar ile yarı yapılandırılmış görüşmeler yapılmış ve görüşmelerden elde edilen veriler içerik analizi ile analiz edilmiştir. Sonuçlar öğrencilerin deneyime kendilerini teşvik eden nedenler arasında farklılıklar ve farklı öncelikler gösterdiklerini ortaya koymuştur. Dahası, bu tecrübeden öğrencilerin farklı beklentilerinin olduğu ve dilsel kazanımlardan sosyal ve akademik kazanımlara kadar çeşitli konularda deneyimlerden önemli ölçüde faydalandıkları görülmüştür.

Anahtar Kelimeler

• Erasmus öğrencileri
• Yurtdışı eğitimi
• Öğrenme ortamı
• Dil gelişimi

Kaynakça

1. Amuzie, G. L., & Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37, 366–379. doi: https://doi.org/10.1016/j.system.2009.02.011
2. Asoodar, M., Atai, M., & Baten, L. (2017). Successful erasmus experience: Analysing perceptions before, during and after Erasmus. Journal of Research in International Education, 16(1), 80–97. https://doi.org/10.1177/1475240917704331
3. Dewey, D. P. (2007). Language learning during study abroad: What we know and what we have yet to learn. Japanese Language and Literature, 41(2), 245-269. doi: https://doi.org/10.2307/30198037
4. Dewey, D. P., Belnap, R. K., & Hillstrom, R. (2013). Social network development, language use, and language acquisition during study abroad: Arabic language learners' Perspectives. Frontiers: The Interdisciplinary Journal of Study Abroad, 22, 84-110. Retrieved from http://www.frontiersjournal.com/documents/Dewey-Belknap-Hillstrom-FRONTIERS2012-13.pd Erasmus + 2017 Annual Report. doi: https://doi.org/10.2766/465575
5. Dewey, D. P., Bown, J., & Egget, D. (2012). Japanese language proficiency, social networking, and language use during study abroad: Learners’ perspectives. Proficiency, Social Networking, and Language Use, 68(2), 111–137. doi: https://doi.org/10.2766/465575
6. Fraser, C. C. (2002). Study abroad: An attempt to measure the gains. German As A Foreign Language Journal, 1, 45–65. Retrieved from http://www.gfl-journal.de/1-2002/fraser.pdf
7. ICEF (International Consultants for Education and Fairs) Monitor (2017). OECD charts a slowing of international mobility growth. Retrieved from http://monitor.icef.com/2017/09/oecd-charts-slowing-international-mobility-growth/.
8. Isabelli-García, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439-484. doi: https://doi.org/10.1017/S026144481800023X

9. Kaypak, E., & Ortaçtepe, D. (2014). Language learner beliefs and study abroad: A study on English as a lingua Franca (ELF). System, 42, 355–367. doi: http://dx.doi.org/10.1016/j.system.2014.01.005
10. Krashen, S. D. (1981). The “fundamental pedagogical principle” in second language teaching. Studia Linguistica, 35(1-2), 50-70. doi: https://doi.org/10.1111/j.1467-9582.1981.tb00701.x
11. Llanes, À. & Munȏz, C. (2009). A short stay abroad: Does it make a difference?. System, 37(3), 353–365. doi: https://doi.org/10.1016/j.system.2009.03.001
12. Llanes, À., Tragant, E., & Serrano, R. (2012). The role of individual differences in a study abroad experience: The case of Erasmus students. International Journal of Multilingualism, 9(3), 318-342. doi: https://doi.org/10.1080/14790718.2011.620614
13. Long, M. H. (1985). Input and second language acquisition theory. In S. M. Gass, & C. G. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley: Newbury House.
14. Martinsen, R. A. (2010). Short-Term study abroad: Predicting changes in oral skills. Foreign Language Annals, 43(3), 504-530. doi: https://doi.org/10.1111/j.1944-9720.2010.01095.x
15. Montero, L. (2019). Developing effective L2 communication strategies. The Language Learning Journal, 45(5), 642-652. doi: https://doi.org/10.1080/09571736.2017.1357744
16. Schwieter, J. W., Ferreira, A., & Miller, P. (2018). Study abroad learners’ metalinguistic and sociocultural reflections on short- and long-term international experiences. Intercultural Education, 29(2), 236-257. doi: https://doi.org/10.1080/14675986.2018.1429169
17. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass, & C. G. Madden (Eds.), Input in second language acquisition (pp. 253-256). Rowley: Newbury House.
18. Whitworth, K. F. (2006). Access to learning during study abroad: The roles of identity and subject positioning (Unpublished Doctoral Thesis). The Pennsylvania State University: Pennsylvania
19. Yang, J.-S., & Kim, T.-Y. (2011). Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abroad ESL learners. (2011). System, 39, 325-334. doi: https://doi.org/10.1016/j.system.2011.07.005