INTERCULTURAL INTERACTION SKILL IN TEACHING TURKISH AS A SECOND/FOREIGN LANGUAGE

Yıl 2023, , 711 - 732, 11.12.2023

Gülnur Aydın , Emrullah Gültekin

https://doi.org/10.20296/tsadergisi.1353998

Öz

At the centre of the language teaching-learning process, instructors, with their many roles as practitioners and producers, cannot be ignored in their contributions to revealing the present situation and developing a multidimensional perspective for the future. In this context, it is clear that perceptions, opinions and experiences related to intercultural interaction skills shape teaching-learning practices. The aim of this study is to conduct a case study based on instructors' views on intercultural interaction skills in teaching Turkish as a second/foreign language. The case study method, which is a qualitative research approach, was preferred for this purpose. The data collected from 37 instructors through semi-structured interviews were analysed through content analysis. According to the findings of the study, the trainers associated intercultural interaction skills mainly with mutual recognition/understanding and communication and stated that they included this skill in their teaching because it supported learning and communication. Instructors have emphasized the need for the progression of this skill according to language levels in learning environments, highlighting the importance of support through visual-auditory materials. They have also advocated the necessity of providing multicultural socialization activities and experience-based tasks outside of learning environments. Furthermore, it has been observed that instructors, while underscoring that the primary obstacle to acquiring intercultural interaction skills is emotional state and attitude, also perceive their students as "partially compotent" in this skill. They drew attention to the importance of fostering instructor competencies, empathy, and tolerance in the development of this skill. Finally, the results obtained from the research have been discussed, and recommendations have been provided.

Anahtar Kelimeler

Intercultural interaction skill, teaching Turkish as a second/foreign language, instructors' opinions, culture teaching

İKİNCİ/YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KÜLTÜRLERARASI ETKİLEŞİM BECERİSİ

Öz

Dil öğrenme-öğretme sürecinin merkezinde hem uygulayıcı hem üretici olarak birçok görev üstlenen öğreticilerin, mevcut durumu ortaya koyma ve bundan yönelimle ileriye dönük çok yönlü bir bakış geliştirmedeki katkıları göz ardı edilemez. Bu bağlamda, kültürlerarası etkileşim becerisi ile ilgili algı, görüş ve deneyimlerin öğretme-öğrenme uygulamalarını biçimlendirdiği de açıktır. Bu araştırmanın amacı ikinci/yabancı dil olarak Türkçe öğretiminde kültürlerarası etkileşim becerisine ilişkin öğretici görüşlerine dayalı bir durum saptaması yapmaktır. Bu amaç çerçevesinde nitel araştırma yaklaşımının benimsendiği durum çalışması yöntemi yeğlenmiştir. 37 öğreticiden, yarı yapılandırılmış görüşme tekniği ile toplanan veriler içerik analizi ile çözümlenmiştir. Araştırma bulgularına göre öğreticiler, kültürlerarası etkileşim becerisini ağırlıklı olarak karşılıklı tanıma/anlama ve iletişim kurma ile ilişkilendirmiş, öğrenmeyi ve iletişimi desteklediğinden dolayı da bu beceriye derslerinde yer verdiklerini belirtmişlerdir. Öğreticiler, öğrenme ortamlarında bu becerinin dil düzeylerine göre aşamalı ve sarmal biçimde yer alması gerektiğini; özellikle görsel-işitsel materyallerle desteklenmesinin önemini vurgularken öğrenme ortamları dışında da çok kültürlü sosyalleşme etkinlikleri ve yaşantı odaklı görevler vermenin gerekliliğini dile getirmişlerdir. Ayrıca kültürlerarası etkileşim becerisinin kazandırılmasında en büyük engelin duygu durumu ve tutum olduğunu belirten öğreticilerin, öğrencilerini de bu beceri noktasında “kısmen yeterli” gördükleri; bu becerinin geliştirilmesinde öğretici yeterlikleri ile empati ve hoşgörüyü teşvik etmenin önemine dikkat çektikleri saptanmıştır. Son olarak, araştırmadan elde edilen sonuçlar tartışılmış ve önerilerde bulunulmuştur.

Anahtar Kelimeler

Kültürlerarası etkileşim becerisi, ikinci/yabancı dil olarak Türkçe öğretimi, öğretici görüşleri, kültür öğretimi

Etik Beyan

Bu araştırma için Ankara Hacı Bayram Veli Üniversitesi Etik Komisyonu’nun, 14.04.2023 tarih ve 177523 sayılı yazısı ile onay alınmıştır.

Kaynakça

• Aliyev, R. ve Öğülmüş, S. (2015). Türkiye’deki yabancı uyruklu öğrencilerin kültürlerarası etkileşim algısının incelenmesi. 21. Yüzyılda Eğitim ve Toplum Eğitim Dergisi, 4(12), 49-71.
• Avrupa Konseyi. (2020). Diller için Avrupa ortak başvuru metni: Öğrenme, öğretme, değerlendirme. MEB.
• Aydın, G. (2020). Kültür öğretiminin temel kavramları. G. Aydın (Ed.) Yabancı/ikinci dil öğretiminde kültür ve kültürel etkileşim kitabı içinde (s.1-50). Pegem Akademi.
• Baker, S. C. & P. D. MacIntyre. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311–341. https://doi.org/10.1111/0023-8333.00224
• Balcı, M. ve Melanlıoğlu, D. (2016). Ana dili konuşuru olmayan öğreticilerin görüşlerine göre yabancı dil olarak Türkçe öğretimi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 5(2), 986- 1004. https://doi.org/10.7884/teke.659
• Cai, D.A. & Rodriguez, J.I. (1996). Adjusting to cultural differences: The intercultural adaptation model. Intercultural Communication Studies, 6(2), 31-42.
• Castro, P., Sercu, L. & Garcia, M.C.M. (2004). Integrating language-and-culture teaching: an investigation of Spanish teachers: An investigation of Spanish teacher’s perception of the objectives of foreign language education. Intercultural Education, 15(1), 91-104. https://doi.org/10.1080/1467598042000190013
• Chiang, S. Y. (2009). Mutual understanding as a procedural achievement in intercultural interaction. Intercultural Pragmatics, 6(3), 367-394. https://doi.org/0.1515/IPRG.2009.019
• Creswell, J.W. (2013). Araştırma deseni (Çev. Ed., S. B. Demir). Eğiten Kitap.
• Creswell, J.W. (2016). Nitel araştırma yöntemleri (Çev., M. Bütün ve S. B. Demir). Siyasal.
• Çelik, H. (2018). Yabancı dil olarak Türkçe öğretiminde kültürel ihtiyaç analizi. [Yayımlanmamış Doktora Tezi]. Hacettepe Üniversitesi.
• Denzin, N.K. & Lincoln, Y.S. (1994). The sage handbook of qualitative research. Sage.
• Feryok, A. & Oranje, J. (2015). Adopting a cultural portfolio project in teaching German as a foreign language: Language teacher cognition as a dynamic system. The Modern Language Journal, 99(3), 546-564. https://doi.org/10.1111/modl.12243
• Göktaş, B. ve Mercan, Ö. (2022). Kültürel uyum derslerinin kültürlerarası etkileşime etkisi. International Journal of Language Academy, 10(3), 30-51. http://dx.doi.org/10.29228/ijla.63394
• Gönen, S. ve Sağlam, S. (2012). Teaching culture in the FL classroom: Teachers’ perspectives. International Journal of Global Education, 1(3), 26-46.
• Guryanov, I. O., Rakhimova, A.E. & Guzman, M. C. (2019). Socio-cultural competence in teaching foreign languages. International Journal of Higher Education, 8(7), 116-120. https://doi.org/10.5430/ijhe.v8n7p116
• Günay, O. (2016). Teachers and the foundations of intercultural interaction. International Review of Education, 62(4), 407-421. https://doi.org/10.1007/S11159-016-9570-9 Han, X. & Song, L. (2011). Teacher cognition of intercultural communicative competence in the Chinese elt context. Intercultural Communication Studies, 20(1), 175-192.
• Hoa, C.T.H. & Vien, T. (2018). Integrating cultures into teaching EFL in Vietnam: Teachers’ perceptions. Language Education and Acquisition Research Network Journal, 11(2), 103-115.
• İşcan, A. ve Baskın, S. (2021). Comparison the course books used in teaching Turkish and English as a foreign language in terms of culture transmission. Education Quarterly Reviews, 4(1), 661-675. https://doi.org/10.31014/aior.1993.04.02.276
• Jiang, Y. & Wang, J. (2018). A study of cultural empathy in foreign language teaching from the perspective of cross-cultural communication. Theory and Practice in Language Studies, 8(12), 1664-1670. http://dx.doi.org/10.17507/tpls.0812.12
• Kazazoğlu, S. ve Ece, E. (2021). Exploring pre-service and novice EFL teachers’ intercultural sensitivity. Novitas-ROYAL (Research on Youth and Language), 15(1), 76-89.
• Kramsch, C. (1993). Context and culture in language teaching. Oxford University.
• Ladegaard, H. J. (2017). The disquieting tension of ‘the other’: International students’ experience of sojourn in Hong Kong. Journal of Multilingual and Multicultural Development, 38(3), 268-282. http://dx.doi.org/10.1080/01434632.2015.1134552
• Ladegaard, H. J. & Cheng, H. F. (2014). Constructing the cultural ‘other’: Prejudice and intergroup conflict in university students’ discourses about ‘the other’. Language and Intercultural Communication, 14(2), 156-175. https://doi.org/10.1080/14708477.2013.849718
• Larzen-Ostermark, E. (2008). The intercultural dimension in EFL-teaching: A study of conceptions among Finland-Swedish comprehensive school teachers. Scandinavian Journal of Educational Research, 52(5), 527-547. http://dx.doi.org/10.1080/00313830802346405
• Lee, A., Williams, R.D., Shaw, M.A. & Jie, Y. (2014). First-year students’ perspectives on intercultural learning. Teachingin Higher Education, 19(5), 543–554. https://doi.org/10.1080/13562517.2014.880687
• Levy, R.M. (2007). Culture, culture learning and new technologies: Towards a pedagogical framework. Language Learning & Technology, 11(2), 104–127.
• Li, X. (2015). International students in China: Cross-cultural interaction, integration, and identity construction. Journal of Language, Identity & Education, 14(4), 237-254. http://dx.doi.org/10.1080/15348458.2015.1070573
• Melanlıoğlu, D. (2020). Kardeş veya yük: Mülteci çocuk kahramanların bakış açısıyla kültürlerarası etkileşim. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (20), 95-115. https://doi.org/10.29000/rumelide.791102
• Merriam, S.B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (Çev. Ed., S. Turan). Nobel Akademik.
• Miles, B.M. & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook (2. Ed.). Sage.
• Nilmanee, M. & Soontornwipast, K. (2014). Exploring factors influencing the teaching of culture and its challenges: Teachers’ perceptions. Language Education and Acquisition Research Network (LEARN) Journal, 7(2), 1-18.
• Nolan, E., Héliot, Y. & Rienties, B. (2022). Encouraging intercultural interaction by cultural specific learning design. Journal of Studies in International Education, 0(0), 1-21. https://doi.org/10.1177/10283153221145083
• Oranje, J. & Smith, L.F. (2018). Language teacher cognitions and intercultural language teaching: The New Zeland perspective. Language Teaching Research, 22(3), 310-329. https://doi.org/10.1177/1362168817691319
• Osman, H.A. (2015). Investigating English teachers' perceptions of intercultural communicative competence in the Kingdom of Saudi Arabia. (Doctoral Dissertation). Retrieved from http://gradworks.umi.com/10/01/1001 4040.html
• Patton, M.Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (Çev. Ed., M. Bütün & S.B. Demir). Pegem Akademi.
• Peterson, B. (2004). Cultural intelligence: A guide to working with people from other cultures. Intercultural Press Inc.
• Rajabi S. & Ketabi S. (2012). Aspects of cultural elements in prominent English textbooks for EFL setting. Theory and Practice in Language Studies, 2(4), 705-712. http://dx.doi.org/10.4304/tpls.2.4.705-712
• Ramírez, E. (2019). Influence of students’ interactions abroad on developing intercultural competence. Journal of Teaching in International Business, 30(1), 57-76. https://doi.org/10.1080/08975930.2019.1627979
• Roberts, R.E. (2020). Qualitative interview questions: Guidance for novice researchers. The Qualitative Report, 25(9), 3185-3203. https://doi.org/10.46743/2160-3715%2F2020.4640
• Sato, T. & Hodge, S. R. (2009). Asian international doctoral students’ experiences at two American universities: Assimilation, accommodation, and resistance. Journal of Diversity in Higher Education, 2(3), 136–148. https://doi.org/10.1037/a0015912
• Sato, T. & Hodge, S. R. (2015). Japanese exchange students’ academic and social struggles at an American university. Journal of International Students, 5(3), 208–227. https://doi.org/10.32674/jis.v5i3.417
• Sato, T. & Hodge, S. R. (2016). Asian international graduate students' academic and social experiences in American higher education. In K. Bista and C. Foster (Eds.) Exploring the social and academic experiences of international students in higher education institutions (pp. 1-20). IGI Global. http://dx.doi.org/10.4018/978-1-4666-9749-2.ch001
• Saygılı, D. ve Kana, F. (2018). Yabancı dil olarak Türkçe öğreten öğretmenlerin kültürlerarası duyarlılığı. Ana Dili Eğitimi Dergisi, 6(4), 1041-1063. http://dx.doi.org/10.16916/aded.449622
• Sercu, L. (2004). Assessing intercultural competence: A framework for systematic test development in foreign language education and beyond. Intercultural Education, 15(1), 73-89. http://dx.doi.org/10.1080/1467598042000190004
• Schumann, J. H. (1986). Research of the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7(5), 379-392. https://doi.org/10.1080/01434632.1986.9994254
• Stake, R.E. (1995). The art of case study research. Sage. Şentürk-Kara, E. ve Tunçbilek, M. A. (2018). Kültürlerarası iletişim bağlamında yabancı dil olarak Türkçe öğrenenlerin Türkçeye ve Türk kültürüne bakışı. İnönü Üniversitesi İletişim Fakültesi Elektronik Dergisi, 3(1), 37-52.
• Tajeddin, Z. & Teimournezhad, S. (2015). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. The Language Learning Journal, 43(2), 180-193. https://doi.org/10.1080/09571736.2013.869942
• Takkaç-Tulgar, A. (2018). A case study on the effects of glocal second language setting on the language learning motivation of foreign learners of Turkish. International Journal of Multicultural Education, 20(3), 80-101. https://doi.org/10.18251/ijme.v20i3.1686
• Temur, N. ve Altınkaya-Duman, A. (2020). Dil düzeylerine göre sosyokültürel bilgilerin belirlenmesi ve sunumu. G. Aydın (Ed.) Yabancı/ikinci dil öğretiminde kültür ve kültürel etkileşim kitabı içinde (s.121-154). Pegem Akademi.
• Tran, L. & Pham, L. (2015). International students in transnational mobility: Intercultural connectedness with domestic and ınternational peers, institutions and the wider community. A Journal of Comparative and International Education, 46(4), 560–581. https://doi.org/10.1080/03057925.2015.1057479
• Tsang, A. (2020). Examining the relationship between language and crosscultural encounters: avenues for promoting intercultural interaction. Journal of Multilingual and Multicultural Development, 43(2), 98-110. https://doi.org/10.1080/01434632.2020.1725526
• Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme. Kuram ve Uygulamada Eğitim Yönetimi. (24), 543-559.
• Vo, Q. P. (2017). Rethinking intercultural communication competence in English language teaching: a gap between lecturers' perspectives and practices in a southeast Asian tertiary context. Journal on English Language Teaching, 7(1), 20-29. http://dx.doi.org/10.26634/jelt.7.1.11404
• Wang, L. & Du, X. (2014). Chinese teachers’ Professional identity and beliefs about the teacher-student relationship in an intercultural context. Frontiers of Education in China, 9(3), 429-455. https://doi.org/10.1007/BF03397030
• Yashima, T., Zenuk-Nishide, L. & Shimizu, K. (2004). The ınfluence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1),119–152. http://dx.doi.org/10.1111/j.1467-9922.2004.00250.x
• Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin.
• Yin, R.K. (2003). Case study research design and methods (3. Ed.). Sage.
• Yu, B. & Shen, H. (2012). Predicting roles of linguistic confidence, ıntegrative motivation and second language proficiency on cross-cultural adaptation. International Journal of Intercultural Relations 36(1), 72–82. http://dx.doi.org/10.1016/j.ijintrel.2010.12.002
• Yuen, K.M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458-466. http://dx.doi.org/10.1093/elt/ccq089
• Yurtseven, N. ve Altun, S. (2015). Intercultural sensitivity in today’s global classes: Pre-service teachers’ perceptions. Journal of Ethnic and Cultural Studies, 2(1), 49-54. http://dx.doi.org/10.29333/ejecs/19
• Zhao, J. & Ng, D. F. (2016). Understanding language experiences of international ESL students in US classrooms. In Information Resources Management Association (IRMA), Student engagement and participation: Concepts, methodologies, tools and applications (pp. 1352-1374). IGI Global. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch068
• Zou, T.X.P. & Yu, J. (2019). Intercultural interactions in Chinese classrooms: A multiple-case study. Studies in Higher Education, 46(3), 649-662. http://dx.doi.org/10.1080/03075079.2019.1647415
• Xiuwen, Z. & Razali, A. B. (2020). Challenges with intercultural communication faced by international Chinese students and the importance of developing intercultural communicative competence. Journal of Critical Reviews, 7(13), 644-650. https://doi.org/10.31838/jcr.07.13.111