Türkçenin yabancı dil olarak öğretiminde öğretmen bilişi ve öğrenci inanışları

Türkçe

Yabanci dil olarak ogretimi yuzyillar oncesine dayanan Turkce, Turkiye’de ve dunyanin cesitli noktalarinda sayisi gunden gune artmakta olan bir ogrenci kitlesine ogretilmektedir. Bununla birlikte alanda henuz cozume kavusamamis bazi sorunlarla karsilasilmaktadir; kurumsal bir birligin saglanamamis olmasi, gerekli ogretim yontem ve gereclerinin gelistirilememis olmasi ve alan ogretmeninin gerekli lisans egitimini alamamasi gibi. Bu calisma, Turkcenin yabanci dil olarak ogretimi alanina ogretmenlerin ve ogrencilerin penceresinden bakmayi amaclamistir. Bu dogrultuda ogretmenlerin sahip olduklari ogretmen bilisi, ogrencilerin dil ogrenimine iliskin inanislari ve bu iki ogenin birbirleriyle olan iliskilerinden yola cikilmistir.Boylelikle gunumuzde Turkcenin yabanci dil olarak ogretiminde ogretmen yetistirme ve ogretimin planlanmasina katki saglayacak bulgulara ve onerilere ulasmak hedeflenmistir. Arastirmada Gazi TOMER’de gorev yapmakta olan 5 Turkce okutmani ve ders verdikleri 115 ogrenci ile calisilmistir. Ogretmenlere ogretmen bilisine iliskin yari yapilandirilmis gorusme sorulari sorulmus, ogrencilere ise Dil Ogrenim Inanislari Sormacasi (Beliefs About Language Learning Inventory - BALLI) ve gorusme yontemi uygulanmistir. Gorusmelere uygulanan icerik cozumlemesi ve sormacaya uygulanan istatistiksel islemler dogrultusunda edinilen bulgular ayri ayri ve birlikte yorumlanmistir. 140 Calismada ulasilan sonuclara gore; ogrenciler ve ogretmenler basarili bir dil ogrencisinin sahip oldugu ozellikler, hata duzeltimi ve ogrencilerin gudulenmeleri hususlarinda benzer inanislara sahiplerdir. Ote yandan ogrenciler ve ogretmenler arasinda Turkcenin nasil bir yabanci dil oldugu, hangi becerilerin daha zorlayici oldugu, dilbilgisinin onemi ve nasil ogretilmesi gerektigi konularinda ise farkli inanislar oldugu gorulmektedir. Ogretmenlerin bilisine iliskin bulgularda ise; ogretmenlerin Turkceyi yabanci dil olarak ogretmeye egitsel sureclerinin bir sonucu olarak baslamadiklari ve egitimleri sirasinda aldiklari “Yabancilara Turkce Ogretimi” dersini yetersiz ve uygulamadan yoksun olarak nitelendirdikleri gorulmustur. Ayrica ogretilen hedef dilin anadil konusucusu olmanin gerekli ama tek basina yeterli olmadigini dusundukleri, daha once edindikleri yabanci dil ogrenim deneyimlerinin kendi ogretim uygulamalarina etkisi oldugunu gordukleri ve son olarak mesleki gelisimlerine en cok deneyimlerinin katkisi olduguna inandiklari gorulmustur.Abstract  The teaching of Turkish as a foreign language dates back to centuries ago and today it is being taught to a growing population of students both in Turkey and in several places around the world. However, som issues which have not been solved yet concerning the lack of institutive unity, the inadequacy of the development of necessary methods and materials and the absence of the teacher training program of the field are encountered. This study aims to look at the field of teaching Turkish as a foreign language from the point of teachers and students. Accordingly, it is aimed to reach to results and suggestions which could contribute to the training of teachers and the planning of the instruction in teaching Turkish as a foreign language by referring to teachers’ cognitions, students’ beliefs about language learning and the interrelation of these two elements. Five instructors of Turkish working at Gazi TOMER and 115 students towhom they teach Turkish are involved in this study. Teachers were asked semistructured interview questions about teacher cognition, and students were asked to fill in Beliefs About Language Learning Inventory – BALLI and were also interviewed. Following the content analysis of interviews and the statistical processof the inventory, the results were interpreted separately and jointly. 142 According to the results, students and teachers have similar beliefs about the characteristics of a successful language learner, error correction and motivations of students. On the other hand, it is concluded that students and teachers share different beliefs in terms of the difficulty of Turkish as a foreign language and the language skills of Turkish and the importance of grammar and the way it should be taught. From the findings achieved about teachers’ cognitions, it is seen that teachers didn’t start to teach Turkish as a natural outcome of their educational process and they define the course of “Teaching Turkish to Foreigners” that they took during their education as insufficient and lack of practice. In addition, they believe that being the native speaker of the target language is necessary but not enough. It is also understood that teachers think that their own previous foreign language learning experiences have an influence on their teaching practices and they all believe that the biggest contribution to their professional development is their teaching experiences.