Öğrencilerin ve öğretmenlerin yabancı dil kitabını kültürlerarası yönden değerlendirmesi

Öğretmenler yabancı dil öğretiminde öncelikli olarak ders kitaplarına bel bağladıkları için, kültürlerarası beceri (KB) odaklanmalarına yardımcı olmanın ve onları teşvik etmenin bir yolu, onlara diğer dil becerilerinin yanı sıra KB öğrenmeyi kolaylaştıran ders kitapları sağlamaktır. Bu nedenle, bu çalışma New Language Leader Orta Öncesi Düzeyi ders kitabını kültürlerarası açıdan değerlendirmeyi amaçlamıştır. Bu değerlendirme, bir devlet üniversitesindeki hazırlık okulunda dil derslerinde iki ay boyunca kitabı kullandıktan sonra, 132 öğrencinin ve 15 öğretmenin ders kitabına ilişkin algılarına dayanmaktadır. Veri toplama aracı daha önceki bir çalışmadan uyarlanan bir ankettir. Veri analizi SPSS yardımıyla yapılmıştır. Frekansları ve ortalamaları hesaplamak için Betimleyici İstatistikler kullanılmıştır. Mann Whitney U Testi, öğrencilerin ve eğitmenlerin bakış açılarındaki olası önemli farkları keşfetmek için kullanılmıştır. Sonuçlar, katılımcılara göre bilgi, tutum, farkındalık ve dilbilimsel araç gibi KB bileşenlerinin çoğunun ders kitabında mevcut olmasına rağmen, bunların ders kitabındaki temsili derecesinin değişiklik gösterdiğini açığa çıkarmıştır. Ders kitabının amaç ve hedeflerinin, öğrencilerin kavramsal çerçevesine büyük ölçüde uygun olduğu düşünülürken, hem öğrenciler hem de eğitmenler, öğrencilerin kendi kültürleri hakkında çok fazla bilgi sağlamadığını belirtmiştir. Bulgular göz önüne alındığında, paydaşlar ders kitabı üzerinde gerekli değişiklikleri yapabilir ve eğitmenler, benzer bağlamlarda KB'nin geliştirilmesinde öğrencilerinin ihtiyaçlarını karşılamak için bazı kaynakları uyarlayabilirler.

Students' and instructors' evaluation of a foreign language textbook from an intercultural perspective

As teachers primarily rely on textbooks in the teaching of foreign languages, one way of helping and encouragingthem to focus on intercultural competence (IC) is to provide them with the textbooks that facilitate interculturallanguage learning process. Therefore, this study aimed to evaluate the New Language Leader Pre-intermediatetextbook from an intercultural perspective. This evaluation was primarily based on 132 students’ and 15instructors’ perceptions of the textbook after they used it for two months in language classrooms at a preparatoryschool of a state university. The data collection instrument was a questionnaire adopted from a previous study.Data analysis was conducted with the help of SPSS 20.0. Descriptive Statistics was run to identify the frequenciesand mean scores. Mann-Whitney U test was used to discover any possible significant difference in students’ andinstructors’ perspectives. The results indicated that although most of the IC components such as knowledge,attitudes, awareness, and linguistic means existed in the textbook according to the participants, the extent of therepresentation of these in the textbook varied. Whereas the aims and goals of the textbook were thought to be inaccordance with the conceptual framework of the students to a large extent, both students and instructors indicatedthat it did not provide much insight into learners’ own culture. Considering the findings, the stakeholders mighthave necessary revisions on the textbook and instructors might adapt some resources to fulfil the needs of theirlearners in the development of IC in similar contexts.© 2020 JLLS and the Authors - Published by JLLS.

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Journal of Language and Linguistic Studies-Cover
  • ISSN: 1305-578X
  • Başlangıç: 2005
  • Yayıncı: http://www.jlls.org