Uluslararası öğrenciler için akademik Türkçe: Sorunlar ve öneriler
Türkiye, son yıllarda birçok farklı ülkeden uluslararası öğrenciye ev sahipliği yapmaktadır. Bu öğrenciler, öncelikle üniversitelerin Türkçe Öğretim Merkezlerinde Türkçe öğrenmekte ve daha sonra lisans veya lisansüstü öğrenim görecekleri ve akademik Türkçe kullanmaları gereken bölümlere geçmektedir. Bu çalışmanın amacı, uluslararası öğrencilerin akademik Türkçe sorunlarının araştırılmasıdır. Çalışmanın katılımcıları Türkiye’deki 54 farklı üniversitede öğrenim gören 697 uluslararası öğrenci ile 15 farklı üniversitedeki 203 öğretim elemanından oluşmuştur. Nicel veriler anketler yoluyla elde edilerek Sosyal Bilimler İstatistik Programı ile değerlendirilmiş, nitel veriler ise yarı yapılandırılmış görüşmeler yoluyla elde edilerek betimsel analiz teknikleri kullanılarak analiz edilmiştir. Çalışma sonucunda, uluslararası öğrencilerin bölüm derslerinde karşılaştıkları sorunların temelinde yetersiz kelime bilgilerinin olduğu görülmüştür. Ayrıca, öğretim elemanları akademik Türkçe kullanırken, uluslararası öğrencilerin kendi beyanlarından daha fazla güçlük çektiğini ifade etmektedir. Bu araştırma sonuçlarının Türkiye’de öğrenim gören uluslararası öğrencilere yönelik öğretim programları ve malzemelerinin geliştirilmesine katkı sağlayacağı düşünülmektedir.
Academic Turkish for international students: Problems and suggestions
Turkey has hosted many international students from various countries in recent years. After learning Turkish inTurkish language teaching centers of the universities, these students move onto their undergraduate or graduatestudies at different departments where they are required to use Turkish in all academic skills without reservation.The aim of this study was to investigate academic Turkish problems of international students. The subjects of thestudy were 697 international students from 54 universities, and 203 content-area instructors from 15 differentuniversities in Turkey. The quantitative data were gathered through questionnaires and analyzed using StatisticalPackage for the Social Sciences program and the qualitative data were gathered through semi-structured interviewsand analyzed using descriptive analyses. The study revealed that insufficient vocabulary range is the primarysource of difficulties international students encounter during the instruction of their content courses. Moreover,instructors are of the opinion that students have much more difficulties in using academic Turkish than theythemselves perceive. It is hoped that the results of the present study will contribute to the development ofcurriculum and materials in such a way as to use it for the benefit of international students pursuing their studiesat Turkish universities.
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