Fazilet SÖNMEZ AYDIN, Şeyma AKTAŞ, Demet YAYLI

TÜRKİYE'DEKİ BİR İNGİLİZCE ÖĞRETİM PROGRAMINDA TEZ YAZMA SÜRECİNİN İNCELENMESİ: DANIŞMAN DESTEĞİ VE GÜÇ İLİŞKİLERİ

İngilizcenin dil olarak akademik yayınlarda gittikçe yaygınlaşması ile (Canagarajah, 2002), bu dilde daha fazla tez çalışmasının ortaya çıktığı görülmektedir. Ancak, zaten zorlu olan tez yazma süreci, yabancı dilde yazıldığında daha da zorlaşmaktadır. Tezlerin akademideki önemi düşünüldüğünde, yazarların bu süreçte nasıl ilerlediklerini çeşitli açılardan ortaya koymak büyük önem taşımaktadır. Literatürde tez yazım süreçlerini inceleyen bazı çalışmalar olmasına rağmen, danışman desteği ve süreç içerisindeki güç ilişkilerinin etkisi hakkında çok fazla şey bilinmemektedir. Bu çalışmanın amacı, (1) danışman desteği ve (2) danışmanlık süreçlerindeki güç ilişkilerine odaklanarak tez yazma süreçlerini danışanların ve danışmanlarının gözünden incelemektir. Bu nitel çalışmada, dört danışan ve 13 danışman ile yarı-yapılandırılmış görüşmeler yapılmıştır. Elde edilen tüm veriler içerik analizi kullanılarak analiz edilmiştir. Bulgular, katılımcıların tez yazımında danışmanın rolü ve destek alanları, geri bildirim süreci ve danışan-danışman ilişkilerinin etkisine ilişkin algılarını ortaya koymuştur.

Anahtar Kelimeler:

Akademik yazma, tez yazımı, tez danışmanı, güç ilişkileri

EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS

Along with the substantial spread of English in scholarly publishing (Canagarajah, 2002), there are more thesis studies in the English language. However, the already-challenging-process of thesis writing becomes harder when written in a foreign language. Considering the essence of theses in academia, it holds paramount significance to reveal how writers proceed in the process from several perspectives. Despite some studies in the literature examining thesis writing processes, little is known about supervisor support and the impact of power relations embedded in the process. The aim of this study is to explore thesis writing processes from the perspectives of supervisees and supervisors with a focus on (1) supervisor support, and (2) power relations in the supervision processes. In this qualitative study, semi-structured interviews were conducted with four supervisors and 13 supervisees. Content analysis was used to analyse all the data collected. The findings revealed the participants’ perceptions regarding the supervisor’s role and support areas, the feedback process, and the impact of supervisor-supervisee relationships.

Keywords:

Academic writing, MA thesis writing, thesis supervisor, power relations,

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