Uluslararası Öğrencilerin Dil Yeterlikleri ve Sınıf Öğrenme Çevresine Yönelik Algıları

Bu çalışmada, uluslararası programlara katılan öğrencilerin sınıf atmosferi algılarının ve sınıf içi etkileşimlerinin neler olduğunun betimlenmesi amaçlanmaktadır. Bu amaçla çalışmada, Türkçe dil yeterlik düzeyleri farklı olan uluslararası öğrencileri sınıf arkadaşlarıyla iletişimleri ve sınıf ortamındaki davranışları ile dil yeterlik düzeyleri arasındaki ilişkiler olup olmadığı incelenmiştir. Uluslararası programlara katılan öğrencilerin sınıf atmosferi algılarının ve sınıf içi etkileşimlerinin neler olduğunun betimlenmesinin amaçlandığı bu çalışmada, Türkçe dil yeterlik düzeyleri farklı olan uluslararası öğrencilerin, sınıf arkadaşlarıyla iletişimleri ve sınıf ortamındaki davranışları ile dil yeterlik düzeyleri arasında ilişki olup olmadığı incelenmiştir. Betimsel yöntem kullanılan araştırmada çalışma grubunu, Muğla Sıtkı Koçman Üniversitesine farklı ülkelerden gelen ve farklı fakültelerde öğrenim gören toplam 63 lisans öğrencisi oluşturmaktadır. Veriler, çalışmaya gönüllü olarak katılan uluslararası öğrencilerden kartopu örnekleme yöntemi ile toplanmıştır. Dil yeterliği düşük ve yüksek öğrencilerin yardımlaşma ve katılım davranışları arasındaki ilişkiler çalışmada incelenerek bazı öneriler getirilmiştir. Uluslararası öğrencilerin öğretmen algıları olumludur ve öğretmenlerini arkadaşlarına göre daha çok yardım alınabilir görmektedir. Uluslararası öğrenciler, sınıfta konuşma yerine dinlemeyi daha fazla tercih etmektedir. Öğrencilere göre sözel katılım stresli bir durumdur. Dil yeterliği düşük olan öğrencilerin, daha iyi dil yeterliğine sahip olanlara göre sınıftaki arkadaşlarıyla daha az yardımlaştıkları görülmektedir. Uluslararası öğrenciler, sınıfta sözlü katılım yerine daha çok dinlemeyi tercih etmektedirler.

International Students’ Language Competencies and Perception of Classroom Learning Environment

In this study, it is aimed to describe how students participating in international programs perceive the classroom atmosphere and what their classroom interactions are. Moreover, the study investigates whether there are relationships between the communication of the international students of varying levels of Turkish language competence with their peers and their behaviours in the class and their level of language competence. The study group of this research employing the descriptive method is comprised of 63 undergraduate students coming from different countries to study in different faculties of Muğla Sıtkı Koçman University. Data was collected from international students who voluntarily participated in the study. The Snowball sampling method was used in the study. The relationships between the cooperation and participation behaviours of the students with a low and high level of language competence were investigated, and some suggestions were made. It was found that the international students’ perception of the teacher is positive and that they see their teachers as more willing to help them than their peers. International students generally prefer seeking help from their teacher more than from classmates. International students prefer listening rather than speaking in a classroom setting. Verbal participation for international students is a stressful situation. It was also observed that the students with a low level of language competence cooperate with their classmates less than the ones with a relatively higher level of competence. International students prefer listening more than oral participation in the classroom.

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