Lisansüstü Öğrenim Gören Yabancı Öğrencilerin Akademik Türkçe Özyeterliklerine İlişkin Görüşleri

Abstract

Students who learn Turkish as a foreign language have many goals: developing linguistic skills, meeting social-cultural needs, adapting to the academic environment, getting to know the Turkish world closely. In order to adapt academic environment, students need for academic success and competence. In this study, it was aimed to determine the opinions of foreign graduate students related to their academic Turkish language self-efficacy. For this purpose, students studying for graduate studies and learning Turkish as a foreign language were questioned whether they experienced difficulty in understanding postgraduate courses, in reading and writing Turkish scientific text. And also their opinions were got whether they had participated in the scientific activities in Turkey, and their opinions on overcoming the difficulties. In this context, the focus group interview were utilized. In line with the data obtained through descriptive analysis, graduate students had difficulty in academic reading and listening, and at these difficulties such as course content, text structure, and the speaking style of the instructor were effective. And in academic speaking and writing, it was concluded that variables such as not feeling ready himself, the lack of knowledge and to be unable to synthesize paragraphs created difficulty.

Academic Literacy Skills of Postgraduate Students in the Department of Turkish Education

“…Their ethical perceptions towards scientific research are indeed inspiring. Aslan (2010) pointed out that postgraduate students in the Department of Turkish Education felt inadequate mostly in research methods and techniques, measurement and evaluation, statistics, qualitative and quantitative research methods, test development, and research ethics. The thirteenyear time gap between the two studies may account for the differences.…”

“…However, students cannot read academic resources in languages other than Turkish, which is concerning. Aslan (2010) argued that postgraduate students in the Department of Turkish Education perceived themselves as inadequate, mostly in foreign language subjects. Despite the thirteen-year gap between the two studies, there is no positive change in the ability to read in a foreign language.…”

“…The studies are primarily grounded on the academic literacy levels of undergraduate and postgraduate students (Işık & Kana, 2023) and the pre-service teachers' academic literacy levels (Ayyıldız Çolak, 2022;Elkıran, 2021;İbili & Özbaş, 2023;Tunagür, 2021;Türkben & Satılmuş, 2022). Studies on postgraduate students in the Department of Turkish Education are built on students' information literacy levels (İşcan et al, 2012) and their academic self-efficacy (Aslan, 2010). Besides, some studies were conducted on examining the postgraduate theses in the Department of Turkish Education (Boyacı & Demirkol, 2018;Önal & Maden, 2021;Şentürk & Yazar, 2021).…”

Thoughts on Academic Turkish for International Students in Turkey

“…Akademik dil öğretimi, dilsel beceri ve içerik alanının yanı sıra kavramsal bağlamda iletişimsel becerilerle de ilişkilendirilmektedir (Aksoy, 2021). Akademik alanda iletişimsel becerilerin etkin olarak kullanıldığı akademi etkileşim ortamları arasında; akademik ve bilimsel yazılı ve sözlü çalışmaların aktarıldığı ders, sunum, konferans gibi türler bulunmaktadır.…”