Yükseköğrenimde İngilizce öğrenenlerin kültürlerarası farkındalıklarını geliştirmek için metin temelli bir yaklaşım

Year 2023, , 106 - 121, 30.04.2023

Mehmet Galip Zorba

https://doi.org/10.19128/turje.1186875

Abstract

Son araştırmalar, öğrencilere diğer kültürlerle anlamları müzakere etme ve kendi kültürlerini eleştirel olarak değerlendirme ve yansıtma fırsatı verilmesi gerektiğini öne sürmektedir. Metinler, özellikle öğrencilerin gerçek zamanlı gözlemler yoluyla diğer kültürleri deneyimleme şansına sahip olmadığı bağlamlarda, bu tür fırsatları sağlamak için büyük bir potansiyele sahiptir. Bu vaka çalışması, metin etnografı olarak okuyucu yaklaşımının kültürlerarası farkındalığı yükseköğrenimde teşvik etmek için neler sunduğunu araştırmaktadır. Bu amaçla belirli kriterlere göre seçilmiş yedi okuma metni çerçevesinde 15 haftalık bir uygulama tasarlanmıştır. Veriler, öğrencilerin yazılı üretimleri, sınıf video kayıtları, uygulama sonrası anket ve anahtar bilgilendirici mülakatları yoluyla toplanmıştır. Bulgular, metinleri metin etnografı olarak okuyucu yaklaşımıyla birlikte çalışmanın, öğrenenlerin kültür, ötekilik ve benliğin karmaşıklığını anlama gibi alanlarda kültürlerarası farkındalıklarını geliştirmelerine yardımcı olduğunu ortaya koymuştur. Ayrıca bulgular, öğrencilerin uygulama sırasında satır aralarını okuma ve metin analizi gibi belirli alanlarda zorluk yaşadıklarını da göstermiştir.

Keywords

İngilizce öğretimi, Kültürlerarası farkındalık, Metin etnografları olarak okuyucular, Metin temelli yaklaşım, Yükseköğrenim

A text-based approach to developing EFL learners’ intercultural awareness in Higher Education

Abstract

Recent research suggests that learners should be provided with opportunities to negotiate meanings with other cultures and critically evaluate and reflect on their own culture. Texts have a great potential to provide such opportunities, especially in contexts where learners do not have the chance to experience other cultures through real-time observations. This case study investigates what the readers-as-text-ethnographers approach (RaTE) offers to promote intercultural awareness (ICA) in higher education. To this end, seven texts were selected following certain criteria, and a 15-week implementation was designed. Data were collected through learners’ written productions, classroom video recordings, a post-implementation survey, and key informant interviews. Findings revealed that studying texts with the RaTE approach helped the learners develop their ICA in understanding the complexity of culture, otherness, and self. Furthermore, findings also showed that the learners had difficulties in certain areas, such as reading between the lines and textual analysis during the implementation.

Keywords

English language teaching, Higher education, Intercultural awareness, Readers as text ethnographers, Text-based approach

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