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Department of Foreign Language Education Program of English Language Teaching Department of Foreign Language Education Program of English Language Teaching ASSESSING DEVELOPMENT OF LEARNERS’ TARGET CULTURE AWARENESS IN TURKISH ELT CLASSROOMS Özge COŞKUN Master’s Thesis Ankara, (2018) With leadership, research, innovation, high quality education and change, 2 Department of Foreign Language Education Program of English Language Teaching ASSESSING DEVELOPMENT OF LEARNERS’ TARGET CULTURE AWARENESS IN TURKISH ELT CLASSROOMS TÜRKİYE’DEKİ İNGİLİZCE ÖĞRETMENLİĞİ SINIFLARINDA ÖĞRENCİLERİN HEDEF KÜLTÜR FARKINDALIKLARININ ARTTIRILMASININ DEĞERLENDİRİLMESİ Özge COŞKUN Master’s Thesis Ankara, (2018) i ii Abstract The purpose of this study is to investigate the relationship between direct teaching of culture in advanced writing skills courses and the development of target culture awareness of the first year ELT students at a state university in Turkey. A mixed method research design was applied. The quantitative data were collected through weekly-written scripts based on the learned paragraph development methods. An adapted version of analytic writing rubric as an assessment instrument was employed. The qualitative data were gathered from interview sessions and analyzed via interview transcripts. The sample included 33 participants from the ELT department at Hacettepe University. The implementation phase lasted six weeks that experimental group took their course with direct teaching of target culture in pre-writing phases. The scores given for the development of cultural sense in writing topics were analyzed via SPSS Statistics 22.0. Non-parametric tests were performed since the quantitative data did not display a normal distribution. Descriptive statistics and inferential analysis were operated. Quantitative findings indicated that the experimental group did not demonstrate substantially superior development over the control group in terms of target culture awareness concerning their weekly-collected writing assignments. Thirteen voluntary ELT students in the experimental group attended interview sessions. Qualitative findings displayed that ELT students had a positive attitude toward using techniques and materials they came across in implementation phases. They were of opinion that culturally-oriented activities could assist them to improve their English and be a knowledgeable FL educator. It was inferred that target culture and language learning could be facilitated through developing cultural sensitivity with language tasks by FL educators. This study concluded that since a discrepancy between the findings of quantitative and qualitative data emerged, there is still a requirement in conducting more quantitative and qualitative research on culture teaching in Turkish educational contexts with larger samples. Keywords: target culture awareness, culture teaching, language teaching, assessment of writing skills, culture learning achievement. iii Öz Bu çalışma, Türkiye’deki bir devlet üniversitesinde İngilizce Öğretmenliği bölümü birinci sınıf öğrencilerinin hedef kültür farkındalıkları gelişimi ile ileri yazma becerileri derslerindeki doğrudan kültür öğretimi arasındaki ilişkiyi incelemeyi amaçlamaktadır. Bunu açığa kavuşturmak için, karma yöntem araştırma tasarımı uygulanmıştır. Nicel veriler, öğrenilmiş paragraf geliştirme yöntemine dayalı olarak haftalık yazılmış metinler aracılığıyla toplanmıştır. Değerlendirme aracı olarak, uyarlanmış bir çözümleyici yazma yönergesi kullanılmıştır. Nitel veriler, deney grubundan gönüllü katılımcılarla gerçekleştirilen görüşmelerin kayıt belgeleri aracılığıyla incelenmiştir. Çalışmanın örneklemi, Hacettepe Üniversitesi Yabancı Diller Eğitimi İngiliz Dili Öğretmenliği bölümünden 33 katılımcıdan oluşmaktadır. Uygulama aşaması altı hafta sürmüştür ve deney grubu, yazma öncesi aşamasında doğrudan kültür öğretimine tabi tutulmuşken kontrol grubu dolaylı kültür öğretimine maruz bırakılmıştır. Metinlerin yazma konularındaki kültürel algı gelişimi için verilen puanlar, nicel verileri oluşturmuştur ve bunlar SPSS İstatistik 22.0 programı ile analiz edilmiştir. Nicel veriler normal bir dağılım göstermediği için parametre dışı testler kullanılmıştır. Betimleyici ve çıkarımsal istatiksel yöntemleri analizlerine başvurulmuştur. Nicel verilerin sonuçları, haftalık yazılmış metinler bakımından deney grubunun kontrol grubu üzerinde hedef kültür farkındalığı gelişimine yönelik esasen bir üstün gelişme göstermediğini ortaya koymuştur. Nitel veri analizi, deney grubundaki öğrencilerden gönüllü 13 katılımcı ile gerçekleştirilen görüşmelerle yapılmıştır. Nitel bulgular, öğrencilerin doğrudan kültür öğretiminin uygulama evrelerinde karşılaştıkları teknik ve materyalleri kullanma hususunda olumlu bir tutum sergilediklerini göstermiştir. Kültür odaklı faaliyetlerin, İngilizce yeterlik düzeylerini geliştirmelerine ve gelecekte mesleki alanlarına daha hakim birer yabancı dil eğitmeni olmalarına yardımcı olabileceği kanaatinde bulunmuşlardır. Ayrıca, dil görevleri vasıtasıyla hedef dil ve kültürüne ilişkin kültürel hassasiyeti geliştirerek kültür ve dil öğreniminin yabancı dil eğitmenleri tarafından öğrenciler için kolaylaştırılabileceği çıkarsanmıştır. Elde edilen nicel ve nitel veri bulgular arasında bir tutarsızlık ortaya çıktığı için bu çalışma, dilsel becerilerin gelişiminde kültür öğretimi ve hedef kültür farkındalığının arttırılmasının değerlendirilmesi üzerinde özellikle Türk eğitim sistemi iv çerçevesinde daha büyük örneklemler vasıtasıyla daha fazla nicel ve nitel araştırmaların yapılması gerektiği ihtiyacının hala var olduğu sonucuna ulaşmıştır. Anahtar sözcükler: hedef kültür farkındalığı, kültür öğretimi, dil öğretimi, yazma becerileri değerlendirmesi, kültür öğrenimi başarısı. v To Mom and Dad, who raised me up to more than I could be… vi Acknowledgements First and foremost, I would like to thank my supervisor Assist. Prof. Dr. İsmail Fırat ALTAY for his everlasting guidance and stimulation throughout my MA process. I am very thankful to get invaluable feedback and time from the committee members, Prof. Dr. Mehmet DEMİREZEN and Assoc. Prof. Dr. Hüseyin ÖZ. My special thanks go to Assist. Prof. Dr. Bahadır YILDIZ, the faculty member of Hacettepe University Division of Primary Mathematics Education, Assist. Prof. Dr. Özge METİN ASLAN, the faculty member of Alanya Alaaddin Keykubat University Division of Early Childhood Education and Res. Assist. Derya TURFAN, Hacettepe University Department of Statistics, for their continuing supports and precious feedback throughout my MA adventure. I wish to express my gratitude to my English teacher Nazan KINAY owing to her role-modelling and inspiration for my future career since my childhood. I would love to thank my dearest friends and colleagues Nursu Duha ÇUBUKÇU, MA student in Sociology at Cumhuriyet University, Havva Çiğdem KAYA and Burcu TUNA, English teachers at Ministry of National Education, Nizamettin Bleda DEMİRAĞ, MA student in English Language Teaching at Hacettepe University and English instructor at Osmangazi University, İlknur ARABACIOĞLU, Biology teacher with MSc at Biochemistry from Balıkesir University, Mathematics Teacher Süheyla ÇUHACIOĞLU, History teacher and Ph.D. student at History from Hacettepe University, Mehmet DOĞAN and the director of Haymana Bumsuz Multi-Programmed Anatolian High School, Levent ATEŞ for their never-ending encouragement and advice. I wholeheartedly thank my family members; my Mum Filiz COŞKUN, my Dad Yusuf COŞKUN and my little sister Özlem COŞKUN for their unconditional love, care and relief in my whole life. Without them, I could not able to see the end of this tunnel. My particular thanks are also recorded to the students who spent their time and energy readily during my teaching practices and implementing this study. My heartfelt ‘thank you’ goes to Angus Malcolm MACDONALD, Biomedical Engineer and BSc student in Economics and Business Administration at University of Latvia, and Zeynep IŞIK, English teacher and MA student in Teaching Turkish vii as a Foreign Language at Dokuz Eylül University. I was able to overcome the problems with which I was faced thanks to their worthwhile support and patience. Lastly, I thank you for your reading my MA thesis. viii Table of Contents Abstract .................................................................................................................. iii Öz ........................................................................................................................... iv Acknowledgements ............................................................................................... vii List of Tables ........................................................................................................ xiv Symbols and Abbreviations ................................................................................... xv Chapter 1 Introduction ............................................................................................. 1 Background of the Study ........................................................................................ 1 Statement of the Problem ....................................................................................... 2 Aim and Significance of the Study .......................................................................... 3 Research Questions ............................................................................................... 5 Overview of Methodology ....................................................................................... 5 Overview of Analytical Procedures ........................................................................
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