Edited By İsmail Güleç and Bekir Ince
This book consists of papers presented at the 1st International Symposium of Teaching Turkish as a Foreign Language. The Symposium was held at Het Pand Culture and Congress Center of Ghent University in April 2015. It was presented by the Sakarya University Institute of Education Sciences and the Belgium Turkish Associations with the support of the Turkish Language Association and the Yunus Emre Institute.
Developing Productive Skills with the Motivation of Intercultural Competence
Abstract Emphasis on intercultural competence in foreign language learning has increased in recent years due to its effect of promoting language skills within intercultural communicative processes. The aim of this study is to develop vocabulary knowledge through false friends within intercultural competence. The willingness of foreign students to improve their productive skills during their graduate or undergraduate studies in Turkish is the starting point. Data was collected from a state university’s 30 TÖMER students (age 18–30). They studied at the elementary level primarily and then the intermediate level of Turkish for 25 hours per week for two semesters. Their discussions on a number of topics were observed and subsequently, their reflective writing tasks and vocabulary knowledge were compiled through the classroom activities. The activities were found at the sections of vocabulary of their course books, “İstanbul Yabancılar için Türkçe Ders Kitabı A1 / A2”. The activities aimed to conduct speaking and writing tasks while connecting the students’ cultures and Turkish culture utilizing writing tasks and vocabulary knowledge. Byram’s (1997) model provided the theoretical framework for evaluation of intercultural competence expressed in the students’ reflective speaking activities and oral presentations. As a final step, an open-ended survey was conducted with students. The data was analyzed using qualitative content analysis (Miles & Huberman, 1994). The results of our study show that students developed intercultural competence through verbalizations in both their native language and Turkish, and they were encouraged to describe the process of intercultural...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.