Araştırma Makalesi
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Preparing Turkish Language Learners for Erasmus Experience: Bartın Case

Yıl 2018, Cilt 2, Sayı 2, 147 - 158, 24.11.2018
https://doi.org/10.31805/acjes.468467

Öz

Since Turkey started participating in Erasmus+ program in 2002, the interest in studying abroad has been growing in terms of popularity among Turkish students. With the aim of better preparing these students before their experience abroad, Bartın University decided to implement a language course for the outgoing students, and the researcher was responsible for the speaking lessons. The researcher implemented a plan that mainly included dialogue preparation, acting out and getting to know each other activities, icebreakers, and giving presentations in different contexts related to real life situations. The data was collected with the participation of four students who agreed to participate in the semi structured interviews during their stay. The result of the interviews indicated that the students felt positively towards the language course and the speaking lessons and the situation-based dialogue exercises generally enabled them to better cope with the challenges they faced while they were studying abroad. Moreover, the participants also expressed that they made use of the phrases they practiced in the lessons during their stay abroad and that they could easily adapt to the similar icebreaker activities organized during the programs weeks of the universities abroad.

Kaynakça

  • Aslan, B., & Jacobs, D. B. (2014). Erasmus student mobility: Some good practices according to views of Ankara University exchange students. Journal of Education and Future, (5), 57-72.
  • European Commission (2017). Erasmus+ Annual Report 2016. European Commission: Brussels. Retrieved from https://ec.europa.eu/programmes/erasmus-plus/resources/documents/erasmus-annual-report-2016_en
  • Camiciottoli, B. C. (2010). Meeting the challenges of European student mobility: Preparing Italian Erasmus students for business lectures in English. English for Specific Purposes, 29(4), 268-280.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge: NY.
  • Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264.
  • Cubillos, J. H., Chieffo, L., & Fan, C. (2008). The Impact of Short-Term Study Abroad Programs on L2 Listening Comprehension Skills. Foreign Language Annals, 41(1), 157–186. doi:10.1111/j.1944-9720.2008.tb03284.x
  • Gündüz, T., & Kılıçkaya, F. (2017, June 15). Erasmus students’ experiences abroad: Does the local English training on speaking and listening help them? In The 3rd International Language, Culture & Literature Symposium Abstracts (p. 49). Antalya: Turkey.
  • Holmes, P., Bavieri, L., & Ganassin, S. (2015). Developing intercultural understanding for study abroad: students’ and teachers’ perspectives on pre-departure intercultural learning. Intercultural Education, 26(1), 16–30. doi:10.1080/14675986.2015.993250
  • IEREST. (2015). Intercultural education resources for Erasmus students and their teachers. Koper: Annales University Press. Retrieved from http://www.ierest-project.eu/humbox.html
  • Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of AppliedLinguistics, 31, 58-73.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE Publications: Thousand Oaks, CA.
  • Teichler, U. & Jahr, V. (2001). Mobility During the Course of Study and After Graduation. European Journal of Education, 36(4), 443-458.
  • Teichler, U. (2004). Temporary Study Abroad: the life of Erasmus students. European Journal of Education, 39(1), 395-408.
  • Sasaki, M. (2007). Effects of study‐abroad experiences on EFL writers: A multiple‐data analysis. The Modern Language Journal, 91(4), 602-620.
  • Papatsiba, V. (2005). Student mobility in Europe: An academic, cultural and mental journey? Some conceptual reflections and empirical findings. International Relations, 3, 29-65. http://dx.doi.org/10.1016/S1479-3628(05)03003-0
  • Rees, J., & Klapper, J. (2005). Researching the benefits of residence abroad for students of modern foreign languages. In International Relations (pp. 67-97). Emerald Group Publishing Limited.
  • Mete, S. D. E. (2017). Turkish students’erasmus experiences: challenge of facing the unknown [Türk öğrencilerin Erasmus deneyimleri: bilinmeyenle yüzleşme]. Selçuk University Journal of Faculty of Letters, 37, 141-152.

Preparing Turkish Language Learners for Erasmus Experience: Bartın Case

Yıl 2018, Cilt 2, Sayı 2, 147 - 158, 24.11.2018
https://doi.org/10.31805/acjes.468467

Öz


Since Turkey started participating in Erasmus+ program in 2002, the interest in studying abroad has been growing in terms of popularity among Turkish students. With the aim of better preparing these students before their experience abroad, Bartın University decided to implement a language course for the outgoing students, and the researcher was responsible for the speaking lessons. The researcher implemented a plan that mainly included dialogue preparation, acting out and getting to know each other activities, icebreakers, and giving presentations in different contexts related to real life situations. The data was collected with the participation of four students who agreed to participate in the semi structured interviews during their stay. The result of the interviews indicated that the students felt positively towards the language course and the speaking lessons and the situation-based dialogue exercises generally enabled them to better cope with the challenges they faced while they were studying abroad. Moreover, the participants also expressed that they made use of the phrases they practiced in the lessons during their stay abroad and that they could easily adapt to the similar icebreaker activities organized during the programs weeks of the universities abroad.


Kaynakça

  • Aslan, B., & Jacobs, D. B. (2014). Erasmus student mobility: Some good practices according to views of Ankara University exchange students. Journal of Education and Future, (5), 57-72.
  • European Commission (2017). Erasmus+ Annual Report 2016. European Commission: Brussels. Retrieved from https://ec.europa.eu/programmes/erasmus-plus/resources/documents/erasmus-annual-report-2016_en
  • Camiciottoli, B. C. (2010). Meeting the challenges of European student mobility: Preparing Italian Erasmus students for business lectures in English. English for Specific Purposes, 29(4), 268-280.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge: NY.
  • Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264.
  • Cubillos, J. H., Chieffo, L., & Fan, C. (2008). The Impact of Short-Term Study Abroad Programs on L2 Listening Comprehension Skills. Foreign Language Annals, 41(1), 157–186. doi:10.1111/j.1944-9720.2008.tb03284.x
  • Gündüz, T., & Kılıçkaya, F. (2017, June 15). Erasmus students’ experiences abroad: Does the local English training on speaking and listening help them? In The 3rd International Language, Culture & Literature Symposium Abstracts (p. 49). Antalya: Turkey.
  • Holmes, P., Bavieri, L., & Ganassin, S. (2015). Developing intercultural understanding for study abroad: students’ and teachers’ perspectives on pre-departure intercultural learning. Intercultural Education, 26(1), 16–30. doi:10.1080/14675986.2015.993250
  • IEREST. (2015). Intercultural education resources for Erasmus students and their teachers. Koper: Annales University Press. Retrieved from http://www.ierest-project.eu/humbox.html
  • Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of AppliedLinguistics, 31, 58-73.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE Publications: Thousand Oaks, CA.
  • Teichler, U. & Jahr, V. (2001). Mobility During the Course of Study and After Graduation. European Journal of Education, 36(4), 443-458.
  • Teichler, U. (2004). Temporary Study Abroad: the life of Erasmus students. European Journal of Education, 39(1), 395-408.
  • Sasaki, M. (2007). Effects of study‐abroad experiences on EFL writers: A multiple‐data analysis. The Modern Language Journal, 91(4), 602-620.
  • Papatsiba, V. (2005). Student mobility in Europe: An academic, cultural and mental journey? Some conceptual reflections and empirical findings. International Relations, 3, 29-65. http://dx.doi.org/10.1016/S1479-3628(05)03003-0
  • Rees, J., & Klapper, J. (2005). Researching the benefits of residence abroad for students of modern foreign languages. In International Relations (pp. 67-97). Emerald Group Publishing Limited.
  • Mete, S. D. E. (2017). Turkish students’erasmus experiences: challenge of facing the unknown [Türk öğrencilerin Erasmus deneyimleri: bilinmeyenle yüzleşme]. Selçuk University Journal of Faculty of Letters, 37, 141-152.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

Kenan ÇETİN> (Sorumlu Yazar)
Bartın University
0000-0003-4311-406X
Türkiye

Yayımlanma Tarihi 24 Kasım 2018
Yayınlandığı Sayı Yıl 2018, Cilt 2, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { aebd468467, journal = {Academy Journal of Educational Sciences}, eissn = {2602-3342}, address = {akademiegitimbilimleri@gmail.com}, publisher = {Abdullah KALDIRIM}, year = {2018}, volume = {2}, number = {2}, pages = {147 - 158}, doi = {10.31805/acjes.468467}, title = {Preparing Turkish Language Learners for Erasmus Experience: Bartın Case}, key = {cite}, author = {Çetin, Kenan} }
APA Çetin, K. (2018). Preparing Turkish Language Learners for Erasmus Experience: Bartın Case . Academy Journal of Educational Sciences , 2 (2) , 147-158 . DOI: 10.31805/acjes.468467
MLA Çetin, K. "Preparing Turkish Language Learners for Erasmus Experience: Bartın Case" . Academy Journal of Educational Sciences 2 (2018 ): 147-158 <http://journal.acjes.com/tr/pub/issue/40569/468467>
Chicago Çetin, K. "Preparing Turkish Language Learners for Erasmus Experience: Bartın Case". Academy Journal of Educational Sciences 2 (2018 ): 147-158
RIS TY - JOUR T1 - Preparing Turkish Language Learners for Erasmus Experience: Bartın Case AU - KenanÇetin Y1 - 2018 PY - 2018 N1 - doi: 10.31805/acjes.468467 DO - 10.31805/acjes.468467 T2 - Academy Journal of Educational Sciences JF - Journal JO - JOR SP - 147 EP - 158 VL - 2 IS - 2 SN - -2602-3342 M3 - doi: 10.31805/acjes.468467 UR - https://doi.org/10.31805/acjes.468467 Y2 - 2018 ER -
EndNote %0 Academy Journal of Educational Sciences Preparing Turkish Language Learners for Erasmus Experience: Bartın Case %A Kenan Çetin %T Preparing Turkish Language Learners for Erasmus Experience: Bartın Case %D 2018 %J Academy Journal of Educational Sciences %P -2602-3342 %V 2 %N 2 %R doi: 10.31805/acjes.468467 %U 10.31805/acjes.468467
ISNAD Çetin, Kenan . "Preparing Turkish Language Learners for Erasmus Experience: Bartın Case". Academy Journal of Educational Sciences 2 / 2 (Kasım 2018): 147-158 . https://doi.org/10.31805/acjes.468467
AMA Çetin K. Preparing Turkish Language Learners for Erasmus Experience: Bartın Case. ACJES. 2018; 2(2): 147-158.
Vancouver Çetin K. Preparing Turkish Language Learners for Erasmus Experience: Bartın Case. Academy Journal of Educational Sciences. 2018; 2(2): 147-158.
IEEE K. Çetin , "Preparing Turkish Language Learners for Erasmus Experience: Bartın Case", Academy Journal of Educational Sciences, c. 2, sayı. 2, ss. 147-158, Kas. 2018, doi:10.31805/acjes.468467