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Ukrayna’da yabancı dil olarak Türkçenin öğretimi son yıllarda önem kazanmaktadır. Bu araştırmada Ukrayna’da öğrencilerin yabancı dil olarak Türkçe öğrenme gerekçeleri ile birlikte yabancı dil olarak Türkçe öğretim sürecinde öğrenciler ile öğretmenlerin/okutmanların karşılaştıkları sorunlar ele alınmaktadır. Araştırmanın amacı karşılaşılan bu sorunları tespit edip sınıflandırmak ve sorunların çözümüne ilişkin gerekli çalışmaların yapılmasına katkı sağlamaktır. Araştırmada nitel araştırma yaklaşımlarından fenomenoloji deseni kullanılmıştır. Böylelikle Türkçe öğretmenleri/okutmanları ile öğrencilerin süreçte karşılaştıkları sorunlara yönelik derinlemesine bir analiz yapılması hedeflenmiştir. Bu amaçla hem öğrencileri hem de öğretmenleri/okutmanları kapsayan bir çalışma grubu oluşturulmuştur. Çalışma grubunda 9 öğrenci ve 7 öğretmen/okutman yer almaktadır. Araştırmanın verileri görüşme ve odak grup görüşmeleri yoluyla toplanmıştır. Elde edilen veriler nitel veri çözümleme yaklaşımlarından içerik analizi ile çözümlenmiştir. Bulgular tema ve alt temalara ayrılarak sunulmuştur. Araştırmada öğrencilerin ve öğretmenlerin/okutmanların okuma anlama, dinleme anlama, konuşma ve yazma becerilerinin öğrenim ve öğretim süreçlerinde sorunlarla karşılaştıkları tespit edilmiştir. Bu sorunların, alfabe ve dil ailelerinin farklılığı, telaffuz güçlüğü, konuşma ve dinleme kaygısı, motivasyon düşüklüğü, pratik yapma olanaklarının sınırlı olması, materyal eksikliği ve uygunsuz öğrenme ortamları gibi nedenlerden kaynaklandığı sonucuna ulaşılmıştır. Bunlarla birlikte Covid 19 salgını nedeniyle gerçekleştirilen uzaktan eğitim süreci ile Ukrayna’nın Rusya ile yaşadığı savaş gerginliğinin de süreçte sorunlar yaşanmasına neden olduğu belirlenmiştir. Araştırma bulgularından hareketle Ukrayna’da Türkçe öğrenen öğrencilere Türkiye’de staj olanağı sunulması ve Türkiye ile Ukrayna üniversiteleri arasında değişim programlarının uygulanması önerilmektedir.
The teaching of Turkish as a foreign language in Ukraine has gained importance in recent years. This study addresses the problems that students in Ukraine encounter in the teaching process of Turkish as a foreign language along with the reasons for learning Turkish as a foreign language. The purpose of the research is to identify and classify these problems encountered and to contribute to the necessary work on the solution of problems. The phenomenology approach was used in the research. Thus, the aim of the Turkish teachers/learners and students is to make a thorough analysis of the problems they encounter in the process. For this purpose, a working group is created that covers both students and teachers/learners. The study group includes 9 students and 7 teachers. The data of the research was collected through interviews and focus group interviews. The obtained data is analyzed by content analysis from the quality data analysis approaches. The results are subdivided into themes and sub-themes. The study found that students and teachers/readers had problems in reading understanding, listening understanding, speech and writing skills in learning and teaching processes. These problems have been found to be caused by causes such as differences in alphabet and language families, difficulty in expression, speech and listening anxiety, low motivation, limited ability to practice, lack of material and inappropriate learning environments. In addition, the remote training process carried out due to the Covid 19 epidemic and the war tensions that Ukraine has experienced with Russia have also caused problems in the process. According to the research findings, students who learn Turkish in Ukraine are recommended to be offered an internship opportunity in Turkey and the implementation of exchange programs between Turkey and Ukrainian universities.
Teaching Turkish as a foreign language in Ukraine has gained importance in recent years. In this research, the reasons for students to learn Turkish as a foreign language in Ukraine and the problems faced by students and teachers/instructors in the process of teaching Turkish as a foreign language are discussed. The aim of the research is to identify and classify these problems and to contribute to the necessary studies on the solution of the problems. Phenomenology pattern, one of the qualitative research approaches, was used in the research. Thus, it was aimed to make an in-depth analysis of the problems faced by Turkish teachers/instructors and students in the process. For this purpose, a working group including both students and teachers/instructors was formed. There are 9 students and 7 teachers/instructors in the study group. The data of the research were collected through interviews and focus group interviews. The obtained data were analyzed by content analysis, one of the qualitative data analysis approaches. The findings were presented by dividing them into themes and sub-themes. In the study, it was determined that students and teachers/instructors faced problems in the learning and teaching processes of reading comprehension, listening comprehension, speaking and writing skills. It was concluded that these problems stemmed from reasons such as differences in alphabets and language families, pronunciation difficulties, speaking and listening anxiety, low motivation, limited opportunities to practice, lack of materials and inappropriate learning environments. In addition to these, it was determined that the distance education process carried out due to the Covid 19 epidemic and the war tension between Ukraine and Russia caused problems in the process. Based on the research findings, it is recommended to offer internship opportunities in Turkey to students learning Turkish in Ukraine and to implement exchange programs between Turkish and Ukrainian universities.
Field : Eğitim Bilimleri; Fen Bilimleri ve Matematik; Güzel Sanatlar; Sağlık Bilimleri; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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