4. Results of my research

Description of the sample

So, my research showed that studying in Suleyman Demirel University is difficult to students from Turkey. Because I saw that can be misunderstanding and difference in culture, tradition or habits. I wanted to write some interesting and important moment, which I knew.

1. Teacher of Turkey Group used Total Physical Response, Audio –Lingual method and Direct Method for teaching Turkish students; with these methods she had good results from students and it was surprised because Turkish students were interesting in learning English Language;

2. Teacher was talkative and positive at the lessons, she tried to make good Classroom Management;

3. Turkish students were interesting, friendly, but sometimes noisy and they tried to know and understanding everything.

Every time I tried to achieve good results, I want to say that it was not easy for me. In my university, I did written questionnaire for my teachers who teach English Language. I always focused on my problem; I tried to find important information for my research. Now, I will give description of my questionnaires:

• What makes your learning English difficult at Suleyman Demirel University…?

For our Local Students were difficult to make videos and presentations; For Turkish students answered that teacher uses target language; teacher can’t enough use methods and technologies in ELT; not enough practice in classroom; not enough activities… So, we see that at the lesson need minimum theories and maximum practices for teacher and students.

Also, teachers should make good Classroom Management and Time Management at the lessons; Turkish students should be attentively and active to improve knowledge of English language.

• Problems that you think arise due to your studying abroad (Kazakhstan. Give specific examples):

It was very interesting and useful question for local and Turkish students. Students wrote that, for example:

• we prefer speak in Russian/Kazakh languages at the lesson of English Language;

• we don’t pay attention to foreign lang.;

• we don’t read, listen and speak something new in English Language;

• some teacher uses Russian for explain English Language;

• Students have fear, anxiety and shyness at the lesson of English Language.

Also, in this question we see that practice need use maximum at the lessons, future teacher should use new interesting technologies and methods at the lesson to Turkish students. Each English teacher wants to build good atmosphere for local and international students. Teacher must use Multiple Intelligence and Intercultural Communication Competence; it is very important ways to achieve good results.

5. Conclusions and Recommendations

I can say that the final point of my research “Differences between Turkish and local students in Suleyman Demirel University in English language learning as an international language”. After reading a lot of books from websites and read research paper other researchers, I saw that we must help Turkish Students for learning English Language and local students should understand Turkish students. For my research paper need enough time for researching, because it is difficult to compare two types of students and see their common & difference. At the first time I was disappointed that I chose this topic, but later I tried to understand and open interests to my topic. In Kazakhstan is not good way for learning English Languages, foreign and local students should learn English Language abroad (European teachers can use new methods and technologies at the lesson).

I would want to write my Recommendations in order:

1. English Teacher must be diverse;

2. To find good and friendly relationships with International and Local students;

3. To improve motivation of learners;

4. Using new methods and technologies at the lesson;

5. Teacher always be smiling and laughing with each student;

6. Our teacher should use only English Language at the lesson;

7. Teacher must learn cultural, tradition and habits of different countries;

8. Teacher should be active and attentive with students;

9. Teacher must use Classroom Management and Time Management;

10. Teacher must use Multiple Intelligences for students.

References

1. http://auamii.com/jiir/Vol-01/issue-02/10yue.pdf

2. http://www.grin.com/en/e-book/108360/culture-shock-causes-consequences-and-solutions-the-international-experience

3. http://www.oxforddictionaries.com/

4. http://everydaylife.globalpost.com/child-development-bilingual-vs-monolingual-household-7371.html

5. http://files.eric.ed.gov/fulltext/EJ855010.pdf

6. http://www.cshe.unimelb.edu.au/resources_teach/teaching_in_practice/docs/international.pdf

7. http://en.tengrinews.kz/edu/Over-10-thousand-foreign-students-study-in-Kazakhstan-universities-12991/

8. http://www.omniglot.com/language/why.htm

9. Exploring The Interactions And Attitudes Of International And Domestic Students In A New Zealand Tertiary Institution By Justine C Brown& Amanda J Daly, School Of Business)

10. Dwi Poedjiastutie University of Muhammadiyah Malang, Indonesia, p.16

11. From “Cultural Shock” to “ABC Framework”: Development of Intercultural Contact Theory

12. Culture Shock - Causes, Consequences and Solutions: The International Experience, Sonja Manz.

13. Exploring The Interactions And Attitudes Of International And Domestic Students In A New Zealand Tertiary Institution By Justine C Brown& Amanda J Daly, School Of Business

14. Lin & Yi, 1997; Sarkodie-Mensah, 1998

15. Child Development in a Bilingual vs. Monolingual Household by Damon Verial, Demand Media

16. Language difficulties of international students in Australia: The effects of prior learning experience by Erlenawati Sawir

17. Teaching International Students Strategies to enhance learning

Аннотация:

Моя исследовательская работа по теме «Различия между турецкими и местными студентами в университете имени Сулеймана Демиреля в обучении английскому языку в качестве международного языка" покажет нам основные проблемы студентов из Турции в SDU. Это исследование будет включать ответы, как с психологической, так и с образовательной точки зрения. Но в основном, на чем мы будем сосредоточены это психологическая наука. Ответы покажут нам, что именно мешает: психологическая адаптация или культурный шок, изучению английского языка турецких студентов. Были ли они в шоке из-за непонимания культуры казахов или их адаптации в Казахстане пришла очень тяжелой для них, и именно поэтому они не могли выучить язык легко, как на родине? Говорят, что понимание и восприятие людей, переехав в другую страну с другой культурой, будут автоматически меняться.

Özet:

Benim araştırma çalışmalarım "Uluslararası bir dil olarak İngilizce dili öğreniminde Süleyman Demirel Üniversitesindeki türk ve yerel öğrencilerin arasındaki farklar" bize Türkiye'den gelen öğrencilerin başlıca sorunları gösterecektir. Bu araştırma, hem psikolojik, hem de eğitim mekanlara göre cevaplar içerecektir. Ama çoğunlukla psikolojik bilimnde konsantre olacak. Yanıtlar psikolojik adaptasyon mu, ya da kültür şoku mu Türk öğrencilerin İngilizce dil öğrenmelerine negativ etkiler olduğunu olmadığını gösterecektir. İngilizce dil öğrenmelerinde onlar Kazakların kültürüyle karşılaştığında mı şok olmuş, yoksa onlara Kazakistan'a gelip te adaptasyon çok zor geldi mi? Bu farklı bir kültür ile başka bir ülkeye hareket eden insanların anlayışları otomatik olarak değişeceğini söyleniyor.

Appendix:

Questionnaires for students:

TR

Sex: male / female

What makes your learning English difficult at SDU…?

1. In the ELT class:______________________________________ ____________________________________________________________________

2. Outside the ELT class:_________________________________ ____________________________________________________________________

Problems that you think arise due to your studying abroad: Kazakhstan. Give specific examples.

1. ________________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________________

Thank you!

KZ

Sex: male / female

What makes your learning English difficult at SDU…?

1. In the ELT class:______________________________________ ____________________________________________________________________

2. Outside the ELT class:_________________________________ ____________________________________________________________________

Problems that you think arise due to your studying in Kazakhstan. Give specific examples.

1. ________________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________________

Thank you!

Questionnaires for teachers:

T’s name and surname: _____________________________

Group which you have classes with? Turkish / Kazakh

What are differences between Tr and local students in ELL?

________________________________________________________________________________________________________________________________

What’re difficulties between Tr and local students in ELL…

• Problems with pronunciation? Why? ______________

___________________________________________________________

• What kind of sounds/words:________________ ______________________________________________________

• Problem with grammar? What types of problems? ___________________________________________________________

• Fluency of speech? ____________________________ ___________________________________________________________

• Problems that you didn’t find in the list:___________ ___________________________________________________________

Thank you!!!

Reflection of Research Paper

My name Aziza Zhuasbayeva, I believe that every prospective teacher should be able to write a research paper and examine the problematic side of education. After reading and studying the research Mr. Guseinov “Differences between Turkish and local students in Suleiman Demirel University in English language learning as an international language”, I saw the biggest problem/global question which he chose. Foreign students are not easy to adapt to a new country where other rules, traditions, culture and habits. In the beginning Mr.Guseionv was writing that foreign students have is a cultural shock, a barrier and fear to ask or say something. In Suleiman Demirel University, we can often meet foreign students from different countries, but especially we can meet Turkish students . Our local students want to talk with Turkish students in Turkish lalnguage, but Turkish students cannot fully answer because it is very difficult to communicate with local students (sometimes misunderstanding). Also, Mr. Guseinov saw big difference between local and Turkish students: Turkish students study only one target language, but our local students know more than two languages. I saw that Mr. Guseinov wanted to see the difference, common and difficulties between local Turkish students, its main purpose was in research paper. And so, he was researching cultural, social communication and psychological differences between students. At the end he pointed out that teachers would use new innovation methods /technologies for teaching foreign students, which would give the best results in the study of English language.

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