Yabancı Dil Olarak Türkçe Öğretiminde Eleştirel Düşünme ve Kültürlerarası Yetkinliği Geliştirmeye Yönelik Stratejiler
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METİN, Esen. Strategies to Develop Critical Thinking Skills and Inter-Cultural Competence in Teaching Turkish as a Foreign Language; Ph. D. Dissertation, Ankara, 2020. In this study, it is aimed to determine the strategies to develop critical thinking and intercultural competence skills, which hold an important place in foreign language teaching. To this end, the present critical thinking skills and intercultural competence perceptions of the learners were identified and evaluated within the context of the situation analysis. For this purpose, relevant strategies were determined as a result of the data obtained from the test on the critical thinking skills and from the interviews on the intercultural competence. In this study, which is developed in accordance with the ADDIE (analysis, design, development, implementation, evaluation) instruction design model, a 20-hour modular teaching model was prepared via using the identified strategies. In order to prepare the course materials, which are developed within the scope of the instructional design model, stories in the Republican Period Turkish literature were reviewed, and four stories from different periods with different content were selected. Using the identified strategies for critical thinking and intercultural competence along with the stories, lesson plans and teaching materials were prepared in line with B2 level outcomes that are determined by the Common European Framework of Reference for Languages (CEFR). These course materials were first piloted with a group of 10 students from B2 level at the Turkish Teaching Center (TÖMER) of a public university in Ankara. Necessary corrections and arrangements were made in the course materials in line with the data obtained. Afterwards, with 15 participants from the academic Turkish learners the course materials were implemented for four weeks and observation data were collected throughout the implementation process. At the end of the program, feedback regarding the effectiveness of the course materials was collected from the modular program participants. In this research, the mixed method research is used; and the qualitative data from the critical thinking test results and the quantitative data from the interview are collected to determine the existing intercultural competence level of the participants, which have provided input for situation and needs analysis. Qualitative data is also collected via observation technique at the implementation stage. In the final evaluation stage, a pre-experimental design model, one-shot case study method, including single group posttest, is used to collect data regarding the effectiveness of the course materials. Through feedback form, mixed data is collected to be evaluated. In the light of the collected data, the conclusions are drawn and suggestions are made.