An Examination of the Emotional Intelligence of Students Learning Turkish as a Foreign Language in Terms of Values and Certain Variables

Hilal Gürler; Ercan Yilmaz; Bülent Dilmaç

Makale detayları

An Examination of the Emotional Intelligence of Students Learning Turkish as a Foreign Language in Terms of Values and Certain Variables

Yazarlar:

Hilal Gürler | Ercan Yilmaz | Bülent Dilmaç

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.826-843

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001322243

pISSN:

2687-1831

Anahtar kelimeler:

Özet:

 Since language learning is a multifaceted and complex process, individual differences in the learning process have become a significant interest to researchers in recent years. The importance of the emotional characteristics of foreign language learners is also pointed out in the Common European Framework of Reference for Languages CEFR. The purpose of the current study is to determine the extent to which the values of students learning Turkish as a foreign language predict their emotional intelligence and to examine their emotional intelligence and values according to the language family to which their mother tongue belongs. The study group consists of 395 students who are learning Turkish at language teaching centers in higher education institutions in Türkiye TÖMER, DİLMER and at Yunus Emre Institute centers abroad. The students were selected by the simple random sampling method and 34.7 of them were male and 65.3 of them were female. In the study, correlational and causal-comparative designs were used within the scope of a quantitative design. The Values Scale developed by Dilmaç, Arıcak, and Cesur 2014 was used to measure the values of the students. The scale consists of 39 value statements and 9 sub-dimensions. The Schutte Self-Report Emotional Intelligence Test SSEIT was used to determine their emotional intelligence. In addition, a personal information form was used to determine the demographic characteristics of the participants. The study results show a significant positive correlation between the emotional intelligence scores of the students and the scores from the sub-dimensions of Social Values, Career Values, Intellectual Values, Spiritual Values, Human Honour, Romantic Values, Freedom, and Futuwwa. The mean scores of emotional intelligence varied significantly depending on the language family of their mother tongue belongs to.

 Since language learning is a multifaceted and complex process, individual differences in the learning process have become a significant interest to researchers in recent years. The importance of the emotional characteristics of foreign language learners is also pointed out in the Common European Framework of Reference for Languages CEFR. The purpose of the current study is to determine the extent to which the values of students learning Turkish as a foreign language predict their emotional intelligence and to examine their emotional intelligence and values according to the language family to which their mother tongue belongs. The study group consists of 395 students who are learning Turkish at language teaching centers in higher education institutions in Türkiye TÖMER, DİLMER and at Yunus Emre Institute centers abroad. The students were selected by the simple random sampling method and 34.7 of them were male and 65.3 of them were female. In the study, correlational and causal-comparative designs were used within the scope of a quantitative design. The Values Scale developed by Dilmaç, Arıcak, and Cesur 2014 was used to measure the values of the students. The scale consists of 39 value statements and 9 sub-dimensions. The Schutte Self-Report Emotional Intelligence Test SSEIT was used to determine their emotional intelligence. In addition, a personal information form was used to determine the demographic characteristics of the participants. The study results show a significant positive correlation between the emotional intelligence scores of the students and the scores from the sub-dimensions of Social Values, Career Values, Intellectual Values, Spiritual Values, Human Honour, Romantic Values, Freedom, and Futuwwa. The mean scores of emotional intelligence varied significantly depending on the language family of their mother tongue belongs to.

 Since language learning is a multifaceted and complex process, individual differences in the learning process have become a significant interest to researchers in recent years. The importance of the emotional characteristics of foreign language learners is also pointed out in the Common European Framework of Reference for Languages CEFR. The purpose of the current study is to determine the extent to which the values of students learning Turkish as a foreign language predict their emotional intelligence and to examine their emotional intelligence and values according to the language family to which their mother tongue belongs. The study group consists of 395 students who are learning Turkish at language teaching centers in higher education institutions in Türkiye TÖMER, DİLMER and at Yunus Emre Institute centers abroad. The students were selected by the simple random sampling method and 34.7 of them were male and 65.3 of them were female. In the study, correlational and causal-comparative designs were used within the scope of a quantitative design. The Values Scale developed by Dilmaç, Arıcak, and Cesur 2014 was used to measure the values of the students. The scale consists of 39 value statements and 9 sub-dimensions. The Schutte Self-Report Emotional Intelligence Test SSEIT was used to determine their emotional intelligence. In addition, a personal information form was used to determine the demographic characteristics of the participants. The study results show a significant positive correlation between the emotional intelligence scores of the students and the scores from the sub-dimensions of Social Values, Career Values, Intellectual Values, Spiritual Values, Human Honour, Romantic Values, Freedom, and Futuwwa. The mean scores of emotional intelligence varied significantly depending on the language family of their mother tongue belongs to.

 Dil öğrenme çok yönlü ve karmaşık bir süreç olduğundan öğrenme sürecindeki bireysel farklılıklar son yıllarda araştırmacıların ilgi gösterdiği çalışma konularından biri olmuştur. Türkçe öğretimi sürecinde, belirli ölçütler ve dil yeterlilik düzeyleri ile bir kılavuz niteliği taşıyan Diller İçin Avrupa Ortak Başvuru Metninde CEFR de yabancı dil öğrenenlerin duygusal özelliklerinin önemine işaret edilmiştir. Öncelikle dil öğrenenler, toplumun bir parçası olan sosyal aktörler olarak ifade edilmiş ve onların sadece dil yeteneklerini değil bilişsel ve duygusal özellikleri ile sahip oldukları bütün yetenekleri kapsadığı vurgulanmıştır. Bu araştırmanın amacı, yabancı dil olarak Türkçe öğrenen öğrencilerin değerlerinin duygusal zekâlarını yordama gücünü belirlemek ve ana dili gruplarına göre duygusal zekâ ve değerlerini incelemektir. Araştırmanın çalışma grubunu Türkiyede yükseköğretim kurumlarına ait dil öğretim merkezlerinde Tömer, Dilmer ve yurt dışında Yunus Emre Enstitüsü merkezlerinde Türkçe öğrenmekte olan 395 öğrenci oluşturmaktadır. Basit rastgele örnekleme yönetimi ile belirlenen öğrencilerin 34,7si erkek, 65,3ü ise kadındır. Araştırmada nicel desen kapsamında korelasyonel ve nedensel-karşılaştırma modellerinden yararlanılmıştır. Öğrencilerin değerlerini ölçmek için Dilmaç, Arıcak ve Cesur 2014 tarafından geliştirilen Değerler Ölçeği kullanılmıştır. Ölçek 39 değer ifadesi ve 9 alt boyuttan oluşmaktadır. Bunlar; Toplumsal, Kariyer, Entelektüel, Maneviyat, Materyalistik, İnsan Onuru, Romantik, Özgürlük ve Fütüvvet olarak isimlendirilmiştir. Duygusal zekâlarının belirlenmesinde ise Schutte vd. 1998 tarafından geliştirilen ve Tatar vd. 2017 tarafından Türk kültürüne uyarlanan Schutte Duygusal Zekâ Testi SDZT-33 ölçeği uygulanmıştır. Bunların yanı sıra katılımcıların demografik ozelliklerini belirlemek için de kisisel bilgi formu kullanılmıstır. Araştırma sonuçlarına göre öğrencilerin duygusal zekâ puanları ile değerlerinin Toplumsal, Kariyer, Entelektüel, Maneviyat, İnsan onuru, Romantik, Özgürlük ve Fütüvvet boyutlarının puanları arasında pozitif yönlü anlamlı bir ilişki olduğu tespit edilmiştir. Bireylerin ana dili türü değişkenine göre de duygusal zekâ puan ortalamalarının anlamlı bir şekilde farklılaştığı saptanmıştır.

Makale detayları

An Examination of the Emotional Intelligence of Students Learning Turkish as a Foreign Language in Terms of Values and Certain Variables

Yazarlar:

Hilal Gürler | Ercan Yilmaz | Bülent Dilmaç

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.826-843

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001322243

pISSN:

2687-1831

Teaching Turkish as a foreign language

Emotional intelligence

ValuesYabancı dil olarak Türkçe öğretimi

Duygusal zekâ

Değerler

Sayı

Makale detayları

An Examination of the Emotional Intelligence of Students Learning Turkish as a Foreign Language in Terms of Values and Certain Variables

Yazarlar: Hilal Gürler | Ercan Yilmaz | Bülent Dilmaç

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.826-843

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001322243

pISSN: 2687-1831

Teaching Turkish as a foreign language

Emotional intelligence

ValuesYabancı dil olarak Türkçe öğretimi

Duygusal zekâ

Değerler

Sayı

Yazarlar:

Hilal Gürler | Ercan Yilmaz | Bülent Dilmaç

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.826-843

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001322243

pISSN:

2687-1831