عنوان

Türk Ve Malezyali İngİlİzce Öğretmen Adaylarinin Kültürlerarasi Duyarliliği

Number

TLpq2499402255

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Türk Ve Malezyali İngİlİzce Öğretmen Adaylarinin Kültürlerarasi Duyarliliği

General Material Designation

[Thesis]

First Statement of Responsibility

Zulkifli, Megat Mohd Feisal bin Megat Ahmad

Subsequent Statement of Responsibility

Acar, Zeynep Çamlıbel

Name of Publisher, Distributor, etc.

Marmara Universitesi (Turkey)

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

55

Dissertation or thesis details and type of degree

Master's

Body granting the degree

Marmara Universitesi (Turkey)

Text preceding or following the note

2019

Text of Note

Intercultural Sensitivity (IS) is defined as the ability to act in a flexible manner towards foreign cultures, and in language teaching it refers to developing learners as intercultural speakers who are able to engage with other cultures and avoiding stereotypes. Despite the emphasis placed on intercultural sensitivity by scholars, not much research has been conducted on this issue with preservice foreign language (FL) teachers. Moreover, there are not many studies that compare the intercultural sensitivity of prospective teachers from two different countries. To fill this gap, this research focused on intercultural sensitivity levels of Turkish and Malaysian prospective teachers of English. Specifically, the study addressed the following questions: 1. What are the current intercultural sensitivity levels of Turkish and Malaysian prospective teachers of English? 2. Do the intercultural sensitivity levels of prospective teachers differ according to (a) country, (b) academic years enrolled in, and (c) gender? The study was conducted at two universities in Malaysia and Turkey. Participants were from the 1st and 4th years in the English Language Departments. A total number of 202 pre-service teachers (101 from each country) participated in the study. The Intercultural Sensitivity Scale (ISS) developed by Chen and Starosta (2000) was used as the data collection instrument. The quantitative data obtained through the scale were organized and analyzed using a statistical package. Descriptive statistics as well as t-tests were applied to determine the differences between intercultural sensitivity levels of pre-service teachers. Results showed that the preservice teachers had a high level of IS (3.89), with the highest mean score on "Respect for Cultural Differences" (4.32) and the lowest mean score on "Interaction Confidence" (3.56). Interaction Confidence was the only construct that yielded intermediate level of sensitivity. Turkish preservice teachers' total IS score (4.01) was higher than the Malaysian (3.90) preservice teachers, but this difference was not statistically significant. Yet, in terms of the IS constructs, there was a statistically significant difference between Turkish and Malaysian preservice teachers regarding "Interaction engagement" and "Interaction attentiveness", where Turkish participants had higher scores. Statistical tests run according to academic years they were enrolled in and gender, did not reveal any significant differences.

Education

English as a second language--ESL

English language

Students

Teachers

Teaching

Acar, Zeynep Çamlıbel

Zulkifli, Megat Mohd Feisal bin Megat Ahmad

Electronic name

p

[Thesis]

276903

a

Y