YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ BAĞLAMINDA TÜRK DİLİ VE KÜLTÜRÜ MERKEZLERİNİN İŞLEVSELLİĞİ

This case study aims to find out the learners’ and graduates’ opinions about the current and expected status of the Turkish language and culture centers in the context of Belarus. The study also aims to find out the possible roles that these centers may play in the process of teaching Turkish language and culture. Finally, it is aimed to offer necessary suggestions to increase effectiveness of these centers in the process. Data were collected through a questionnaire and interviews. Results of this study revealed that the current status of the center is not fully meeting the expectations of the students and graduates. Introduction In recent years, in the related literature, it has been widely accepted that the concepts of language and culture teaching have an inherent unity, thus they need to be taught through a holistic approach. Considering that language and culture teaching progress together throughout the process. It can be said that language teaching, culture teaching and introduction of these support each other. Elements related to culture teaching, following the realization of the importance of culture dimension's inclusion to language teaching processes in language teaching, start to take place in Teaching Turkish to Foreigners (TTF) processes and materials very often and intensively. In this context, Sarbasova and Serik (2014) assert that the culture is one of the most important factors of foreign language teaching, and so it needs to be included in foreign language teaching programs. Özbay (2003) defines (native) language as supporting element of culture. On the other hand, Thanasoulas (2014) states it can be understood that the context of language, when considered with a wider scale, is society and culture. Samovar, Porter and Jain (1981:24) explain language and culture relation as "Culture and language cannot be thought separately." In that, culture not only defines who talks to whom, about what, and how to communicate but also has an important role on the processes of which messages will be sent, how, in which situations, and understanding whether these messages are sent or interpreting them. In another word, foundation of the communication is culture. "... Language has also a connecting role, which helps cultural communication between society and individual." (Ozbay and Taysi, 2011: 23). Bulut (2013) also notes that language, society and culture has a strong unity and cannot be considered separately. Benzer şekilde Bulut (2013) dil, toplum ve kültür ögelerinin iç içe olduğunu ve birbirinden bağımsız olarak düşünülemeyeceğini ifade etmektedir. Qu (2010) sees language as the key of culture acquisition and argues that individuals learn other people's literature and life styles through language. Here, the reality that culture is a complex issue and it involves almost all dimensions of life is highlighted. Culture issue in language teaching attracts attention as a topic that has stood out in recent years. People, who learn a language as a foreign/second language, also have to know cultural characteristics belong to that language at the same time. Today, it is stated that learning a foreign/second language also means learning/acquiring the culture of that language, which is learnt, by many experts. Therefore, it is beneficial to have a holistic view to language and culture relation. According to Qu (2010), aims of culture learning can be specified as following: increasing the consciousness level of students about the target culture, increasing the curiosity level about the target culture, and motivating students in the process of learning/acquiring the target culture. On the other hand, according to Mughan (1998), foreign language learners' to be able to use language skills effectively and efficiently makes it necessary to have cultural knowledge belonging to the context that language is spoken in. The number of Turkish language and culture centers opened within different institutions abroad and countries that those centers take place show that Turkish is being taught intensively both as a foreign and/or as a second language in different geographies. Dolunay (2005) states that there is lack of coordination between centers in the same country and in different countries in which Turkish and Turkish culture is being introduced and taught. It is also added by Dolunay that teaching materials and technological tools, which are found and used in these centers, are shown difference. The inspiration point of this study is aforementioned and suchlike problems, which still hold their currency today. However, since no other detailed scientific study than Dolunay's (2005) study was found in literature review, it is obvious that there is a need to carry out more scientific studies. In foreign/second language teaching processes, culture teaching and language teaching progress together, and develop in an inseparable unity. When it is looked from the point of view of introduction and teaching processes of Turkish and Turkish culture to foreigners, it can be said that language and culture teaching are tried to be taught in a similar holistic way. A lot of language and culture centers that opened abroad with this aim have been operating. Statement of the Problem It has been known the existence of many Turkish Language and Culture Center (TLCC) that opened within both embassies and universities of countries in which Turkish is taught as a foreign language. Big part of those centers' both educational materials and technical equipment needs are met by formal institutes such as Ministry of Foreign Affairs, Ministry of National Education, Prime Ministry, TICCA (Turkish International Cooperation and Coordination Agency), and Yunus Emre Institute. It is natural to expect from those centers abroad to which our country's resources are transferred take a functional role in the processes of teaching Turkish as a foreign language and introduction of Turkish culture to foreigners. However, it is seen that not enough scientific study has been done on topics about to what extent those centers accomplish their functions, and what kind of duties they can/need to undertake in the processes of TTFL. It is important to carry out necessary studies in this field, to identify needs and problems by defining present situation, and to take necessary steps for the sake of solution by presenting necessary suggestions immediately. The aim of this study is to present suggestions for solution by revealing the views about Turkish Language and Culture Centers operating within universities abroad and expectations in the processes of Turkish language teaching and introduction of Turkish culture of students, who are learning Turkish as a foreign language, and duties those centers can/need to take on in these processes in the context of Belarus. Answers to following questions have been researched in this study: 1. What are the views of students learning Turkish as a foreign language about Turkish Language and Culture Centers operating within universities abroad? 2. What are the expectations of students learning Turkish as a foreign language from those centers abroad in the processes of teaching Turkish language and introducing Turkish culture? 3. What are the duties of Turkish Language and Culture Centers that are still operating and that will be possibly opened in the processes of teaching Turkish as a foreign language and introduction of Turkish culture to foreigners? Method The study has a descriptive quality. As a data collection tool, a questionnaire, which has been developed by the researcher and has 15 questions that are consisted of 35 five-point Likert-type items, has been used. The scale has been divided into two parts as present situation and expected situation that both have the same questions and items on the left and right sides of the questionnaire. It has been aimed at revealing the thoughts of students/graduates about the present situation of TLCC, which takes place within Minsk State Linguistic University (MSLU), and assessing the expectations from this center through this questionnaire. In addition, an interview form that consisted of five questions has been prepared. The study has been carried out in Translation and Interpreting, English, French and Intercultural Relations Faculties of MSLU, in International Relations Faculty and Philology Faculty of Belarusian State University (BSU), and in Belarusian State Pedagogical University (BSPU) in Minsk by making use of the views of students/graduates, who is learning/has learnt Turkish as a foreign language. A pilot study has been done by giving the questionnaire to 10 students, who were benefiting from the center, from MSLU, and it has been given its final shape by re-designing through feedbacks received from students. Expert view about scope/content validity was positive that the questionnaire has the quality to gather the information about those centers. The universe of the study has consisted of 45 students, who have learnt/were learning Turkish as a Foreign Language in MSLU, BSU and BSPU, and have utilized from TLCC, which is operating within MSLU, in Minsk, the capital of Republic of Belarus, during 2011-2012 education year; and the sample of the study has included 15 participants, who still have been studying or have just finished Turkish program in the education year they were in, and/or graduates of aforementioned universities, have been selected via random sampling method. Findings and Discussions As a result, in TTFL processes, it has been seen that expectations of students from TLCC have not been met enough. When questionnaire and interview results were evaluated, it has been understood that present service quality of TLCC in TTFL processes has fallen short of the mark of students' expectation levels. By depending on the questionnaire results, students' opinions about TLCC and expectations from it in TTFL processes can be gathered under dimensions below: • Course Books and Extra Materials in TLCC It has been understood that generally course books and extra materials that are in this center have been found effective by students; however, they have not met students/graduates needs. The point that a big part of the students, who use TLCC, have agreed upon was that the course books especially the ones for lower levels are much more beneficial than the ones for intermediate and advanced levels. Miladinovic (2014), with a similar point of view, both has highlighted the positive effects of providing the course books that includes cultural elements in an appropriate way to students at beginner level, and also has pointed out the benefits of these materials on students' language skills development. • Technical Tools, Multimedia and Internet Facilities of TLCC It has been seen that expectation levels of students from multimedia tools that are used for educational purposes in the center are very high. However, it is really interesting that none of the students joined in the questionnaire have found the computer in the center very helpful. When the results were evaluated, it has been realized that students expectations from technical tools and internet facilities were much low compared to their expectations from educational materials. • Events Organized in TLCC, Educational Consultancy Services and TLCC in Terms of Intermediation of Financial Connections It has been seen that the events organized in the center were noticed by students. However, it has been understood that students expectations towards more event should be done by the center were high. It has been seen that it will be beneficial of lecturers working at TLCC to take an active role in organizing events about Turkish language and culture in collaboration with both university administration and officials of Republic of Turkey Embassy in Minsk. In addition, it will be beneficial of Turkish language lecturers to prepare an annual activity report about this issue. When interview results were evaluated, students' opinions about TLCC and expectations from it in TTFL processes can be gathered under dimensions below: • Frequency of Utilizing from TLCC It has been seen that most of the students were utilized from the center. The results have shown that there is a high interest in terms of students/graduates, who generally have come from Philology faculties and departments of universities and have chosen Turkish as a foreign language. In this context, it has been acknowledged that Turkish language and culture is a popular topic among students, who are learning Turkish, in Belarus. To increase present interest and maintain its continuation, it especially holds great importance of Belorussian lecturers, who are working in the center, and Turkish lecturers, who are assigned by Republic of Turkey, to act as a bridge in providing collaboration between university administration and embassy. Conclusion In addition to the findings and discussions above, the suggestions about the duties Turkish language and culture centers, which are operating/will possibly operate, can/need to undertake in the processes of teaching Turkish as a foreign language and introduction of Turkish culture to foreigners can be presented as following: Centers: 1. should categorize educational materials regularly and present them to students', who are learning Turkish, graduates' and teachers' access in terms of their interests and needs. 2. should prepare and categorize audio and visual materials in addition to cassettes and CDs for computer assisted Turkish teaching courses that have been deemed to be one of the important parts of foreign language teaching programs recently. 3. should prepare and categorize extra teaching materials, which will be parallel to the topics taught in the course books, by inspiring from real contexts in daily life. Miladinovic (2014) has pointed out the importance of using natural teaching materials that are prepared by having inspiration from daily life in the teaching environments in which teaching language and culture goes hand in hand. 4. should follow the scientific developments on the topic of teaching Turkish as a foreign language, if it is possible, should bring books, publications and visuals published in visual media about this topic and share with students and lecturers. 5. in a similar way, should contribute to the sharing of know-how in the processes of teaching Turkish as a foreign language and introduction of Turkish culture and education system in coordination with lecturers in Turkey and other countries. Dolunay (2005), in the light of the study that he carried out in this field, has pointed out the lack of coordination between the centers in the same country and other countries that Turkish language and culture is taught and introduced. 6. TLCC should follow new books, journals and publications related to both lecturers and teachers, and keep them open for both students and people, who are interested in Turkish language and culture via advanced computer systems and technical equipment. It has an importance of TLCCs', which are generally founded within universities abroad and are mostly functioning as a classroom today, handling again and immediately, reconstruction, and establishment of a national policy in coordination with the shareholders of the issue about this topic with the point of view above in the context of TTF.