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“Yabancı Dilde Tez Yazmanın Zorlukları ve Kullanılan Stratejiler: Tez Danışmanlarının Görüşleri”

Challenges of Dissertation Writing in the Foreign Language and Strategies Used: the Perceptions of Dissertation Supervisors

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Abstract (2. Language): 
Throughout the world, an increasing number of graduate students pursue advanced degrees in English medium universities or departments where English is a foreign language and are required to write doctoral dissertations in the foreign language. Thus, it is important to examine the challenges faced during dissertation writing in English and to discover the linguistic and socio-cultural variables that inform those challenges and strategies used during the process to overcome them. To meet this significant need, this study uses quantitative and qualitative means of data collection through administering a comprehensive survey and conducting faceto- face interviews with dissertation supervisors. The challenges revealed are grouped under four main categories as lack of writing practice, lack of writing ability, having a limited ability of expressing ideas, and having a weak English background. The strategies accounted by advisors to overcome the challenges are categorized into five groups which are reading and correcting, teaching, making suggestions/advising, directing to sources, and reading but not correcting. The results of the study have significant implications for English language pedagogy and language policy initiatives in higher education, for agents within the academic community, for academic writing teachers, and for English for Academic Purposes scholars.
Abstract (Original Language): 
Dünya genelinde, İngilizcenin yabancı dil olduğu ülkelerde İngilizce eğitim veren üniversiteler veya bölümlerde lisansüstü eğitim gören ve tezlerini yabancı dilde yazmak zorunda olan öğrencilerin sayısı giderek artmaktadır. Bu nedenle, İngilizce tez yazarken karşılaşılan zorlukların incelenmesi ve bu zorlukları açıklayan dilsel ve sosyokültürel etmenlerin ve süreç içerisinde karşılaşılan zorlukları aşmak için kullanılan stratejilerin ortaya çıkarılması önemlidir. Bu çalışmada, kapsamlı bir anket uygulaması yapılması ve tez danışmanları ile yüz yüze görüşmeler gerçekleştirilmesi suretiyle nicel ve nitel veri toplama yöntemleri kullanılmıştır. Karşılaşılan zorluklar yazma pratiğinin eksikliği, yazma yetisinin eksikliği, fikir ifade etme yetisinin sınırlı olması ve İngilizce alt yapısının zayıf olması olmak üzere dört ana başlık altında gruplandırılmıştır. Kullanılan stratejiler ise okuma ve düzeltme, öğretme, öneride/tavsiyede bulunma, kaynaklara yönlendirme ve okuma ancak düzeltme yapmama olarak beş kategoriye ayrılmıştır. Çalışmanın sonuçları İngilizce pedagojisi, yüksek öğretimde dil politikaları, akademik çevredeki temsilciler, akademik yazma öğretmenleri ve İngilizcenin akademik amaçlı öğretiminde çalışan bilim insanları için önemli çıkarımlar ortaya koymuştur.
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