APPENDIX

ABSTRACT

I. INTRODUCTION

v Significance of the Study

v Purpose

v Statement of the problem

v Research Questions

Chapter 1

II. BACKGROUND OF THE STUDY

v Literature Review

Chapter 2

III. METHODOLOGY

v Population and sampling

v Data Collection Instruments

v Data Analysis

v Main tasks in the Procedure and Time Frame

v Scope and limitations

Chapter 3

IV. RESULTS

V. CONCLUSIONS AND RECOMMENDATIONS

REFERENCES

TRANSLATION OF THE SUMMARY

APPENDIX

Abstract:

Multilingualism is the use of two or more languages, either by an individual speaker or by a community of speakers. Multilingual speakers outnumber monolingual speakers in the world's population. Multilingualism is becoming a social phenomenon governed by the needs of globalization and cultural openness. Owing to the ease of access to information facilitated by the Internet, individuals' exposure to multiple languages is becoming increasingly frequent thereby promoting a need to acquire additional languages.

People who speak several languages are also called polyglots.

Multilingual Education typically refers to "first-language-first" education, that is, schooling which begins in the mother tongue and transitions to additional languages. Typically, MLE programs are situated in developing countries where speakers of minority languages tend to be disadvantaged in the mainstream education system.

My research work on the theme “Differences between Turkish and local students in Suleyman Demirel University in English language learning” will show us the main problems of students from Turkey in SDU. This research will include the answers from both of psychological and educational sights. But mostly what will be concentrated on is psychological science. Answers will show us does the psychological adaptation or culture shock affect to Turkish students’ English language learning. Were they shocked because of misunderstanding of Kazakhs’ culture or their adaptation in Kazakhstan came very hard to them because they can’t think in another language, and that’s why they couldn’t learn language easily as in motherland? It’s said that understanding and perception of people, after leaving their country to another with a different culture, will automatically be changed.

I. Introduction:

Research will be studied from different aspects; it can be psychological or educational sights. So, from my experience in the first year studying in Suleyman Demirel University it was seen that male and female students from Turkey were different from local students in everything. Firstly, Turkish students did not communicate with each other, because they had anxiety, shyness and may be they had culture shock. Also they had barrier, for example: Turkish girls could not communicate with Kazakh girls because of their clothes were different.

Secondly, they were in need in common language, which would help them to understand each other. Turkish students did not know English language and Kazakh students did not know Turkish language yet. In my experience I can say that in Turkey English classes conduct in Turkish language.

And thirdly, it is also known that in Turkey there is only one spoken language. As Kazakh people can speak in two and more languages: Russian and Kazakh. They have skills and attitudes to learn another language easily.

Before coming to Kazakhstan Turkish students should learn traditions, cultures, expressing emotions of local people. It can help to adopted in that country and also you will feel respect to country.

When there are new foreign students comes to Suleyman Demirel University, for local students is very interesting to be in communication with students from Turkey, as well as for students from Turkey is very interesting to be in communication with local students. But, for good communication between two different students there must be firstly help from administration or teachers of foreign language. And so, teachers should do good classroom management, use different methods and new useful technologies for teaching English language to local students and foreign students.

Significance of the study:

The topic of this research theme “Differences between Turkish and local students in Suleyman Demirel University in English language learning as an international language” is significant because it offers the potential for contribution to meeting the needs of both learners and teachers in teaching English. It research will be important: firstly important for Language School of Suleyman Demirel University and secondly very important for Philology Faculty especially for Two Foreign Languages. Because, English Language is studied detailed in sphere of Philology Faculty and teachers should be more attentive and active with local/foreign students. Knowledge of communication of students depend on the teacher, we all know that each teacher are waiting good results from students. Teacher wants to see four skills from local and foreign students: speaking, listening, writing and reading. But for that teacher should make good Classroom Management, using Intercultural Communication Competence and Time Management. The teacher should establish a friendly and warm atmosphere in the classroom, as a friendly relationship with the students. If teacher should do good communication between local and Turkish students, teacher should bring enthusiasm & optimism and positive emotion in ELT classroom. I hope that my research will bring benefits for Minister of Education and for my University of Suleyman Demirel, because teach foreign students will bring close relationship between two countries.

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