An International Student Learning Turkish Through Cultural Interaction: A Narrative Research

Oct 15, 2026

Uploaded by dabgoudw

This study examines the relationship between cultural interaction and language learning in teaching Turkish as a foreign language. Using a narrative research design, it evaluates the cultural exchange of a Lebanese international student at Çanakkale Onsekiz Mart University in connection with language-learning performance, daily life contributions, academic life, and social relations. Vocabulary development, communication skills, and academic language use are emphasized through semi-structured interviews and descriptive analysis. Results show benefits in proficiency and non-verbal behavior, semantic vocabulary classification, faster vocabulary and pronunciation growth in cultural contexts, and reduced classroom-related anxiety, while language-family differences influence acquisition and difficulties with language logic delay speaking.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

An International Student Learning Turkish Through Cultural Interaction: A Narrative Research Enes YAŞAR1 Çanakkale Onsekiz Mart University Abstract This study aims to determine the relationship between cultural interaction and language in teaching Turkish as a foreign language and reveal its contribution to the learning process. Therefore, in this study, the cultural exchange of a Lebanese international student studying at Çanakkale Onsekiz Mart University was evaluated in the context of language learning performance. The narrative research design, one of the qualitative research methods, was used in the study. The primary purpose of narrative research is to examine individuals' lifestyles through the stories they produce. In this study, the student's social environment, school, and friendship relations were taken into account. His daily life's contributions to language skills, academic life, and social relations were tried to be measured. The target language has been observed in the cultural life experienced by the international student. Thus, through narrative research, the student's cultural world was entered as a language learning experience. In the study, the student's vocabulary learning, communication skills, and the ability to use language in academic life were emphasized. The semi-structured interview method was used as a data collection tool in the study. After deciphering each interview, attention was paid to ensure that the data obtained were sufficiently clear. The descriptive analysis method was applied to the collected data. As a result, it has been observed that international students who learn Turkish as a foreign language hugely benefits from cultural interaction in their foreign language proficiency, communication skills, and non-verbal behavior. It has been determined that international students behave pragmatically while communicating and classify words semantically in this process. It has been remarked that vocabulary learning, and pronunciation skills develop faster in cultural life, and their anxiety states decrease as they move away from the classroom setting. It was also understood in the study that different language families affect language acquisition. Besides, it has been determined that students who have difficulties comprehending language logic experience some degree of delay in their speaking skills. Keywords: Culture, Communication, Narrative Research, Language Interaction, Teaching Turkish asa Foreign Language DOI: 10.29329/epasr.2020.345.4 1Dr., Faculty of Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey, ORCID: 0000-0003-4606-2592 Correspondence: [enesyasar@com.edu.tr](enesyasar@com.edu.tr) Introduction It is necessary to be familiar with its cultural aspects as well as to know the system and grammar structures of that language to learn a foreign language. As Göçer (2012) also stated, language gives society a way of life. It embodies society's thinking structures and value system and establishes a tight bond with the culture. It even becomes one of the most important transmitters of culture (Demir & Açık, 2011) . Therefore, it is almost impossible to consider language and culture separately in foreign language learning. In order to be able to communicate effectively, it is necessary to know the language usage created by the culture. Language usage styles vary within the conditions of each country. A situation that is desired to be expressed is reflected in the language of speech in a way specific to the society. From this point of view, a foreign language learner must have a command of the particular situation of the environment in which language learning takes place to overcome the situations they will encounter in their daily lives, understand the speakers of that language entirely, and explain their problems (Tapan, 1990) . And this means knowing the country's cultural elements well (Polat, 1990, p.69-70) . The most crucial aim of knowing cultural f

FAQs

What is the main aim of the study?

To determine the relationship between cultural interaction and language learning in teaching Turkish as a foreign language, and to explain its contribution to the learning process.

What research method and data collection approach were used?

A narrative research design was used, with semi-structured interviews as the data collection tool, followed by descriptive analysis.

What outcomes does the study report for international students learning Turkish?

Cultural interaction is reported to improve foreign language proficiency, communication skills, and non-verbal behavior; vocabulary learning and pronunciation develop faster in cultural life, anxiety decreases away from classroom settings, and some delays in speaking can occur for learners who struggle with language logic.

Oct 15, 2026

Uploaded by dabgoudw