3. Methodology

Population and sampling

The purpose of this survey is to discover the common ideas supported English Language Learners about “Differences between Turkish and local students in Suleyman Demirel University in English language learning as an international language”. I wanted to see difficulties and common between Local and Turkish students in Suleyman Demirel University. And so, I started to research cultural differences between them and I saw difficulties of Turkish students (barrier, anxiety and fear for speaking in English Language).

The participants of this survey are the Elementary, Pre-Intermediate and Intermediate, who studying at Suleyman Demirel University in Kazakhstan. The participants of the study were the English teachers who teach at Suleyman Demirel University. I did compare between Turkish Students in Turkish Class (Language School) of Suleyman Demirel University and Local Students in Two Foreign Languages of Suleyman Demirel University. I compared opinions students and teachers; I did observation at the lessons. So, I want to show common/difference between Local and Turkish students with different ways. I hope that I will achieve good results of my research paper.

Data Collection Instruments

We know different methods for data collection: observation, questionnaire, and interview or demo lesson. For my data collection, I used compare method for questionnaire.

I used observation at the lessons and questionnaire from teachers, local and Turkish students for data collection. In Turkish class and Two Foreign Languages I gave same questionnaire for students; I was sitting at the lesson only two times because I had experience from first course and I gave my questionnaire for English teachers.

Observation:

I decided to observe only for Turkish group, because I had experience from First year at Suleyman Demirel University. In my group were six foreign students from Turkey and 19 students of Kazakhstan. But, when I was researching my work I decided to choose only one Turkish group from language school because I wanted to see what have been changed in their action (thoughts or understanding). I noticed that the Turkish group which was observed for my research, they were more active and attentive at the lessons. They tried to express their emotions, opinions in English language. But, their teacher said: at the first time they were not active at the lessons. In my hypothesis may be: there were not girls and boys were not closed at the lessons (boys felt comfortable and easy at the lesson). Other hypothesis may be: administration didn’t mix Turkish Students from Turkey with our Local Students (and if administration did mix, Turkish students could feel barrier or anxiety at the lessons).

Teacher didn’t use any words in a target language, Turkish students understood that they should adapt to listening everything in foreign language. I saw that to Turkish students are very difficult to write essay, they liked to speak in English language, it was easy for them. Also, teacher used three methods for teaching Turkish Students:

• Direct method

• Audio – Lingual method

• Total Physical Response

Questionnaire