Research n Second Language Educat on

Is m ai l Güleç, Alp aslan Okur, B e k ir Inc e

Research in Second Language Education

Certain Studies on Turkish Education as the Second Language Globa liza t io n in c rea sin g it s p o wer b y u sing l a n g u a g e , a n d l a n g u a g e be coming m o re eff ec t ive b y u sin g t h e a rgu me n ts o f th e g l o ba l w o r l d , re sult in co u n t ries a t t a c h in g grea t im p o rt a n c e to l a n g u a g e e d u c a ti o n . In fa ct, it is o b served t h a t resea rch es o n lan g u a g e e d u c a ti o n a r e g ra dua lly i n c rea sin g wit h t h e eff ec t s o f globa l i z a ti o n be i n g e x pe r i e n c e d in re ce nt yea rs. The boo k in t h is resp ec t is in t en d in g t o m e e t s o me i mpo r ta n t s tu d i e s pe rfo rme d o n T u rkish a s a seco n d la n gu a g e w i th r e s e a r c h e r s . The a rticles in t h e b o o k a re t h e d evelo p ed a n d r e v i s e d f o r ms o f o r a l pre se nta t io n s o f resea rc h ers a t t h e C o n gre s s o f T u r k i s h E d u c a ti o n a s a 2nd Intern a t io n a l F o reign La n gu a ge h eld i n M u n i c h o n th e d a te s Ma y 19-21 2016. O u r grea t est wish is t o h av e th e s tu d i e s be be n e f i c i a l for a ll rese a rc h ers, p rim a rily t ra in ers.

2017 ISBN 978-3-631-74658-5

Ism ai l Güleç , A l p a s l a n O kur, B e kir I nc e

1

R e s e a rc h i n Sec o n d Lan gu ag e E du c atio n

Second Language Education

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R es ea r c h i n Sec o nd Lang u a g e E d u c ati o n

Certain Studies on Turkish Education as the Second Language

Eva Reininghaus studied Medicine at the University of Graz. Furthermore she finished her degree in Medical Sciences. Currently she works at the Psychiatry department of the Medical University of Graz. She has managed the research group for Bipolar Disorder since 2010. Beside she has been a member of the ConLiGen Consortium since 2012.

Scientific Committee Prof. Dr. Mehmet Ali AKINCI Prof. Dr. Murat DEMİRKAN Prof. Dr. Şeref ATEŞ Prof. Dr. Fabrice BARTHELEMY Prof. Dr. Irmtraud BEHR

Rouen University/FRANCE Marmara University/TURKEY Institute of Yunus Emre/TURKEY Université de Franche-Comté/FRANCE Université Sorbonne Nouvelle – Paris 3/FRANCE Dean of Faculty of Foreign Languages in University of Tirana Head of Department of Slavic and Balkan Languages in University of Tirana University of Tirana University of Tirana University of Tirana University of Tirana Albania Science Academy – Tirana/ALBANIA Director of Albanology Center University of Tirana – Tirana/ALBANIA Sakarya University/TURKEY İstanbul University-Council of Higher Education/TURKEY İstanbul Medeniyet University/TURKEY Başkent University/TURKEY Metodiy University/MACEDONIA Turkish Language Society/TURKEY Sakarya University/TURKEY Université de Picardie/FRANCE

Prof. Dr. Artur SULA Assoc. Prof. Dr. Sofia DELIJORGJI Prof. Dr. Viktor RISTANI Prof. Dr. Brikena KADZADEJ Prof. Dr. Anastasi PRODANI Prof. Dr. Eldina NASUFI Prof. Dr. Gjovalin SHKURTAJ Prof. Dr. Valter MEMISHAJ Prof. Dr. Yılmaz DAŞCIOĞLU Prof. Dr. Hayati DEVELİ Prof. Dr. İsmail GÜLEÇ Prof. Dr. Abdurrahman GÜZEL Prof. Dr. Nazım İBRAHİM Prof. Dr. Mustafa S. KAÇALİN Prof. Dr. Firdevs KARAHAN Prof. Dr. Marie-Françoise MELMOUXMONTAUBIN Prof. Dr. M. Fatih KİRİŞÇİOĞLU Prof. Dr. İlyas ÖZTÜRK Prof. Dr. Katrin SAKS Prof. Dr. Suat UNGAN Prof. Dr. Cemal YILDIZ

Gazi University/TURKEY Sakarya University/TURKEY Tartu University/ESTONIA Karadeniz Technical University/TURKEY Botschaftsrat für Bildungswesen, Botschaft der Republik Türkei Berlin/GERMANY Tartu University/ESTONIA Karadeniz Technical University/TURKEY Botschaftsrat für Bildungswesen, Botschaft der Republik Türkei Berlin/GERMANY University of ULM/GERMANY Uppsala University/SWEDEN Sakarya University/TURKEY Gazi University/TURKEY University of Tirana/ALBANIA University of Tirana/ALBANIA University of Durres/ALBANIA Sakarya University/TURKEY

Prof. Dr. Katrin SAKS Prof. Dr. Suat UNGAN Prof. Dr. Cemal YILDIZ Prof. Dr. Taisir Subhi YAMIN Prof. em. Éva Á. Csató JOHANSON Assoc. Prof. Dr. Alpaslan OKUR Assoc. Prof. Dr. Nezir TEMUR Assoc. Prof. Dr. Diana KASTRATI Assoc. Prof. Dr. Adriatik DERJAJ Assoc. Prof. Dr. Monika HASANI Assoc. Prof. Dr. Bekir İNCE Assist. Prof. Dr. Alban FOÇI Dr. Sevim İNAL Dr. Mehmet Yalçın YILMAZ Florence LEFEUVRE

University UniversityofofTirana/ALBANIA Tirana/ALBANIA Glasgow University/SCOTLAND İstanbul University/TURKEY Université Sorbonne Nouvelle – Paris 3/FRANCE

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RESEARCH IN SECOND LANGUAGE EDUCATION Certain Studies on Turkish Education as the Second Language Preface

Globalization increasing its power by using language, and language becoming more effective by using the arguments of the global world, result in countries attaching great importance to language education. In fact, it is observed that researches on language education are gradually increasing with the effects of globalization being experienced in recent years. The convergence policies Turkey is following, primarily towards Africa and Middle Eastern countries, and its efforts for integration with other world countries also produce an intensive synergy in the policies Turkey is following for language education. Turkish has gained ground in becoming a world language specifically in recent years. Turkish cultural centers, opened in many countries, have both played a significant role in revealing this interest and caused this interest to continue increasingly. In parallel with these developments, in scientific environments interested in Turkish, language education in general and specifically education in Turkish as a foreign language come into prominence as a special subject field. Specifically, when the social, cultural and economic effects of world power countries on other countries are considered, examining problems experienced in this field more and immediately putting forth solutions are very important. In fact, it is also seen in this book that the effects of language education methods, effects of language on culture transfer, effects of course book examinations, behavior, attitude and motivation on language learning and place of specifically YouTube, Facebook and such social platforms in language education are selected more as subjects for examination by researchers. The book in this respect is intending to meet some important studies performed on Turkish as a second language with researchers. The articles in the book are the developed and revised forms of oral presentations of researchers at the Congress of Turkish Education as a 2nd International Foreign Language held in Munich on the dates May 19-21 2016. Our greatest wish is to have the studies be beneficial for all researchers, primarily trainers. We should like to state that we have not been alone while performing all these activities; on the contrarily, we have received support from many people and institutions. Beyond doubt, the greatest support was from Turkish enthusiasts who have set their hearts on Turkish academically. In this regard, the support of Sakarya University, Yunus Emre Institute, T.R. Prime Ministry of the Presidency for Turks Abroad and Related Communities and Turkish Language Society in organizing the congress cannot be ignored. We’d like to thank once again the individuals, institutions and their managers who have provided full support. Editors Ismail Güleç Bekir Ince Alpaslan Okur 2017 2

Table of Contents Preface ........................................................................................................................... 1 Scientific Committee ....................................................................................................... 2 Table of Contents ............................................................................................................ 3 The Suitability of Turkish Textbooks for Target Audiences: A Case Study of Turkish Learners in Berlin Cemal YILDIZ, Seçil ŞEN ................................................................................................... 5 Examining Foreign Students’ (Coming Turkey To Learn Turkish Language) Purposes Of Facebook Usage And Tools in Terms of Several Variables Mehmet Barış HORZUM, Ömer Faruk GÖKMEN ............................................................... 12 The Assessment of Grammar Presentation in Coursebooks Used for Teaching Turkish as a Foreign Language Anna GOLYNSKAIA ......................................................................................................... 22 The Place of Lingua Franca in Foreign Language Teaching-What a Podcast Makes me Think Bekir INCE ...................................................................................................................... 27 The Place of Translation in Teaching Turkish as a Foreign Language Erdinç ASLAN ................................................................................................................. 34 Learning Turkish Metaphorically for Foreign Students Aysun EROĞLU, Alpaslan OKUR....................................................................................... 38 About the Concept of Indirectivity: Teaching Turkish Like a Foreign Language Spartak KADIU, Xhemile ABDIU....................................................................................... 44 A Dictionary of the 16th Century: Arabic-Turkish Provisions Syntactic Word Structures in The Context of A Dictionary Tuğba POÇAN, Ş. Haluk AKALIN....................................................................................... 53 Motivation and Strategy Use of Learners of Turkish as a Second Language Adem SORUC, Bilal TEKİN ............................................................................................... 60 Cultural Transmissions in Turkish Language Courses for Foreigners: Qualitative Study with Students of the Turkish Language Teaching Center of Erciyes University Aysın KALAYCI ................................................................................................................ 67 Problems Experienced by Iranian Turks in Learning Turkish, As Reflected by Fictional Works. Bahadır GÜCÜYETER ....................................................................................................... 73 Pragmatic Competence In Teaching Turkish As A Foreign Language Xhemile ABDIU, Spartak KADIU....................................................................................... 77

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Turkish Language Teaching in the Faculty of Education Gmünd, Graduate Program of Multiculturalism-Integration: Problems and Solutions Günay KAYHAN .............................................................................................................. 83 Benefiting From Semiotics in the Teaching of Connotative Usages in Texts Songül ASLAN KARAKUL, Melih ÇOMAK .......................................................................... 85 The Problems Encountered While Teaching Turkish to Foreigners, and Solutions (Sample of A.I.B.U.) Nurettin KARTALLIOĞLU ................................................................................................. 90 Cultural Transmissions and Communication: Case Study from Erciyes University Turkish Language Teaching Center: Student Diaries Kudret ALTUN ................................................................................................................ 97 A Comperative Study On Reability: Materialy Do Praktycznej Nauki Języka Tureckiego And Istanbul Ders Kitabı Mehmet KARA, Melike ERDEM IPEK ................................................................................ 102 A Self-Efficacy Scale Developing Study for Speaking Ability of Learners of Turkish as a Foreign Language Mehmet KURUDAYIOĞLU, Haluk GÜNGÖR ...................................................................... 109 A Comparative View of Reading Activities in Foreign Language Teaching Coursebooks Neslihan YUCELSEN, Latif YARDIM .................................................................................. 117 A Teacher’s Insight into a Flipped Turkish as a Foreign Language Classroom Hacer Nilay SULUDERE .................................................................................................... 122 The Attitudes of Parents in Teaching Turkish to Turkish Children Living in France Osman COŞKUN, Mehmet BİLGİÇ .................................................................................... 128 Culture Transfer in Teaching Turkish to Foreigners: The Example of “Language of Love: Turkish Education Set” Ergün KOCA, Ali IZ .......................................................................................................... 134

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EXAMINING FOREIGN STUDENTS’ (COMING TURKEY TO LEARN TURKISH LANGUAGE) PURPOSES OF FACEBOOK USAGE AND TOOLS IN TERMS OF SEVERAL VARIABLES Assoc. Prof. Mehmet Barış HORZUM Res. Asst. Ömer Faruk GÖKMEN

Abstract Based on their needs, individuals can learn a new language by utilizing technology. Experiences and observations also show that social environments have a positive impact on learning a new language. In consideration of common use of social networks in recent years, it is important to determine to what extents those environments are used. The most preferred one among the social networks is undoubtedly Facebook. Identifying the reasons why foreign students in Turkey use Facebook should provide significant contributions to Turkish language education and educational technology. Accordingly, this research was conducted to examine the reasons why foreign students who came to Turkey to learn Turkish used Facebook and the tools they used on Facebook in terms of several variables. The research was based on the survey design which is one of the quantitative research models. The study group was composed of 150 students who were attending the Sakarya University Application and Research Center for Turkish Language Instruction. The data were collected with the Scale of Facebook Usage Purposes developed by Horzum (in press). The data were analyzed with descriptive statistics and the relationships among the variables were looked into with independent t-tests and ANOVA. According to the research results, almost all foreign students have a Facebook account, the number of their friends on Facebook differs, they are members of 1-15 groups and they have had a Facebook account mostly for 1-6 years. As for foreign students’ time of Facebook usage, it was found that the students use Facebook for no more than 2 hours a day and log into Facebook more than once a day. It was seen that the main reason why the foreign students who came to Turkey to learn Turkish use Facebook was to maintain their relationships. Their recreational usage of Facebook was found to be on a low level, unlike Turkish citizens. Furthermore, foreign students’ Facebook usage attitudeswas revealed to be neither on a very good level nor a bad level; that is, their attitudeswere on a moderate level. Finally, it was determined that foreign students’ Facebook usage purposes and attitudes do not differ by gender and age. As for the tools used by the foreign students who came to Turkey to learn Turkish on Facebook, they utilize the messaging and chat features the most. The least used Facebook tools were found to be games, walls, fan pages, comments and similar features. 1. Introduction The concept of bilingualism was introduced in Turkey with the children of Turks who started to migrate to European countries by 1960s. This concept is a current issue today. European countries are planning to raise their citizens so they can master three languages in a multilanguage and multi-cultural environment and achieving this on a significant scale. On the other hand, it is of extreme importance that Turkish children maintain and reinforce their cultural commitment to Turkey (Yılmaz, 2014). The concept of bilingualism is defined in the literature as follows: Baker (2011) argues that language cannot be handled separately from the context in which it is used and different interactions of individuals within a speaking process and therefore emphasizes social media in which the two languages of a bilingual individual function effectively. According to the definition adopted today, an individual being defined as bilingual requires that he needs to know all the languages he uses in daily life on the same good level and be competent in all of them. Yılmaz (2014) states that individuals

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with different levels of competence in two languages they know are considered bilingual if they use both of them in their daily lives. There are many studies on how bilingualism affects mental and linguistic development in a positive way. For instance, in a research study, it was found that monolingual and bilingual children learned at the same pace when they were given cards with different pictures on them and taught how to order them under certain rules. Yet it was observed that when the researchers changed the rules, the bilinguals adapted to the new rules easily but the monolinguals had trouble with them (Bialystok, 2010:103). In this era called the “Information Age”, it is an undisputed truth that use of information technologies in language education meets a major need. Some of the most important instruments used when providing students with listening, speaking, reading, writing, visual reading and presenting skills both in mother tongue and foreign language lessons include information technologies (Topal, İnce & Eroğlu, 2015). In their research with eighth-grade students, Duran and Alevli (2014) found that the majority of the students generally prefer reading a text on the screen rather than on printed material. The students who participated in that research think that electronic text usage in education would be useful and they prefer reading a text on screen for such reasons as “how reading on screen facilitates the reading process”, “how interesting reading on screen is”, “ability to access requested information fast and easily”, “high rate of recall”, “how it increases student motivation.” İşcan & Aktürk (2014) concluded in terms of technology usage that television shows can be used as effective materials when teaching foreigners Turkish, and this provides both learners and the Turkish language with positive contributions. Topal et al. (2015) concluded in their research study examining the information technologies utilizing levels of elementary students attending some of the state schools in France that the bilingual (Turkish-French) students have moderate and high levels of utilizing information technologies and that those bilingual Turkish students mainly utilize information technologies in French. Besides their important influences on language instruction, information technologies becoming popular with the internet and accompanying technologies has also led to the emergence of social networks. As one of the most primary technologies in the foundation of social networks, Web 2.0 has become one of the most important and widely-used technologies of today which facilitate individuals' communication and interaction with each other through tools such as social interaction, cooperation and sharing (Warschauer, 2009). One of the media which emerged with Web 2.0 technologies is Facebook, which is a social network. There are many studies on users' Facebook usage purposes, tools frequently used on Facebook, and Facebook educational usage in the literature. Other than such studies conducted domestically and abroad, it is thought that identifying Facebook usage purposes of students going to different countries to learn a language would shed light on another aspect of the subject. In addition, determining whether Facebook usage purposes of Turkish people and foreigners differ would be useful for observing the intercultural status. Based on these facts, this study aims at identifying Facebook usage purposes of foreigners who came to Turkey to learn Turkish and the tools they often use on Facebook. 2. Method Research Model This research was based on the survey model, which is a quantitative research model. Research using survey models aims at identifying general opinions on a given subject, phenomenon or situation (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz & Demirel, 2012). In this sense, the purpose of this study is to identify Facebook usage purposes of foreigners who came to Turkey to learn Turkish and the tools they use on Facebook. 13

Study Group The study group of the research was composed of the foreigners from different countries who were attending Sakarya University TÖMER. Resorting to the convenience sampling method, the aim was that all students were reached within the scope of the research. Accordingly, 157 foreign students constituted the study group. As for the gender distribution of the participants, 49 (31.2%) of them were female, and 108 (68.8%) were male. In addition, 71.3% of the students were 17-22 years old while 29.7% were 23 years old and older. Data Collection Instrument The data in the research were collected with the Scale of Facebook Usage Purposes developed by Horzum (in press). The scale is composed of 30 items and 7 dimensions. The dimensions include: (1) maintaining current relationships, (2) meeting new people and becoming socialized, (3) expressing oneself, (4) passing the time, (5) task-based tools, (6) recreation, and (7) education and information sharing. Scale’s Kaiser-Meyer-Olkin (KMO) value was found to be .885, and the Sphericity test result was found to be significant. These results show that the data structure was suitable for factor analysis. According to the exploratory factor analysis, it was seen that each factor load was higher than .50. The seven items explained 65.57% of the total variance. In addition, six items measuring the Facebook usage attitude were added to the scale. These results show that the scale measured a valid structure. The scale’s internal consistency coefficient was found to be .91. This value shows that the scale has high reliability. Data Analysis Descriptive statistics like frequency and percentage were utilized in the data analysis. Furthermore, for determining whether students’ scores of different scale dimensions differ by gender, an independent samples t-test was performed and a one-way ANOVA was conducted to look into the difference among the average scores of more than two groups (Büyüköztürk, 2012). 3. FINDINGS Descriptive Statistics for Facebook Usage The number of Facebook accounts owned by the foreigners who came to Turkey to learnTurkish is given in Table 1. Table 1. Number of Facebook Account Number of Facebook Account

Frequency

Percentage

1

145

92,4

2

11

7,0

3

1

1,0

It is seen in Table 1 that almost all the foreigners who came to Turkeyto learn Turkish have one account. Despite being few, there are also students who use two accounts. The number of Facebook friends of the foreigners who came to Turkey to learn Turkish is given in Table 2. Table 2. Number of Facebook Friends Frequency

Number of Facebook Friends 14

Percentage

0-200

41

26,1

201-400

46

29,3

401-600

19

12,1

601-800

16

10,2

800 and over

35

22,3

In Table 2, it is observed that the foreigners who came to Turkey to learn Turkish have different numbers of friends on Facebook. The number of Facebook groups of which the foreigners who came to Turkey to learn Turkish are members is given in Table 3. Table 3. Number of Facebook Groups Number of Facebook Groups

Frequency Percentage

1-5

47

29,9

6-15

52

33,1

16-30

36

22,9

31 and over

22

14,0

According to Table 3, the foreigners who came to Turkey to learn Turkish are mainly members of 1-5 and 6-15 groups on Facebook. Table 4 shows for how many years the foreigners who came to Turkey to learn Turkish have had a Facebook account. Table 4. Facebook Ownership Time Facebook Ownership Year

Frequency

Percentage

1-3

38,2

38,2

4-6

43,9

43,9

7 and over

17,8

17,8

It is seen in Table 4 that the majority of the foreigners who came to Turkey to learn Turkish have had an account for 1-3 years and 4-6 years. When considering that the ages of students vary between 17 and 22 years, the approximate age of signing up on Facebook is 15 years and above. How many hours the foreigners who came to Turkey to learn Turkish spend on Facebook is shown in Table 5. Table 5. Daily Usage Hours Daily Usage Hours

Frequency

Percentage

1

45

28,7

2

43

27,4

15

3

26

16,6

4

13

8,3

5 and over

30

19,1

According to Table 5, more than half of the foreigners who came to Turkey to learn Turkish use Facebook for 2 hours at most. It can be inferred from this finding that the participating foreigners do not use Facebook much throughout the day. The Facebook usage frequencies of the foreigners who came to Turkey to learn Turkish are shown in Table 6. Table 6. Usage Frequency of Facebook Usage Frequency of Facebook

Frequency

Percentage

At least once in a Day

88

56,1

Once in a Day

43

27,4

At least once in a Week

19

12,1

Once in a Week

7

4,5

It is seen in Table 6 that more than half of the foreigners who came to Turkey to learn Turkish log into Facebook more than once a day. Accordingly, the majority (83.5%) of the foreigners log into Facebook at least once a day.

Purposes of Facebook Usage Findings regarding whether Facebook usage purposes of the foreigners who came to Turkey to learn Turkish differ by gender are given in Table 7. Table 7. Facebook usage purposes according to the gender Factors Maintaining their relationships

Gender

N

S

sd

t

p

155

1,939

,054

155

,615

,539

155

,590

,556

155

1,623

,107

155

1,116

,266

Female

49

15,36

2,19

Male

108

14,41

3,09

Meeting and chatting with new people

Female

49

11,93

3,45

Male

108

12,30

3,46

Expressing themselves

Female

49

10,69

3,69

Male

108

10,34

3,34

Female

49

10,06

2,51

Male

108

9,33

2,64

Female

49

15,51

3,32

Male

108

14,80

3,80

Passing the time

Using task-based tools

16

Recreation

Female

49

10,73

3,13

Male

108

10,65

3,43

49

21,30

3,56

Male

108

20,72

4,20

Female

49

17,30

4,92

Male

108

15,94

4,36

Education and information sharing Female

Facebook attitude

155

,134

,893

155

,844

,400

155

1,739

,084

Change in Facebook usage purposes of the foreigners who came to Turkey to learn Turkish in regard to gender is provided in Table 7. When examining Table 7, foreign students’ scores of maintaining their relationships (t(155)=1.939, p>.05.), meeting and chatting with new people (t(155)=0.615, p>.05.), expressing themselves (t(155)=0.590, p>.05.), passing the time (t(155)=1,623, p>.05.), using task-based tools (t(155)=0.134, p>.05.), recreation (t(155)=0.844, p >.05.), education and information sharing (t(155)=1.739, p>.05.) do not differ by gender. Moreover, it was seen that foreign students’ Facebook usage attitudes do not differ by gender (t(155)=1.739, p>.05.), that is, the students assume similar attitudes. Findings regarding whether Facebook usage purposes of the foreigners who came to Turkey to learn Turkish differ by age are given in Table 8. Table 7. Facebook usage purposes according to the age Factors

Sum of Squares

df

Mean Scores

F

p

Maintaining their relationships

Between Groups Within Groups Total

42,471 1243,631 1286,102

4 152 156

10,618 8,182

1,298

,273

Meeting and chatting with new people


34,324 1825,943 1860,268

4 152 156

8,581 12,013

,714

,583

Expressing themselves


34,474 1822,418 1856,892

4 152 156

8,619 11,990

,719

,580

Passing the time


22,266 1046,409 1068,675

4 152 156

5,567 6,884

,809

,521

Using task-based tools


17,720 2082,178 2099,898

4 152 156

4,430 13,699

,323

,862

Recreation


64,174 1669,902 1734,076

4 152 156

16,044 10,986

1,460

,217

17

Education and information sharing


22,056 2487,510 2509,567

4 152 156

5,514 16,365

,337

,853

Facebook attitude


30,062 3234,511 3264,573

4 152 156

7,516 21,280

,353

,842

Change in Facebook usage purposes of the foreigners who came to Turkey to learn Turkish in regard to age is provided in Table 8. According to Table 8, foreign students’ scores of maintaining their current relationships (t(4.152)=1.298, p>.05.), meeting and chatting with new people (t(4.152)=0.714, p>.05.), expressing themselves (t(4.152)=0.719, p>.05.), passing the time (t(4.152)=0,809, p>.05.), using task-based tools (t(4.152)=0.323, p>.05.), recreation (t(4.152)=1.460, p >.05.), education and information sharing (t(4.152)=0.337, p>.05.) do not differ by age. It was also observed that foreign students’ Facebook usage attitudes do not differ by age (t(4.152)=0.353, p>.05.), that is, the students assume similar attitudes.

Frequencies of Facebook tools usage Findings about Facebook usage frequencies of the foreigners who came to Turkey to learn Turkish are shown in Table 9. Table 9. Facebook tools usage frequencies Very Little Use

Little Use

Occasionally Use

Often Use

Very Often Use

Status

26,1

26,8

24,8

13,4

8,9

News Feed

13,4

24,8

19,1

22,9

19,7

Like

11,5

25,5

30,6

17,8

14,6

Photos

13,4

27,4

34,4

16,6

8,3

Groups

19,1

27,4

29,9

16,6

7,0

Fan Pages

31,8

28,0

21,7

12,1

6,4

Timeline

22,3

31,2

31,2

10,2

5,1

Links

17,2

28,7

29,9

18,5

5,7

Wall

26,1

29,3

30,6

8,3

5,7

Comments

17,8

32,5

33,1

13,4

3,2

Messages

9,6

21,0

16,6

24,8

28,0

Activities

16,6

32,5

29,9

14,0

7,0

Games

59,9

20,4

8,9

3,2

7,6

Notes

24,2

29,9

24,2

17,2

4,5

Home Page

15,9

22,9

21,0

24,8

15,3

Chat

12,1

14,6

25,5

22,3

25,5

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How frequently the foreigners who came to Turkey to learn Turkish use the tools on Facebook is shown in Table 9. According to Table 9, the Facebook tools used by the foreign students the most are messaging and chat tools while games, wall and fan pages are the least used tools. 4. CONCLUSION In this research, Facebook usage purposes of foreigners who came to Turkey to learn Turkish and the tools they often use on Facebook were identified. There is research in the literature that reveals Facebook usage purposes differ by countries and cultures (Faber, 2007; Kennedy, 2009). According to a research result, almost all foreign students have a Facebook account, the number of their friends on Facebook differs, they are members of 115 groups, and they have had a Facebook account mostly for 1-6 years. Şener (2009) and Öztürk & Akgün (2012) concluded in their studies on Facebook usage in Turkey that more than half of the users have more than 200 friends on Facebook, and again, more than half of them either occasionally or scarcely join groups on Facebook, which shows parallelism with the results of this research. On the other hand, the fact that it was revealed in studies on Facebook (Aksüt, Ateş, Balaban & Çelikkant, 2012; Şener, 2009) that users mostly signed up in Facebook in 2009 coincides with the finding obtained in this research that the users have a Facebook account mostly for 1-6 years. Based on these findings, it can be said that Turkish citizens and foreigners who came to Turkey to learn Turkish are similar in for how many years they have had a Facebook account, how many friends they have, and how many groups they are members of. As for foreign students’ durations of Facebook usage, it was found that the students use Facebook for no more than 2 hours a day and log into Facebook more than once a day. Şener (2009) and Aksüt et al. (2012), similarly found that users often log into Facebook more than once a day in Turkey. Therefore, it can be said, based on these research results, that Facebook has become a part of individuals' daily lives.

When examining the Facebook usage purposes of the foreign students who came to Turkey to learn Turkish, they reported that they used Facebook for maintaining their current relationships, meeting and chatting with new people, expressing themselves, passing the time, using task-based tools, recreation, and education and information sharing. Other than these results, it was also seen that the main reason why the foreign students who came to Turkey to learn Turkish used Facebook was to maintain their relationships. Likewise, in a research study conducted in Mexico, it was revealed that users used Facebook rather for keeping contact with friends and maintaining relationships (Kennedy, 2009). Öztürk & Akgün (2012) concluded that university students are using Facebook for maintaining their existing friendships in the virtual environment rather than finding new friends. The results in the literature show parallelism with findings about maintaining the relationships in this research. Horzum (2010) found in his research with teachers that teachers use Facebook for communicational and recreational purposes the most. On the other hand, it was determined in this research that foreign students use Facebook for recreational purposes on a moderate level. Hence, their recreational usage of Facebook was found to be on a lower level than that of the Turkish citizens. Finally, it was found that there was no significant difference in the abovementioned Facebook usage purposes of foreign students by gender and age.

Furthermore, foreign students’ Facebook usage attitudes were revealed to be neither on a very good level nor a bad level; that is, their attitudes were on a moderate level. Attitudes may differ by several variables such as individuals' experiences, expectations and personality traits. In this sense, how Öztürk & Akgün (2010) stated that social networking sites have positive contributions such as expressing oneself comfortably and facilitating communication and negative effects such as taking too much time, possibility of information theft and reducing the efficiency of studying shows that Facebook attitudes may have 19

positive and negative characteristics. Furthermore, it was found that the foreign students' Facebook usage attitudes did not differ by gender and age; in other words, they had similar attitudes. It is accordingly understood that Facebook attitudes may differ from individual to individual due to their features. The fact that Facebook attitudes were found to be on a moderate level in this research may be proving that foreign students' Facebook attitudes are negative rather than positive. On the other hand, when considering that foreign students' durations of Facebook usage are on a low level, one of the main reasons for this can be explained by foreign students' moderate Facebook usage attitudes. Quantitative and qualitative research can be conducted for more valid and provable results. As for the tools used by the foreign students who came to Turkey to learn Turkish on Facebook, they utilized the messaging and chat features the most. Indeed, the fact that foreign students reported that they were using Facebook for maintaining their current relationships the most and the idea that this can be achieved with its messaging and chat features coincide with this result. The least used Facebook tools were observed to be games, walls, and fan pages. On the other hand, the majority of the foreign students reported that they occasionally or scarcely used comments and like features of Facebook. Similarly, Şener (2009) concluded that features such as games and comments are not much preferred, especially by students. In this research, students' Facebook usage durations and frequencies were found to be somewhat lower than the moderate level, which coincides with the finding that Facebook tools are less used. Consequently, it was revealed that the main reason why foreign students who come to Turkey to learn Turkish use Facebook is maintaining their current relationships, while they use Facebook the least for recreational purposes. In addition, these foreign students have neither positive nor negative Facebook usage attitudes; that is, they have moderate-level attitudes. While the most used Facebook tools are messaging and chat features, the least used ones are games, walls, and fan pages. As for the differences in usage between Turkish people and foreigners in Turkey, Facebook is used by Turkish people more, they have more positive Facebook usage attitudes, and the two groups have similar numbers of friends on Facebook.

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