Nitel Bir Araştırma: Öğretmen Adaylarının Konuşma Becerileri Öğretme Algıları Üzerine

Abstract

Çocuklara yabancı dil olarak İngilizce konuşmayı öğretme konusu üzerine yapılan araştırmalar genellikle ya öğretmenlerin ya da öğrencilerin algılarını ortaya çıkarmayı amaçlarken İngilizceyi yabancı dil olarak öğrenen aday öğretmenlerin gerçek sınıf ortamında çocuklara konuşma becerileri öğretme konusundaki algıları yeterince ilgi çekmemiş bir çalışma alanı olarak kalmıştır. Bu nedenle bu çalışma, İngilizce aday öğretmenlerin çocuklara konuşma becerilerini öğretme algılarını ortaya çıkarmayı amaçlamıştır. Ayrıca, bu çalışma aday öğretmenlerin konuşma becerilerini öğretme kaygıları olup olmadığını, eğer varsa bu kaygılara yol açan faktörlerin neler olduğunu ortaya çıkarmayı hedeflemiştir. Bununla birlikte çalışma aday öğrencilerin gerçek sınıf ortamında edindikleri deneyimlerin neler olduğunu ortaya koymayı da amaçlamıştır. Araştırmaya Balıkesir Üniversitesi Necatibey Eğitim Fakültesinde okuyan 48 aday öğretmen katılmıştır. Araştırmada, katılımcıların demografik yapısını araştıran anket soruları, mülakatlar, duygu ve düşüncelerini yazdıkları deneme yazıları nitel veri toplamak amacıyla kullanılmıştır. Araştırmanın sonuçlarına göre, aday öğretmenler, çocukların yabancı dil konuşmadaki eksikliklerini eğitim sistemi, İngilizce öğretmenleri ve metodoloji, materyal ve müfredat olmak üzere üç temel faktöre bağlamışlardır. Bununla birlikte, araştırmanın sonucu, öğretmen adaylarının da konuşmayı öğretme kaygısı yaşadıklarını ve bunların nedeni olarak gerçek sınıf ortamında deneyimlerinin olmaması, uygun metodolojiyi uygulayamamaları, sınıf ortamına uygun söylem bulamamaları, çocukların motivasyon, ilgi ve katılımlarını arttırmada zorluk yaşamalarını, telaffuz, dilbilgisi ve bilgi hataları yapmalarını göstermişlerdir. Bununla birlikte gerçek sınıf ortamında İngilizce konuşmayı öğretmede kazanımlarının olduğunu belirtmişlerdir

Keywords

• Yabancı Dil Olarak İngilizce,Aday Öğretmen,Konuşma Becerilerini Öğretme,Algı

A QUALITATIVE RESEARCH: ON PRE- SERVICE TEACHERS’ PERCEPTIONS OF TEACHING SPEAKING SKILLS

Abstract

Whereas research on teaching speaking English as a foreign language EFL to young learners commonly focuses on the issues from the perspectives of either the teachers or the students, the research on perceptions of pre-service EFL teachers on teaching speaking skills in a real class setting has remained an untouched area of research that has not gained significant attention. Therefore, the current study aims to explore pre-service EFL teachers’ perceptions of teaching speaking skills to young learners. Additionally, this study aims to explore whether pre-service teachers have teaching speaking anxiety, if so, what the anxiety-provoking factors are in teaching speaking. Moreover, this study also attempts to find out what pre-service teachers’ gains are in teaching speaking at a real class setting. The sample group in the study consisted of 48 pre-service teachers, at Necatibey Faculty of Education, Balıkesir University. A background questionnaire, interviews, reflection and essay papers were used to collect qualitative data. The results indicated that pre-service teachers perceived mainly three factors for students’ lack of speaking skills in Turkish context such as ‘English language teaching itself’, ‘English teachers’ and ‘methodology, materials and curriculum’. The study also concluded that pre-service teachers experienced teaching speaking anxiety, the sources of which were lack of experience in teaching speaking in real class settings, being unable to apply appropriate methodology, being unable use classroom discourse, being unable to increase students’ motivation, interest and participation, as well as fear of making pronunciation, grammar and knowledge mistakes. It also concluded that teaching speaking skills at a real class setting gave the participants an invaluable experience as prospective teachers of English

Keywords

• English as a Foreign Language,Pre-service Teachers,Teaching Speaking Skills,Perception

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