İngilizce Öğretmenlerinin Türkiye’de İngilizce Öğretimi Üzerine Düşünceleri

Year 2018, Volume: 20 Issue: 1, 140 - 155, 17.04.2018

Mehmet Sercan Uztosun

https://doi.org/10.17556/erziefd.334460

Cited By: 1

Abstract

Bu makale hizmet içi
öğretmenlerin Türkiye’deki İngilizce öğretim kalitesi hakkındaki görüşlerini incelemek
ve onların İngilizce öğretirken karşılaştıkları temel problemleri anlamak amacıyla
düzenlenmiş olan bir araştırmayı sunmaktadır. Bu çalışma ayrıca öğretmenlerin
bu problemlerin üstesinden gelmek için önerilerini ortaya koymaya çalışmıştır. Katılımcılardan
internet üzerinden uygulanan ve nitel ve nicel maddelerin bulunduğu bir sormaca
yoluyla veri toplanmıştır. 50 farklı ilde ilkokul, ortaokul ve liselerde görev
yapan 2476 öğretmen çalışmaya katılmıştır. Nicel veri, betimsel analiz yoluyla
çözümlenirken nitel veriyi analiz etmek için içerik analizi uygulanmıştır.
Katılımcılara göre Türkiye’de İngilizce öğretim kalitesi düşüktür (Ort = 2.27;
SS = 0.91). Öğrencilerin olumsuz duyguları, kalabalık sınıflar, kitaplar,
materyal eksikliği, kısıtlı ders saatleri, sınav odaklı öğretim ve müfredat
etkisiz İngilizce öğretimi için temel nedenler olarak ortaya konmuştur.
Katılımcıların, öğretim odağının konuşma ve dinleme olarak düzenlenmesinin,
kitapların değiştirilmesinin, hazırlık sınıflarının konulmasının ve ders
saatlerinin arttırılmasının, öğretmen seçiminin ve yeterliklerinin geliştirilmesinin,
yurtdışına gitme olanaklarının arttırılmasının, sınavların ve müfredatın
değiştirilmesinin Türkiye’de İngilizce öğretim kalitesini arttırmada faydalı
olacağına dair fikir birliğinde oldukları tespit edilmiştir.

Keywords

Türkiye’de İngilizce öğretimi, öğretmen görüşleri, İngilizce öğretiminin etkililiğini belirleyen unsurlar

In-service Teachers’ Voices on the Quality of English Language Teaching in Turkey

Abstract

This article reports a research study designed to explore in-service
teachers’ views about the quality of English language teaching (ELT) in Turkey
and to understand major instructional problems they experience while teaching
English. The study also attempted to reveal teachers’ suggestions for coping
with these problems. Data were collected through an online questionnaire that
contained quantitative and qualitative items. 2,476 teachers working at primary,
secondary, high schools in fifty cities participated in the study. The
quantitative data were analysed through descriptive statistics and qualitative
data were analysed using content analysis. According to the participants, the
quality of ELT in Turkey is low (M =
2.27; SD = 0.91). Negative affective
states, large classes, textbooks, lack of materials, limited class hours,
examination-driven teaching, and curriculum were reported to be the main
reasons for ineffective ELT. Participants agreed that shifting the focus of
teaching to listening and speaking, changing textbooks, offering preparatory
classes and increasing class hours, improving teacher development and
recruitment, providing opportunities to go abroad, changing the focus of
examinations, and changing the curriculum could help improve the effectiveness
of ELT in Turkey. 

Keywords

English language teaching in Turkey, teacher voice, factors influencing the effectiveness of English language teaching

References

• Alam, T. (2017). English language teaching and learning at secondary and higher secondary levels in Bangladesh. Journal of Asian and African Social Science and Humanities, 3(2), 30-40.
• Aloreibi, A., Carey, M. D. (2017). English Language Teaching in Libya after Gaddafi. In R. Kirkpatrick (Eds.), English Language Education Policy in the Middle East and North Africa. Language Policy (pp. 93-114), Cham: Springer.
• Arnold, J. & Brown, H. D. (1999). A Map of the Terrain. In J. Arnold (Ed.), Affect in Language Learning (pp. 1-24). Cambridge: Cambridge University Press.
• Bolam, R. 1982. School focussed in-service training. London: Heinemann Educational Books.
• British Council and TEPAV. 2013. Turkey national needs assessment of state school English language teaching. Ankara: Mattek.
• Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education (6th ed.) New York: Routledge.
• Dörnyei, Z. (2002). Questionnaires in second language research. New York: Lawrance Erlbaum Associates.
• Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. USA: Lawrence Erlbaum Associates. Flick, U. (2006). An introduction to qualitative research. London: Sage.
• Fullan, M. (1993). Change forces: Probing the depth of educational reform. London: The Falmer Press.
• Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners. London: British Council.
• Gürbüz, N. (2006). Different perceptions of pre-service English teachers’ strengths and weaknesses in the practicum: A case study in Turkey. English Language Teacher Education and Development, 9, 39-46.
• Gürsoy, E., Korkmaz, Ş. Ç., & Damar, E. A. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice. Eurasion Journal of Educational Research, 53, 59-74.
• Harmer, J. (1991). The practice of English language teaching. Malaysia: Pearson Education Limited.
• Harwood, N. (Ed.). (2010). English language teaching materials. Cambridge:Cambridge University Press.
• Hatipoğlu-Kavanoz, S. (2006). An exploratory study of English language teachers’ beliefs, assumptions, and knowledge about learner-centeredness. TOJET, 5(2), 3-9.
• Haznedar, B. (2012). Perspectives on preservice education of English language teachers in Turkish primary schools. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research Perspectives on teaching and learning: Policies and practices (pp. 39-58). Berlin: Peter Lang.
• Jin, L., & Cortazzi, M. (1998). Dimensions of dialogue: Large classes in China. International Journal of Educational Research, 29, 739-761.
• Kaçar, I. G. (2008). A case study on EFL error correction: Teacher-student perspectives. Paper presented at the 12th International INGED ELT Conference, Eskişehir, October 2008.
• Kırkgöz, Y. (2006). Teaching EFL at the primary level in Turkey. In M. McCloskey, M. Dolitsky, & J. Orr (Eds.), Teaching English as a foreign language in primary school (pp. 85-99). Alexandria, VA: TESOL.
• Kırkgöz, Y. (2007). Language planning and implementation in Turkish primary schools. Current Issues in Language Planning, 8(2), 174-191.
• Kırkgöz, Y. (2008). Curriculum innovation in Turkish primary education. Asia‐Pacific Journal of Teacher Education, 36(4), 309-322.
• Kirkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684.
• Kouraogo, P. (1993). Language learning strategies in input-poor environments. System, 21(2), 165–173.
• Littlewood, W. (1992). Teaching oral communication: A methodological framework. Oxford: Blackwell.
• MacIntyre, P. D., Clément, R., Dörnyei, Z. & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82, 545-562.
• Mackey, A. & Gass, S. M. (2005). Second language research: Methodology and design. New Jersey: Lawrence Erlbaum Associates.
• Ortaçtepe, D., & Akyel, A. S. (2015). The effects of a professional development program on English as a foreign language teachers’ efficacy and classroom practice. TESOL Journal, 6(4), 680-706.
• Pan, L., & Block, D. (2011). English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs. System, 39(3), 391-402.
• Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
• Saiti, A., & C. Saitis, 2006. In-service training for teachers who work in full-day schools –evidence from Greece. European Journal of Teacher Education, 29(4): 455-470.
• Topkaya, E. Z., & Küçük, Ö. (2010). An evaluation of 4th and 5th grade English language teaching program. İlkogretim Online, 9(1), 52-65.
• AUTHOR (2013). The reference will be added later
• AUTHOR (2016). The reference will be added later
• Williams, C. H. (2017). Teachers in East Asia: A teacher’s guide to Chinese, Japanese, and Korean learners. Singapore: Springer.
• Zerey, Ö. G. (2008). The impact of theater production on foreign language speaking anxiety of ELTstudents. Unpublished Master’s dissertation. Adana: Çukurova University.
• Zhou, N. (2015). Oral participation in EFL classroom: Perspectives from the administrator, teachers and learners at a Chinese university. System, 53, 35-46.