Türkiye’deki İngilizce Öğretmeni Adaylarının İngilizce Öğretiminde Çeşitli Edebiyat Türlerinin Kullanımına Yönelik Görüşleri

Abstract

Bu nitel çalışmanın amacı İngilizce öğretmen adaylarının İngilizce öğretiminde kısa hikaye, şiir, oyun ve roman kullanımı üzerine görüşlerini belirlemektir. Bu amaç doğrultusunda, araştırmacı, 3. sınıf öğrencilerinden derste uygulama yaptıkları sunumlarından sonra yazılı görüş almış ve bu görüşler içerik analizi sonucunda ortaya çıkan kodların temalar ve alt-temalar halinde gruplandırılması sonucu incelenmiştir. Sonuçların kodlama süreci inandırıcılık açısından alanında uzman iki araştırmacı tarafından yapılmıştır. Analiz sonucunda bulgular dört ana tema altında toplanmıştır: öğretmenin duyguları, edebiyat kullanımındaki problemler, edebiyat kullanımının avantajları, İngilizce öğretiminde edebiyatın kullanımına ilişkin öneriler. Katılımcılar çalışmaya dahil edilen dört edebiyat türü arasında en fazla problem ve öneriyi İngilizce öğretiminde roman kullanımı için belirtmişlerdir. Yine aynı şekilde katılımcılar romanın İngilizce öğretiminde kullanımını açısından daha az avantajlı olduğu görüşündedirler. Ayrıca çalışma dahilindeki tüm edebiyat türü gruplarındaki öğrenciler öğretmenlik deneyimi yaşadıkları sunumlarında edebi eserleri kullanırken çok eğlendiklerini belirtmişlerdir. Bu eserleri kullanırken öğrencilerin seviye ve ilgi alanları açısından uygun metinlerin kullanılmasını, metinlerin kullanımından önce metinle ilgili önbilgi verilmesini ve sınıf içi etkinliklerde İngilizce dil yapılarının edebiyat ile bütünleştirilerek verilmesini önermişlerdir.

Keywords

• edebiyat,tür,duygular,problemler,avantajlar

Turkish EFL Pre-Service Teachers’ Views on Integrating Various Literary Genres in Teaching English

Abstract

The aim of this qualitative study was to have a deeper understanding of Turkish pre-service EFL teachers’ views on integrating short stories, poems, plays and novels in English language teaching. In this light, the researcher tried to find answers to the research question through students’ reflections written after their practice teaching presentations in one of their 3^rd year courses. The results were analyzed through content analysis and emerging codes were categorized under themes and sub-themes. This coding process was done by two experienced researchers in the field of English Language Teaching in order to enhance the credibility and trustworthiness of the results. The findings revealed four main categories: teacher feelings, problems in using literature, advantages of using literature and suggestions for using literature in ELT. Among all four genres, the pre-service teachers stated more negative feelings, problems and suggestions, and fewer advantages for using novel in teaching English. Furthermore, students in all genre groups indicated they enjoyed using literary texts in their presentations, and suggested choosing appropriate texts for language learners, giving background information about those texts and combining teaching language structures with literature in classroom activities.

Keywords

• literature,genre,feelings,problems,advantages

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