Yazma becerisinin öğretimi ile ilgili yaklaşımların üniversitelerdeki İngilizce öğretmenlerinin tercihleri üzerindeki etkileri
Abstract
Yazma becerisinin öğretimiyle ilgili birçok
yaklaşım bulunmaktadır, fakat hiç bir yöntem mükemmel görülmemektedir. Yazma
aktif ve üretim içeren bir beceri olmasına karşın, birçok öğrenci bu beceride
arzu edilen kazanımlara ulaşamamaktadır. Öğrencinin özgüven, ilgi ve
motivasyonu yeterli olmadığı için yazmaya karşı negatif bir tutuma sahiptir.
Yazma becerisiyle ilgili geleneksel ve güncel birçok yöntem bulunmaktadır.
Geleneksel bakış açısı yazma becerisini dil bilgisi uygulamayı içermektedir.
Günümüzde yaygın olarak kullanılan öğretim metodu yaratıcılık, işbirliği ve dil
becerilerini birbirine bağlamaya dayanmaktadır. Bu makalenin amacı
öğretmenlerin yazma becerisine nasıl yaklaştığını ve yazma becerisinin nasıl
öğretildiğini belirlemektir. Araştırma yöntemi olarak çeşitli üniversitelerde
görev yapan yetmiş bir İngilizce öğretim görevlisinin katıldığı bir anket
uygulandı. Elde edilen bilgiler SPPS programında analiz edildi. Elde edilen
bilgiler ışığında öğretmenlerin birçoğunun yazma becerisini diğer dil
becerileriyle bir bütün olarak gördüğü anlaşılmaktadır. Bu yaklaşım öğretmenlerin
dil sınıfında yaygın olarak kullandığı bir yöntemdir. Öte yandan, birçok
öğretmenin geleneksel anlayışa karşı negatif bir tutum geliştirdiği
görülmektedir. Öğrencilerin yazma alışkanlıklarını daha iyi hale getirebilmek
için iletişim ve etkileşim yoluyla dil öğretmek çözüm olabilir. Bu yüzden,
yabancı bir dilde iletişim kurmak tüm dil becerilerinin entegrasyonunu içermesinden dolayı, içerik temelli ve göreve
odaklı yabancı dil öğretim yöntemleri önerilmektedir.
Keywords
References
- Byrne, D. (1988), Teaching Writing Skills. New Edition. London: Longman. Gaffield-Vile, N. (1998), Creative Writing in the ELT Classroom, Modern English Teacher, 7 (3). Harmer, J. (2007), The Practice of English Language Teaching, London: Pearson. Harmer, J. (2010), How to Teach English, Essex: Pearson. Hinkel, E. (2006), Current Perspectives in Teaching the Four Skills, TESOL Quarterly, 40 (1). Nunan, D. (2013), Learner Centred English Instruction: Selected Works of David Nunan, New York: Routledge. Nunan, D. (2015), Teaching English to Speakers of Other Languages, Routledge: New York. Oxford, R. (2001), Integrated Skills in the ESL/EFL Classroom, Journal of TESOL France, Volume 8 (2). Raimes, A. (1983), Techniques in Teaching Writing, Oxford: Oxford University Press. Richards, J. C. (2012), The Cambridge Guide to Pedagogy and Practice in Language Teaching, New York: Cambridge University Press. Richards, J. C. (2013), Key Issues in Language Teaching, London: Cambridge University Press. Richards, J. C. (2014), Approaches and Methods in Language Teaching, Third Edition, London: Cambridge University Press. Scrivener, J. (2011), Learning Teaching, Third Edition, London: MacMillan. Sokolik, M. (2003), Exploring Skills: Writing. In D. Nunan (Ed.), Practical English Language Teaching (pp. 87−108). Singapore: McGraw-Hill. Willis, J. (1994), Task-Based Language Learning as an Alternative to PPP, The Teacher Trainer 8 (1).
A study of the effects of the approaches to the teaching of writing on the efl instructors’ preferences at universities
Abstract
There are several ways to
approach writing in the classroom and there is no best way to teach writing
skills. Many learners cannot produce language although
writing is a productive and active skill. Being reluctant, unconfident and
unmotivated, they do not want to write in a foreign language. There are a
number of traditional and current approaches to student writing.
Writing-for-learning includes some form-focused and imitation-based approaches
like guided, controlled and product-driven. However, writing-for-writing is
directed at developing the students’ writing skills as writers. This article
aims to examine how teachers approach the teaching of writing at tertiary level
and also determine teachers’ preferences for which approach they use in the
classroom and what type of writing teacher they are. A questionnaire in which
seventy-one instructors teaching English at a variety of universities
participated was conducted. This questionnaire including their preferences for
teaching practices was analysed in SPSS. In the lights of the findings
discovered, many teachers choose to integrate writing with other language
skills. Skill integration is an increasingly popular approach to teaching
writing. However, they have a negative attitude towards traditional approaches
like teaching writing in isolation. There is a growing interest in the number
of teachers who are in favour of writing as a creative, cooperative and
integrated skill. Teachers can teach English best as an integrated mode, so
content-based and task-based teaching methods are proposed as communication
involves the integration of all language skills.
Keywords
References
- Byrne, D. (1988), Teaching Writing Skills. New Edition. London: Longman. Gaffield-Vile, N. (1998), Creative Writing in the ELT Classroom, Modern English Teacher, 7 (3). Harmer, J. (2007), The Practice of English Language Teaching, London: Pearson. Harmer, J. (2010), How to Teach English, Essex: Pearson. Hinkel, E. (2006), Current Perspectives in Teaching the Four Skills, TESOL Quarterly, 40 (1). Nunan, D. (2013), Learner Centred English Instruction: Selected Works of David Nunan, New York: Routledge. Nunan, D. (2015), Teaching English to Speakers of Other Languages, Routledge: New York. Oxford, R. (2001), Integrated Skills in the ESL/EFL Classroom, Journal of TESOL France, Volume 8 (2). Raimes, A. (1983), Techniques in Teaching Writing, Oxford: Oxford University Press. Richards, J. C. (2012), The Cambridge Guide to Pedagogy and Practice in Language Teaching, New York: Cambridge University Press. Richards, J. C. (2013), Key Issues in Language Teaching, London: Cambridge University Press. Richards, J. C. (2014), Approaches and Methods in Language Teaching, Third Edition, London: Cambridge University Press. Scrivener, J. (2011), Learning Teaching, Third Edition, London: MacMillan. Sokolik, M. (2003), Exploring Skills: Writing. In D. Nunan (Ed.), Practical English Language Teaching (pp. 87−108). Singapore: McGraw-Hill. Willis, J. (1994), Task-Based Language Learning as an Alternative to PPP, The Teacher Trainer 8 (1).
Details
| Primary Language | English |
|---|---|
| Journal Section | Turkish language, culture and literature |
| Authors | |
| Publication Date | December 30, 2018 |
| Published in Issue | Year 2018 Issue: 13 |
