English education in Turkey: Why are we ‘very low level’?

Year 2021, Issue: 23, 804 - 822, 21.06.2021

Derya Tuzcu Eken

https://doi.org/10.29000/rumelide.949700

Cited By: 1

Abstract

In the education policy of countries, FL education has never played such an important role as it has recently done. Most of the countries decreased FL learning age to the early years of education with a wide array of reasons ranging from the increasing interactions among nations to finding a prosperous occupation. Whatever the reason, every stakeholder expects the results of FL education to be satisfying. However, though some countries achieve better results, some others still fail to succeed as in Turkey. In Turkey, even at tertiary education most of the students are not so good at English which is also officially registered by some tests. Therefore, the current study aimed to scrutinize primary and secondary level English education in Turkey, to compare it to the countries that are among the most successful in learning FLs and in this respect to make suggestions for the improvement of FL education in Turkey. This qualitative study hinged on document analysis of relevant research and texts. As a result, it was found that on paper there are not so many differences among countries. However, having a centralized curriculum in all levels of education, problems in teacher education and training, and incompatibility of FL assessment practices to international tests and to the aims of language teaching are the issues that come into prominence in Turkish FL education and they require immediate action.

Keywords

assessment, comparative analysis, compulsory education, English education, teacher education

Türkiye’de İngilizce eğitimi: Neden ‘çok düşük seviyeyiz’?

Abstract

Yabancı dil eğitimi yakın zamana kadar ülkelerin eğitim politikasında hiç bu kadar önemli bir rol oynamamıştır. Ülkeler arasındaki etkileşimin artmasından başarılı bir meslek bulmaya kadar çok çeşitli nedenlerle çoğu ülke yabancı dil öğrenme yaşını eğitimin ilk yıllarına kadar indirmiştir. Nedeni ne olursa olsun her paydaş yabancı dil eğitiminin sonuçlarının tatmin edici olmasını bekler. Ancak bazı ülkeler daha iyi sonuçlar elde ederken, bazıları ise Türkiye’de olduğu gibi başarısız olmaktadır. Türkiye’de yükseköğretimde okuyan öğrencilerin dahi İngilizcede çok iyi olmadıkları bir gerçektir ve birçok uluslararası testlerle de bu durum tescillenmiştir. Bu yüzden bu çalışmada Türkiye'deki İngilizce eğitimini incelemek ve yabancı dil öğrenmede en başarılı ülkelerle Türkiye’yi karşılaştırmak bu sayede de Türkiye’deki yabancı dil eğitiminin geliştirilmesi için öneriler getirmek amaçlanmıştır. Bu nitel çalışma, ilgili araştırma ve metinlerin analizine dayanmaktadır. Sonuç olarak, kâğıt üzerinde ülkeler arasında çok fazla farklılık olmadığı sonucuna ulaşılmıştır. Ancak, eğitimin her kademesinde merkezi bir müfredata sahip olmak, öğretmen eğitimindeki yetersizlikler, dil öğretimindeki problemler ve yabancı dil ölçme ve değerlendirme uygulamalarının uluslararası testlere ve de dil öğretiminin amaçlarına uyumsuzluğu Türk yabancı dil eğitiminde ön plana çıkan ve acil eylem gerektiren konulardır.

Keywords

değerlendirme, karşılaştırmalı analiz, zorunlu eğitim, İngilizce eğitimi, öğretmen yetiştirme

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