YABANCI DİL OLARAK İNGİLİZCE ÖĞRETMENLERİNİN DÜŞÜNME VE ÖĞRETİM STİLLERİNİN ÖĞRENCİLERİNİN BAKIŞ AÇISINDAN İNCELENMESİ

Yıl 2025, Sayı: 51, 30 - 66, 31.12.2025

Haci Mehmet Öcal , Gülden İlin

https://doi.org/10.14520/adyusbd.1777686

Öz

Bu nitel çoklu vaka çalışması, İngilizce dil öğretmenlerinin düşünme ve öğretme stillerinin uygulamada öğrencileri tarafından algılanıp algılanmadığını araştırmayı amaçlamıştır. Türkiye'deki bir devlet üniversitesinde yürütülen bu çalışmaya, iki İngilizce öğretmeni ve bir akademik yıl boyunca İngilizce hazırlık programında kendilerinden eğitim almış öğrencileri dahil edildi. Çalışmada elverişli örnekleme kullanıldı. Veri toplamak için öğretmenler ve öğrencilerle yarı yapılandırılmış görüşmeler yapıldı. Araştırma verileri, içerik analizi yöntemi kapsamında doğrudan yorumlama ve kategorik toplama olmak üzere iki strateji ile yorumlandı ve analiz edildi. Çalışmanın sonuçlarına göre, her iki vakada da öğretmenlerin öğretme stilleri öğrencileri tarafından karşılık bulurken, öğretmenlerin düşünme stilleri sınıfta kısmen karşılık buldu. İki İngilizce dil öğretmeninin sınıfa getirmek istediği düşünme ve öğretme stilleri büyük ölçüde benzerdi. Düşünme ve öğretme stillerinin oluşumunda bazı bağlamsal faktörlerin etkili olduğu görüldü.

Anahtar Kelimeler

İngilizce öğretimi , dil öğretmenleri , düşünme stilleri , öğretme stilleri

AN INVESTIGATION INTO EFL TEACHERS' THINKING AND TEACHING STYLES THROUGH THE PERSPECTIVE OF THEIR STUDENTS

Öz

This qualitative multiple case study is to investigate whether the thinking and teaching styles of English language teachers are perceived by their students in action. This study, which was conducted at a state university in Turkey, included two English language teachers and their students who had been trained in the English preparatory program for one academic year. Convenience sampling was used for the study. Semi-structured interviews were conducted with teachers and students to collect data. The research data were interpreted and analyzed with two strategies, direct interpretation and categorical aggregation, within the scope of the content analysis method. According to the results of the study, in both cases, the teachers' teaching styles reciprocated by their students, while the teachers' thinking styles partially reciprocated in the classroom. The thinking and teaching styles that the two English language teachers wanted to bring into the classroom were largely similar. It was seen that some contextual factors were effective in the formation of the thinking and teaching styles.

Anahtar Kelimeler

Teaching English , EFL Teachers , thinking styles , teaching styles

Kaynakça

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