İngilizce Yeterliliği ile Öğrencilerin İngilizcenin Ortak İletişim Dili Olmasına Dair Algıları Arasındaki İlişki

Year 2024, Volume: 13 Issue: 3, 512 - 527, 31.07.2024

Fikri Geçkinli

Abstract

İngilizcenin küresel iletişimde oynadığı rol, İngilizce öğretim paradigmasında kaçınılmaz bir değişikliği beraberinde getirmektedir. Bu kabul, İngilizce öğrenen öğrencilerin artık sadece ana dili İngilizce seviyesinde dil becerisi hedeflemek yerine, etkili küresel iletişim becerilerini geliştirmeye öncelik vermelerini gerektirmektedir. Bu bağlamda, İngilizceyi yabancı dil olarak öğrenen öğrencilerin algılarının anlaşılması, bu değişimin etkilerini kavramada ve ele alınmasında önemli bir role sahiptir. Bu çalışma, İngilizceyi yabancı dil olarak öğrenen öğrencilerin, İngilizcenin küresel bir iletişim dili olma ve bu durumun eğitimsel etkilerine dair algılarını incelemektedir. Katılımcı havuz, bir vakıf üniversitesinin İngilizce hazırlık programına kayıtlı 570 öğrenciden oluşmaktadır. Beş noktalı Likert ölçekli bir anket aracılığıyla yapılan nicel araştırma, sistemli bir veri toplama yöntemi olarak kullanılmıştır. Sonuçlar, öğrencilerin İngilizcenin küresel iletişim dili olma ve bunun öğretimsel etkilere dair algıları konusunda, İngilizce yeterlilik düzeyleri gözetilmeksizin tutarlı bir model ortaya koymaktadır. Ancak, alt boyutlara daha yakından bakıldığında, özellikle "İngilizce çeşitleri" ve "İngilizce öğretmenleri" konularında belirgin farklılıklar ortaya çıkmaktadır. Öğrencilerin İngilizce yeterlilikleri ilerledikçe dil çeşitlerine ilişkin farkındalıklarının arttığı gözlemlenmiştir. Ayrıca, ana dili İngilizce olan öğretmenlere olan tercihin, dil öğretiminde daha belirgin hale geldiği tespit edilmiştir. Çalışmanın son bölümünde, elde edilen bulgular titizlikle ele alınarak kapsamlı sonuçlar ve pragmatik öneriler sunulmaktadır.

Keywords

Uluslararası iletişim dili olarak İngilizce, İngilizce yeterliliği, İngilizce’yi yabancı dil olarak öğrenen öğrenciler, Pedagojik çıkarımlar

The Relationship Between English Proficiency and EFL Students' Perceptions of ELF

Abstract

A shift in the paradigm of English language instruction is proposed, driven by the recognition of English as a global language of communication (ELF). This acknowledgment makes it increasingly pragmatic for EFL students to prioritize the cultivation of effective global communication skills over the pursuit of native English language proficiency. Consequently, the examination of EFL students' perceptions assumes a pivotal role in understanding and addressing this shift. This study delves into the perceptions of EFL students regarding the use of English as a global language of communication and its educational implications. The participant pool comprised 570 students enrolled in the English preparatory program of a foundation university. Employing a quantitative research approach, a five-point Likert-scale questionnaire was utilized to systematically gather data. The results unveiled a consistent pattern across students' conceptions of English as a global language of communication and its instructional impacts, irrespective of their English proficiency levels. However, notable distinctions emerged upon closer scrutiny of the sub-dimensions, particularly concerning "English varieties" and "English teachers." It was discerned that as students progressed in their English proficiency, they exhibited an increased awareness of language varieties. Additionally, a preference for native English-speaking teachers over non-native counterparts became more pronounced. In the final section of this study, these findings are meticulously explored within the established framework. Subsequent to this exploration, comprehensive conclusions and pragmatic recommendations are presented.

Keywords

EFL students, English proficiency, Pedagogical implications, English as lingua franca (ELF)

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