İNGİLİZCENİN YABANCI DİL OLARAK ÖĞRETİMİ ALANINDA YÜKSEKÖĞRETİM BAĞLAMINDA TÜRK ÖĞRETMENLERİN ve ÖĞRENCİLERİN İLETİŞİMSEL GÖREVLERİN YARARLILIĞINA İLİŞKİN ALGILARI

Öz

İletişimsel görevler 20 yılı aşkın bir süredir dünya çapında ilk ve ortaöğretimin yanı sıra yükseköğretim alanındaki İngilizcenin öğretimi ile ilgili hazırlanan müfredatlara yaygın bir şekilde entegre edilmektedir. İletişimsel görevlerin farklı eğitim kurumlarında farklı öğrenci profilleri ile, yaygın bir şekilde uygulanmasına karşın, sınıf uygulamalarının gözlemlenmesi ve öğretmen ve öğrencilerin kişisel deneyimlerine dayalı kanıtlar iletişimsel görevlerin etkinliğine ilişkin her iki grup açısından farklı algıların olduğunu ortaya koymakta ve söz konusu algıların incelenmesi ihtiyacına işaret etmektedir. Bu nitel çalışmanın amacı Türkiye’de İngilizcenin yabancı dil olarak öğretildiği büyük bir devlet üniversitesinde İngilizce hazırlık okulunda çalışan öğretmen ve öğrencilerin iletişimsel görev algılarını incelemektir. Çalışmadaki veriler öğrenci anketindeki açık uçlu sorular, öğretmenlerle gerçekleştirilen standartlaştırılmış açık uçlu görüşmeler ve öğretmen günlükleri yoluyla toplanmıştır. Çalışmada Doff and Jones (1994) tarafından yazılan Language in use intermediate-classroom book isimli ders kitabındaki göreceli olarak yüksek iletişimsel potansiyele sahip sekiz adet görev kullanılmıştır. Veriler içerik çözümlemesi yöntemi ile analiz edilmiştir. Bulgular üniversitenin hazırlık okulundaki hem İngilizce öğretmenlerinin hem de öğrencilerin çalışmadaki iletişimsel görevlerin yararlılığı ile ilgili olumlu algılara sahip olduklarını ortaya koymuştur. Ayrıca bulgular her iki tarafın algılarının genel olarak benzer doğrultuda olduğunu göstermektedir. Çalışmada İngilizcenin yabancı dil olarak öğretildiği ortamlarda çalışan İngilizce öğretmenleri ve müfredat geliştiriciler için tavsiyelere ve yeni araştırma önerilerine de yer verilmektedir.

Anahtar Kelimeler

• İletişimsel görevler
• İngilizceyi yabancı dil olarak öğreten öğretmen görüşleri
• İngilizceyi yabancı dil olarak öğrenen öğrenci görüşleri
• yüksek öğrenim bağlamı

A QUALITATIVE STUDY INTO TURKISH EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS OF COMMUNICATIVE TASK EFFECTIVENESS IN A TERTIARY EDUCATION CONTEXT

Öz

Communicative tasks have been integrated into mainstream English language teaching (ELT) curricula and ELT textbooks not only at K-12 but also at the tertiary level on a global scale for over two decades. Despite the widespread implementation of the communicative tasks in different educational institutions with diverse learner profiles, the observation of classroom practices and anecdotal evidence from teachers and students denoted that there were varied perceptions concerning the effectiveness of communicative tasks between both parties, which indicates a need for the exploration of these perceptions. This qualitative study set out to investigate the perceptions of the EFL teachers and students at an English preparatory school of a large state university in Turkey regarding the effectiveness of communicative tasks in relation to the effectiveness of the communicative tasks. The data were collected through the open-ended items on the student questionnaire, the standardized open-ended teacher interviews and the teacher journals. Eight tasks with a relatively high communicative potential from the coursebook called Language in use intermediate – classroom book by Doff and Jones (1994) were used in the study. The data in the study were analyzed via inductive content analysis. The findings revealed that both the EFL teachers and students at the preparatory school of the university held favourable perceptions regarding the effectiveness of the communicative tasks. They also indicated a general alignment between both parties’ perceptions of communicative tasks in the study. The study incorporates some implications for in-service teachers in the EFL contexts as well as some suggestions for further research.

Anahtar Kelimeler

• Communicative tasks
• Turkish EFL teachers’ perceptions
• Turkish EFL students’ perceptions
• tertiary education context

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