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Problems in Foreign Language Education in the Turkish Education System: Pre-Service Teachers’ Accounts

Yıl 2021, , 397 - 419, 08.04.2021
https://doi.org/10.32601/ejal.911469

Öz

Foreign language education is a highly controversial issue in the Turkish educational system. Despite innovative educational reforms done in the last three decades, achievement in foreign language education is far from yielding the expected results. It is of grave importance to seek for reasons underlying the underachievement in foreign language education in Turkey. Henceforth, the present study aimed at investigating pre-service English language teachers’ perceptions about possible problems factoring into the underachievement in foreign language education. Adopting a qualitative methodology, the present study also intended to formulate insider suggestions to possibly fix the perceived problems. The present study employed content analysis to analyze the data obtained through group interviews and a structured form. Results pointed to the role of learners, teachers, curriculum and social factors as the prominent reasons triggering the well-established underachievement of foreign language education in the Turkish context. The study offered various implications for refinement of foreign language education in Turkey.

Kaynakça

  • Akcan, S. (2016). Novice non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. PROFILE Issues in Teachers’ Professional Development, 18(1), 55-70.
  • Alagözlü, N. (2017). Türkiye’de İngilizce öğretmeni yetiştirme sorunları. Türkbilig, 34, 241-247.
  • Arıbaş, S., & Tok, H. (2004). İlköğretim birinci kademesinde yabancı dil öğretiminde karşılaşılan sorunların değerlendirilmesi. XIII Ulusal Eğitim Bilimleri Kurultayı, Malatya.
  • Aydınlı, J. & Ortaçtepe, D. (2018). Selected research in applied linguistics and English language teaching in Turkey: 2010-2016. Language Teaching, 51(2), 210-245.
  • Bekleyen, N. (2007). An investigation of English teachers candidates’ problems related to listening skills. Electronic Journal of Social Sciences, 21(21), 91-105.
  • Can, E., & Işık Can, C. (2014). Türkiye’de ikinci yabancı dil öğretiminde karşılaşılan sorunlar. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 43-63.
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage Publications.
  • Cohen, L., Manion, L., & Morrison K. (2007). Research methods in education (6th ed.) New York, NY: Routledge.
  • Copland, F., & Garton, S. (2014). Key themes and future directions in teaching English to young learners: Introduction to the special issue. ELT Journal, 68(3), 223-230.
  • Coşkun Demirpolat, B. (2015). Türkiye’nin yabancı dil öğretimiyle imtihanı: Sorunlar ve çözüm önerileri. Analiz, 131, 1-24.
  • Çelik, S., Arıkan, A., & Caner, M. (2013). In the eyes of Turkish EFL learners: What makes an effective foreign language teacher. Porta Linguarum, 20, 287-297.
  • EPI (EF English Proficiency Index) (2020). Retrieved from https://www.ef.com.tr/epi/ on 11.03.2021.
  • Gedikoğlu, T. (2005). Avrupa birliği sürecinde Türk eğitim sistemi: Sorunlar ve çözüm önerileri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 66-80.
  • Halliwell, S. (1993). Teaching English in the primary classroom. London: Longman.
  • Harmer, J. (2007). The practice of English language teaching (4th ed.). London: Pearson Education Limited.
  • Haznedar, B. (2010). Türkiye’de yabancı dil eğitimi: Reformlar, yönelimler ve öğretmenlerimiz. Paper presented at the International Conference on New Trends in Education and Their Implications, 11-13 November, 2010, 747-755.
  • Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor? Journal of Language and Linguistic Studies, 4(2), 15-26.
  • İnal, S., Evin, İ., & Saracaloğlu, A. S. (2005). The relation between students’ attitudes toward foreign language and foreign language achevement. Dil Dergisi, 130, 37-52.
  • İnceçay, G. (2012). Turkey’s foreign language policy at primary level: Challenges in practice. ELT Research Journal, 1(1), 53-62.
  • İnci, S., & Yıldız, S. (2019). Perceptions of English teachers in Turkey and Germany. Universal Journal of Educational Research, 7(2), 436-449.
  • Kara, E., Demir Ayaz, A., & Dündar, T. (2017). Challenges in EFL speaking classes in Turkish context. European Journal of Language and Literature Studies, 3(2), 66-74.
  • Karcı, C., & Akar-Vural, R. (2011). Teachers’ views with regard to teaching English in multigraded classroom. Elementary Education Online, 10(2), 593-607.
  • Kırkgöz, Y. (2008). Curriculum innovation in Turkish primary Education. Asia-Pacific Journal of Teacher Education, 36(4), 309-322.
  • Kırkgöz, Y. (2014). Students’ perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies, 9(12), 443-459.
  • Kızıldağ, A. (2009). Teaching English in Turkey: Dialogues with teachers about the challenges in public primary schools. International Electronic Journal of Elementary Education, 1(3), 188-201.
  • Krashen, S. (1982). Principles and practice in second language learning and acquisition. Oxford: Pergamon.
  • MEB (Milli Eğitim Bakanlığı) (2018a). İngilizce dersi öğretim program (ilkokul ve ortaokul 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=327 on 02.03.2020.
  • MEB (Milli Eğitim Bakanlığı) (2018b). Ortaöğretim İngilizce dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx? PID=342 on 02.03.2020.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.).Thousand Oaks, CA: Sage Publications.
  • Mirici, İ. H. (2001). Çocuklara yabancı dil öğretimi: İlköğretim 4. ve 5. sınıflar örneği. Ankara: Gazi Kitapevi.
  • Özer, B., & Korkmaz, C. (2016). Yabancı dil öğretiminde öğrenci başarısını etkileyen unsurlar. EKEV Akademi Dergisi, 67, 59-84.
  • Öztosun, M. S. (2011). A qualitative study into English language teachers’ and students’ beliefs and practices in Turkey. The International Journal of Research in Teacher Education, 2(2), 16-34.
  • Öztürk, G., & Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181-213.
  • Paker, T. (2007). Çal bölgesindeki okullarda İngilizce öğretiminin sorunları ve çözüm önerileri. In B. Topuz, R. Urhan, & M. A. Gülel (Eds.), 21. yüzyıla girerken geçmişten günümüze Çal yöresi, (pp. 684-690), Denizli: Toprak.
  • Patton, Q. M. (1990). Qualitative evaluation and research methods (2nd ed.). London, UK: Sage Publications.
  • Peker, B. G. (2012). Materyal değerlendirmede prensipler ve kriterler: Türkiye’de yabancı dil eğitiminde eğilim ne olmalı? Hacettepe üniversitesi eğitim fakültesi İngiliz dili eğitimi anabilim dalı 1. yabancı dil eğitimi çalıştayı bildirileri. Ankara: Hacettepe Üniversitesi Yayınları.
  • Saldana, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications.
  • Salı, P. (2014). An analysis of the teachers’ use of L1 in Turkish EFL classrooms. System, 42, 308-318.
  • Seferoğlu, G. (2004). A study of alternative English teacher certification practices in Turkey. Journal of Education for Teaching, 30(2), 151-159.
  • Seferoğlu, G. (2006). Teacher candidates’ reflection on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4), 369-378.
  • Solak, E., & Bayar, A. (2015). Current challenges in English language learning in Turkish EFL context. Participatory Educational Research, 2(1), 106-115.
  • TEPAV. (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek Matbaacılık Basım Yayın Tanıtım.
  • TEPAV. (2015). Türkiye’de yükseköğretim kurumlarındaki İngilizce eğitimi: Bir durum analizi. Ankara: Yorum Basın Yayın Sanayi.
  • Toköz Göktepe, F. (2014). Speaking problems of 9th grade high school Turkish learners of L2 English and possible reasons for those problems: Exploring the teachers and students’ perspectives. Procedia- Social and Behavioral Sciences, 116, 1875-1879.
  • Uysal, H. H. (2012). İngilizce eğitiminde denetim sorunları ve bir çözüm yolu olarak hizmetiçi eğitim ve bağlama duyarlı bireysel yönlendirme. Hacettepe üniversitesi eğitim fakültesi İngiliz dili eğitimi anabilim dalı 1. yabancı dil eğitimi çalıştayı bildirileri. Ankara: Hacettepe Üniversitesi Yayınları.
  • Ünal, M., & İlhan, E. (2017). A case study on the problems and suggestions in foreign language teaching and learning at higher education. Journal of Education and Training Studies, 5(6), 64-72.
  • Yaman, İ. (2018). Türkiye’de İngilizce öğrenmek: Zorluklar ve fırsatlar. RumeliDe Dil ve Edebiyat Araştırmaları Dergisi, 11, 161-175.
  • Yılmaz, C. (2008). Evaluating EFL coursebooks with respect to communicative language principles in the Turkish context. The 5th International ELT Research Conference. Onsekiz Mart Üniversitesi, Çanakkale, 23-25 May.
  • Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Yurtsever Bodur, G., & Arıkan, A. (2017). Why can’t we learn English?: Students’ opinions at Akdeniz University. Gaziantep University Journal of Educational Sciences, 1(1), 1-7.
Yıl 2021, , 397 - 419, 08.04.2021
https://doi.org/10.32601/ejal.911469

Öz

Kaynakça

  • Akcan, S. (2016). Novice non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. PROFILE Issues in Teachers’ Professional Development, 18(1), 55-70.
  • Alagözlü, N. (2017). Türkiye’de İngilizce öğretmeni yetiştirme sorunları. Türkbilig, 34, 241-247.
  • Arıbaş, S., & Tok, H. (2004). İlköğretim birinci kademesinde yabancı dil öğretiminde karşılaşılan sorunların değerlendirilmesi. XIII Ulusal Eğitim Bilimleri Kurultayı, Malatya.
  • Aydınlı, J. & Ortaçtepe, D. (2018). Selected research in applied linguistics and English language teaching in Turkey: 2010-2016. Language Teaching, 51(2), 210-245.
  • Bekleyen, N. (2007). An investigation of English teachers candidates’ problems related to listening skills. Electronic Journal of Social Sciences, 21(21), 91-105.
  • Can, E., & Işık Can, C. (2014). Türkiye’de ikinci yabancı dil öğretiminde karşılaşılan sorunlar. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 43-63.
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage Publications.
  • Cohen, L., Manion, L., & Morrison K. (2007). Research methods in education (6th ed.) New York, NY: Routledge.
  • Copland, F., & Garton, S. (2014). Key themes and future directions in teaching English to young learners: Introduction to the special issue. ELT Journal, 68(3), 223-230.
  • Coşkun Demirpolat, B. (2015). Türkiye’nin yabancı dil öğretimiyle imtihanı: Sorunlar ve çözüm önerileri. Analiz, 131, 1-24.
  • Çelik, S., Arıkan, A., & Caner, M. (2013). In the eyes of Turkish EFL learners: What makes an effective foreign language teacher. Porta Linguarum, 20, 287-297.
  • EPI (EF English Proficiency Index) (2020). Retrieved from https://www.ef.com.tr/epi/ on 11.03.2021.
  • Gedikoğlu, T. (2005). Avrupa birliği sürecinde Türk eğitim sistemi: Sorunlar ve çözüm önerileri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 66-80.
  • Halliwell, S. (1993). Teaching English in the primary classroom. London: Longman.
  • Harmer, J. (2007). The practice of English language teaching (4th ed.). London: Pearson Education Limited.
  • Haznedar, B. (2010). Türkiye’de yabancı dil eğitimi: Reformlar, yönelimler ve öğretmenlerimiz. Paper presented at the International Conference on New Trends in Education and Their Implications, 11-13 November, 2010, 747-755.
  • Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor? Journal of Language and Linguistic Studies, 4(2), 15-26.
  • İnal, S., Evin, İ., & Saracaloğlu, A. S. (2005). The relation between students’ attitudes toward foreign language and foreign language achevement. Dil Dergisi, 130, 37-52.
  • İnceçay, G. (2012). Turkey’s foreign language policy at primary level: Challenges in practice. ELT Research Journal, 1(1), 53-62.
  • İnci, S., & Yıldız, S. (2019). Perceptions of English teachers in Turkey and Germany. Universal Journal of Educational Research, 7(2), 436-449.
  • Kara, E., Demir Ayaz, A., & Dündar, T. (2017). Challenges in EFL speaking classes in Turkish context. European Journal of Language and Literature Studies, 3(2), 66-74.
  • Karcı, C., & Akar-Vural, R. (2011). Teachers’ views with regard to teaching English in multigraded classroom. Elementary Education Online, 10(2), 593-607.
  • Kırkgöz, Y. (2008). Curriculum innovation in Turkish primary Education. Asia-Pacific Journal of Teacher Education, 36(4), 309-322.
  • Kırkgöz, Y. (2014). Students’ perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies, 9(12), 443-459.
  • Kızıldağ, A. (2009). Teaching English in Turkey: Dialogues with teachers about the challenges in public primary schools. International Electronic Journal of Elementary Education, 1(3), 188-201.
  • Krashen, S. (1982). Principles and practice in second language learning and acquisition. Oxford: Pergamon.
  • MEB (Milli Eğitim Bakanlığı) (2018a). İngilizce dersi öğretim program (ilkokul ve ortaokul 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=327 on 02.03.2020.
  • MEB (Milli Eğitim Bakanlığı) (2018b). Ortaöğretim İngilizce dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx? PID=342 on 02.03.2020.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.).Thousand Oaks, CA: Sage Publications.
  • Mirici, İ. H. (2001). Çocuklara yabancı dil öğretimi: İlköğretim 4. ve 5. sınıflar örneği. Ankara: Gazi Kitapevi.
  • Özer, B., & Korkmaz, C. (2016). Yabancı dil öğretiminde öğrenci başarısını etkileyen unsurlar. EKEV Akademi Dergisi, 67, 59-84.
  • Öztosun, M. S. (2011). A qualitative study into English language teachers’ and students’ beliefs and practices in Turkey. The International Journal of Research in Teacher Education, 2(2), 16-34.
  • Öztürk, G., & Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181-213.
  • Paker, T. (2007). Çal bölgesindeki okullarda İngilizce öğretiminin sorunları ve çözüm önerileri. In B. Topuz, R. Urhan, & M. A. Gülel (Eds.), 21. yüzyıla girerken geçmişten günümüze Çal yöresi, (pp. 684-690), Denizli: Toprak.
  • Patton, Q. M. (1990). Qualitative evaluation and research methods (2nd ed.). London, UK: Sage Publications.
  • Peker, B. G. (2012). Materyal değerlendirmede prensipler ve kriterler: Türkiye’de yabancı dil eğitiminde eğilim ne olmalı? Hacettepe üniversitesi eğitim fakültesi İngiliz dili eğitimi anabilim dalı 1. yabancı dil eğitimi çalıştayı bildirileri. Ankara: Hacettepe Üniversitesi Yayınları.
  • Saldana, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications.
  • Salı, P. (2014). An analysis of the teachers’ use of L1 in Turkish EFL classrooms. System, 42, 308-318.
  • Seferoğlu, G. (2004). A study of alternative English teacher certification practices in Turkey. Journal of Education for Teaching, 30(2), 151-159.
  • Seferoğlu, G. (2006). Teacher candidates’ reflection on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4), 369-378.
  • Solak, E., & Bayar, A. (2015). Current challenges in English language learning in Turkish EFL context. Participatory Educational Research, 2(1), 106-115.
  • TEPAV. (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek Matbaacılık Basım Yayın Tanıtım.
  • TEPAV. (2015). Türkiye’de yükseköğretim kurumlarındaki İngilizce eğitimi: Bir durum analizi. Ankara: Yorum Basın Yayın Sanayi.
  • Toköz Göktepe, F. (2014). Speaking problems of 9th grade high school Turkish learners of L2 English and possible reasons for those problems: Exploring the teachers and students’ perspectives. Procedia- Social and Behavioral Sciences, 116, 1875-1879.
  • Uysal, H. H. (2012). İngilizce eğitiminde denetim sorunları ve bir çözüm yolu olarak hizmetiçi eğitim ve bağlama duyarlı bireysel yönlendirme. Hacettepe üniversitesi eğitim fakültesi İngiliz dili eğitimi anabilim dalı 1. yabancı dil eğitimi çalıştayı bildirileri. Ankara: Hacettepe Üniversitesi Yayınları.
  • Ünal, M., & İlhan, E. (2017). A case study on the problems and suggestions in foreign language teaching and learning at higher education. Journal of Education and Training Studies, 5(6), 64-72.
  • Yaman, İ. (2018). Türkiye’de İngilizce öğrenmek: Zorluklar ve fırsatlar. RumeliDe Dil ve Edebiyat Araştırmaları Dergisi, 11, 161-175.
  • Yılmaz, C. (2008). Evaluating EFL coursebooks with respect to communicative language principles in the Turkish context. The 5th International ELT Research Conference. Onsekiz Mart Üniversitesi, Çanakkale, 23-25 May.
  • Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Yurtsever Bodur, G., & Arıkan, A. (2017). Why can’t we learn English?: Students’ opinions at Akdeniz University. Gaziantep University Journal of Educational Sciences, 1(1), 1-7.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Seyit Ahmet Çapan Bu kişi benim 0000-0002-4302-6812

Yayımlanma Tarihi 8 Nisan 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Çapan, S. A. (2021). Problems in Foreign Language Education in the Turkish Education System: Pre-Service Teachers’ Accounts. Eurasian Journal of Applied Linguistics, 7(1), 397-419. https://doi.org/10.32601/ejal.911469