İngilizce Öğretmenlerinin Türkiye’de İngilizce Öğretimi Üzerine Düşünceleri

Yıl 2018, Cilt: 20 Sayı: 1, 140 - 155, 17.04.2018

Mehmet Sercan Uztosun

https://doi.org/10.17556/erziefd.334460

Cited By: 1

Öz

Bu makale hizmet içi
öğretmenlerin Türkiye’deki İngilizce öğretim kalitesi hakkındaki görüşlerini incelemek
ve onların İngilizce öğretirken karşılaştıkları temel problemleri anlamak amacıyla
düzenlenmiş olan bir araştırmayı sunmaktadır. Bu çalışma ayrıca öğretmenlerin
bu problemlerin üstesinden gelmek için önerilerini ortaya koymaya çalışmıştır. Katılımcılardan
internet üzerinden uygulanan ve nitel ve nicel maddelerin bulunduğu bir sormaca
yoluyla veri toplanmıştır. 50 farklı ilde ilkokul, ortaokul ve liselerde görev
yapan 2476 öğretmen çalışmaya katılmıştır. Nicel veri, betimsel analiz yoluyla
çözümlenirken nitel veriyi analiz etmek için içerik analizi uygulanmıştır.
Katılımcılara göre Türkiye’de İngilizce öğretim kalitesi düşüktür (Ort = 2.27;
SS = 0.91). Öğrencilerin olumsuz duyguları, kalabalık sınıflar, kitaplar,
materyal eksikliği, kısıtlı ders saatleri, sınav odaklı öğretim ve müfredat
etkisiz İngilizce öğretimi için temel nedenler olarak ortaya konmuştur.
Katılımcıların, öğretim odağının konuşma ve dinleme olarak düzenlenmesinin,
kitapların değiştirilmesinin, hazırlık sınıflarının konulmasının ve ders
saatlerinin arttırılmasının, öğretmen seçiminin ve yeterliklerinin geliştirilmesinin,
yurtdışına gitme olanaklarının arttırılmasının, sınavların ve müfredatın
değiştirilmesinin Türkiye’de İngilizce öğretim kalitesini arttırmada faydalı
olacağına dair fikir birliğinde oldukları tespit edilmiştir.

Anahtar Kelimeler

Türkiye’de İngilizce öğretimi, öğretmen görüşleri, İngilizce öğretiminin etkililiğini belirleyen unsurlar

In-service Teachers’ Voices on the Quality of English Language Teaching in Turkey

Öz

This article reports a research study designed to explore in-service
teachers’ views about the quality of English language teaching (ELT) in Turkey
and to understand major instructional problems they experience while teaching
English. The study also attempted to reveal teachers’ suggestions for coping
with these problems. Data were collected through an online questionnaire that
contained quantitative and qualitative items. 2,476 teachers working at primary,
secondary, high schools in fifty cities participated in the study. The
quantitative data were analysed through descriptive statistics and qualitative
data were analysed using content analysis. According to the participants, the
quality of ELT in Turkey is low (M =
2.27; SD = 0.91). Negative affective
states, large classes, textbooks, lack of materials, limited class hours,
examination-driven teaching, and curriculum were reported to be the main
reasons for ineffective ELT. Participants agreed that shifting the focus of
teaching to listening and speaking, changing textbooks, offering preparatory
classes and increasing class hours, improving teacher development and
recruitment, providing opportunities to go abroad, changing the focus of
examinations, and changing the curriculum could help improve the effectiveness
of ELT in Turkey. 

Anahtar Kelimeler

English language teaching in Turkey, teacher voice, factors influencing the effectiveness of English language teaching

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