İngilizceye Yabancı mı Kalıyoruz?İngilizceye Yabancı mı Kalıyoruz? Üniversite Öğrencilerinin Yabancı Dil Olarak İngilizceye İlişkin Görüşleri

Yıl 2025, Cilt: 5 Sayı: 1, 1 - 23, 25.07.2025

Enes Akoluk , İrem Çolak Stefan Rathert

https://doi.org/10.59041/eyor.1609327

Öz

Türkiye'deki ilkokul ve ortaokullarda İngilizce öğretiminde öğretim uygulamalarının çeşitli nedenlerden dolayı sorunlu olduğu düşünülmektedir. Bu nitel çalışma, katılımcıların yeni dil öğrenme deneyimleri ve gelişmekte olan pedagojik alan bilgilerine dayanarak değerli içgörüler sağlayacağını varsayarak, bu durumu bir Türk devlet üniversitesinin eğitim fakültesindeki sekiz programa kayıtlı öğretmen adaylarının bakış açısından keşfetmeyi amaçlamıştır. Bu nedenle açık uçlu bir anket geliştirilmiştir. Yedi yüz altmış iki öğretmen adayı anketi yanıtlamış ve altı katılımcıyla yarı yapılandırılmış görüşmeler yapılmıştır. Sonuçlar, katılımcıların önemli bir kısmının İngilizce öğrenmeyi kişisel ve mesleki gelişimleri için değerli bulduklarını, ancak kendi yaşamlarında İngilizce kullanımlarının sınırlı olduğunu göstermektedir. Türkiye'de İngilizce öğretiminin etkisiz olmasının çeşitli nedenlerine işaret eden katılımcılar, Türkiye'de İngilizce öğreniminin güçlendirilmesinin önündeki engeller olarak hatalı metodolojiyi, beceri temelli öğretimin ihmal edilmesini ve müfredat dışı etkinliklerin eksikliğini vurgulamışlardır. Sonuçlar, Türkiye'de öğretim uygulamalarını ve İngilizcenin statüsünü güçlendirmek için öğretmen eğitiminde iyileştirmeler yapılmasını ve müfredat dışı etkinliklerin önemini yaygınlaştırmaya yönelik girişimlerde bulunulmasını gerektirmektedir.

Anahtar Kelimeler

İngiliz Dili Eğitimi , Türkiye , Zorluklar , Öğretmen Adaylarının Görüşleri

Proje Numarası

1919B012300339

Have we remained strangers to English? University Students Views of English as a Foreign Language

Öz

The delivery of instructional practice in the teaching of English at Turkish primary and secondary schools is considered problematic for a variety of reasons. This qualitative study aimed to explore this situation from the perspective of pre-service teachers enrolled in eight programmes at the faculty of education at a Turkish state university assuming that the participants would provide valuable insights based on their fresh language learning experiences and their emerging pedagogical content knowledge. For this reason an open-ended survey was developed. Seven hundred and sixty-two pre-service teachers responded, and semi-structured interviews with six participants were conducted. The results show that a considerable number of the participants appreciated the learning of English as valuable for their personal and professional development, but the actual use of English in their own lives was limited. Pointing to a variety of reasons for ineffective instruction of English in Turkey, the participants stressed flawed methodology, neglect of skills-based instruction and lack of extracurricular activities as hindrances to strengthen the learning of English in Türkiye. The results call for improvements in teacher education and attempts to disseminate the importance of extracurricular activities to strengthen instructional practices and the status of English in Türkiye.

Anahtar Kelimeler

English Language Teaching , Türkiye , Challenges , Pre-service Teacher Views

Destekleyen Kurum

TÜBİTAK (2209-A)

Proje Numarası

1919B012300339

Kaynakça

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