Öz
İngilizcenin küresel boyuttaki öneminden dolayı, Türkiye’de İngilizce ders olarak müfredatta yer almaktadır ve okul öncesinden liseye, her eğitim seviyesinde yıllardır öğretilmektedir. Harcanan zamana, paraya ve enerjiye rağmen öğrenciler üniversitelerdeki dil yeterlik sınavlarını geçememektedir ve bir yıllık üniversite hazırlık programlarına bölümlerine başlamadan önce devam etmek zorunda kalmaktadır. Bu çalışmanın amacı, hazırlık öğrencilerinin gözünden lisede gördükleri yabancı dil öğretiminin/öğreniminin bir resmini çekmek ve lisede anlamlı bir dil öğrenme ortamı yaşayıp yaşamadıklarını anlamak, mevcut durumu ve lisedeki müfredatı iyileştirmek için önerilerini almaktır. 2018-2019 güz döneminde bir devlet üniversitesi hazırlık okulundaki 521 A1 başlangıç düzeyindeki öğrenciden kısa cevap gerektiren ve bir açık uçlu sorudan oluşan 19 soruluk bir anketle veri toplanmıştır. Nicel verileri analiz ederken sıklıkları ve yüzdeleri alınmış, açık uçlu soruya verilen nitel cevapları incelemek için de içerik analizi yapılmıştır. Bulgular, lisedeki İngilizce derslerinin iletişim becerilerine ve gerçek bir öğrenme ortamına odaklanmadığını ortaya koymaktadır.
Anahtar Kelimeler
İngilizce dil öğrenimi İngilizce dil öğretimi lise yükseköğretim Türkiye üniversite hazırlık sınıfı öğrencileri
Kaynakça
- Acar, E. (2015). Obstacles of Utilizing English at Language Schools in Turkey. The Anthropologist, 20 (3), 562-572. doi:10.1080/09720073.2015.11891760
- Akcan, S., Aydın, B., Karaman, A. C., Seferoglu, G., Korkmazgil, S., Özbilgin, A. and Selvi, A. F. (2017). Qualities and Qualifications of EFL Professionals: What Do Intensive English Program Administrators Think?. TESOL Journal, 8 (3), 675-699. doi: 10.1002/tesj.293
- Alagozlu, N. (2012). English as a Foreign Language Cul-De-Sac in Turkey. Procedia-Social and Behavioral Sciences, 47, 1757-1761. doi:10.1016/j.sbspro.2012.06.896
- Aslan, M. (2017). The debate on English-medium instruction and globalisation in the Turkish context: a sociopolitical perspective. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2017.1417413
- Aysin, D. (2012). Social behaviors of foreign language teachers at Anatolian high schools in Turkey. Procedia - Social and Behavioral Sciences, 46, 4463-4465. doi: 10.1016/j.sbspro.2012.06.276
- Bektas, M. (2017). The Perceptions of High School Students for the Concept of English through Metaphors: Tokat Sample. Gazi Eğitim Bilimleri Dergisi (GEBD), 3 (2), 35-41.
- British Council. (2013). Turkey National Needs Assessment of State School English Language Teaching. Ankara: TEPAV.
- British Council. (2015). The State of English in Higher Education in Turkey. Ankara: TEPAV.
- Coskun, A. (2016). Causes of the ‘I can understand but I can’t speak’ syndrome in Turkey. i-manager’s Journal on English Language Teaching, 6 (3), 1-12.
- Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychosocial Measurement, 20, 37–46.
- Council of Europe. (2001). Common European Framework of Reference for language learning and teaching. Cambridge, UK: Cambridge University Press. Retrieved from https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=0900001680459f97
- Demir-Ayaz, A., Ozkardas, S. and Ozturan, T. (2019). Challenges with English language teaching in high schools in Turkey and possible suggestions to overcome them. Eurasian Journal of Applied Linguistics, 5 (1), 41-55. doi: 10.32601/ejal.543778
- Denkci-Akkas, F., and Coker, B. (2016). The use of communicative approach in 9th grade efl classes. Eurasian Journal of Educational Research, 65, 71-90. doi:10.14689/ejer.2016.65.05
- Dinçer, A., Takkaç, M. and Akalın, S. (2010). An Evaluation on English Language Education Process in Turkey from the Viewpoints of University Preparatory School Students. Paper presented at 2nd International Symposium on Sustainable Development, Sarajevo, June 8-9.
- Dinçer, A., Göksu, A., Takkaç, A. and Yazıcı, M. (2013). Common characteristics of an effective English language teacher. International Journal of Educational Researchers, 4 (3), 1–8.
- Dogancay-Aktuna, S. (1998). The Spread of English in Turkey and its Current Sociolinguistic Profile. Journal of Multilingual and Multicultural Development, 19 (1), 24-39. doi:10.1080/01434639808666340
- Erarslan, A. (2019). Progressive vs modular system in preparatory school English language teaching program: A case of system change at a state university in Turkey. Journal of Language and Linguistic Studies, 15(1), 83-97. doi: 10.17263/jlls.547624
- Gömleksiz, M. N. (2014). An assessment of high school students’ opinions on the use of methods and techniques in English classes. Procedia - Social and Behavioral Sciences, 122, 92-97. doi:10.1016/j.sbspro.2014.01.1308
- Gürsoy, E., Korkmaz, S. Ç. and Damar, A. E. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice. Egitim Arastirmalari-Eurasian Journal of Educational Research, 53/A, 59-74.
- Hatipoğlu, Ç. (2016). The Impact of the University Entrance Exam on EFL Education in Turkey: Pre-service English Language Teachers’ Perspective. Procedia - Social and Behavioral Sciences, 232, 136-144. doi:10.1016/j.sbspro.2016.10.038
- Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In R. Quirk and H.G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge: Cambridge University Press.
- Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Çankaya Üniversitesi Fen-Edebiyat Fakültesi Journal of Arts and Sciences, 7, 73-87.
- Limon, İ. (2015). 9th and 10th Graders Metaphorical Perceptions about English as a Foreign Language. International Journal of Social Sciences and Education Research, 1 (2), 445-458.
- Ministry of Education, Board of Education. (2018). 2018-2019 Weekly High School Schedules. Accessed April 15 2019. Retrieved from http://ttkb.meb.gov.tr/meb_iys_dosyalar/2018_02/21173451_ort_ogrtm_hdc_2018.pdf
- Parker, J. D. A., Summerfeldt, L. S., Hogan, M. J. and Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36, 163-172. doi: 10.1016/S0191-8869(03)00076-X
- Sahlberg, P. (2018). Eğitimde Finlandiya Modeli [FinnishEd Leadership: Four big inexpensive ideas to transform education]. Istanbul: Metropolis Yayıncılık.
- Selvi, A. F. (2014). The medium-of-instruction debate in Turkey: oscillating between national ideas and bilingual ideals. Current Issues in Language Planning, 15 (2), 133-152. doi:10.1080/14664208.2014.898357
- Sincer, G. H. (2017). Inquiring What to Teach and How to Teach in EVP Classes: A General Overview on English Teaching for Vocational Purposes in Turkey. International Journal of Curriculum and Instruction, 9 (2), 39-48.
- Tavil, Z. M. (2006). A study for the needs analysis of preparatory students at language departments. Eğitim ve Bilim, 31 (139), 49-55.
- Tokoz-Goktepe, 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. doi:10.1016/j.sbspro.2014.01.487
- Umunç, H. and Raw, L. (2017). Reassessing English Studies in Turkey. A Review of International English Literature, 48 (1), 137-145. doi:10.1353/ari.2017.0005
- Yildirim, A. and Simsek, H. (2005). Qualitative Research Methods in Social Sciences (5th Edition). Ankara: Seckin Publications.
- Zamani, R., and Ahangari, S. (2016). Characteristics of an Effective English Language Teacher (EELT) as Perceived by Learners of English. International Journal of Foreign Language Teaching & Research, 4 (14), 69-88.
Öz
Due to the importance of English in the global scale, English has been included in curriculum and taught from kindergarten to high school in Turkey for many years. Despite all the time, money and energy invested, students cannot pass English proficiency exam offered by their universities and are obliged to enroll in one-year English preparatory (prep) program at universities. The aim of this study is to investigate A1 level university prep students’ English learning experiences at high school, determine the possible reasons of failure in English in their previous schooling that have led them to start the prep school with the lowest entry level and get students’ suggestions to learn what can be done to improve the current situation and curriculum at high schools. 521 questionnaires that consisted of 19 items requiring short answers and an open-ended question were collected in the prep school of a state university in the fall term of 2018-2019 academic year. While analyzing the quantitative data, frequencies and percentages were taken into consideration. For the qualitative data in the open-ended question, content analysis was done. The findings show that English lessons at high schools do not focus much on communication skills and genuine learning.
Anahtar Kelimeler
English language learning English language teaching high school higher education Turkey university preparatory school students
Kaynakça
- Acar, E. (2015). Obstacles of Utilizing English at Language Schools in Turkey. The Anthropologist, 20 (3), 562-572. doi:10.1080/09720073.2015.11891760
- Akcan, S., Aydın, B., Karaman, A. C., Seferoglu, G., Korkmazgil, S., Özbilgin, A. and Selvi, A. F. (2017). Qualities and Qualifications of EFL Professionals: What Do Intensive English Program Administrators Think?. TESOL Journal, 8 (3), 675-699. doi: 10.1002/tesj.293
- Alagozlu, N. (2012). English as a Foreign Language Cul-De-Sac in Turkey. Procedia-Social and Behavioral Sciences, 47, 1757-1761. doi:10.1016/j.sbspro.2012.06.896
- Aslan, M. (2017). The debate on English-medium instruction and globalisation in the Turkish context: a sociopolitical perspective. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2017.1417413
- Aysin, D. (2012). Social behaviors of foreign language teachers at Anatolian high schools in Turkey. Procedia - Social and Behavioral Sciences, 46, 4463-4465. doi: 10.1016/j.sbspro.2012.06.276
- Bektas, M. (2017). The Perceptions of High School Students for the Concept of English through Metaphors: Tokat Sample. Gazi Eğitim Bilimleri Dergisi (GEBD), 3 (2), 35-41.
- British Council. (2013). Turkey National Needs Assessment of State School English Language Teaching. Ankara: TEPAV.
- British Council. (2015). The State of English in Higher Education in Turkey. Ankara: TEPAV.
- Coskun, A. (2016). Causes of the ‘I can understand but I can’t speak’ syndrome in Turkey. i-manager’s Journal on English Language Teaching, 6 (3), 1-12.
- Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychosocial Measurement, 20, 37–46.
- Council of Europe. (2001). Common European Framework of Reference for language learning and teaching. Cambridge, UK: Cambridge University Press. Retrieved from https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=0900001680459f97
- Demir-Ayaz, A., Ozkardas, S. and Ozturan, T. (2019). Challenges with English language teaching in high schools in Turkey and possible suggestions to overcome them. Eurasian Journal of Applied Linguistics, 5 (1), 41-55. doi: 10.32601/ejal.543778
- Denkci-Akkas, F., and Coker, B. (2016). The use of communicative approach in 9th grade efl classes. Eurasian Journal of Educational Research, 65, 71-90. doi:10.14689/ejer.2016.65.05
- Dinçer, A., Takkaç, M. and Akalın, S. (2010). An Evaluation on English Language Education Process in Turkey from the Viewpoints of University Preparatory School Students. Paper presented at 2nd International Symposium on Sustainable Development, Sarajevo, June 8-9.
- Dinçer, A., Göksu, A., Takkaç, A. and Yazıcı, M. (2013). Common characteristics of an effective English language teacher. International Journal of Educational Researchers, 4 (3), 1–8.
- Dogancay-Aktuna, S. (1998). The Spread of English in Turkey and its Current Sociolinguistic Profile. Journal of Multilingual and Multicultural Development, 19 (1), 24-39. doi:10.1080/01434639808666340
- Erarslan, A. (2019). Progressive vs modular system in preparatory school English language teaching program: A case of system change at a state university in Turkey. Journal of Language and Linguistic Studies, 15(1), 83-97. doi: 10.17263/jlls.547624
- Gömleksiz, M. N. (2014). An assessment of high school students’ opinions on the use of methods and techniques in English classes. Procedia - Social and Behavioral Sciences, 122, 92-97. doi:10.1016/j.sbspro.2014.01.1308
- Gürsoy, E., Korkmaz, S. Ç. and Damar, A. E. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice. Egitim Arastirmalari-Eurasian Journal of Educational Research, 53/A, 59-74.
- Hatipoğlu, Ç. (2016). The Impact of the University Entrance Exam on EFL Education in Turkey: Pre-service English Language Teachers’ Perspective. Procedia - Social and Behavioral Sciences, 232, 136-144. doi:10.1016/j.sbspro.2016.10.038
- Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In R. Quirk and H.G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge: Cambridge University Press.
- Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Çankaya Üniversitesi Fen-Edebiyat Fakültesi Journal of Arts and Sciences, 7, 73-87.
- Limon, İ. (2015). 9th and 10th Graders Metaphorical Perceptions about English as a Foreign Language. International Journal of Social Sciences and Education Research, 1 (2), 445-458.
- Ministry of Education, Board of Education. (2018). 2018-2019 Weekly High School Schedules. Accessed April 15 2019. Retrieved from http://ttkb.meb.gov.tr/meb_iys_dosyalar/2018_02/21173451_ort_ogrtm_hdc_2018.pdf
- Parker, J. D. A., Summerfeldt, L. S., Hogan, M. J. and Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36, 163-172. doi: 10.1016/S0191-8869(03)00076-X
- Sahlberg, P. (2018). Eğitimde Finlandiya Modeli [FinnishEd Leadership: Four big inexpensive ideas to transform education]. Istanbul: Metropolis Yayıncılık.
- Selvi, A. F. (2014). The medium-of-instruction debate in Turkey: oscillating between national ideas and bilingual ideals. Current Issues in Language Planning, 15 (2), 133-152. doi:10.1080/14664208.2014.898357
- Sincer, G. H. (2017). Inquiring What to Teach and How to Teach in EVP Classes: A General Overview on English Teaching for Vocational Purposes in Turkey. International Journal of Curriculum and Instruction, 9 (2), 39-48.
- Tavil, Z. M. (2006). A study for the needs analysis of preparatory students at language departments. Eğitim ve Bilim, 31 (139), 49-55.
- Tokoz-Goktepe, 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. doi:10.1016/j.sbspro.2014.01.487
- Umunç, H. and Raw, L. (2017). Reassessing English Studies in Turkey. A Review of International English Literature, 48 (1), 137-145. doi:10.1353/ari.2017.0005
- Yildirim, A. and Simsek, H. (2005). Qualitative Research Methods in Social Sciences (5th Edition). Ankara: Seckin Publications.
- Zamani, R., and Ahangari, S. (2016). Characteristics of an Effective English Language Teacher (EELT) as Perceived by Learners of English. International Journal of Foreign Language Teaching & Research, 4 (14), 69-88.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Dilbilim |
| Bölüm | Dünya dilleri, kültürleri ve edebiyatları |
| Yazarlar | |
| Yayımlanma Tarihi | 21 Mart 2021 |
| Yayımlandığı Sayı | Yıl 2021 Sayı: 22 |
- Makale Dosyaları