TÜRKİYE'DE İNGİLİZ DİLİ EĞİTİMİNİN SORUNLARI ÜZERİNE KAPSAMLI BİR ARAŞTIRMA: İNGİLİZCE ÖĞRETMEN ADAYLARININ GÖRÜŞLERİ

Yıl 2023, Cilt: 13 Sayı: 3, 1656 - 1672, 26.09.2023

Samet Taşçı

https://doi.org/10.24315/tred.1174706

Öz

Bu çalışma, Türkiye'de İngiliz dili eğitiminin sorunlarını İngilizce öğretmen adaylarının bakış açıları ile ortaya çıkarmayı amaçlamıştır. Bu amaçla, onbeş 4. sınıf İngilizce öğretmeni adayından nitel veriler toplanmıştır. Veri toplama sürecinde açık uçlu sorular, bireysel görüşmeler ve grup tartışmaları kullanılmıştır. İçerik analizi tekniğine dayalı olarak temalar ve kategoriler oluşturulmuştur. Katılımcılara göre, Türkiye'de İngilizce öğretiminde öğretmen yetiştirme programı, öğretmenler, öğrenciler, değerlendirme, müfredat ve bağlam ile ilgili sorunlar bulunmaktadır. Eğitim fakültesi ve öğretmen adayı sayısının fazlalığı, İngilizce öğretmenliği bölümleri arasında standardizasyon olmaması, teori ve uygulama arasındaki farklılık, öğretmenlik uygulaması derslerinin yetersizliği, YKS'de iletişim becerilerinin değerlendirilmemesi, değişken değerlendirme araçlarının kullanılmaması, sınavların ket vurma etkisi, sınav kaygısı, ders saatlerinin azlığı, esnek olmayan müfredat, eksiklik ders dışı etkinlikler, uygun olmayan ders kitapları, iletişimsel olmayan etkinlikler, yüksek oranda anadil kullanımı, öğretmen özerkliğinin olmaması, motivasyon kaybı, isteksizlik, hata yapma korkusu ve kaygısı, etkileşim eksikliği, özgüven eksikliği, disiplin sorunları, kalabalık sınıflar , yetersiz fiziki ve teknolojik kaynaklar ve denetim açığı Türkiye'de İngilizce öğretiminin bazı sorunları arasında gösterilmektedir. Bulgular, önceki bulgular doğrultusunda tartışılmış ve eğitsel çıkarımlar sunulmuştur.

Anahtar Kelimeler

sorunlar, öğretmen eğitimi, müfredat, değerlendirme

A COMPREHENSIVE STUDY ON THE PROBLEMS OF ENGLISH LANGUAGE TEACHING IN TURKEY: REFLECTIONS FROM PRE-SERVICE ELT TEACHERS

Öz

The current study aimed to investigate the problems of English language teaching in Turkey from the perspectives of pre-service English language teachers. For this aim, qualitative data were collected from fifteen 4th year pre-service language teachers. Open-ended questions, individual interviews and group discussions were used in the data collection process. Based on the content analysis technique, themes and categories were formed. According to the participants, there are problems with teacher education program, teachers, learners, assessment, curriculum, and context in English language teaching in Turkey. Excessive number of education faculties and teacher candidates, no standardization among ELT departments, divergence between theory and practice, insufficient teaching practicum, absence of assessing communicative skills in YKS, unvaried assessment tools, washback effect, test anxiety, course hours, inflexible curriculum, lack of extracurricular activities, inappropriate course books, non-communicative activities, high amount of L1 use, lack of teacher autonomy, demotivation, unwillingness, fear of making mistakes and anxiety, lack of interaction, lack of self-confidence, discipline issues, crowded classes, inadequate physical and technological resources, and audit gap were among some of the problems of English language teaching in Turkey. The findings were discussed in line with the previous findings and educational implications were offered.

Anahtar Kelimeler

problems, teacher education, ELT, curriculum, assessment

Kaynakça

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