Türkiye'de Yabanci Dil Eğitiminde Karşilaşilan Güçlükler Ve Yüksek Öğretimde Çalişan Eğitimcilerin Bakiş Açisindan Muhtemel Çözümler

Çimen, Birgül Akdağ

doi:10.18033/ijla.3753

Cited by 1 publication

(7 citation statements)

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“…Previous studies also showed that exercises in the coursebooks emphasize the importance of grammar and vocabulary, are far from fostering the use of English for communicative purposes (Çapan, 2021;Dağtan & Cabaroğlu, 2021). The current study showed that inflexible and impractical curriculum was another challenge for language learning, which may cause time related-challenges (Akdağ Çimen, 2017;Kızıldağ, 2009;Madalińska-Michalak & Bavli, 2018). The problems related to curriculum and methodology were mostly in line with the findings from international contexts.…”

Section: Discussion Conclusion and Implicationssupporting

confidence: 83%

“…The findings of the previous studies are consistent with the present findings. Low prestige of teachers and low income have been highlighted in a number of previous studies (Akdağ Çimen, 2017;Madalińska-Michalak & Bavli, 2018;Taşçı, 2019). Çapan (2021) emphasized that poor teacher qualifications, failure in addressing students' needs and interests, failure in integration of technology, and overuse of L1 were some of the significant problems related to teachers, which is parallel to the findings of the current study.…”

Section: Discussion Conclusion and Implicationssupporting

confidence: 81%

“…As for the student-related factors, demotivation, lower life standards and low proficiency were the frequently stated problems. Traditional teaching habits, lack of qualities, demotivation and value of teaching were found to be teacher-related factors that lower the efficiency of language teaching in this study (Akdağ Çimen, 2017). A recent study carried out by Çapan ( 2021) with 2 nd year ELT department students revealed the problems related to learners, teachers, curriculum, and social factors.…”

Section: Problems Of Elt In Turkish Contextmentioning

confidence: 48%

“…Müfredat ve metodoloji ile ilgili sorunlarla ilgili literatür incelendiğinde, dil bilgisi temelli yaklaşımın başarısızlığın ana faktörlerinden biri olarak tespit edildiği tespit edilmiştir (TEPAV, 2013;Solak ve Bayar, 2015;Çapan, 2021). Öğretmenlerin düşük prestiji ve düşük geliri daha önceki birçok çalışmada vurgulanmıştır (Akdağ Çimen, 2017;Madalińska-Michalak & Bavli, 2018;Taşçı, 2019). Öğrenen motivasyonunu kaybetme, isteksizlik, hata yapma korkusu, yüksek kaygı ve özgüven eksikliği alanyazında dil öğretiminde sıkça bahsedilen sorunlardır (Akdağ Çimen, 2017;Çapan, 2021;Dağtan ve Cabaroğlu, 2021;Erdoğan ve Tunaz, 2012;Genç ve Aydın, 2017).…”

Section: Tartışma Ve Sonuçunclassified

“…Öğretmenlerin düşük prestiji ve düşük geliri daha önceki birçok çalışmada vurgulanmıştır (Akdağ Çimen, 2017;Madalińska-Michalak & Bavli, 2018;Taşçı, 2019). Öğrenen motivasyonunu kaybetme, isteksizlik, hata yapma korkusu, yüksek kaygı ve özgüven eksikliği alanyazında dil öğretiminde sıkça bahsedilen sorunlardır (Akdağ Çimen, 2017;Çapan, 2021;Dağtan ve Cabaroğlu, 2021;Erdoğan ve Tunaz, 2012;Genç ve Aydın, 2017). Valizadeh (2021), okul yönetiminin duygusal ve psikolojik desteğinin olmamasının, kalabalık sınıfların ve velilerin İngilizce'nin öneminin farkında olmamasının Türkiye'de İngilizce eğitiminin zorlukları arasında olduğunu ortaya koymuştur.…”

Section: Tartışma Ve Sonuçunclassified

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TAŞÇI

2023

Trakya Eğitim Dergisi

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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.

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