Onur ERGÜNAY, Belgin AYDIN, Betül CANIDAR, Gülhan ÇETİN, Zeynep ÖZDEM, Bilgin TUNÇ, Fatih BAYRAM

Views of English language teachers on the affective domain of language teaching in Turkey

Etkili bir öğretmenin özellikleri farklı görüşlere göre değişiklikler gösterse de, herkes duyuşsal alanı göz ardı eden bir öğretmenin etkili sayılamayacağı konusunda hemfikirdir. Yapılan çalışmalar genellikle bilişsel alan üzerine odaklanmış, duyuşsal alanı ele alsa da buna öğrenci açısından bakmış ve öğretmene odaklanmamıştır. Bu çalışma, İngilizce öğreten Türk öğretmenlerin dil öğretiminin duyuşsal alanı üzerine algılarını ortaya çıkarmayı amaçlamaktadır. Öğretmenlerin görüşleri, öğretmenlik deneyimlerine –deneyimli ve deneyimsiz öğretmenler- ve öğretim yaptıkları ortamlara –devlet ve özel okullar- göre belirlenmiştir. Öğretmenlere duyuşsal alana hitap etmiyorlarsa bunun sebepleri de sorulmuştur. Çalışmanın sonuçları Türk öğretmenlerin duyuşsal alana önem verdiklerini ve görüşlerinin deneyime ve ortama göre değişmediğini ortaya koymuştur. Okul ortamı, öğrenciler, öğretmen ve çevreden kaynaklanan etkenler duyuşsal alana hitap edememenin başlıca sebepleri olarak gösterilmiştir.

Türkiye'deki İngilizce öğretmenlerinin dil öğretiminin duyuşsal alanı üzerine görüşleri

While the characteristics of an effective teacher vary depending on different views, everybody would agree that a teacher who ignores the affective domain cannot be considered effective. Previous studies in the area mainly focused on the cognitive side of the learning process. Although some studies focused on the affect, they studied it from the learners’ perspectives and ignored the teachers’. This study aims to reveal the perceptions of Turkish ELT teachers on the affective domain of language teaching. Teachers’ views were identified considering their teaching experience –expert vs. novice teachers- and teaching context –state vs. private schools-. They were also asked the reasons –if they had any- for not addressing the affect in their classes. The results revealed that Turkish EFL teachers give importance to the affective side and their perceptions do not differ according to their teaching experience or context. School context, students, teachers and environmental factors were reported as the main reasons for not addressing the affective side.

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