A QUALITATIVE RESEARCH: ON PRE- SERVICE TEACHERS’ PERCEPTIONS OF TEACHING SPEAKING SKILLS

Çocuklara yabancı dil olarak İngilizce konuşmayı öğretme konusu üzerine yapılan araştırmalar genellikle ya öğretmenlerin ya da öğrencilerin algılarını ortaya çıkarmayı amaçlarken İngilizceyi yabancı dil olarak öğrenen aday öğretmenlerin gerçek sınıf ortamında çocuklara konuşma becerileri öğretme konusundaki algıları yeterince ilgi çekmemiş bir çalışma alanı olarak kalmıştır. Bu nedenle bu çalışma, İngilizce aday öğretmenlerin çocuklara konuşma becerilerini öğretme algılarını ortaya çıkarmayı amaçlamıştır. Ayrıca, bu çalışma aday öğretmenlerin konuşma becerilerini öğretme kaygıları olup olmadığını, eğer varsa bu kaygılara yol açan faktörlerin neler olduğunu ortaya çıkarmayı hedeflemiştir. Bununla birlikte çalışma aday öğrencilerin gerçek sınıf ortamında edindikleri deneyimlerin neler olduğunu ortaya koymayı da amaçlamıştır. Araştırmaya Balıkesir Üniversitesi Necatibey Eğitim Fakültesinde okuyan 48 aday öğretmen katılmıştır. Araştırmada, katılımcıların demografik yapısını araştıran anket soruları, mülakatlar, duygu ve düşüncelerini yazdıkları deneme yazıları nitel veri toplamak amacıyla kullanılmıştır. Araştırmanın sonuçlarına göre, aday öğretmenler, çocukların yabancı dil konuşmadaki eksikliklerini eğitim sistemi, İngilizce öğretmenleri ve metodoloji, materyal ve müfredat olmak üzere üç temel faktöre bağlamışlardır. Bununla birlikte, araştırmanın sonucu, öğretmen adaylarının da konuşmayı öğretme kaygısı yaşadıklarını ve bunların nedeni olarak gerçek sınıf ortamında deneyimlerinin olmaması, uygun metodolojiyi uygulayamamaları, sınıf ortamına uygun söylem bulamamaları, çocukların motivasyon, ilgi ve katılımlarını arttırmada zorluk yaşamalarını, telaffuz, dilbilgisi ve bilgi hataları yapmalarını göstermişlerdir. Bununla birlikte gerçek sınıf ortamında İngilizce konuşmayı öğretmede kazanımlarının olduğunu belirtmişlerdir

Nitel Bir Araştırma: Öğretmen Adaylarının Konuşma Becerileri Öğretme Algıları Üzerine

Whereas research on teaching speaking English as a foreign language (EFL) to young learners commonly focuses on the issues from the perspectives of either the teachers or the students, the research on perceptions of pre-service EFL teachers on teaching speaking skills in a real class setting has remained an untouched area of research that has not gained significant attention. Therefore, the current study aims to explore pre-service EFL teachers’ perceptions of teaching speaking skills to young learners. Additionally, this study aims to explore whether pre-service teachers have teaching speaking anxiety, if so, what the anxiety-provoking factors are in teaching speaking. Moreover, this study also attempts to find out what pre-service teachers’ gains are in teaching speaking at a real class setting. The sample group in the study consisted of 48 pre-service teachers, at Necatibey Faculty of Education, Balıkesir University. A background questionnaire, interviews, reflection and essay papers were used to collect qualitative data. The results indicated that pre-service teachers perceived mainly three factors for students’ lack of speaking skills in Turkish context such as ‘English language teaching itself’, ‘English teachers’ and ‘methodology, materials and curriculum’. The study also concluded that pre-service teachers experienced teaching speaking anxiety, the sources of which were lack of experience in teaching speaking in real class settings, being unable to apply appropriate methodology, being unable use classroom discourse, being unable to increase students’ motivation, interest and participation, as well as fear of making pronunciation, grammar and knowledge mistakes. It also concluded that teaching speaking skills at a real class setting gave the participants an invaluable experience as prospective teachers of English

___

  • Aguilar, M., and Rodríguez, R. (2012). Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism, 15(2), 183-197.
  • August, D. (2002). Transitional programs for English language learner. Baltimore: Johns Hopkins University.
  • Aydın, S. (2016). A qualitative research on foreign language teaching anxiety.
  • The Qualitative Report, 21(4), 629-642. Retrieved from http://nsuworks. nova.edu/tqr/vol21/iss4/2 Bailey, K.M. (2005). Practical English language teaching: Speaking. New York: McGraw.
  • Banno, E. (2003). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 339–346.
  • Bley-Vroman, R. (1990). The logical problem of foreign language learning. Linguistic Analysis, 20(1-2), 1-47.
  • Bukhari, S. F., Cheng, X., and Khan, S. A. (2015). Willingness to communicate in English as a second language: A case study of Pakistani undergraduates. Journal of Education and Practice, 6(29), 39-44.
  • Castañeda, M. and Rodríguez-González, E. (2011). L2 speaking self-ability perceptions through multiple video speech drafts. Hispania, 94(3), 483- 501.
  • Celce-Murcia, M. and E. Olshtain. (2000). Discourse and context in language Teaching. Cambridge: Cambridge University Press.
  • Çubukçu, F. (2010). Student teachers’ perceptions of teacher competence and their attributions for success and failure in learning. The Journal of International Social Research, 3(10), 213-217.
  • Demiröz, H. and Yesilyurt, S. (2015). Effective foreign language teaching: Perceptions of prospective English language teachers. Universal Journal of Educational Research, 3(11), 862-870.
  • Dinçer, A. and Yesilyurt, S. (2013). Pre-service English teachers’ beliefs on speaking skill based on motivational orientations, English Language Teaching, 6(7), 88-95.
  • Ellis, R. and Barkhuizen, G. (2016). Analysing learner language. Oxford & New York: Oxford University Press.
  • Fairbanks, C., Duffy, G. G., Faircloth, B.S., He, Y., Levin, B., Rohr, J. and Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61(1-2) 161-171.
  • Farooqui, S. (2007). Developing speaking skills of adult learners in private universities in Bangladesh: problems and solutions. Australian Journal of Adult Learning, 47(1), 94.
  • Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
  • Goh, C. (2007). Teaching speaking in the language classroom. Singapore: SEAMEO Regional Language Centre.
  • Hayes, D. (2009). Non-native English-speaking teachers, context and English language teaching. System, 37(1), 1-11.
  • Hughes, R. (2002). Teaching and researching speaking. London: Pearson.
  • Kang, H. S. (2015). Teacher candidates’ perceptions of non-native‐English‐ speaking teacher educators in a TESOL program: “Is there a language barrier compensation?” TESOL Journal, 6(2), 225-251.
  • Krashen, S. D. (1987). Principles and practice in second language acquisition. UK: Prentice Hall International English Language Teaching.
  • Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York: Oxford University Press.
  • Lee, H. K. (2009). Native and nonnative rater behavior in grading Korean students’ English essays. Asia Pacific Education Review, 10(3), 387-397.
  • Li, D. (1998). “It’s always more difficult than you plan and imagine”: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. Tesol Quarterly, 32(4), 677-703.
  • Ma, A., Wong, R. M. and Lam, W. Y. (2015). Profiling language and culture strategy use patterns of ESL student teachers in study abroad by using self-reported data. Pedagogy, Culture & Society, 23(1), 107-131.
  • Ma, L. P. F. (2012). Strengths and weaknesses of NESTS and NNESTs: Perceptions of NNESTs in Hong Kong. Linguistics and Education, 23(1), 1-15.
  • Medgyes, P. (2001). When the teacher is a non-native speaker. Teaching English as a Second or Foreign Language, 5, 429-442.
  • Miles, M. B. and Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Nakatani, Y. (2006). Developing an oral communication strategy inventory. The Modern Language Journal, 90(2), 151-168.
  • Negishi, J. (2012). Relationships between L2 speakers’ development and raters’ perception on fluency in group oral interaction. Journal of Pan-Pacific Association of Applied Linguistics, 15(2), 1-26.
  • Nitta, R. and Nakatsuhara, F. (2014). A multifaceted approach to investigating pre-task planning effects on paired oral test performance. Language Testing, 31(2), 147-175.
  • Nunan, D. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Asian EFL Journal, 8(3), 12-18. Retrieved from http://asian-efljournal.com/Sept_06_dn.php . Oller, D. K. and Eilers, R. E. (Eds.). (2002). Language and literacy in bilingual children (Vol. 2). Sydney: Multilingual Matters.
  • Rajprasit, K., Pratoomrat, P. and Wang, T. (2015). Perceptions and problems of English language and communication abilities: A final check on Thai engineering undergraduates. English Language Teaching, 8(3), 111-120.
  • Rao, Z. (2010). Chinese students’ perceptions of native English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 31(1), 55-68.
  • Rios-Aguilar, C., González-Canche, M. and Moll, L. C. (2010). A study of Arizona’s teachers of English language learners. Civil Rights Project/ Proyecto Derechos Civiles.
  • Roskvist, A., Harvey, S., Corder, D. and Stacey, K. (2014). ‘To improve language, you have to mix’: teachers’ perceptions of language learning in an overseas immersion environment. The Language Learning Journal, 42(3), 321-333.
  • Ryan, J. and Viete, R. (2009). Respectful interactions: Learning with international students in the English-speaking academy. Teaching in Higher Education, 14(3), 303-314.
  • Schulz, R. (2002). Changing perspectives in foreign language education: Where do we come from? Where are we going? Foreign Language Annals, 35(3), 285-292.
  • Shinde, M. B. and Karekatti, T. K. (2012). Pre-service teachers’ beliefs about teaching English to primary school children. International Journal of Instruction, 5(1), 69-86.
  • Shumin, K. (2002). “Factors to consider: Developing adult EFL students’ speaking abilities.” In Methodology in language teaching: An anthology of current practice. (eds.) J. Richards & W. Renandya. Cambridge: Cambridge.
  • Songsiri, M. (2007). An action research study of promoting students’ confidence in speaking English. (Dissertation of Doctor of Education Degree), School of Arts, Education and Human Development, Victoria University, Australia. Retrieved from eprints.vu.edu.au/1492/1/Songsiri.pdf .
  • Su, Y. C. (2011). The effects of the cultural portfolio project on cultural and EFL learning in Taiwan’s EFL college classes. Language Teaching Research, 15(2), 230-252.
  • Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
  • Wang, J., Spalding, E., Odell, S. J., Klecka, C.L. and Lin, E. (2010). Bold ideas for improving teacher education and teaching: What we see, hear, and think. Journal of Teacher Education, 61(1-2), 3-15.
  • Wang, L. Y. and Lin, T. B. (2014). Exploring the identity of pre-service NNESTs in Taiwan: A social relationally approach. English Teaching: Practice and Critique, 13(3), 5-29.
  • Wang, T. and Rajprasit, K. (2015). Identifying affirmative beliefs about English language learning: Self-perceptions of Thai learners with different language proficiency. English Language Teaching, 8(4), 1-13.
  • Zhang, H. and Alex, N. K. (1995). Oral language development across the curriculum, K-12. ERIC Digest. Retrieved from http://files.eric.ed.gov/fulltext/ ED389029.pdf.
Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi-Cover
  • ISSN: 1301-5265
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 1998
  • Yayıncı: Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü