Arda ARIKAN, H. Sezgi SÜZER SARAÇ, Duygu TAŞER

The Efective English Language Teacher from the Perspectives of Turkish Preparatory School Students

Bu çalışmanın amacı, Türkiye’deki hazırlık okullarında İngilizce öğrenim görmekte olan üniversite düzeyindeki öğrencilerin, yeterli bir öğretmeni nasıl tanımladıklarını ortaya koymaktır. Çalışmada, daha önce Yu-Hsin (1999) tarafından hazırlanmış olan ve araştırmacılar tarafından uyarlanmış bulunan anket, iki devlet üniversitesinde öğrenim gören 100 öğrenciye uygulanmış ve ayrıca öğrencilerden yazılı olarak da etkili bir İngilizce öğretmeninde olan özellikler hakkındaki görüşleri alınmıştır. Sonuçlar, etkili bir öğretmenin arkadaşça bir yaklaşıma sahip, genç, istekli, yaratıcı ve esprili olması gerektiğini gösterirken, cinsiyetin önemli olmadığını gösterir niteliktedir. Ayrıca, öğretmenin Türkçeyi anadili olarak konuşan ama hedef dilde yetkin, eğitimsel oyunları oynayan, dilbilgisini etkin bir şekilde öğreten ve öğretirken gerçek yaşam durumlarını kullanan ve düzgün sesletime sahip bireyler olması beklenmektedir.

Hazırlık Okulu Öğrencilerinin Bakış Açısıyla Yeterli Bir İngiliz Dili Öğretmeni

In this study, Turkish EFL students’ conceptualization of an effective English language teacher is studied. A survey formerly developed by Yu-Hsin (1999) was adapted and administered to 100 foreign language learners studying at two state universities’ English language preparatory schools. Also, participants’ written responses were collected to understand the qualities attributed to the effective teacher. Results show that an effective teacher is a friendly, young, enthusiastic, creative, and humorous person whose gender is not important. Also, students expect the teacher to be a native speaker of Turkish, but fluent in English, someone who likes to play educational games, and who teaches grammar effectively by using real life situations to explain language items. Also, students claim that an effective English language teacher has correct pronunciation.

PDF

___

Açıkgöz, F. (2005). A study on teacher characteristics and their effects on students’ attitudes. The Reading Matrix, 5, 103-113.
Benson, L., Schroeder, P., Lantz, C., & Bird, M. (2001). “Student perceptions of effective teachers.” [Online]: Retrieved on 2-April-2007, at URL: http://www.usfca.edu/ess/sym2001/PDFbooks/ naspe/naspep53-56.pdf
Cheung, H. Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32(4), 435–451.
Clark, J. C., & Walsh, J. (2002). “Elements of a model of effective teachers.” AARE 2002 Conference papers. [Online]: Retrieved on April 4, 2007 from http://www.aare.edu.au/02pap/wal02220.htm
Demirel, Ö. (1990). Yabancı dil öğretmenlerinin yeterlikleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 5, 133-165.
Feldman, K. A. (1986). The perceived instructional effectiveness of college teachers as related to their personality and attitudinal characteristics: A review and synthesis. Journal of Higher Education, 24, 139-213.
Hoon, L .S., & Tomiko, K. (2008). Intercultural Communication in the Japanese Language Classroom in Singapore: A Comparison of Students’ and Teachers’ Perceptions. Journal of Intercultural Communication, 16. [Online]: Retrieved on 31-July-2007, at URL: http://www.immi.se/ intercultural/.
Richardson, A.G., &Thomas, A. A. (1989). “Characteristics of the Effective Teacher as Perceived by Pupils and Teachers: A Carribean Study.” Paper presented at the annual meeting of the American Educatioal Resarch Association, San Francisco, California.
Saraç-Süzer, S. H. (2007). Examining methodological issues through pedagogical and practical knowledge of experienced teachers: A case study. Unpublished doctoral dissertation, Hacettepe University: Ankara.
Stephens, P., & Crawley, T. (1994). Becoming an effective teacher. Cheltenham: Stanley Thornes.
Stronge, J.H. (2002). Qualities of effective teachers. Washington DC: ASCD.
Taşkafa, G. (1989). As teachers we are evaluating our students constantly: Have you ever thought how our students evaluate us? Çağdaş Eğitim, 14, 27-30.
Telli, S., den Brok, P., & Çakıroğlu, J. (2008). Teachers’ and students’ perceptions of the ideal teacher. Eğitim ve Bilim, 33(149), 118-125.
Young, S., & Shaw, D. (1999). Profiles of effective college and university teachers. Journal of Higher Education, 70(6), 670-686.
Yu-Hsin, T. (1999). “Examining student perceptions of the ideal language instructor.” Hwa Kang Journal of TEFL, 5, 1-26. Retrieved on April 2, 2007 from http://www.hkjtefl.org/1999-Tsai-Examining.html