İngilizce Öğretmenlerinin Türkiye’de İngilizce Öğretimi Üzerine Düşünceleri

Bu makale hizmet içi öğretmenlerin Türkiye’deki İngilizce öğretim kalitesi hakkındaki görüşlerini incelemek ve onların İngilizce öğretirken karşılaştıkları temel problemleri anlamak amacıyla düzenlenmiş olan bir araştırmayı sunmaktadır. Bu çalışma ayrıca öğretmenlerin bu problemlerin üstesinden gelmek için önerilerini ortaya koymaya çalışmıştır. Katılımcılardan internet üzerinden uygulanan ve nitel ve nicel maddelerin bulunduğu bir sormaca yoluyla veri toplanmıştır. 50 farklı ilde ilkokul, ortaokul ve liselerde görev yapan 2476 öğretmen çalışmaya katılmıştır. Nicel veri, betimsel analiz yoluyla çözümlenirken nitel veriyi analiz etmek için içerik analizi uygulanmıştır. Katılımcılara göre Türkiye’de İngilizce öğretim kalitesi düşüktür (Ort = 2.27; SS = 0.91). Öğrencilerin olumsuz duyguları, kalabalık sınıflar, kitaplar, materyal eksikliği, kısıtlı ders saatleri, sınav odaklı öğretim ve müfredat etkisiz İngilizce öğretimi için temel nedenler olarak ortaya konmuştur. Katılımcıların, öğretim odağının konuşma ve dinleme olarak düzenlenmesinin, kitapların değiştirilmesinin, hazırlık sınıflarının konulmasının ve ders saatlerinin arttırılmasının, öğretmen seçiminin ve yeterliklerinin geliştirilmesinin, yurtdışına gitme olanaklarının arttırılmasının, sınavların ve müfredatın değiştirilmesinin Türkiye’de İngilizce öğretim kalitesini arttırmada faydalı olacağına dair fikir birliğinde oldukları tespit edilmiştir.

Anahtar Kelimeler:

Türkiye’de İngilizce öğretimi, öğretmen görüşleri, İngilizce öğretiminin etkililiğini belirleyen unsurlar

In-service Teachers’ Voices on the Quality of English Language Teaching in Turkey

This article reports a research study designed to explore in-service teachers’ views about the quality of English language teaching (ELT) in Turkey and to understand major instructional problems they experience while teaching English. The study also attempted to reveal teachers’ suggestions for coping with these problems. Data were collected through an online questionnaire that contained quantitative and qualitative items. 2,476 teachers working at primary, secondary, high schools in fifty cities participated in the study. The quantitative data were analysed through descriptive statistics and qualitative data were analysed using content analysis. According to the participants, the quality of ELT in Turkey is low (M = 2.27; SD = 0.91). Negative affective states, large classes, textbooks, lack of materials, limited class hours, examination-driven teaching, and curriculum were reported to be the main reasons for ineffective ELT. Participants agreed that shifting the focus of teaching to listening and speaking, changing textbooks, offering preparatory classes and increasing class hours, improving teacher development and recruitment, providing opportunities to go abroad, changing the focus of examinations, and changing the curriculum could help improve the effectiveness of ELT in Turkey.

Keywords:

English language teaching in Turkey, teacher voice, factors influencing the effectiveness of English language teaching,

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