Öğrencilerin „İyi İngilizce‟ kavramına ilişkin algıları ve bu algıların altında yatan ideolojiler

Bu araştırma „İyi İngilizce’ kavramı ile „iyi yazma/yazar‟ ve „iyi konuşma/konuşmacılar‟ gibi alt kavramların İngiliz Dili Eğitimi öğrencileri tarafından nasıl algılandığını incelemeyi ve öğrenci algılarının arkasında yatan dil ideolojilerini belirlemeyi amaçlamaktadır. Araştırmada, bir Türk üniversitesinde İngilizce öğretmenliği programında öğrenim gören 42 öğrenci yer almış ve bu öğrencilere açık uçlu e-posta anketleri gönderilerek fenomenolojik bir araştırma yaklaşımı benimsenmiştir. Nicel ve nitel içerik analizini ile analiz edilen veriler, çoğu öğrencinin „İyi İngilizce‟ algılamalarının normatif olduğunu ve bu algıların İyi İngilizce‟nin hatasız İngilizce ve ana dil İngilizcesi ile eş tutulduğu, kavramın geleneksel görüşüyle uyumlu olduğunu göstermiştir. Çoğu öğrencinin İyi İngilizce algılarının, İyi İngilizce konuşanlara ve yazanlara yönelik algılarını ve kendilerini iyi ya da kötü konuşmacı ve yazar olarak algılama biçimlerini şekillendirdiği gözlenmiştir. Bu sonuçlar, standart İngilizce, yerli-konuşmacılık ve özgünlük gibi belirli ideolojilerin birçok öğrencinin İyi İngilizce‟ ye ilişkin normatif algılamaları üzerinde etkili olduğunu ve bu ideolojilerin çeşitli mekanizmalar yoluyla öğrencilere aktarıldığını göstermiştir. Bu ideolojilerden bağımsız kalan küçük bir öğrenci grubu, dil kullanımını farklı ortamlardaki muhataplarına göre ayarlamanın önemini ve dilbilgisel doğruluğun ve anadili İngilizce olanların telaffuzu ve aksanından ziyade anlaşılırlığı ön planda tutmanın önemini vurgulayarak, İyi İngilizce‟nin farklı bir kavramlaştırmasını önermişlerdir. Bu sonuçlara dayanarak, İyi İngilizce‟nin potansiyel bileşenleri ve İyi İngilizce kullanıcılarının temel nitelikleri ile ilgili bazı öneriler getirilmiştir.

Students‟ perceptions of „Good English‟ and the underlying ideologies behind their perceptions

This paper primarily aims to explore how the notion of „Good English‟ and its sister terms, such as goodwriting/writers and good speaking/speakers, are perceived by ELT students and secondly attempts to determinethe language ideologies that lie behind their perceptions. A phenomenological research approach was adoptedmaking use of open-ended email questionnaires with 42 students studying at a Turkish university to becomeEnglish language teachers. The data analysed through a mixture of quantitative and qualitative content analysisrevealed that most students‟ perceptions of Good English are normative and accord with the traditional view ofthe notion in which it is equated with correct English and native-like English. It was also observed that moststudents‟ perceptions of Good English guided their perceptions of good English speakers and writers and theway they perceive themselves as good or bad speakers and writers. The results indicated that particularideologies, such as standard English, native-speakerism and authenticity, impact upon many students‟ normativeperceptions of Good English and that such ideologies are passed on to students through various mechanisms. Notsubmitting themselves to these ideologies, a small group of students offered a different conceptualisation ofGood English by underlining the importance of adjusting their language use to their interlocutors in differentcommunication situations and prioritizing intelligibility over grammatical accuracy and native-likepronunciation/accent. Drawing on the results, the study makes some suggestions regarding the potentialconstituents of Good English and the key attributes of Good English users.

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