Mehdi Solhi, Meryem Sak Masrı, Şeyda Şahin, Hanife Selin Yılmaz

Türkiye’de devlet ilköğretim okullarında kullanılan İngilizce ders kitaplarının değerlendirilmesi

Bu çalışmada, Türkiye'deki Devlet İlköğretim okullarında kullanılan İngilizce ders kitaplarının sistematik olarak değerlendirilmesi yapılmıştır. Çalışmada, TC Milli Eğitim Bakanlığı tarafından hazırlanan müfredatın İngilizce derslerinde kullanılan bir dizi ders kitabı,Tomlinson ve Masuhara'nın (2013) evrensel ders kitabı değerlendirme ölçütleri kullanılarak sistematik olarak değerlendirilmiştir. Sonuçlarda, ders kitaplarının; düzen, dinleme becerisi, kullanılan resimler ve duygusal katılımı sağlama gibi olumlu özelliklere sahip olduğu, fakat bu özelliklerin yanısıra birçok olumsuz özellikleri de barındırdığı görülmüştür. Değerlendirme sonuçlarında, Türkiye'de devlet ilköğretim okullarında işlenen İngilizce ders kitapları, iletişim temelli faaliyetler sunma, İngilizce'yi sınıf dışında kullanmaya teşvik etme, keşfi teşvik eden girdiler sağlama ve en önemlisi İngilizce'ye maruz bırakma gibi etkin dil edinimi için gerekli önemli koşulları sağlama yönünden yetersiz bulunmuştur. Ders kitaplarının odak noktasının, etkili sonuçlar, anlamlı iletişim ve uzun vadeli dil edinimi yerine, bilgi ölçme ve tekrar olduğu görülmüştür. Değerlendirilen ders kitaplarındaki etkinliklerin büyük bir bölümü, öğrencilerin üretkenliklerini göstermelerine ve özerklik kazanmalarına mahal vermeyen alıştırma etkinliklerinden oluşur. Ayrıca, yeterli kişiselleştirme yoktur ve ders kitapları öğrencilerin sınıfa getirebilecekleri tecrübeleri göz ardı etmiştir. Buna ek olarak, etkinliklerin çoğu öğrencilerin eleştirel, yaratıcı veya analitik düşünme becerisini gerektirmemektedir. Ders kitapları, öğrencileri İngilizce öğrenimlerine kendi başlarına devam etmeye teşvik etmez, dolayısıyla özerklik kazanmaya cesaretlendirmekten yoksundur. Kitaptaki etkinlikler, dil öğelerini sınıf ortamında uygulamak için tasarlanmıştır. Dolayısıyla, öğrencileri kendi başlarına keşifler yapabilmeleri için yönlendirmediği veya teşvik etmediğinden ders kitabının sağlayacağı öğrenme sınıf ortamının ötesine geçemez. Öğrencileri, sadece bilgi ölçen alıştırma etkinliklerine maruz bırakmak, İngilizcenin uzun vadeli edinilimine imkan vermiyor.

Evaluation of the English language coursebooks used at the Turkish public elementary schools

This study sought to evaluate the English language coursebooks used at the Turkish public elementary schools. Inso doing, a series of coursebooks used in English courses of the curriculum prepared by the Turkish Ministry ofNational Education were evaluated, using Tomlinson and Masuhara's (2013) set of coursebook evaluationuniversal criteria. Results indicated that the layout, listening skill, illustrations in use, and affective engagementare the positive traits of the coursebooks, while the negative features outnumber the positive traits. The evaluationindicated that the Turkish public elementary English coursebooks are void of a number of important aspects oflanguage acquisition, including communication-based activities, continuation of using English outside of theclassroom, discovery enhancing input and most importantly extensive exposure to English. The central focus ofthe coursebooks is on the accuracy and repetition rather than effective outcomes, meaningful communication andlong term language acquisition. Most activities in all coursebooks contain practice activities, with no place forproductivity and autonomy on the part of the students. Additionally, there is no sufficient personalization and thecoursebooks fail to make use of what students bring to classroom. Nor are the learners required to think critically,creatively or analytically in most of the activities. The coursebooks do not encourage learners to continue learningEnglish by themselves, thus lacks encouragement for autonomy as well. The activities are designed to practicelanguage items within the classroom environments. Hence, learning does not go beyond the classroomenvironment with the help of the coursebooks. Nor do the coursebooks guide or encourage learners to makediscoveries by themselves. The bombardment of repetitive practice activities that only assess accuracy does notseem to be able to lead to long-term acquisition of English.© 2020 JLLS and the Authors - Published by JLLS.

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