İngiliz Dili Eğitimi Programlarındaki Sözcük Bilgisi Dersine İlişkin Öğrenci Gereksinimi ve Öğretmen Bilişi

Bu çalışmanın amacı, Türkiye'deki devlet üniversitelerinin İngiliz Dili Eğitimi Programlarındaki zorunlu derslerden biri olan Sözcük Bilgisi dersi için, öğrenci gereksinimlerini ve öğretmen bilişini belirlemektir. Öğretmen bilişi ve öğrenci inanışlarının bir arada ele alındığı bu çalışmada, sormaca ve görüşme tekniklerinden yararlanılarak veri toplanmıştır. Araştırmanın çalışma grubunda 27 üniversitenin İngiliz Dili Eğitimi Programlarında, Sözcük Bilgisi dersini vermiş ya da halen vermekte olan 42 öğretmen ve örneklem olarak seçilen 5 üniversitenin İngiliz Dili Eğitimi Programlarında öğrenim gören 666 ikinci sınıf öğrencisi yer almıştır. Sözcük Bilgisi dersiyle ilgili belirlenen öğrenci gereksinimlerinin ve öğretmenlerin sözcüksel edinç kavramı ve sözcük bilgisi dersi hakkındaki bilişlerinin, dersi veren ya da verecek olan öğretmenlere daha belirgin, ayrıntılı ve tutarlı ders izlenceleri oluşturmaları açısından katkı sağlayacağı düşünülmektedir. Dolayısıyla dersi alan İngiliz Dili Eğitimi Programı öğrencileri için hedeflenen öğrenim çıktılarında bir tutarlılık olmasına olanak sağlayacağına inanılmaktadır

Students' Needs and Teacher Cognition about the Lexical Competence Course in English Language Teaching

The purpose of this study is to determine the students' needs and teacher cognition about the Lexical Competence course in English Language Teaching Programmes of Turkish state universities. Using questionnaires and standardized open-ended interviews as data collection techniques, both teacher cognitions and students' beliefs were investigated. The study group included 42 instructors who have been teaching the Lexical Competence course in 27 different universities and 666 second grade students, attending English Language Teaching Programmes in 5 different state universities selected as a sampling setting. The students' needs and teacher cognition about the Lexical Competence course are expected to aid the instructors to prepare a clearer, more detailed and consistent syllabus. Additionally, this will provide the ELT students with opportunities to have similar learning outcomes in different ELT Programmes in consequence

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