Aday İngilizce Öğretmenlerinin Düşük Seviye Konuşma Yeterliği ve Geliştirilmesi için Öneriler

Öğrencilerin konuşma becerilerinin gelişiminde İngilizce öğretmenleri önemli rol oynamaktadır. Ancak, öğretmen, İngilizce konuşma becerisinde yetkin ise öğrencilerinin konuşma becerilerinin gelişiminde yardımcı olabilir. Bu nitel durum çalışması, İngilizceyi yabancı dil olarak öğretecek aday İngilizce öğretmenlerinin konuşma becerisindeki düşük seviyelerinin altında yatan nedenlerle ilişkili algılarını ortaya çıkarmayı, konuşma becerilerini geliştirmek adına atıyor oldukları adımları araştırmayı ve İngilizce Öğretmenliği Bölümünce, aday İngilizce öğretmenlerinin konuşma becerilerini arttırmaya yönelik neler yapılabileceğine dair önerilerini ortaya koymayı amaçlamaktadır. Birinci sınıf aday İngilizce öğretmenlerine uygulanan anket ve yarı-yapılandırılmış mülakattan edinilen verilerin analizinden elde edilen bulgular, katılımcıların konuşma becerisindeki mevcut seviyelerini yeterli bulmadıklarını, geçmiş İngilizce öğrenim tecrübelerinde konuşma becerisinin öğretimine yer verilmemesinden ve sınav odaklı uygulamalardan dolayı konuşma becerilerinin olumsuz etkilediğini göstermektedir. Bulgular, ayrıca, İngilizce Öğretmenliği Bölümünde tüm derslerin İngilizce verilmesi gerektiğini işaret etmektedir. Bu çalışmada sunulan bulgulardan, öğretmen eğiticileri, politika belirleyicileri ve İngilizceyi yabancı dil olarak öğretecek aday İngilizce öğretmenlerinin ve/veya İngilizceyi yabancı dil olarak öğrenen öğrenicilerin konuşma becerilerini geliştirmek için farklı yöntemler araştırmakta olan araştırmacılar faydalanabilir.

Pre-Service EFL Teachers’ Low-Level of Oral Proficiency and Suggestions for Enhancing It

English language teachers play a major role in enhancing the development of students’speaking skills. However, only if teachers are proficient in speaking English, may they support theirstudents in improving their oral proficiency. This qualitative case study aims at unearthing preserviceEnglish as a foreign language teachers’ (henceforth PSEFLTs) perceptions with respect tothe reasons for their low level of oral proficiency, exploring the current initiatives PSEFLTs taketo improve it, and finding out their suggestions concerning the improvements for the initial Englishas a foreign language (hereafter EFL) teacher education program they are enrolled in to assist themin the endeavors they have been making. The results obtained by administering a survey and a semistructuredinterview with freshman PSEFLTs indicated that they did not deem their level of oralproficiency adequate, and lack of emphasis on teaching speaking and the pressure placed on themby high-stakes testing in their prior English language learning experiences adversely affected theiroral proficiency. The findings also revealed the necessity for offering all courses in initial EFLteacher education programs in English. Teacher educators, policy makers and researchersinvestigating the reasons lying behind PSEFLTs’ and/or EFL learners’ low level of oral proficiencyand probing distinct ways of increasing it could benefit from the findings of this study.

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