ALİ KARAKAŞ, Hüseyin UYSAL, SELÇUK BİLGİN, Talat BULUT

TURKISH EFL LEARNERS' PERCEPTIONS OF NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE ENGLISH-SPEAKING TEACHERS IN HIGHER EDUCATION

İyi bir İngilizce öğretmeni nasıl olur sorusu, eğitim araştırmacılarının uzun yıllardır ilgisini çekmiş ve anadili İngilizce olan ve olmayan öğretmenleri ele alan çalışmalar öğrencilerin bu öğretmenlerle ilgili algılarını araştırmıştır. Bu çalışma, ilk aşamasında, İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin anadili İngilizce olan ve olmayan öğretmen algıları arasında, bu öğretmenlerle ilk karşılaşmalarında anlamlı bir fark olup olmadığını incelemektedir. İkinci aşama ise öğrencilerin anadili İngilizce olan öğretmenlere yönelik yerleşmiş fikirlerinde zaman içerisinde bir değişim olup olmadığını araştırmaktadır. Katılımcılar, özel bir üniversitede öğrenim gören 120 Türk öğrencidir. Veriler, her iki aşamada Likert ölçeğinden oluşan anketler aracılığıyla toplanmıştır. Öğrencilerin algılarını hakkında daha derin anlayışlar kazanılması amacıyla, ikinci aşamaya mülakat seansları eklenmiştir. Sonuçlara göre anadili İngilizce olan ve olmayan öğretmenlere yönelik öğrenci algıları tarafsızdır. Ama ikinci aşamada, nitel içerik analizi ile çözümlenen veriler öğrencilerin algılarının anadili İngilizce olan öğretmenler lehine, özellikle kişisel boyutta olumlu yönde değiştiğini göstermiştir. Her iki aşamada da öğrenciler, anadili İngilizce olan öğretmenleri dilbilimsel ve mesleki boyutlarda ve anadili İngilizce olmayan öğrencileri de eğitimsel boyutta olumlu yönde algılamıştır

İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN TÜRK ÖĞRENCİLERİN YÜKSEKÖĞRETİMDE ANADİLİ İNGİLİZCE OLAN VE ANADİLİ İNGİLİZCE OLMAYAN ÖĞRETMEN ALGILARI

The question of what makes a good teacher of English has aroused researchers' interest for many years, and the existing studies comparing NESTs (native English-speaking teachers) and NNESTs (non-native English-speaking teachers) have focused mostly on students' perceptions of these teachers. The current study aims to explore in the first phase if there is a meaningful difference between Turkish EFL learners' perceptions of NESTs and NNESTs on their first encounter with them. The second phase explores whether any changes have occurred in students' preconceptions regarding NESTs within the course of time. The participants are 120 Turkish monolinguals from a private university. Quantitative data was collected through questionnaires consisting of Likert-scale items in both phases. An interview session was added to the second phase to obtain more in-depth insights into students' perceptions. The findings showed that students had neutral perceptions of NESTs and NNESTs. However, in the second phase, the data analysed via qualitative content analysis demonstrated that students' perceptions were found to have positively changed for NESTs, particularly in terms of personality dimension. In both phases, students perceived NESTs in linguistic and professional dimensions, and NNESTs in pedagogical dimension rather positively

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