Hazırlık öğrencilerinin anadil konuşuru olan ve anadil konuşuru olmayan öğretmenlere ilişkin algıları ve ingilizce yeterililik seviyelerinin algıları üzerindeki etkisi

Ana dili İngilizce olan ve anadili İngilizce olmayan öğretmenlerin dil eğitimindeki rolü hakkında birçok soru ortaya atılmıştır ve bu konu birçok açıdan ele alınmıştır. Bu çalışmanın amaçları ise hazırlık öğrencilerinin anadil konuşuru olan ve anadil konuşuru olmayan öğretmenler hakkındaki algılarını saptamak ve öğrencilerin İngilizce seviyelerinin fikirleri üzerinde bir etkisinin olup olmadığını incelemektir. Katılımcılar, orta altı (30) ve orta üstü (30) İngilizce seviyesine sahip 60 hazırlık öğrencisidir. Nicel veriler, Üstünlüoğlu (2007) tarafından tasarlanan ve Demir (2011) tarafından uyarlanan 30 maddelik bir anket kullanılarak toplanmıştır. Anket, dört açı göz önüne alınarak geliştirilmiştir: sınıf içerisindeki öğretme, sınıf yönetimi, iletişim becerileri ve bireysel özellikler. Güvenilirlik yönünden, Cronbach Alpha 0.75’tir ve bu kabul edilebilirdir. Genel sonuçlar ele alındığında, incelenen dört kategoride de öğrencilerin anadil konuşuru olan ve anadil konuşuru olmayan İngilizce öğretmen algıları arasında anlamlı bir farklılık olmadığını göstermiştir. Ancak, orta altı ve orta üstü seviyedeki öğrencilerin verileri incelendiğinde, sonuçlar, öğrencilerin İngilizce seviyesinin düşüncelerini etkilediğini göstermiştir ve farklı seviyelerdeki öğrencilerin algıları arasında anlamlı farklılıklar bulunmuştur. Sonuçlar, ileri seviyedeki öğrencilerin hem anadil konuşuru olan ve hem de anadil konuşuru olmayan öğretmenler hakkında daha pozitif algılara sahip olduklarını göstermiştir.

Anahtar Kelimeler:

öğrenci algısı, anadili İngilizce olan öğretmenler, anadili İngilizce olmayan öğretmenler

Prep school students’ perceptions of native and non-native teachers and effect of proficiency level on their perceptions

Many questions have been raised about the role of native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in language education, and the issue has been investigated in various aspects. The aims of this study are to shed new light on the issue through an examination of preparatory school students’ perceptions of NESTs and NNESTs and to find out the effect of their English proficiency level on learner’s perceptions. The participants were 60 prep-school students from lower-intermediate (30) and upper-intermediate (30) levels. Quantitative data for the study were collected using a 30-items questionnaire that was designed by Üstünlüoğlu (2007), adapted, and modified by Demir (2011). It was developed with respect to four aspects: in-class teaching roles, in-class management roles, in-class communication skills, and individual qualities. In terms of the reliability of the items in the questionnaire, Cronbach's Alpha was calculated as .75, which was acceptable. Referring the general results, the findings showed no significant difference between the students’ perceptions of NESTs and NNESTs in the four aspects evaluated. However, when the perceptions of lower and upper intermediate students were compared, their perceptions were found to be affected by their English proficiency level, and significant differences were found between perceptions of those students. The results revealed that upper-intermediate level students held more positive perceptions towards both NESTs and NNESTs in all categories.

Keywords:

students’ perceptions, Native English- teachers (NEST), Non- native English-speaking teachers (NNEST),

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