Mapping university preparatory school A1 level students’ high school English learning experience

Due to the importance of English in the global scale, English has been included in curriculum and taught from kindergarten to high school in Turkey for many years. Despite all the time, money and energy invested, students cannot pass English proficiency exam offered by their universities and are obliged to enroll in one-year English preparatory (prep) program at universities. The aim of this study is to investigate A1 level university prep students’ English learning experiences at high school, determine the possible reasons of failure in English in their previous schooling that have led them to start the prep school with the lowest entry level and get students’ suggestions to learn what can be done to improve the current situation and curriculum at high schools. 521 questionnaires that consisted of 19 items requiring short answers and an open-ended question were collected in the prep school of a state university in the fall term of 2018-2019 academic year. While analyzing the quantitative data, frequencies and percentages were taken into consideration. For the qualitative data in the open-ended question, content analysis was done. The findings show that English lessons at high schools do not focus much on communication skills and genuine learning.

Üniversite hazırlık sınıfı a1 kuru öğrencilerinin lisedeki dil öğrenme deneyimleri

İngilizcenin küresel boyuttaki öneminden dolayı, Türkiye’de İngilizce ders olarak müfredatta yer almaktadır ve okul öncesinden liseye, her eğitim seviyesinde yıllardır öğretilmektedir. Harcanan zamana, paraya ve enerjiye rağmen öğrenciler üniversitelerdeki dil yeterlik sınavlarını geçememektedir ve bir yıllık üniversite hazırlık programlarına bölümlerine başlamadan önce devam etmek zorunda kalmaktadır. Bu çalışmanın amacı, hazırlık öğrencilerinin gözünden lisede gördükleri yabancı dil öğretiminin/öğreniminin bir resmini çekmek ve lisede anlamlı bir dil öğrenme ortamı yaşayıp yaşamadıklarını anlamak, mevcut durumu ve lisedeki müfredatı iyileştirmek için önerilerini almaktır. 2018-2019 güz döneminde bir devlet üniversitesi hazırlık okulundaki 521 A1 başlangıç düzeyindeki öğrenciden kısa cevap gerektiren ve bir açık uçlu sorudan oluşan 19 soruluk bir anketle veri toplanmıştır. Nicel verileri analiz ederken sıklıkları ve yüzdeleri alınmış, açık uçlu soruya verilen nitel cevapları incelemek için de içerik analizi yapılmıştır. Bulgular, lisedeki İngilizce derslerinin iletişim becerilerine ve gerçek bir öğrenme ortamına odaklanmadığını ortaya koymaktadır.

Kaynakça

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Kaynak Göster