YABANCI DİL OLARAK İNGİLİZCE ÖĞRETİMİNDE KÜLTÜR: ÖĞRETMEN ADAYLARININ PERSPEKTİFİ

Bir dil öğrenmek sadece kelime ve yapıları hatasız ve akıcı bir şekilde kullanma becerisini gerektirmez bir de kültürel bağlam içinde dili uygun olarak kullanma becerisini de içerir (Byram 1997). Bu çalışmanın amacı öğretmen adaylarının İngilizcenin yabancı dil olarak öğretimi bağlamında kültür ve kültürel öğelerin öğretimi hakkında geliştirdikleri bakış açılarını ve bu tür bir eğitime dahil etmek istedikleri kültürel öğelerin neler olduğunu araştırmaktır. Çalışmada kullanılan very bir anket aracılığı ile toplanmıştır. Elde edilen verinin analizi sonucu kültür kavramının iki geniş kapsamlı boyutu ortaya çıkmıştır: küresel ve belli ülkelere özel kültürel öğeler. Bu bulgular temel alınarak 2 bölümlü bir anket yaratıldı. İlk bölümünde öğretmen adaylarının ‘görünen ve görünmeyen’ kültür öğeleri tercihlerini sorgulanırken, ikinci bölüm önem sırasına konulacak ‘görünen ve görünmeyen kültür’ öğelerini içermekteydi. İstatistiki sonuçlar adayların kültürü doğrudan öğretmeleri ve ders kitaplarında bulunan kültürel öğeleri ihmal etmemeleri gerektiğine inandıklarını göstermektedir. Fakat sadece % 30 u sadece kültürel temaları temel alarak ders planı yapacağını söyledi. Dahası, öğrencilerin %42.5 UK/US yaşam biçimini en önemli öğe ve%34.3 ü konuşma eylemlerinin (speech acts) en önemli öğeler olarak seçerken, %90.0 gibi bir çoğunluk küresel kültür öğelerini tercih etmiştir. Sonuçlar öğretmen adaylarının bu konudaki bilinçlilik düzeyinin yükseltilmesi gerektiğini göstermiştir.

TEACHING CULTURE IN EFL CONTEXT: STUDENT TEACHERS’ PERSPECTIVE

Learning a language requires the ability of using not onlyvocabulary and structures accurately and fluently but also it includes theappropriate use of language within cultural context (Byram 1997). Thisstudy aimed to investigate student teachers’ (STs’) perspectives of cultureand teaching of cultural features in EFL context and their preference ofcultural elements. The informants were 134 third year STs studying inan ELT department.The data was collected by means of a questionnaire. The analysisof the elicited data provided a list of two broad dimensions of culture:global and country specific cultural themes, based on which a two-partquestionnaire was designed. While the first part questioned STs’preferences of ‘visible and invisible culture’ (Hinkel 2014), the secondcontained ‘visible and invisible’ cultural elements which were put in theorder of importance. Statistical results showed that the majority believedthat they should teach culture explicitly and stated that they should notignore cultural features in coursebooks. However, only 30% STs saidthat they would plan their lesson based solely on cultural themes.Moreover, while STs chose the UK/US life style as the most importantelement (42.5%) and speech acts (34.3%), they preferred elements ofglobal culture (90.9%). The results indicate that STs need to have theirawareness raised on this issue.

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