Author :
Abstract
Bu çalışma, Türk yabancı dil eğitim sisteminde verimsizliğe neden olan faktörleri ortaya çıkarmayı ve daha sonra belirtilen sorunların üstesinden gelmek için önerilerde bulunmayı amaçlamaktadır. Çalışma, yabancı dil eğitiminde verimsizliğe neden olan sorunların olarak benimsenen yabancı dil eğitimi yaklaşımı (yabancı dil yapılarını öğretmek = yabancı dil öğretimi) yabancı dil eğitimi planlama politikası, öğretmen eğitim sistemi, kullanılan öğretim materyalleri ve ölçme ve değerlendirme sisteminden kaynaklandığına işaret etmektedir. Bu makalede, bu sorunların nasıl aşılacağı hakkındaki önerilerle sona ermektedir. Yöntem olarak, yabancı dilin bir öğrenme ve iletişim aracı olarak kullanılmasını öngören anlam odaklı yöntem önerilmektedir. Bu yöntem, öğrencilerin bol miktarda ilginç ve anlaşılabilir girdi almalarını öngörür. Doğal olarak, dil eğitimi yönteminde böyle bir değişim, yönteme uygun materyal ve ölçme-değerlendirme gerektirmektedir. Öğretmenler yabancı dil eğitim sürecinin temsilcilerinden biri olduğundan ve her türlü yenilik sadece öğretmenlerle gerçekleştirilebildiğinden, öğretmen eğitiminin sistematik olarak devam eden bir etkinlik olarak planlanması gerekmektedir. Son olarak, tüm bu değişikliklerin, ancak bağlam ve ihtiyaç analizi yoluyla elde edilen verilerin bilimsel olarak işlenmesi ile ortaya konulacak yabancı dil politikası ile gerçekleştirilebileceği vurgulanmıştır.
Keywords
Abstract
Turkey has invested a lot in foreign language education; however, the expected goals are not likely to be acknowledged yet especially in English as a foreign language (EFL) education. This paper aims at uncovering the factors causing inefficiency in the Turkish foreign language education system and then offering suggestions to overcome stated problems. The paper points out that the problems causing inefficiency in foreign language education mainly stem from adopted foreign language education approach, foreign language education planning policy, teacher education/training system, adopted teaching materials, and measurement and evaluation system. The paper concludes with a discussion about how to overcome these problems. It offers a meaning-based foreign language education method trying to expose students to a massive number of comprehensive samples of a target language. Naturally, such a shift in language education method, calls for materials and measurement evaluation compatible with the method. As the teachers are one of the agents of the foreign language education process and any innovation can only be realized with teachers, teacher training needs to be planned systematically as an ongoing event. Finally, all these changes can only be potentially realized by the authorities who determine the foreign language policy by scientifically exploiting data obtained through context and needs analysis.
Keywords
- Akyuz, Y. (1993). Türk eğitim tarihi. İstanbul: Kolej Yayınları.
- Alagozlu, N. (2017). Türkiye ‘de İngilizce öğretmeni yetiştirme sorunlari. Türkbilig, 34, 241-247.
- Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. The Modern Language Journal, 89(3), 353-366.
- Alptekin. C. (2014). Yabancı dil eğitiminde öğretmen yetiştiren akademisyenlerin nitelikleri ne olmalı? In A. Saricoban & H. Oz (eds.). Türkiye’de yabancı dil eğitiminde eğilim ne olmalı? (pp. 15-28). Ankara: Hacettepe Üniversitesi Yayınları.
- Angell, J., DuBravac, S., & Gonglewski, M. (2008). Thinking globally, acting locally: Selecting textbooks for college-level language programs. Foreign Language Annals, 41(3), 562-572.
- Batdi, V. (2017). Comparing the High School English Curriculum in Turkey through Multi- Analysis. Educational Sciences: Theory and Practice, 17(4), 1255-1290.
- Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal, 57(3), 278-287.
- Bayraktaroglu, S. (2014). Neden yabancı dilde başarılı olamıyoruz? In A. Saricoban & H. Oz (eds.). Türkiye’de yabancı dil eğitiminde eğilim ne olmalı? (pp. 9-14). Ankara: Hacettepe Üniversitesi Yayınları.
- Bayyurt, Y. & Akcan, S. (2014). Türkiye’deki İngilizce öğretmeni yetiştirme programları üzerine düşünce ve öneriler. In S. Akcan & Y. Bayyurt (eds.). Türkiye'deki yabancı dil eğitimi üzerine görüş ve düşünceler. (pp. 3-9). İstanbul: Boğaziçi Üniversitesi Yayınları.
- Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133-156.
- Brown. H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Longman.
- Brown, H. D. (2007). Principles of language teaching and learning. White Plains, NY: Pearson & Longman.
- Brown, J. D. (2005). Testing in language programs. NY: McGraw-Hill.
- Byram, M. & Grundy, P. (2002). Context and culture in language teaching and learning. Language, Culture and Curriculum, 15(3), 193 -195.
- Canagarajah, A. S. (2006). TESOL at forty: What are the issues? TESOL Quarterly, 40(1), 9-34.
- Celebi, D. (2006). Türkiye’de anadili eğitimi ve yabancı dil öğretimi. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(2), 285-307.
- Cho, K. (2006). Read the book, see the movie, acquire more English. Reading Improvement, 43(3), 143- 147.
- Cho, K. (2007). Converting incomprehensible input into comprehensible input. Mosaic: The Journal for Language Teachers, 9(3), 9-11.
- Cho, K. & Kim, Y. (1999). The effects on listening comprehension from reading among college students. The New Korean Journal of English Language and Literature, 41(2), 649-673.
- Chomsky, N. (2016). The language capacity: Architecture and evolution. Psychonomic Bulletin & Review, 24(1), 200-203.
- Combee, C., Folse, K., & Hubley, N. (2011). A practical guide to assessing English language learners. Michigan: Michigan University Press.
- Demircan, O. (1988). Dünden bugüne Turkiye’de yabancı dil. İstanbul: Remzi Kitabevi.
- Demirel, O. (1991). Türkiye'de yabancı dil ögretmeni yetiştirmede karşılaşılan güçlükler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 6, 25-39.
- Demirel, O. (2003). Yabancı dil öğretimi. İstanbul: Pegem Yayincilik.
- Douglas, D. (2010). Understanding language testing. London: Hoddler Education.
- Ellidokuzoglu, H. (1999). Yabancı dil öğreniminde temel prensipler. Ankara: Kara Harp Okulu Basımevi.
- Ellidokuzoglu, H. (2008). Beyond the monitor model. IJFLT, 4(1), 6-18.
- Ellidokuzoğlu, H. (2017). Towards a receptive paradigm in foreign language teaching. Turkish Online Journal of English Language Teaching (TOJELT), 2(1), 20-39.
- Ellis, R. (2015). Understanding second language acquisition. Oxford: Oxford University Press.
- Graves, K. (2000). Designing language courses. Cambridge: Cambridge University Press.
- Harwood, N. (ed.) (2014). English language teaching textbooks: Content, consumption, production. Basingstoke: Palgrave Macmillan.
- Hatipoglu, C & Ercetin, G. (2014). Türkiye’de yabancı dilde ölçme ve değerlendirme eğitiminin geçmişi ve bugünü. In S. Akcan & Y. Bayyurt (Eds.). Türkiye'deki yabancı dil eğitimi üzerine görüş ve düşünceler. (pp. 72-89). İstanbul: Boğaziçi Üniversitesi Yayınları.
- Isik, A. (2000). The role of input in second language acquisition: more comprehensible input supported by grammar instruction or more grammar instruction? ITL Review of Applied Linguistics, 129, 225-274.
- Isik, A. (2005). Egemen dilin diğer dilleri etkisi altına alması ve yabancı dil eğitimi. İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(11), 83-102.
- Isik, A. (2008). Linguistic imperialism and foreign language teaching. The Journal of Asia TEFL, 51, 119- 140.
- Isik, A. (2011). Language education and ELT materials in Turkey from the path dependence perspective. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 256-266.
- Isik, A. (2013a). How are ELT materials chosen in high schools? Some suggestions. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 165-176.
- Isik, A. (2013b). To what extent does a university level English program meet workplace demands. Education Journal, 2(3), 98-107.
- Isik, A. (2018). Yabancı dil nasıl öğrenilmez? Nasıl öğrenilir? Ankara: Elma Yayınevi.
- Isik, A, & Altmisdort, G. (2010). Yabancı dil öğretiminde malzeme değerlendirme. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 221-238.
- Kirkgoz, Y. (2014). Türkiye’de yabancı dil eğitim politikaları ve müfredat programı. In S. Akcan & Y. Bayyurt (Eds.). Türkiye'deki yabancı dil eğitimi üzerine görüş ve düşünceler. (pp. 45-59). İstanbul: Boğaziçi Üniversitesi Yayınları.
- Kostka, I. & Bunning, L. (2016). Curriculum design in language teaching. Washington, DC: TESOL Publications.
- Krashen, S. (2000). Foreign language education: The easy way. Burlingame, CA: Language Education Associates.
- Krashen, S. (2003). Explorations in language acquisition and use. Portsmouth: Heinemann.
- Krashen, S. D. (2004). The power of reading: Insights from the research. ABC-CLIO.
- Krashen, S. (2007). Extensive reading in English as a foreign language by adolescents and young adults: A meta-analysis. International Journal of Foreign Language Teaching , 3(2), 23-29.
- Krashen, S. D. (2009). Principles and practice in second language acquisition. First Internet Edition. http://www.sdkrashen.com/Principles_and_Practice/index.html
- Krashen. S. D. (2011). Free voluntary reading. Santa Barbara, California: Libraries Unlimited.
- Krashen, S. (2015). The ecstasy hypothesis. Perspectives, 14, 7-9.
- Krashen, S. (2016). The availability of conscious knowledge: A comment on Lindseth (2016). Foreign Language Annals, 49(3), 635-636.
- Krashen, S. D. (2017a). The role of input (reading) and instruction in developing writing ability. Lenguas Modernas, 9-10, 23-35.
- Krashen, S. D. (2017b). Compelling reading and problem-solving: The easy way (and the only way) to high levels of language, literacy and life competence. Stephen D. Krashen, www.sdkrashen.com/content/articles/2016_krashen_eta_compelling_reading_and_ps.pdf
- Krashen, S. (2017c). Polyglots and the comprehension hypothesis. Turkish Online Journal of English Language Teaching (TOJELT), 2(3), 113-119.
- Krashen, S., Lee, S. Y., & Lao, C. (2017). Comprehensible and compelling: The causes and effects of free voluntary reading. Santa Barbara: Libraries Unlimited. ABC-CLIO, LLC.
- Krashen, S. & Ujiie, J. (2005). Junk food is bad for you, but junk reading is good for you. International Journal of Foreign Language Teaching, 1(3), 5-12.
- Kucukoglu, H. (2012). Foreign language policy practices in Turkey: From Ottoman to Republic. İİB International Refereed Academic Social Sciences Journal Special Issue 2, 03 (07), 53-68.
- Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press.
- Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, changing trends. TESOL Quarterly, 40(1), 59-81.
- Kumaravadivelu, B. (2013). Afterword: Rethinking global perspectives and local initiatives in language teaching. In S. Ben Said & L. J. Zhang (Eds.). Language teachers and teaching: Global perspectives and local initiatives. (pp. 317-323). New York: Routledge.
- Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, 50(1), 66-85.
- Long, M. (2015). Second language acquisition and task-based language teaching. Malden, MA: Wiley Blackwell.
- McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher’s guide (3rd Ed.). London: Blackwell.
- McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. London: Bloomsbury.
- McGrath, I. (2016). Materials evaluation and design for language teaching (2nd Ed.). Edinburgh: Edinburgh
- Mishan, F. & Timmis, I. (2015). Materials development for TESOL. Edinburgh: Edinburgh University Press.
- Pennycook, A. (1996). The cultural politics of English as an international language. Essex: Longman.
- Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University
- Richards, J. C. (2006). Materials development and research—making the connection. RELC Journal, 37(1), 5-26.
- Richards, J. C. & Rodgers, T. S. (2007). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
- Sari, R. (1996). The effect of receptive skills on productive skills. Unpublished master thesis. İzmir: 9 Eylül Üniversitesi.
- Sari, R. (2013). Is it possible to improve writing without writing practice? International Journal of Foreign Language Teaching, 8(1), 6-10.
- Tomlinson, B. (Ed.) (2003). Developing materials for language teaching. London: Continuum.
- Tomlinson, B. (2008). English language learning materials: A critical review. London: Continuum.
- Tomlinson, B. (2010). What do teachers think about EFL coursebooks? Modern English Teacher, 19(4), 5-
- Tomlinson, B. (Ed.) (2013). Developing materials for language teaching (2nd ed.). London: Continuum
- Tomlinson, B. & Masuhara, H. (2017). The complete guide to the theory and practice of materials development for language learning. Hoboken, NJ: John Wiley & Sons.
- Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16(4), 255-272.
- Ulum, O. G. (2015). EFL Policy of Turkey: Past and Present. Online Submission, 5(9), 5577-5580.
- Woodward, T. (2002). Planning lessons and courses. Cambridge: Cambridge University Press.
- 1. http://www.milliyet.com.tr/turkiye-nin-ingilizce-notu-egitim-1969793/ (Accessed on 26.01.2020)
- 2. https://2023vizyonu.meb.gov.tr/ (Accessed on 26.01.2020)
- 3. http://mufredat.meb.gov.tr/Dosyalar/201812020472656- OGM%20INGILIZCE%20PRG%2020.012018.pdf (Accessed on 26.01.2020)
