Preservice Teachers’ Purposes of Foreign Language Learning and Thoughts on their Foreign Language Proficiency: Marmara University Sample
Öğretmen Adaylarının Yabancı Dil Öğrenme Amaçları ve Yeterliliklerine Yönelik Düşünceleri: Marmara Üniversitesi Örneği

Author : Esra KERİMOĞLU - Levent DENİZ
Number of pages : 361-378


The purpose of this study is to determine the thoughts, proficiencies and purposes of learning a foreign language of the preservice teachers who study in departments other than the foreign language education department at faculties of education. The sequential descriptive pattern one of the mixed method research patterns has been used in the research. The population of the study has consisted of preservice teachers studying at Marmara University Atatürk Faculty of Education between the 2018-2019 academic years, and the sample of the research consists of 265 preservice teachers from 9 different departments studying in the last year. In the qualitative part of the research, 11 preservice teachers have been interviewed among the preservice teachers who completed the questionnaire. As data collection tools, which are developed by the researchers, both a questionnaire titled “Questionnaire on Preservice Teachers' Experiences about Foreign Language Learning” and a semi-structured interview form created by considering the questionnaire findings are used. In conclusion, it has been deduced that preservice teachers supported the opinion that it is necessary to learn a foreign language both for teaching profession and to access postgraduate education. The great majority of preservice teachers have stated that they are more proficient in English than other languages. Although most of the preservice teachers have asserted that mostly considered their reading, writing and listening skills as somewhat proficient, most of them considered their speaking skills as little sufficient. The minority of the preservice teachers participated in the research took international exams and received foreign language certificates internationally recognized. In addition, it has been understood that most of them failed in the national foreign language exams they took.


Foreign language teaching, foreign language proficiency, preservice teachers, mixed method.


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