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İngilizcenin Yabancı Dil Olarak Öğretildiği Bir Ortamda Öğretmenlerin Görev Temelli Dil Öğretimine Karşı Tutumları

Year 2022, Volume: 22 Issue: 1, 68 - 82, 30.06.2022
https://doi.org/10.53629/sakaefd.1069149

Abstract

Görev temelli dil öğretimi yaklaşımı İngiliz dili öğretiminde çok önemli bir yere sahiptir ve İngiliz Dili Eğitimi alanında uzun süredir üzerine çalışmalar yapılmaktadır. Bu yaklaşım Türkiye Cumhuriyeti Millî Eğitim Bakanlığı tarafından mevcut İngilizce öğretim programında benimsenen bir yaklaşım olmuştur. Ancak Türkiye’de görev temelli dil öğretimi üzerine çalışmalar henüz arzulanan seviyede değildir. Bu çalışmanın temel amacı, öğretmenlerin görev temelli dil öğretimine karşı tutumlarını ve öğrenme ortamlarında kullanıp kullanamamalarının nedenlerini ortaya koymaktır. Bu doğrultuda, nicel araştırma yöntemleri kullanarak veriler toplanıp analizi yapılmıştır. Araştırmanın örneklemini Türkiye'deki devlet okullarında ve üniversitelerinde çalışan 130 öğretmen oluşturmuş, bunların tamamına öğretmenlerin tutum ve algılarını ölçen, likert tipi ve çoktan seçmeli “Öğretmen Anketi” uygulanmıştır. Araştırmanın bulguları, öğretmenlerin çoğunun görev tabanlı dil öğretim yöntemleri konusunda olumlu tutumlara sahip olduğunu ve öğretme ortamlarında kullandıklarını göstermiştir. Buna ek olarak, bu çalışma ileride araştırmacıları görev temelli dil öğretimi üzerinde daha kapsamlı ve uygulamaya yönelik çalışmalar yapmaya sevk edecektir. Ayrıca Millî Eğitim Bakanlığı otoriteleri ile İngilizce Öğretmenliği programlarındaki akademisyenlerin görev temelli dil öğretiminin uygulanmasının önemini ve uygulamadaki engellerini derinlemesine anlamaya teşvik edecektir.
Anahtar kelimeler: Görev Temelli Dil Öğretimi, İngiliz Dili Öğretimi, Öğretmenlerin Tutumları

References

  • Carless, D. R. (2009). Revisiting the TBLT versus PPP debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19, 49–66. https://www.researchgate.net/publication/265873841_Revisiting_the_TBLT_versus_P-P-P_Debate_Voices_from_Hong_Kong
  • Chamot, A.U. and O’Malley, J.M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison- Wesley.
  • Demir, A. (2008). The influence of task-based reading activities on EFL learner’ attitude and learning outcomes from the students’ perspective. Retrieved from Council of Higher Education, Thesis Center. (AAT 220590)
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Erten, İ. H. (2009). Gender differences in academic achievement among Turkish prospective teachers of English as a foreign language. European Journal of Teacher Education, 32(1), 75-91. https://doi.org/10.1080/02619760802586113
  • Feez, S., & Joyce, H. D. S. (1998). Text-based syllabus design. National Centre for English Language Teaching and Research, Macquarie University.
  • Geneyikli, B. (2020) An analysis of EFL teachers' methodological choices and their views on post method pedagogy. Retrieved from Council of Higher Education, Thesis Center. (AAT 613168)
  • Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: what every EFL teacher should do. Procedia-Social and Behavioral Sciences, 15, 46-52. https://doi.org/10.1016/j.sbspro.2011.03.049
  • Jeon, I. J., & Hahn, J. W. (2006). Exploring EFL teachers' perceptions of task-based language teaching: A case study of Korean secondary school classroom practice. Asian EFL Journal, 8(1), 123-143. https://asian-efl-journal.com/March_06.pdf#page=123
  • Jez, S. J., & Wassmer, R. W. (2015). The impact of learning time on academic achievement. Education and Urban Society, 47(3), 284-306. https://doi.org/10.1177/0013124513495275
  • Karakoc, B., & Bay, E. (2016). Opinions of the teachers related with the positive and negative aspects of the authentic task-based approach in foreign language education. Journal of Education and Learning, 5(3), 166-172. http://dx.doi.org/10.5539/jel.v5n3p166
  • Kırtaş, G. (2016) ELT Teachers' perceptions and practices of task-based language teaching. Retrieved from Council of Higher Education, Thesis Center. (AAT 428407)
  • Kunt, N., & Özdemir, Ç. (2010). Impact of methodology courses on pre-service EFL teachers’ beliefs. Procedia- Social and Behavioral Sciences, 2(2), 3938-3944. https://doi.org/10.1016/j.sbspro.2010.03.620
  • MoNE. (2018). Ministry of National Education. MEB.(2016b), 15.
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia- Pacific region. TESOL Quarterly, (37)4, 589-613. https://doi.org/10.2307/3588214 Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
  • Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey Retrieved from Illinois Digital Environment for Access to Learning and Scholarship. (AAT 16211)
  • Prabhu, N. S. (2013). Second Language Pedagogy. Oxford: Oxford University Press.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
  • Willis, J. (1981). Teaching English through English: A course in classroom language and techniques.
  • Yıldız, M. (2012). Teaching Grammar Through Task-based Language Teaching to Young EFL Learners. Retrieved from Council of Higher Education, Thesis Center. (AAT 314752)
  • Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices. Journal of Cambridge Studies, 4(1), 73-81. https://doi.org/10.17863/CAM.1579

Teachers’ Attitudes towards Task-Based Language Teaching in an EFL Context

Year 2022, Volume: 22 Issue: 1, 68 - 82, 30.06.2022
https://doi.org/10.53629/sakaefd.1069149

Abstract

The task-based language teaching approach is an indispensable part of English language teaching and has long been studied in the field of English Language Teaching. In the current English curriculum, this approach is adopted by the Ministry of National Education in Turkey. However, the studies on task-based language teaching in Turkey have not been at the desired level, yet. The main purpose of this study is to reveal teachers’ attitudes towards task-based language teaching and the reason why they implement it in their teaching or not. Accordingly, the data was collected and analyzed by using quantitative research methods. The sample of the study was composed of 130 teachers working in state schools and universities in Turkey, and all of them were administrated a questionnaire consisting of Likert-type and multiple-choice items. The overall findings of the study showed that most of the teachers have positive attitudes about task-based language teaching methods and they used it in their teaching although some of them did not use task-based language teaching because of certain factors. In addition, this study will motivate further researchers to make larger extent and practical studies that will make the authorities of the Ministry of Education and the academics in the field of English Language Teaching deeply understand the importance and the obstacles in implementing task-based language teaching.

References

  • Carless, D. R. (2009). Revisiting the TBLT versus PPP debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19, 49–66. https://www.researchgate.net/publication/265873841_Revisiting_the_TBLT_versus_P-P-P_Debate_Voices_from_Hong_Kong
  • Chamot, A.U. and O’Malley, J.M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison- Wesley.
  • Demir, A. (2008). The influence of task-based reading activities on EFL learner’ attitude and learning outcomes from the students’ perspective. Retrieved from Council of Higher Education, Thesis Center. (AAT 220590)
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Erten, İ. H. (2009). Gender differences in academic achievement among Turkish prospective teachers of English as a foreign language. European Journal of Teacher Education, 32(1), 75-91. https://doi.org/10.1080/02619760802586113
  • Feez, S., & Joyce, H. D. S. (1998). Text-based syllabus design. National Centre for English Language Teaching and Research, Macquarie University.
  • Geneyikli, B. (2020) An analysis of EFL teachers' methodological choices and their views on post method pedagogy. Retrieved from Council of Higher Education, Thesis Center. (AAT 613168)
  • Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: what every EFL teacher should do. Procedia-Social and Behavioral Sciences, 15, 46-52. https://doi.org/10.1016/j.sbspro.2011.03.049
  • Jeon, I. J., & Hahn, J. W. (2006). Exploring EFL teachers' perceptions of task-based language teaching: A case study of Korean secondary school classroom practice. Asian EFL Journal, 8(1), 123-143. https://asian-efl-journal.com/March_06.pdf#page=123
  • Jez, S. J., & Wassmer, R. W. (2015). The impact of learning time on academic achievement. Education and Urban Society, 47(3), 284-306. https://doi.org/10.1177/0013124513495275
  • Karakoc, B., & Bay, E. (2016). Opinions of the teachers related with the positive and negative aspects of the authentic task-based approach in foreign language education. Journal of Education and Learning, 5(3), 166-172. http://dx.doi.org/10.5539/jel.v5n3p166
  • Kırtaş, G. (2016) ELT Teachers' perceptions and practices of task-based language teaching. Retrieved from Council of Higher Education, Thesis Center. (AAT 428407)
  • Kunt, N., & Özdemir, Ç. (2010). Impact of methodology courses on pre-service EFL teachers’ beliefs. Procedia- Social and Behavioral Sciences, 2(2), 3938-3944. https://doi.org/10.1016/j.sbspro.2010.03.620
  • MoNE. (2018). Ministry of National Education. MEB.(2016b), 15.
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia- Pacific region. TESOL Quarterly, (37)4, 589-613. https://doi.org/10.2307/3588214 Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
  • Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey Retrieved from Illinois Digital Environment for Access to Learning and Scholarship. (AAT 16211)
  • Prabhu, N. S. (2013). Second Language Pedagogy. Oxford: Oxford University Press.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
  • Willis, J. (1981). Teaching English through English: A course in classroom language and techniques.
  • Yıldız, M. (2012). Teaching Grammar Through Task-based Language Teaching to Young EFL Learners. Retrieved from Council of Higher Education, Thesis Center. (AAT 314752)
  • Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices. Journal of Cambridge Studies, 4(1), 73-81. https://doi.org/10.17863/CAM.1579
There are 21 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Muhammet Öcel 0000-0002-3552-2517

Ayfer Su Bergil 0000-0002-9277-2862

Early Pub Date June 29, 2022
Publication Date June 30, 2022
Submission Date February 7, 2022
Published in Issue Year 2022 Volume: 22 Issue: 1

Cite

APA Öcel, M., & Su Bergil, A. (2022). Teachers’ Attitudes towards Task-Based Language Teaching in an EFL Context. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 68-82. https://doi.org/10.53629/sakaefd.1069149