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

Muhammet Öcel , Ayfer Su Bergil

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

Keywords

Görev Temelli Dil Öğretimi, İngiliz Dili Öğretimi, Öğretmenlerin Tutumları

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

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.

Keywords

Task-Based Language Teaching, English Language Teaching, Teachers’ Attitudes

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