Üniversite Düzeyinde Akademisyen ve Öğrencilerin Bakış Açısıyla Edimbilimsel Yetenek ve Öğretiminin Değerlendirilmesi

Yıl 2017, , 589 - 604, 01.12.2017

Ayşegül Takkaç Tulgar Oktay Yağız , Turgay Han

https://doi.org/10.31795/baunsobed.645125

Cited By: 1

Öz

Bu çalışma, Türkiye’de altı devlet üniversitesinde İngiliz Dili Eğitimi bölümündeki akademisyenlerin ve öğrencilerin yabancı dil öğretiminde edimbilimsel yeteneğin öğretilmesine ilişkin algı ve tutumlarını incelemek üzere tasarlanmıştır. Veriler, katılımcıların yazılı olarak cevapladıkları altı açık uçlu soru ile toplanmıştır. Veri analizinde içerik analizi kullanılmıştır. Sonuçlar, katılımcıların edimbilimsel yeteneğin önemli olduğunu düşündüklerini ve bu yeteneğin dil öğretimine dahil edilmesini istediklerini göstermiştir. Katılımcılar, etkili ve başarılı iletişimi sağladığı için edimbilimsel yeteneğin katkısını vurgulamışlardır. Katılımcılar ayrıca, mevcut eğitim sistemi başta olmak üzere edimbilimsel yeteneğin gelişmesini engelleyen bazı temel sorunlardan bahsetmişlerdir. Bu sonuçlara dayanarak, edimbilimsel yeteneğin gelişmesinin iyileştirilmesi için bazı pedagojik önerilerde bulunulmuştur

Anahtar Kelimeler

İngilizce Öğrencisi, Akademisyen, Edimbilimsel Yetenek, Edimbilimsel Öğretim, Yükseköğrenim

AN EVALUATION OF PRAGMATIC COMPETENCE AND ITS TEACHING FROM THE PERSPECTIVES OF FACULTY MEMBERS AND STUDENTS AT TERTIARY LEVEL

Öz

This study was designed with an aim to understand the perceptions and attitudes of faculty members and students in six EFL departments in Turkey regarding the value of pragmatic competence and its teaching in foreign language education. The data were collected through six open-ended questions for which both faculty members and student participants were required to provide written answers. For the analysis of the data, content analysis was adopted to reach detailed results and conclusions. The results revealed that the participants considered pragmatic competence as essential and they favoured its integration in foreign language education. They underlined the contributory nature of pragmatic instruction as it helps learners communicate effectively and successfully. Besides their positive ideas about pragmatic competence and its teaching, the participants counted some basic problems that hinder pragmatic development like the existing education system and other factors that it negatively influences. Based on the results, some pedagogical implications are suggested for the betterment of pragmatic development

Anahtar Kelimeler

EFL Learner, Faculty Member, Pragmatic Competence, Pragmatic Instruction

Kaynakça

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