Primary school efl teachers' opinions about teaching the target language culture
Küçük Resim Yok
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, Tekirdağ ili ilköğretim okullarında görev yapan İngilizce öğretmenlerinin İngilizceyi yabancı dil olarak öğretirken, hedef dilin kültürünün sunulması ve öğretilmesi hakkındaki düşüncelerini araştırmaktadır. Buna dayanarak, çalışma şu araştırma sorularına cevap aramaktadır: (a) İlköğretim okullarında görev yapan yabancı dil olarak İngilizce öğretmenlerinin öğretiminde kültürün rolü nedir? (b) İlköğretim okullarında görev yapan yabancı dil olarak İngilizce öğretmenlerinin kültür tanımlaması nedir? (c) Bu öğretmenlerin İngilizceyi yabancı dil olarak öğretirken yabancı kültürün veya hedef dilin kültürünün öğretilmesi ile ilgili düşünceleri nelerdir? (d) Öğretmenlerin bu araştırma sorularına ilişkin düşünceleri ile onların cinsiyet, öğretmenlik tecrübeleri, eğitim geçmişleri ve yurt dışı konaklamaları gibi farklılıkları arasında bir ilişki var mıdır? Tezin kaynak taraması bölümü şu konulara odaklanmıştır: kültür, dil kültür ilişkisi, kültürün dil öğretimindeki önceki ve şimdiki yeri, ilköğretimde kültür öğretimi ve yabancı dil öğretimi alanındaki şimdiki çalışmaya benzer daha önceki çalışmalar. Bu araştırmanın katılımcıları Türkiye?de Tekirdağ ilinde devlete ait ilköğretim okullarında görev yapan rastgele seçilmiş 94 İngilizce öğretmenidir. Veri toplama aracı sıralama ölçeği, açık uçlu sorular ve Likert ölçeğinden oluşan bir ankettir. Veriler nitel ve nicel yaklaşımlar yolu ile analiz edilmiştir. Verilerin istatistiksel analizi için yazılım paketi SPSS (Sosyal Bilimler İçin İstatistik Paketi) kullanılmıştır. Sonuçlara göre katılımcı öğretmenler yabancı dil dersleri için kültür yerine dilbilimsel eğitimi daha önemli olarak görmektedir. Yine de bu araştırmanın bulgularına göre öğretmenler çoğunlukla kültürel bilgiyi öğretimlerine dahil etmektedirler. Öğretmenler kültürel bilgiyi derslerine dahil etmek için dilin kendisi ile ilgili olan hedeflerden ziyade, öncelikli olarak sosyal sebepler ileri sürmüşlerdir. Katılımcılar kültürü çoğunlukla, genelde günlük hayat, insanlar arası ilişkiler, adetler, boş zaman, iş veya fiziki durumu içeren ?küçük k ile kültür? anlamında veya sosyolojik anlamda tanımlamışlardır. Öğretmenler çoğunlukla Türk öğrencilerin İngiliz ve/veya Amerikan kültürleri hakkında bilgi edinmeleri gerektiğini ve hedef dilin kültürünün yabancı dilin ve yabancı dil öğretiminin bir parçası olduğunu belirttiler. Öğretmenlerin özgeçmiş bilgileri dikkate alındığında genel olarak anlamlı farklılıklar olmasa da, öğrenci ilgi ve ihtiyaçları ve kültür tanımlaması gibi bazı noktalarda gruplar arasında farklı düşüncelerin olduğu bulundu. Anahtar sözcükler: kültür, kültür öğretimi, ilkokul, yabancı dil olarak İngilizce
This study investigates the opinions of primary school EFL teachers in the province of Tekirdağ in Turkey on teaching and presenting information about the target language culture while teaching English as a foreign language. Based on this purpose, the study seeks to answer the following research questions: (a) What is the role of culture in primary school EFL teachers? teaching? (b) What is the definition of culture by the primary school EFL teachers? (c) What are these teachers? opinions on teaching the foreign culture or target language culture while teaching English as a foreign language? (d) Are there any relationships between the teachers? opinions regarding previous research questions and their differences with respect to their gender, teaching experience, educational background, and sojourns abroad? The literature review section of the thesis focused on the following themes: culture, language and culture relationship, previous and current place of culture in language teaching, culture teaching in primary school, and previous research similar to the current one in the field of foreign language education. The participants of the current study were 94 randomly selected EFL teachers who work in public primary schools in the province of Tekirdağ in Turkey. Data collection instrument was a questionnaire which consisted of rank order scales, open ended questions and Likert-type statements. Data were analyzed via quantitative and qualitative approaches. For the statistical analyses of the data, the software package SPSS (Statistical Package for Social Sciences) was used. Results indicated that the participant teachers regard linguistic training rather than culture as more important in foreign language lessons. However, they mostly include cultural information in their teaching according to the findings of the current research. The teachers primarily put forward social reasons rather than objectives related to language itself to include cultural information in their classes. Subjects defined culture mostly as sociological sense or culture with a small ?c? which generally include daily life, interpersonal relations, customs, leisure, work or material condition. Teachers mostly stated that Turkish students need to learn about British and/or American culture and that the information about the target language culture is a part of foreign language and foreign language teaching. It was found that although in general there was no significant difference between the opinions of teachers when their background information is considered, there were some different opinions between the groups on some points such as students? needs and interests regarding culture learning and definition of culture. Keywords: culture, teaching culture, primary school, English as a foreign language
This study investigates the opinions of primary school EFL teachers in the province of Tekirdağ in Turkey on teaching and presenting information about the target language culture while teaching English as a foreign language. Based on this purpose, the study seeks to answer the following research questions: (a) What is the role of culture in primary school EFL teachers? teaching? (b) What is the definition of culture by the primary school EFL teachers? (c) What are these teachers? opinions on teaching the foreign culture or target language culture while teaching English as a foreign language? (d) Are there any relationships between the teachers? opinions regarding previous research questions and their differences with respect to their gender, teaching experience, educational background, and sojourns abroad? The literature review section of the thesis focused on the following themes: culture, language and culture relationship, previous and current place of culture in language teaching, culture teaching in primary school, and previous research similar to the current one in the field of foreign language education. The participants of the current study were 94 randomly selected EFL teachers who work in public primary schools in the province of Tekirdağ in Turkey. Data collection instrument was a questionnaire which consisted of rank order scales, open ended questions and Likert-type statements. Data were analyzed via quantitative and qualitative approaches. For the statistical analyses of the data, the software package SPSS (Statistical Package for Social Sciences) was used. Results indicated that the participant teachers regard linguistic training rather than culture as more important in foreign language lessons. However, they mostly include cultural information in their teaching according to the findings of the current research. The teachers primarily put forward social reasons rather than objectives related to language itself to include cultural information in their classes. Subjects defined culture mostly as sociological sense or culture with a small ?c? which generally include daily life, interpersonal relations, customs, leisure, work or material condition. Teachers mostly stated that Turkish students need to learn about British and/or American culture and that the information about the target language culture is a part of foreign language and foreign language teaching. It was found that although in general there was no significant difference between the opinions of teachers when their background information is considered, there were some different opinions between the groups on some points such as students? needs and interests regarding culture learning and definition of culture. Keywords: culture, teaching culture, primary school, English as a foreign language
Açıklama
Yüksek Lisans
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
