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Strengths and Weaknesses of Primary School English Language Teaching Programs in Turkey: Issues Regarding Program Components 土耳其小学英语教学项目的优势与劣势:关于项目组成的问题
IF 1.9 Q3 LINGUISTICS Pub Date : 2018-09-26 DOI: 10.32601/EJAL.464194
Ali Erarslan
Today, the ability to communicate in English is a need brought about by the globalization process encompassing developments in many fields such as science and technology. To address this need, English language teaching programs in Turkey (henceforth ELTP) underwent substantial changes within the larger curriculum reform movements taking place in 1997, 2006 and 2013, the last of which is also called the 4+4+4 education system. In these ELTPs, major differences were based on primary school English language teaching and learning.  However, there is a growing claim that these ELTPs did not achieve the intensions in equipping primary school students with the necessary communicative skills in English. Thus, this integrative literature review study aims to explore the results of the evaluation studies so as to understand the strengths and weaknesses of each ELTP regarding such program components as aims and outcomes, content, materials, and testing and assessment. In line with this, studies conducted to evaluate the 1997, 2006 and 2013 ELTPs were examined thoroughly, and their findings were identified for the analysis. The analysis of the studies showed that problems with the ELTPs under evaluation included not carefully written aims and outcomes failing to include all domains. It also reveals problems with the selection and design of the content and materials which failed to be adequate and effective. Lastly, reliance on paper-based assessment even failing to include productive skills is seen to be another problem. All these issues seem to be persistent over all the ELTPs, thus they call for careful consideration and action for the improvement of further program changes.
今天,用英语交流的能力是全球化进程所带来的需求,包括科学和技术等许多领域的发展。为了满足这一需求,土耳其的英语教学计划(以下简称ELTP)在1997年、2006年和2013年发生的更大规模的课程改革运动中发生了重大变化,最后一次也被称为4+4+4教育系统。在这些ELTP中,主要的差异是基于小学英语教学。然而,越来越多的人认为,这些英语教学计划并没有达到为小学生提供必要的英语交际技能的目的。因此,本综合文献综述研究旨在探索评估研究的结果,以了解每个ELTP在目标和结果、内容、材料以及测试和评估等项目组成部分方面的优势和劣势。根据这一点,对1997年、2006年和2013年ELTP的评估研究进行了彻底的审查,并确定了分析结果。对研究的分析表明,评估中的ELTP存在的问题包括没有仔细编写目标和结果,没有涵盖所有领域。它还揭示了内容和材料的选择和设计方面的问题,这些问题未能充分有效。最后,依赖纸质评估甚至不包括生产技能被视为另一个问题。所有这些问题似乎在所有ELTP中都存在,因此需要仔细考虑并采取行动,以改进进一步的项目变更。
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引用次数: 9
Old Wine in a New Bottle: Implementation of Intensive Language Program in the 5th Grade in Turkey 新瓶装旧酒:土耳其五年级强化语言课程的实施
IF 1.9 Q3 LINGUISTICS Pub Date : 2018-09-26 DOI: 10.32601/EJAL.464187
E. Aksoy, Derya Bozdoğan, Ufuk Akbaş, Gölge Seferoğlu
In search of ways to better the foreign language proficiency levels of their citizens, governments frequently announce macro foreign language policies. In Turkey, the latest education reform in 2013 lowered the onset of foreign language learning to the second grade. The piloting of the latest foreign language policy is in progress to transform the fifth grade to an English Language Preparation Program (ELPP). In line with the current changes, this study collects the secondary school English language teachers’ opinions at the initial stage of the implementation. This qualitative case study questions the advantages, disadvantages, success and possible challenges of the implementation, and the necessary support mechanisms. The secondary school English language teachers reflect on their past experiences of intensive language programs and hold an overall positive approach to the new ELLP implementation. All in all, to achieve success, the findings highlight the need for teacher training on teaching English to young learners, for a sound integration of communicative language teaching with authentic materials.
为了寻找提高国民外语水平的方法,政府经常宣布宏观外语政策。在土耳其,2013年的最新教育改革将外语学习的开始时间降到了二年级。最新的外语政策试点正在进行中,将五年级转变为英语预备课程(ELPP)。根据当前的变化,本研究收集了中学英语教师在实施初期的意见。这个定性的案例研究对实施的优点、缺点、成功和可能的挑战以及必要的支持机制提出了疑问。中学英语教师反思过去的语言强化课程经验,并对新的语言强化课程的实施持积极的态度。总而言之,为了取得成功,研究结果强调了对年轻学习者进行英语教学的教师培训的必要性,以及将交际语言教学与真实材料相结合的必要性。
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引用次数: 12
Examining Turkish University Students’ Sense of Achievement, Motivation, and Anxiety: A Comparison of the English- and French-Medium Education Systems 考察土耳其大学生的成就感、动机和焦虑:英法双语教育体系的比较
IF 1.9 Q3 LINGUISTICS Pub Date : 2018-09-26 DOI: 10.32601/EJAL.464096
Hülya Uçar, Adem Soruç
Foreign language-medium instruction at tertiary level is receiving great attention in our decade. Thus, this study examines the significance of the following psychological factors for Turkish students enrolled in tertiary education: (i) sense of achievement, (ii) motivation, and (iii) anxiety. In particular, it focuses on the perceptions of Turkish students receiving tertiary education by an English-medium instruction (EMI) or a French-medium instruction (FMI). The study also focuses on the impact of context on students’ perceptions. To collect data, students enrolled in an EMI (N = 144) and FMI (N = 214) were administered a five-point Likert scale survey. Seventeen students were also interviewed for this study, and they represented one Turkish public university and two private universities. The study revealed that the students in both contexts had a higher sense of achievement, motivation, and low level of anxiety whilst receiving foreign language as the medium of instruction. Regarding the contextual difference, however, although the EMI and FMI students both perceived themselves successful, the former was found to be more motivated, whereas the latter was found to be more anxious. This paper discusses the implications of these findings as well as giving suggestions for further research.
在我们的十年中,高等教育的外语教学受到了极大的关注。因此,本研究考察了以下心理因素对接受高等教育的土耳其学生的意义:(i)成就感,(ii)动机和(iii)焦虑。特别是,它关注的是土耳其学生接受英语教学或法语教学的看法。这项研究还关注语境对学生认知的影响。为了收集数据,对参加EMI(N=144)和FMI(N=214)的学生进行了五点Likert量表调查。这项研究还采访了17名学生,他们代表了一所土耳其公立大学和两所私立大学。研究表明,在接受外语教学的同时,这两种情况下的学生都有更高的成就感、动机和较低的焦虑水平。然而,关于情境差异,尽管EMI和FMI的学生都认为自己很成功,但前者更积极,而后者更焦虑。本文讨论了这些发现的含义,并提出了进一步研究的建议。
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引用次数: 10
Review of English Language Education Policy in The Middle East and North Africa 中东北非英语教育政策述评
IF 1.9 Q3 LINGUISTICS Pub Date : 2018-09-26 DOI: 10.32601/EJAL.464207
Süleyman Gün
En glish Language Education Policy in the Middle East and North Africa , Robert Kirkpatrick (Ed.). Springer International Publishing AG. Cham, Switzerland (2017). ISBN 978-3-319-46776-4 (Hardcover), ISBN 978-3-319-46778-8 (eBook).
《中东和北非英语语言教育政策》,Robert Kirkpatrick(编辑)。施普林格国际出版股份有限公司,瑞士商会(2017)。ISBN 978-3-319-46776-4(精装本)、ISBN 978-3-319-46778-8(电子书)。
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引用次数: 3
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Eurasian Journal of Applied Linguistics
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