Current Challenges in English Language Learning in Turkish EFL Context

Autor/inn/en	Solak, Ekrem; Bayar, Adem
Titel	Current Challenges in English Language Learning in Turkish EFL Context
Quelle	2 (2015) 1, S.106-115 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Individual Differences; Foreign Countries; Language Skills; Qualitative Research; High Achievement; Low Achievement; Educational Practices; Educational Theories; Teaching Methods; Student Characteristics; Inservice Teacher Education; Instructional Materials; Student Interests; Student Needs; Media Selection; Web Sites; Video Technology; College Students; Learning Motivation; Educational History; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Individueller Unterschied; Ausland; Language skill; Sprachkompetenz; Qualitative Forschung; Unterdurchschnittliche Leistung; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Studieninteresse; Medienwahl; Web-Design; Collegestudent; Motivation for studies; Lernmotivation; History of education; Bildungsgeschichte; Türkei
Abstract	The purpose of this study was to investigate the current challenges in English language learning and teaching in Turkey from high and low achievers' perspective. The study was qualitative in nature and the participants of the study were twenty-two students attending at various departments of a state university in Turkey. In this study, the question of "what were the challenges that you had while learning English?" was asked to each participant and their responses were classified in terms of overall ideas, language skills, method, approach, practice, linguistic differences in two languages, personal differences, teacher, material, family and environment. The results of the study suggest that the objectives of English course should be realistic and be considered as a whole from primary education to higher education. Teaching and improving four language skills are supposed to be the focus of attention rather than grammar-centred language teaching. English courses should be designed as practice-based rather than theory-based. In addition, foreign language teachers should take into consideration the individual differences, learner characteristics and plan the activities in this regard. Foreign language teachers should take in-service training and update their professionalism from time to time. Finally, the materials such as course books, videos, and internet web sites should be chosen carefully according to the students' interest, level and needs. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01