English Teachers' Perceptions of the Middle School English Language Curriculum = Ingilizce ögretmenlerinin ortaokul Ingilizce dersi ögretim programi ileilgili algilari

Autor/inn/en	Kaya, Suat; Ok, Ahmet
Titel	English Teachers' Perceptions of the Middle School English Language Curriculum = Ingilizce ögretmenlerinin ortaokul Ingilizce dersi ögretim programi ileilgili algilari
Quelle	10 (2020) 1, S.119-148 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kaya, Suat) ORCID (Ok, Ahmet)
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Language Teachers; English (Second Language); Second Language Instruction; Curriculum Development; Teacher Attitudes; Middle Schools; Public Schools; Personal Autonomy; Skill Development; Writing Skills; Listening Skills; Speech Skills; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Middle school; Mittelschule; Mittelstufenschule; Public school; Öffentliche Schule; Individuelle Autonomie; Kompetenzentwicklung; Qualifikationsentwicklung; Writing skill; Schreibfertigkeit; Mündliche Leistung; Sprachfertigkeit; Ausland
Abstract	In this study, which utilized survey as the research design, it was aimed to find out the teachers' perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students' autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01