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İNGİLİZCE ÖĞRETMEN ADAYLARININ CEFR VE ELP BAĞLAMINDA FARKINDALIK DÜZEYLERİ NEDİR?

WHAT IS THE AWARENESS LEVEL OF PROSPECTIVE ENGLISH LANGUAGE TEACHERS WITH REGARD TO CEFR AND ELP?

Journal Name:

  • Turkish Studies

Publication Year:

  • 2017
DOI: 
http://dx.doi.org/10.7827/TurkishStudies.12765

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
In the past, the curricula of the education faculties were changed by the Council of Higher Education (CHE) to meet the demanding needs of the social, educational and politic domains and methodology and practice components were given more emphasis in the new program. This new curriculum is based on Common European Framework of Reference for languages (CEFR) which provides a common basis for language programs. Despite these improvements in the new program, there are only few studies looking into the relatedness of the new English Language Teacher Education curriculum and the CEFR. With regard to this issue, the main goal of this study is to find out the awareness level of forth year ELT students at Hacettepe University with regard to the CEFR and the ELP. In order to examine to what extent the last year prospective English teachers are aware of the CEFR, ELP and related concepts about these terms, a short questionnaire was administered to the participants. The data derived from the questionnaire were analyzed through SPSS. The results show that the prospective English language teachers do not have much knowledge about CEFR and ELP and most of them do not have any ideas whether CEFR has an impact on language teaching techniques or not. However, most of them agree that CEFR and ELP should be taken into account and be incorporated into English language teacher education program.CEFR, ELP, higher education
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Abstract (Original Language): 
Geçmiş yıllarda, sosyal, eğitimsel ve politik açıdan beklentileri yerine getirmek amacıyla Yüksek Öğretim Kurulu (YÖK) tarafından eğitim fakülteleri müfredatları değiştirilmiştir; yeni programda metodoloji ve uygulama bileşenlerine daha fazla vurgu yapılmıştır. Yeni müfredat dil programları için ortak bir temel sağlayan Avrupa Dilleri Ortak Çerçeve Programı (CEFR)'na dayandırılmıştır. Yeni programdaki bu gelişmelere rağmen, çok az sayıda çalışma yeni İngiliz Dili Öğretmen Eğitimi müfredatı ve Avrupa Dilleri Ortak Çerçeve Programı'na (CEFR) arasındaki ilişkiyi incelemiştir. Bu bağlamda, bu çalışmanın asıl amacı, Hacettepe Üniversitesi İngiliz Dili ve Eğitimi 4. Sınıf öğrencilerinin Avrupa Dilleri Ortak Çerçeve Programı (CEFR) ve Avrupa Dil Portfolyosu (ELP)’na yönelik farkındalık düzeylerini ortaya çıkarmaktır. İngilizce öğretmeni adaylarının, Avrupa Dilleri Ortak Çerçeve Programı (CEFR), Avrupa Dil Portfolyosu (ELP) ve bunlarla alakalı kavramlar hakkında ne düzeyde farkındalık sahibi olduklarını incelemek amacıyla, katılımcılara kısa bir anket uygulanmıştır. Anketlerden elde edilen veriler SPSS aracılığıyla analiz edilmiştir. Sonuçlar İngilizce öğretmeni adaylarının birçoğunun Avrupa Dilleri Ortak Çerçeve Programı (CEFR) ve Avrupa Dil Portfolyosu (ELP) hakkında bilgi sahibi olmadıklarını ve Avrupa Dilleri Ortak Çerçeve Programı (CEFR)'nın dil öğretim yöntemleri üzerinde etkili olup olmadığına dair bir fikirlerinin olmadığını ortaya koymuştur. Fakat, katılımcıların birçoğu Avrupa Dilleri Ortak Çerçeve Programı (CEFR) ve Avrupa Dil Portfolyosu (ELP)'nun dikkate alınması gerektiğini ve İngiliz Dili Öğretmen Eğitimi programlarına entegre edilmesi gerektiğini belirtmiştir.
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