Being a teacher in the English language-oriented course
| Autor: | F. Özlem Saka, Özge Bakay |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Linguistics and Language
Teaching method 05 social sciences 0211 other engineering and technologies Face (sociological concept) 021107 urban & regional planning 02 engineering and technology English language Language and Linguistics Education National education Social Content analysis 0502 economics and business Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Christian ministry Psychology Curriculum English language curriculum English language teaching ELOC coursebooks teaching methods challenges faced in English language-oriented course problems of English teachers of ELOC Sosyal 050203 business & management Qualitative research |
| Zdroj: | Volume: 16, Issue: 4 2097-2112 Journal of Language and Linguistic Studies |
| ISSN: | 1305-578X |
| Popis: | The English language-oriented course (ELOC) corresponds to the 11 th and 12 th grades of high school and are highly preferred by students. Yet, the implementation of ELOC’s curriculum is an issue that is hardly focused on in the field. Although the curriculum developed for all 11 th and 12 th -grade students by the Ministry of National Education is comprehensively planned, there seem to be some challenges teachers face while implementing it due to its irrelevancy to ELOC. In the present study, it is aimed to reveal how the implemented curriculum is perceived by teachers. The research group includes 31 English teachers from Anatolian high schools in Antalya that have ELOC. The study adopted a qualitative research design. The data were collected from teachers via semi-structured interviews, administered by the researchers, and then examined by utilizing content analysis. The major areas of investigation consist of the teachers’ opinions of the overall curriculum implementation, coursebooks, and teaching methods used. In-depth data about this matter are revealed. At the end of the study, an understanding of how the English language-oriented course’s curriculum is being applied was established. It was concluded that almost none of the teachers were satisfied with overall curriculum implementation, coursebooks, and the teaching methods preferred. Many of the teachers pointed out that the university entrance examination directly impacts on teaching methods and curriculum, which also results in disfavour of coursebooks. In consideration of the results of the study, some suggestions were proposed covering the issues of curriculum, coursebook, and teaching methods. |
| Databáze: | OpenAIRE |
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