ASSESSING THE LEARNING NEEDS OF TURKISH …. ümit yıldız.pdf · boyutunda dil bilimi, dil...
Transcript of ASSESSING THE LEARNING NEEDS OF TURKISH …. ümit yıldız.pdf · boyutunda dil bilimi, dil...
Tarih Okulu Dergisi (TOD) Journal of History School (JOHS)
Mart 2015 March 2015
Yıl 8, Sayı XXI, ss. 503-525.. Year 8, Issue XXI pp. 503-525.
DOI No: http://dx.doi.org/10.14225/Joh709
ASSESSING THE LEARNING NEEDS OF TURKISH LANGUAGE
STUDENT TEACHERS IN REGARD TO TEACHING TURKISH AS A
FOREIGN LANGUAGE
Ümit YILDIZ
Abstract
This particular study aimed to highlight the student teachers’ perceptions, needs,
and expectations, current and desired competencies in terms of necessary teaching
competencies in teaching Turkish as a foreign language (TFL) with the hope of
designing a better learner-centered curriculum that goes more in line with their specific
needs. The study was conducted with 367 student teachers at three state universities in
2013-2014; 2014-2015 academic years in Turkey. The results of the study revealed that
regarding the students’ views on the content /field knowledge dimension, almost all of
the items such as content knowledge of foreign language teaching/TFL methods,
grammar and language skills were perceived by student teachers highly needed.
Similarly, regarding the interdisciplinary/complementary competencies, program
knowledge, competency in linguistics and language acquisition dimensions were
perceived highly necessary. Related to competencies in learning-teaching process, it
was observed that participants strongly would like to be competent in the professional
knowledge and application of the methods of teaching TFL. On the other hand,
currently, they perceived themselves only partially competent in these dimensions.
Key words: Turkish as a Foreign Language, Teacher Competency, Student
Teachers.
Yabancı Dil Olarak Türkçe Öğretimi Bağlamında Türkçe Öğretmen Adaylarına
Yönelik Gereksinim Çözümlemesi
Özet
Bu çalışma yabancı dil olarak Türkçe öğretimi alanında gerekli öğretmen
yeterliliklerini mevcut ve istenilen yetkinlik düzeyleri açısından ortaya koymayı
amaçlamıştır. Çalışmada 2013-2014 ve 2014-2015 akademik yıllarında üç devlet
Yrd. Doç. Dr., Akdeniz Üniversitesi Türkçe Eğitimi
Ümit Yıldız
[504]
üniversitesinde 367 Türkçe öğretmen adayının anket yoluyla görüşlerine
başvurulmuştur. Çalışmanın alan bilgisi boyutuna yönelik sonuçları öğretmen
adaylarının yabancı dil öğretim yöntemleri, yabancılara Türkçe öğretim yöntemleri, dil
bilgisi ve dil becerileri açısından yeterlilik kazanmayı son derece gerekli gördüğünü
ortaya koymuştur. Benzer şekilde, çalışmanın disiplinlerarası/tamamlayıcı yetkinlikler
boyutunda dil bilimi, dil edinimi ve program bilgisi boyutları öğretmen adayları
tarafından gerekli olarak ifade edilmiştir. Öğretmen adayları, öğrenme-öğretme
sürecinde alan bilgisi ve yabancı dil olarak Türkçe öğretim yöntemlerini uygulama
noktasında yetkin olmak istedikleri yönünde görüş bildirmişlerdir. Diğer taraftan, bu
alanlarda kendilerini yeterince yetkin hissetmediklerini ifade etmişlerdir.
Anahtar Kelimeler: Yabancı Dil Olarak Türkçe, Öğretmen Yeterlilikleri,
Öğretmen Adayları.
INTRODUCTION
It is well known that successful teachers are the ones who have been
trained in efficient education programs. The significance of these programs
which we assume have a direct or indirect influence on the development of the
teacher competencies shows up to be a more sensitive point to focus into.
Following this argument, the question to be asked comes as how much such
programs and program contents overlap in relation to the competencies teachers
need/will need. While the question of “How do we teach?” gains a certain
importance in the field of teaching Turkish to foreigners (TTF), on the other
hand, the research on the competencies of language instructors who will take
part in the teaching process have proved to be quite insufficient. In this regard,
this study intends to contribute to this field partly, if not completely.
It is a clearcut fact that teacher education is divided into two categories:
theory and practice. Mata (2014) stresses that language education should be
taken as a multidisciplinary and interdisciplinary process which bears a variety
of theories and teaching approaches in the background. According to Dahlgren
and Chiriac (2009) there exists a certain need for an investigation of the
relationship between the teacher education and teachers’ training and
professional practices. Narrowing the argument specifically to the area of
training teachers in the field of teaching Turkish a foreign language (TFL), we
see that not a sufficient number of the studies have been carried out in this semi-
explored field. Hence, there is an urgent need for a deep investigation of the
matters like the course content, professional knowledge and skills,
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interdisciplinary knowledge and settling the competencies that teachers in this
field need, and the design of the programs which serve for the main objectives.
The Criteria of the Professional Competencies for the Language
Teachers
In relation to the fact that all the educational instutions, students, and
the society have some expectations and demands from the teachers who take
direct part in the teaching processes. Mata (2014) signifies that these
expectations are mainly about field knowledge and professional competencies at
minimum. Many criteria stand out while conceptualizing the teacher
competencies. Mata (2014) gives the ideas of different researchers and writers
on this subject as in Table 1. As it is easily deduced from the table, writers
generally emphasize the importance of the development of pedagogical
competencies in the field of teacher education.
In this study for focusing on the areas of teacher competencies, Day and
Conklin (1992)’s classification model was used and the knowledge and
competencies the student teachers must have in the processes of teaching TTF
are captioned under 3 categories which forms the basis of the study: 1) subject
field/field knowledge, 2) knowledge and skill competencies in relation to
learning-teaching process/teaching profession, 3)
interdisciplinary/complementary competencies.
It is ensured that in education of the student teachers there have
emerged multifaceted dimensions in the areas like the pedagogic field
knowledge they will need in the learning-teaching processes and their
professional practices, skills and values.
Table 1. The classification of professional standards for preparing
language teachers: authors’ categories of professional competencies
Shulman (1987)
knowledge of the target language and culture;
pedagogical knowledge – learning theories, approaches and
strategies;
disciplinary knowledge – applied linguistics (theories of
language learning);
professional and contextual knowledge;
Ümit Yıldız
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ethical knowledge (engaging with otherness, responsibility and
evolving self)
Commins (1995)
using and developing professional knowledge and values;
communicating, interacting and working with students and
others;
planning and managing the teaching and learning process;
monitoring and assessing student progress and learning
outcomes;
reflecting, evaluating, and planning for continuous
improvement
Day and Conklin (1992)
content knowledge of the subject matter as represented by
courses in syntax, semantics,
phonology, and pragmatics as well as literary and cultural aspects;
pedagogic knowledge, focusing on knowledge of generic
teaching strategies, beliefs, and
practices, regardless of the focus of the subject matter (how we teach),
e.g. classroom management, motivation, decision making;
pedagogic content knowledge (the specialized knowledge of
how to represent content knowledge in diverse ways so that students may
understand; knowledge of how students come to understand the subject matter,
what difficulties they are likely to encounter when learning it, what
misconceptions interfere with learning, and how to overcome these problems);
support knowledge, referring to the knowledge of the various
disciplines that inform our approach to the teaching and learning of mother-
tongue language (psycholinguistics, linguistics,
first language acquisition, sociolinguistics, research methods)
(Mata 2014, p.342)
It goes without doubt that the competencies of the teachers taking part
in the process of teaching foreign language area of great importance in terms of
providing successful outputs in the learning-teaching environments. Many
researchers are underlying the importance of advancing and/or developing
teachers’ educational profession. Cannon, Kithchel and Duncan (2010) state
that researchers agree that teachers should be provided by appropriate training.
However, they add that it is much more difficult to determine the most
Assessing the Learning Needs of Turkish Language Student Teachers in Regard to
Teaching Turkish as a Foreign Language
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appropriate and most needed trainning that best fit their specific professional
needs and expecatations. Cook and Schirmer (2003) highlight the importance of
professional development and acknowlege that for high quality educators, it is
crucial. They also add that teachers’ creating effective classroom environments
is very much depend on intensity of in-depth training. Leigh and Mead (2005)
state that there is a direct link between the quality of the instruction and the
competencies and qualifications of the teachers. Çelik et al. (2012:295) state
that ‘…an effective teacher is always in the process of professional growth; and
thus, teacher effectiveness should be perceived as a luid rather than a ixed
phenomenon.’ Friend et al. (2010) suggest advanced professional development
opportunities for teachers to encourage them to take part in collaborative
relationships. They also recommend teachers to attend professional teacher
training and development programs in order to obtain benefit at the very most.
Teacher Competencies in Terms of Teaching Turkish to Foreigners
Recently, it is observed that the number of learners of TFL as a foreign
and second language is continuously increasing in and out of Turkey. Whether
this increasing demand is being responded as it should be, or not, is still being
discussed (Güler, 2012). Evaluation of the TFL programs in terms of content,
approaches, techniques and teaching materials is very crucial. However, the
qualtifications of teachers, that are the applicants, have direct influence on the
quality of teaching process. In this sense, teachers are one of the most important
shareholders of the educational processes. So, teachers’ this significant role, that
they play in the process, requires the necessity of the continuous evaluation and
development of their professional competencies and qualifications (Mete,
2013).
In recent years, the concern of competency and qualifications of the
teachers is not only the interest area in the world, and in Turkey; one of the
most popular topics recently in the field of TFL is determination of the
professional qualifications of the TFL teachers (Barın, 2010). Akış (2009)
highlights the serious problem of lack of specialists that will train the teachers
who will teach TFL, and the lack of teaching materials. Yağmur (2009) in her
research study states that TFL is a special scientific field, and stresses the
importance and necessity of specific curricula that fit teachers’ these specific
needs who will take part in the teaching processes of TFL.
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Barın (2004) stresses that it should be accepted that teaching TFL is a
discipline all by itself and in this sense planning the training of the specialists in
this field should be given high importance. In line with this, Karababa and
Çalışkan (2013) put forward that in our time many of the institutions which
employ the instructors to teach TFL do not focus on the teacher competencies
that they should have and they do not make any extensive research on this.
As it can be seen, the competencies of the instructors who will take part
in the process of teaching TFL appear to be extremely crucial.
Objectives of the Study
This particular study aimed to determine the student teachers’
perceptions, needs, and expectations, current and desired competencies in terms
of necessary teaching competencies in teaching TFL. In this respect, there are 4
research questions of this study:
1. What are the perceptions and needs of the student teachers
about subject field/field knowledge?
2. What are the present professional competency level of student
teachers in relation to the pedagogic knowledge and practical competencies in
the subjects like choosing and applying the appropriate teaching approaches,
methods, techniques, classroom management, measurement and evaluation?
3. What are the desired/needed professional competency level of
student teachers in relation to the pedagogic knowledge and practical
competencies in the subjects like choosing and applying the appropriate
teaching approaches, methods, techniques, classroom management,
measurement and evaluation?
4. What are the perceptions and needs about the
interdisciplinary/complementary competencies in the domains of the programs,
program development, acquisition of native and second language, linguistics
and foreign language knowledge?
METHODOLOGY
In this research, survey model was used and data was collected through
a questionnaire. As stated by Fraenkel and Wallen (2006), survey is ‘a
collection of information from a sample by asking questions in order to describe
some aspects of the population of which the sample is a part’. Researchers
usually carry out a survey research to determine the attitudes, perceptions,
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Teaching Turkish as a Foreign Language
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opinions, behaviors, needs or characteristics of a target group by preparing a
questionnaire to ask a number of questions related to one particular topic or
issue with the aim of finding answers to these questions. The collected answers
to these specific issues constitute the data of this study (Ekşi, 2010).
Participants
The study was conducted on 367 student teachers in the 2013-2014;
2014-2015 academic years at the departments of Turkish language teacher
training at Akdeniz University (AU) in Antalya, Mehmet Akif Ersoy University
(MAEU) in Burdur, and Afyon Kocatepe University (AKU) in Afyonkarahisar
in Turkey. Census sampling procedure was performed, in which all the
members of the population at AU, MAEU and AKU, who have already taken,
selected/are taking the course Teaching Turkish to Foreigners, were selected in
the study.
Instrument and Procedures of Data Analysis
A needs analysis questionnaire was administered to determine the
perceived levels of the desired/current teaching competencies of the student
teachers in TFL. Some parts/dimensions of the questionnaires developed by
Yıldız (2004);Yıldız and Tepeli (2013), with permission, used/partially adapted
in the data collection procedure of the research study.
In the first part of the questionnaire, the views of the student teachers on
content knowledge/field knowledge were asked. In this part, the contents a
foreign language instructor has to/should excel at were listed. They were asked
to indicate to what extent they want to be competent in the given areas by
putting a cross (X) in the boxes representing their opinions.
In the second part of the questionnaire, the student teachers’ views on
the competencies for teaching-learning process/teaching profession and
techniques for teaching Turkish and practical skills were searched for. This part
contains the essential pedagogic knowledge and competencies which an
instructor who will teach/teaches TFL needs to be embellished with. On the left
part of the table, the student teachers were asked to put a cross (X) in the related
box which they think best reflects how competent they find themselves in the
field, and to put a cross (X) in the box on the right side of the table which they
think best reflects the level of their need/desire for that particular competency.
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In the third part of the questionnaire, the views of the student teachers
on the interdisciplinary complementary competencies were asked for. They
were asked to put a cross (X) in the related box to mark how competent they
need/want to be in these areas.
RESULTS AND DISCUSSION
The findings of the study were discussed, in parallel with the research
questions, under four headings as follows; 1) What are the perceptions and
needs of the student teachers about subject field/field knowledge? 2) What are
the present professional competency level of student teachers in relation to the
pedagogic knowledge and practical competencies in the subjects like choosing
and applying the appropriate teaching approaches, methods, techniques,
classroom management, measurement and evaluation? 3) What are the
desired/needed professional competency level of student teachers in relation to
the pedagogic knowledge and practical competencies in the subjects like
choosing and applying the appropriate teaching approaches, methods,
techniques, classroom management, measurement and evaluation? 4) What are
the perceptions and needs about the interdisciplinary/complementary
competencies in the domains of the programs, program development, and
acquisition of native and second language, linguistics and foreign language
knowledge?
Results Regarding the Students’ Views on the Content Knowledge/
Field Knowledge
As it can be observed in Table 2, about item 1, majority of the
participants [(C; %:51,2),(VC; %:30,8] stated that teachers of TTFL should
have good professional knowledge of foreign language teaching methods.
Regarding item 2, majority of the participants [(C; %:46,9),(VC; %:36,2] stated
that TFL teachers should be either compentent or very comptent in methods for
teaching Turkish as a foreign language. Regarding the item 3 ‘grammar’,
majority of the student teachers [(C; %:42,0),(VC; %:42,5] stated that the
grammar knowledge of teachers of TFL is very much needed. As it can be seen
in Table 2, for items 4,5,6,7 and 8 TFL teachers are very much expected to be
‘comptent’ and ‘very competent’ by the participants in the fields of knowledge
of communicative skills [(C; %:30,5),(VC; %:63,2], written expression skills
[(C; %:38,7),(VC; %:40,9], oral expression skills [(C; %:31,9),(VC; %:58,0],
Assessing the Learning Needs of Turkish Language Student Teachers in Regard to
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reading comprehension skills [(C; %:34,6),(VC; %:54,8], listening
comprehension skills [(C; %:31,3),(VC; %:58,0].
The TFL teachers are expected to be moderately [(C; %:30,0),(VC;
%:21,3] professionally skillful by the participants in the field of ‘competence in
the fields of literary terms and theories, in child literature, world literature and
folk literature to make use of while teaching Turkish to the foreigners’ for item
9, as compared to first 8 items in the questionnaire. On the other hand for item
10, the knowledge of vocabulary for a TFL teacher is found very much needed
in teaching TFL by more than 90 % of the participants [(C; %:27,0),(VC;
%:63,2].
The items 11 and 12 ‘the scientific, judicial and ethic knowledge and
values related to the teaching profession required in our contemporary world
and in the law [(C; %:31,9),(VC; %:46,3]; basic knowledge about the Turkish
culture, traditions-customs and lifestyle [(C; %:27,0),(VC; %:52,0]’ were
similarly founded highly needed professional knowledge for TFL teachers by
the participants. On the other hand, regarding item 13, more than half of the
participants [(C; %:31,6),(VC; %:34,1] agreed on the fact that TFL teachers
should be ‘competent’ and ‘very competent’ in the field of ‘the basic knowledge
on the administrative structure of the Republic of Turkey and the geography of
Turkey’.
Table 2: Student teachers’ perceived views on the content knowledge/field knowledge
Level of needed competencies
NCA NC PC C VC
No Items f % f % f % f % f %
1. Foreign language teaching methods
5 1,4 11 3,0 50 13,6 188 51,2 113 30,8
2. Methods for teaching Turkish as a foreign language
5 1,4 11 3,0 46 12,5 172 46,9 133 36,2
3. Grammar 4 1,1 10 2,7 43 11,7 154 42,0 156 42,5
4. Communicative skills 2 0,5 4 1,1 17 4,6 112 30,5 232 63,2
5. Written expression skills 3 0,8 9 2,5 63 17,2 142 38,7 150 40,9
6. Oral expression skills 1 0,3 6 1,6 30 8,2 117 31,9 213 58,0
7. Reading comprehension skills 1 0,3 9 2,5 29 7,9 127 34,6 201 54,8
8. Listening comprehension
skills
2 0,5 9 2,5 28 7,6 115 31,3 213 58,0
9. Competence in the fields of literary terms and theories, in child literature, world litrerature and folk literature to make use of while teaching
7 1,9 38 10,4 134 36,5 110 30,0 78 21,3
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Turkish to the foreigners
10. Vocabulary 1 0,3 8 2,2 27 7,4 99 27,0 232 63,2
11. The scientific, judicial and ethic knowledge and values related to the teaching profession required in our contemporary world and in the law
4 1,1 13 3,5 63 17,2 117 31,9 170 46,3
12. Basic knowledge about the Turkish culture, traditions-customs and lifestyle
6 1,6 15 4,1 56 15,3 99 27,0 191 52,0
13. The basic knowledge on the administrative structure of the Republic of Turkey and the geography of Turkey
13 3,5 28 7,6 85 23,2 116 31,6 125 34,1
(NCA: Not Competent at all; NC: Not Competent; PC: Partially Competent; C: Competent; VC: Very Competent)
Results Regarding the Student Teachers’ Perceived Current/Needed
Views on Competencies in Learning-Teaching Process/Teaching Profession
and Competencies in Knowledge and Practice in Teaching Turkish as a
Foreign Language
In Table 3, student teachers’ perceived views on competencies in
learning-teaching process/teaching profession and competencies in knowledge
and practice in TFL were given and discussed. The data related to the current
competency level are presented without parenthesis. The data related to the
perceived needed/desired competency level are presented in parenthesis in bold.
Regarding item 1, it could be observed that participants strongly [(C;
%:51,5),(VC; %:35,7] would like to be ‘competent’ and ‘very competent’ in the
professional knowledge and application of the methods of teaching TFL. On the
other hand, currently, they do not find themselves competent enough in this area
[(C; %:7,4),(VC; %:5,2].
As it is observed in the Table 3, for all of the items their expectation
level for the dimensions of ‘competent’ and ‘very competent’ ranged from 81.6
% to 94 %. The most emphasized aspects, regarding the total of the dimensions
of ‘competent’ and ‘very competent’ for current level, were for item 35
“motivating students” with the percentage score of 94 %, and for the items 5
(92.1 %), 8 (92.1 %), 11 (92.3 %), 12 (92.1 %), 13 (92.4 %), 15 (92.1 %), 26
(92.6 %) and 36 (92.9 %). The results revealed that the participants’ desired
competency levels in these aspects were very high. They desired to be
competent in the aspects of classroom management, use of technology
Assessing the Learning Needs of Turkish Language Student Teachers in Regard to
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effectively, giving clear, straight and understandable instructions, using course
book and teaching materials effectively, preparing supportive teaching
materials, using the visual materials effectively, using essential methods in
improving students’ speaking skill and understanding the needs of the students
and leading the teaching process accordingly.
Regarding the participants’ perceived current competency level of the
dimensions, the total percentage scores of ‘not competent at all’ and ‘not
competent’ ranged from 16 % (item 15) to 60.3 % (item 10).
As can be also observed, regarding the total percentage scores of the
dimensions of ‘not competent at all’ and ‘not competent’, in Table 3,
participants perceived themselves less competent especially in the items 10
(60.3 %), 32 (59.9 %), 4 (58 %), 31 (53.1 %), 1 (49.4 %), 3 (44.5 %). In other
words, participants stated that they do not perceive themselves competent
enough in the areas: speaking a foreign language and using it as a tool language
in the teaching atmosphere, using the essential techniques for improving his\her
students’ vocabulary size, applying the essential teaching methods in TFL and
competent in teaching language skills.
Compared to these items, regarding the total of the dimensions of
‘competent’ and ‘ very competent’, the participants perceived themselves more
competent in the items of 9 (54.8 %), 35 (50.6 %), 8 (46.6 %), 34 (45.8 %), 22
(45.7 %), 36 (43.4 %), 7 (43.0 %) and 15 (43.0 %). The results show the
participants’ perceived current competency levels in these aspects are somehow
higher than the above mentioned. They perceive themselves moderately
competent in motiving students, enjoying a variety of competencies for
motivating the students, using technology effectively, correcting students’
mistakes, using question-answer technique effectively, understanding the needs
of the students and leading the teaching process accordingly, providing all the
necessary opportunities to enable the students speak and participate in learning
process and using the visual materials effectively. Demirel (2011) after
conducting a study with the aim of determining the perceptions of student
teachers on the course Teaching Turkish to Foreigners, suggested that student
teachers should be provided with the teaching practice opportunities that will
create richer TFL environments.
Ümit Yıldız
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Table 3: Student teachers’ perceived current/needed views on competencies in learning-teaching process/teaching
profession and competencies in knowledge and practice in teaching Turkish as a foreign language
An instructor of Turkish as a foreign language;
Level of needed(desired)/current competencies
NCA NC PC C VC
No Items f % f % f % f % f %
1. knows and applies the methods of teaching Turkish as a foreign language.
49
(5)
13,4
(1,4)
132
(8)
36,0
(2,2)
140
(34)
38,1
(9,3)
27
(189)
7,4
(51,5)
19
(131)
5,2
(35,7)
2. is competent in comprehension-instruction language skills.
21
(10)
5,7
(0,3)
77
(8)
21,0
(2,2)
167
(229
)
45,5
(6,0)
74
(163)
20,2
(64,4)
28
(173)
7,6
(77,1)
3. is competent in comprehension-instruction language skills in the field of teaching Turkish as a foreign language.
38
(3)
34,1
(0,8)
125
(8)
10,4
(2,2)
139
(48)
37,9
(13,
1)
47
(167)
12,8
(45,5)
18
(141)
4,9
(38,4)
4. is competent in the field
of teaching grammar to foreigners.
72
(6)
19,6
(1,6)
141
(7)
38,4
(1,9)
86
(42)
23,4
(11,
4)
50
(174)
13,6
(47,4)
18
(138)
4,9
(37,6)
5. is competenet in classroom management.
19
(3)
5,2
(0,8)
119
(6)
32,4
(1,6)
140
(20)
38,1
(5,4)
46
(94)
12,5
(25,6)
43
(246)
11,7
(66,5)
6. is competent in working with small and big groups.
16
(3)
4,4
(0,8)
64
(6)
17,4
(1,6)
159
(27)
43,3
(7,4)
92
(141)
25,1
(38,4)
36
(190)
9,8
(51,8)
7. provides all the necessary opportunities to enable the students speak and participate in learning process.
14
(2)
3,8
(0,5)
56
(5)
15,3
(1,4)
139
(19)
37,9
(5,2)
101
(140)
27,5
(38,1)
57
(201)
15,5
(54,8)
8. uses technology
effectively.
11
(1)
3,0
(0,3)
46
(4)
12,5
(1,1)
139
(24)
37,9
(6,5)
107
(97)
29,2
(26,4)
64
(241)
17,4
(65,7)
9. motivates students in their learning process.
12
(2)
3,3
(0,5)
34
(1)
9,3
(0,3)
120
(25)
32,7
(6,8)
127
(99)
34,6
(27,0)
74
(240)
20,2
(65,4)
10. speaks at least one foreign language.
78
(2)
21,3
(0,5)
143
(8)
39,0
(2,2)
99
(31)
27,0
(8,4)
26
(119)
7,1
(32,4)
21
(207)
5,7
(56,4)
11. gives clear, straight and understadable instructions
.
18
(3)
4,9
(0,8)
51
(1)
13,9
(0,3)
153
(24)
41,7
(6,5)
104
(104)
28,3
(28,3)
41
(235)
11,2
(64,0)
12. uses course book and teaching materials effecively.
18
(2)
4,9
(0,5)
51
(3)
13,9
(0,8)
154
(24)
42,0
(6,5)
91
(104)
24,8
(28,3)
53
(234)
14,4
(63,8)
13. is competent in preparing supportive teaching materials apart from the
23
(2)
6,3
(0,5)
78
(5)
21,3
(1,4)
147
(21)
40,1
(5,7)
80
(142)
21,8
(38,7)
39
(197)
10,6
(53,7)
Assessing the Learning Needs of Turkish Language Student Teachers in Regard to
Teaching Turkish as a Foreign Language
[515]
course book
14. apart from the course book, effectively uses supportive teaching materials in the teaching process.
21
(2)
5,7
(0,5)
69
(7)
18,8
(1,9)
144
(27)
39,2
(7,4)
93
(130)
25,3
(35,4)
40
(201)
10,9
(54,8)
15. effectively uses the visual materials.
13
(3)
3,5
(0,8)
46
(5)
12,5
(1,4)
150
(21)
40,9
(5,7)
112
(105)
30,5
(28,6)
46
(233)
12,5
(63,5)
16. effectively uses the auditory materials.
16
(4)
4,4
(1,1)
55
(5)
15,0
(1,4)
160
(22)
43,6
(6,0)
99
(131)
27,0
(35,7)
37
(205)
10,1
(55,9)
17. effectively uses the drama, role play techniques.
30
(6)
8,2
(1,6)
85
(11)
23,2
(3,0)
147
(37)
40,1
(10,
1)
67
(122)
18,3
(33,2)
38
(191)
10,4
(52,0)
18. benefits from the informative and educational games to reinforce the teaching process.
33
(5)
9,0
(1,4)
76
(7)
20,7
(1,9)
141
(26)
38,4
(7,1)
73
(139)
19,9
(37,9)
44
(190)
12,0
(51,8)
19. prepares and directs the
discussions which will reinforce the teaching in the classroom.
25
(2)
6,8
(0,5)
80
(4)
21,8
(1,1)
127
(27)
34,6
(7,4)
91
(130)
24,8
(35,4)
44
(204)
12,0
(55,6)
20. makes use of the authentic materials in the class.
34
(2)
9,3
(0,5)
96
(6)
26,2
(1,6)
144
(35)
39,2
(9,5)
69
(151)
18,8
(41,1)
24
(173)
6,5
(47,1)
21. uses Turkish songs that will enhance the teaching
process .
35
(6)
9,5
(1,6)
101
(9)
27,5
(2,5)
105
(40)
28,6
(10,
9)
82
(136)
22,3
(37,1)
44
(176)
12,0
(48,0)
22. effectively uses question-answer technique.
15
(3)
4,1
(0,8)
62
(5)
16,9
(1,4)
122
(27)
33,2
(7,4)
108
(125)
29,4
(34,1)
60
(207)
16,3
(56,4)
23. gives feedback often enough and sufficiently.
20
(1)
5,4
(0,3)
76
(6)
20,7
(1,6)
130
(28)
35,4
(7,6)
99
(112)
27
(30,5)
42
(220)
11,4
(59,9)
24. assigns homework and gives feedback for it.
16
(4)
4,4
(1,1)
70
(9)
19,1
(2,5)
126
(34)
34,3
(9,5)
112
(125)
30,5
(34,1)
43
(195)
11,7
(53,1)
25. allocates enough time during the classes for the improvement of the writing skills in the class and uses essential methods and techniques.
23
(2)
6,3
(0,5)
81
(6)
22,1
(1,6)
138
(31)
37,6
(8,4)
90
(136)
24,5
(37,1)
35
(192)
9,5
(52,3)
26. allocates enough time during the classes for the improvement of the speaking skills and uses essential methods and techniques.
25
(3)
6,8
(0,8)
93
(5)
25,3
(1,4)
113
(19)
30,8
(5,2)
100
(127)
27,2
(34,6)
36
(213)
9,8
(58,0)
27. allocates enough time 22 6,0 72 19,6 127 34,6 110 30,0 36 9,8
Ümit Yıldız
[516]
during the classes for the
improvement of the listening skills and uses essential methods and techniques.
(2) (0,5) (6) (1,6) (25) (6,8) (116) (31,6) (218) (59,4)
28. allocates enough time during the classes for the improvement of the
reading skills and uses essential methods and techniques.
27
(1)
7,4
(0,3)
80
(7)
21,8
(1,9)
117
(27)
31,9
(7,4)
106
(119)
28,9
(32,4)
37
(213)
10,1
(58,0)
29. allocates enough time during the classes for the improvement of grammar use and uses essential methods and techniques
31
(4)
8,4
(1,1)
81
(9)
22,1
(2,5)
137
(36)
37,3
(9,8)
81
(180)
22,1
(32,2)
37
(200)
10,1
(54,5)
30. allocates enough time during the classes for the improvement of vocabulary and uses essential methods and techniques.
26
(3)
7,1
(0,8)
89
(4)
24,3
(1,1)
128
(27)
34,9
(7,4)
79
(121)
21,5
(33,0)
45
(212)
12,3
(57,8)
31. uses the native language
of the students in the classroom.
82
(13)
22,3
(3,5)
113
(13)
30,8
(3,5)
81
(25)
22,1
(6,8)
56
(107)
15,3
(29,2)
35
(209)
9,5
(56,9)
32. uses at least one foreign language in the classroom as a tool to communicate.
97
(9)
26,4
(2,5)
123
(13)
33,5
(3,5)
89
(38)
24,3
(10,
4)
32
(120)
8,7
(32,7)
26
(187)
7,1
(51,0)
33. should have a less speaking time than the
students during the class.
34 (7)
9,3
(1,9)
89
(17)
24,3
(4,6)
142
(40)
38,7
(10,
9)
78
(133)
21,3
(36,2)
24
(170)
6,5
(46,3)
34. corrects student mistakes. 22
(2)
6,0
(0,5)
61
(7)
16,6
(1,9)
116
(28)
31,6
(7,6)
114
(102)
31,1
(27,8)
54
(228)
14,7
(62,1)
35. enjoys a variety of competencies for motivating the students.
20
(4)
5,4
(1,1)
49
(5)
13,4
(1,4)
112
(13)
30,5
(3,5)
126
(101)
34,3
(27,5)
60
(244)
16,3
(66,5)
36. understands the needs of the students and leads the teaching process accordingly.
30
(1)
8,2
(0,3)
64
(3)
17,4
(0,8)
114
(22)
31,1
(6,0)
103
(109)
28,1
(29,7)
56
(232)
15,3
(63,2)
37. has the competency to teach the basics/concepts of Turkish culture,
traditions-customs and lifestyle during teaching Turkish as a foreing language.
33
(6)
9,0
(1,6)
56
(8)
15,3
(2,2)
122
(27)
33,2
(7,4)
91
(96)
24,8
(26,2)
65
(230)
17,7
(62,7)
38. should have the 31 8,4 60 16,3 125 34,1 89 24,3 62 16,9
Assessing the Learning Needs of Turkish Language Student Teachers in Regard to
Teaching Turkish as a Foreign Language
[517]
competency to teach the
basics/concepts of the administrative structure of the Republic of Turkey and the geography of Turkey during teaching Turkish language to the foreigners.
(9) (2,5) (11) (3,0) (32) (8,7) (103) (28,1) (212) (57,8)
(NCA: Not Competent at all; NC: Not Competent; PC: Partially Competent; C: Competent; VC: Very Competent)
The data related to the Current Competency Level are presented without parenthesis The data related to the Needed/Desired Competency Level are presented in parenthesis
Participants’ perceptions on the needed/desired competencies, in terms
of total percentages of ‘competent’ and ‘very comptent’ dimensions, in
learning-teaching process/teaching profession and competencies in knowledge
and practice in teaching TFL can be briefly summarized as follows:
A Summary of the Participants’ Perceptions
Positive perceptions
An instructor of Turkish as a foreign language;
enjoys a variety of competencies for motivating the students (%
94).
understands the needs of the students and leads the teaching
process
accordingly (% 92.9).
provides all the necessary opportunities to enable the students
speak and participate in learning process (% 92.9).
uses technology effectively (% 92.1).
effectively uses the visual materials (% 92.1).
effectively uses question-answer technique (% 90.5).
corrects student mistakes (% 89.9).
Less positive perceptions
An instructor of Turkish as a foreign language;
speaks at least one foreign language (% 88.8).
knows and applies the methods of teaching Turkish as a
foreign language (% 87.2).
uses the native language of the students in the classroom (%
86.1).
Ümit Yıldız
[518]
is competent in the field of teaching grammar to foreigners (%
85).
is competent in comprehension-instruction language skills in
the field of teaching Turkish as a foreign language (% 83.9).
uses at least one foreign language in the classroom as a tool to
communicate (% 83.7).
As can be seen the perceptions of the student teachers mentioned above,
regarding the needed/desired level of the dimensions, it was observed that they
were highly desirous to become competent in the given fields.
Results Regarding the Interdisciplinary/Complementary
Competencies
As it can be observed in Table 4, about item 1, majority of the
participants [(C; %:37,3),(VC; %:50,1] agree that teachers of TTFL should have
good knowledge of program knowledge in teaching Turkish as a foreign
language. Regarding the item 2, majority of the participants [(C; %:33,5),(VC;
%:55,3] stated that teachers of TFL should know the general goals of teaching
Turkish as a foreign language. Similarly, for item 3 and 4, more than 87 % of
the participants think that teachers of TFL should be highly competent in the
fields of ‘(knowledge of) the specific goals of teaching Turkish as a foreign
language’ and ‘application and interpretation of the programs of Turkish
language teaching as a foreign language’. Regarding item 5, more than 89 % of
the participants agreed with the statement ‘notices and interprets the weak and
strong sides of the present programs in the field of teaching Turkish for
foreigners’ most of the participants’ for teachers of TFL. Similarly, most of the
participants [(C; %:36,8),(VC; %:47,1] had a consensus on the idea that the
teachers of TFL should be professionally competent enough in designing TFL
programs. Observation of the Table 4 revealed that more than 87 % of the
participants agreed with the statements in the items 7, 8,9,10. For the item 11,
regarding a TFL teacher, 83.4 % of the participants agreed with the statement
‘knows basic things about the geographies, histories and lifestyles of the
countries’.
In general, the analysis of Table 4 revealed that the lowest expected
level regarding the fields mentioned in the table were for items 11 and 6 with a
score of 83,4 %; 83,9, and the highest one was for item 9 with a score of 90,2
%. The participants’ high expected competency level from the TFL teachers can
Assessing the Learning Needs of Turkish Language Student Teachers in Regard to
Teaching Turkish as a Foreign Language
[519]
be interpreted as the desire of the participants being trained in the mentioned
fields professionally as TFL teachers.
Table 4: Student teachers’ perceived views on interdisciplinary/complementary competencies
Level of needed competencies
An instructor of Turkish as a foreign language;
NCA NC PC C VC
No Items f % f % f % f % f %
1. has the program knowledge in teaching Turkish as a
foreign language.
3 0,8 12 3,3 31 8,4 137 37,3 184 50,1
2. knows the general goals of teaching Turkish as a foreign language.
3 0,8 7 1,9 31 8,4 123 33,5 203 55,3
3. knows the specific goals of teaching Turkish as a foreign language.
2 0,5 12 3,3 31 8,4 128 34,9 194 52,9
4. excels in application and interpretation of the programs of Turkish language teaching as a foreign language.
3 0,8 11 3,0 30 8,2 122 33,2 201 54,8
5. notices and interprets the weak and strong sides of the
present programs in the field of teaching Turkish for foreigners.
3 0,8 8 2,2 28 7,6 134 36,5 194 52,9
6. is competent enough to design a program for Turkish as a foreign language.
5 1,4 13 3,5 41 11,2 135 36,8 173 47,1
7. is competent in the field of linguistics.
5 1,4 13 3,5 30 8,2 125 34,1 194 52,9
8. is competent at language acquisition.
5 1,4 11 3,0 27 7,4 117 31,9 207 56,4
9. notices the similarities and differences of the process of
teaching a native and a foreign language.
3 0,8 7 1,9 26 7,1 125 34,1 206 56,1
10. speaks at least one foreign language.
6 1,6 7 1,9 33 9,0 102 27,8 219 59,7
11. knows basic things about the geographies, histories and lifestyles of the
countries.
5 1,4 13 3,5 43 11,7 116 31,6 190 51,8
(NCA: Not Competent at all; NC: Not Competent; PC: Partially Competent; C: Competent; VC: Very Competent
Ümit Yıldız
[520]
Findings and comments regarding the student teachers’ views on the
subject matter/field knowledge majority of the student teachers (above 80 %)
stated that teachers of TFL should have good professional knowledge of foreign
language teaching methods. Besides, they perceived that TFL teachers should
be either compentent or very comptent in methods of teaching TFL. Regarding
the subject matter/field knowledge student teachers think that TFL teachers
should be especially competent in: knowledge of foreign language teaching
methods, methods of teaching TFL, grammar subject area, communicative skills
such as writing, reading, speaking and listening. Similarly, by the student
teachers, basic knowledge about the Turkish culture, traditions-customs and
lifestyle were founded highly needed professional knowledge for TFL teachers.
On the other hand, competence in the fields of literary terms and theories, in
child literature, world literature and folk literature to make use of while teaching
Turkish to the foreigners and the basic knowledge on the administrative
structure of the Republic of Turkey and the geography of Turkey were not
perceived as highly needed as the above mentioned areas by the student
teachers. It can be said that the student teachers perceived almost all of the
competencies mentioned regarding the subject matter/field knowledge in this
particular study found highly needed and important. Mete and Gursoy (2013)
conducted a study collecting data under the topics of A: Professional knowledge
B: Professional skills and C: Professional attitudes and values by the references
of Turkish National Education Ministry teacher competencies. The survey was
applied to those who teach TFL or has worked on the subject. According to the
findings, % 65,3 of them find TFL teachers’ competencies are very important,
% 32 of them important and % 2,7 of them moderately important. Mete and
Gursoy (2013) state that the field knowledge of TFL should be framed and the
content topics should be determined by opening the teacher traning BA
programs in universities. It can be assumed that being competent in field
knowledge may increase the self-confidence in teachers.
Related to student teachers’ perceived needed (desired)/current views
on competencies in learning-teaching process/teaching profession in TFL,
generally, student teachers were in favor of being competent in the aspects of
classroom management, use of technology effectively, giving clear, straight and
understandable instructions, using course book and teaching materials
effectively, preparing supportive teaching materials, using the visual materials
effectively, using essential methods in improving students’ speaking and
Assessing the Learning Needs of Turkish Language Student Teachers in Regard to
Teaching Turkish as a Foreign Language
[521]
understanding the needs of the students and leading the teaching process
accordingly. The results of the study also revealed that the student teachers were
in need of professional development in many areas of teaching TFL. The
findings have similarities with the study conducted by Şahin et al. (2013). In
his study, student teachers also perceived themselves not competent enough in
the field of methods and techniques in TFL. According to the findings, related
to the teaching skills dimension, almost all of the items related to desired level
dimension of the questionnaire scored above/and 79.6 %, which demonstrates
that the participants are highly desirous in having high quality teaching skills.
On the other hand, related to current level, it was observed that they feel
themselves not competent enough in various teaching skills of TFL as much as
they expect to be. The research study conducted by Mete and Gürsoy (2013)
revealed that most of the teachers who were teaching TFL stated that
competency in teaching skills was not less important than the field knowledge.
Regarding the interdisciplinary/complementary competencies, program
knowledge, competency in linguistics and foreign language dimensions were
perceived also highly needed (desired) with a score of above/and 87 %
regarding the ‘competent’ and ‘very competent’ dimensions.
CONCLUSION
As far as the students’ views on the content/field knowledge is
concerned, dimensions such as content knowledge of foreign language and TFL
teaching methods, grammar and language skills were perceived by student
teachers highly needed. Similarly, related to interdisciplinary/complementary
competencies, all of the items given in the questionnaire such as program
knowledge, competency in linguistics and foreign language were perceived by
student teachers highly demanded. As far as the dimension competencies in
learning-teaching process is concerned, it was observed that generally
participants would like to be ‘competent’ and ‘very competent’ in the
professional knowledge and application of the methods of teaching TFL. On the
other hand, currently, they perceived themselves only partially competent in
these dimensions. ‘A certain level of unsatisfied demand might be expected; it
is natural that a certain proportion of teachers will at some time not feel fully
equipped to carry out their work effectively. Nonetheless, the extent of
unsatisfied demand appears large, and in some countries the great majority of
teachers state that they need more professional development than they receive’
Ümit Yıldız
[522]
(OECD, 2009). In this regard, student teachers should be provided the necessary
environment and opportunities in order to develop their professional
competency and proficiency as they should be considered the future teachers of
TFL.
Before concluding some suggestions may be for the program
improvement at the Turkish language teacher training departments can be done;
1. The content and content topics of the Turkish language teacher
training programs should be reconstructed so that it help future TFL teachers in
terms of needed proficiency in field knowledge. Especially, the
content/dimensions related to foreign language teaching methods, methods of
TFL, and skills teaching should be added and/or enriched,
2. More training in language teaching methodologies in order to
provide student teachers with necessary professional skills needed in TFL
environments,
3. The dimensions of interdisciplinary/complementary
competencies such as curriculum, curriculum design, linguistics, language
acquisition, culture and history should be added to the content of the Turkish
language teacher training programs. The training in TFL methodologies should
be included in the curriculum in order to educate student teachers how to teach
these dimensions in various TFL contexts.
4.
LIMITATIONS AND RECOMMENDATIONS
The result of the study limited to only 367 participants at three state
universities in Turkey. it may not be generalized to other contexts of similar
studies. Results may not be fully generalized to other TFL contexts. For further
studies, implementation of this study with different measurement tools can be
suggested with the student teachers at different universities in Turkey, and in
other countries where similar programs are carried out. In addition, besides the
quantitative data gathered, qualitative data can be also collected through
interviews, observation and document analysis in similar/further studies.
Besides, more in-depth data can be collected by including the other shareholders
of the TFL process such as administrators, graudates and teachers.
Assessing the Learning Needs of Turkish Language Student Teachers in Regard to
Teaching Turkish as a Foreign Language
[523]
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