INVESTIGATING TEACHER VIEWS ON IMPROVING THE SPEAKING SKILLS OF SYRIAN STUDENTS

Authors

  • Kürşad Çağrı Bozkırlı Department of Social Sciences and Turkish Language Education, Faculty of Education, Kafkas University, Turkey
  • Onur Er Department of Social Sciences and Turkish Language Education, Faculty of Education, Kafkas University, Turkey

DOI:

https://doi.org/10.46827/ejes.v0i0.1612

Keywords:

speaking, teaching Syrians Turkish, teacher views, qualitative study

Abstract

The purpose of this study is to investigate teacher views on improving the speaking skills of Syrian students. It is a case study which was designed with a qualitative approach. In the scope of the study, semi-structured interview forms were used to obtain the views of teachers who teach Syrian students Turkish on improvement of the speaking skills of the students (reaching goals and targeted outcomes by teachers, including speaking activities, application of methods and techniques related to speaking, usage of instruction tools and materials for speaking). The sample of the study consisted of 43 teachers who agreed to take part in the study voluntarily. Convenience sampling was employed in the study. As a result of the study, it was determined that most teachers had problems in reaching goals and targeted outcomes related to speaking, they included speaking activities infrequently, and they could not use methods and techniques for speaking as they did not have sufficient knowledge of such methods and techniques.

 

Article visualizations:

Hit counter

DOI

References

Al Hosni, S., 2014. Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22-30.

Arslan, M. and Adem, E., 2010. Effective usage of audiovisual materials in teaching Turkish to foreigners. Dil Dergisi, 147, 63-86.

Bahadorfar, M. and Omidvar, R., 2014. Technology in teaching speaking skill. Acme International Journal of Multidisciplinary Research, 2(4), 9-13.

Çetin, D., 2017. Dil becerileri-Anlatma (Konuşma ve Yazma Becerileri). H. Develi, C. Yıldız, M. Balcı, İ. Gültekin ve D. Melanlıoğlu (Editörler), Türkçenin yabancı dil olarak öğretimi el kitabı içinde (s. 359-424). İstanbul: Kesit.

Demir, A., 2013. Yabancı dil eğitiminde temel dil becerileri. Y. Şahin (Editör), Farklı boyutlarıyla yabancı dil öğrenimi ve öğretimi içinde (s. 117-130). Konya: Eğitim Yayınevi.

Göçer, A., 2015. Improvement of speaking skills in teaching Turkish as a foreign language. Trakya Üniversitesi Sosyal Bilimler Dergisi. 17(2), 21-36.

Gudu, B. O., 2015. Teaching speaking skills in English language using classroom activities in secondary school level in Eldoret municipality, Kenya. Journal of Education and Practice, 6(35), 55-63.

Güneş, F., 2014. Speech teaching approaches and models. Bartın University Journal of Faculty of Education, 3(1), 1-27.

Harmer, J., 2007. The practice of English language teaching (Fourth Edition). London: Pearson Education.

Melanlıoğlu, D. and Demir, T., 2013. A study on the validity and reliability of the Turkish form of speech anxiety scale for foreign Turkish learners. The Journal of Academic Social Science Studies (JASS), 6(3), 389-404.

Richards, J. C. and Rodgers, T. S., 2001. Approaches and methods in language teaching (Second Edition). Cambridge: Cambridge University Press.

Şanlı, Ö., 2015. The evaluation of the difficulties that English teachers have while managing the classroom according to the views of teachers. The Journal of Academic Social Science Studies (JASS), 37, 371-385.

Smith, A., 2016. Creative English: balancing creative and functional language needs for adult refugees, asylum seekers and migrants. Scenario, 1, 1-17.

Downloads

Published

2018-05-02

Issue

Vol 4, No 6 (2018)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).