Teacher Knowledge on Grammar Teaching: A Case Study
Yıl: 2007 Cilt: 2007 Sayı: 32 Sayfa Aralığı: 255 - 265 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022
Teacher Knowledge on Grammar Teaching: A Case Study
Öz: ÖZET: Bu çalışmanın amacı İngilizce’yi yabancı dil olarak öğrenen Türk öğrencilerin dilbilgisini nasıl öğrenmeleri gerektiğine dair öğretmenlerin bilgisini ve inançlarını açığa çıkarmaktır. Araştırma bir vaka çalışması olarak düzenlenmiştir. İlgili veri ve bulgular, Türkiye’de bulunan Hacettepe Üniversitesi, Yabancı Diller Yüksek Okulu ile sınırlıdır. Araştırma süreci iki kısımdan oluşmaktadır. İlk veri toplama çalışmalarında, öğretmen bilgisine dair temalar arasında en çok tekrar edilenin ‘dilbilgisi öğretimi’ olduğu saptanmıştır. Dolayısıyla, ikinci veri toplama sürecinde kapsam, yapı odaklı dilbilgisi öğretiminin nedenlerini belirlemek ve yukarıda belirtilen kurumda İngilizce öğrenen öğrencilerin ihtiyaçlarına ilişkin en ‘uygun’ dilbilgisi öğretimine dair öğretmen görüşlerini toplamak olarak belirlenmiştir. Bulgular göstermektedir ki, Türk öğretmenler işlevsel öğretim yöntemleri ile öğrenci merkezli ve bağlamsal yaklaşımları tercih etmektedirler.
Anahtar Kelime: Konular:
Dilbilgisi Öğretimiyle İlgili Öğretmen Bilgisi: Bir Durum Çalışması
Öz: ABSTRACT: This study aims to explore teachers’ knowledge and belief on how to teach grammar to Turkish learners of English as a foreign language. It is designed as a case study. Its data and findings are limited to the selected setting which is the Department of Basic English at Hacettepe University, Turkey. The research process was composed of two stages. Within the data collected during the first cycle of research, the most reoccurring theme was identified as ‘grammar instruction’ among the other themes on teacher knowledge. Therefore, in the second cycle of data collection, the scope of research was to elucidate the reasons of structure-based instruction and to gain teachers’ perceptions of the ‘ideal’ grammar teaching methodology for the students learning English in the above mentioned institution. The findings indicate that Turkish practitioners prefer functional teaching methods including student-centered and contextual teaching approaches.
Anahtar Kelime: Konular:
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| APA | SÜZER SARAÇ H (2007). Teacher Knowledge on Grammar Teaching: A Case Study. , 255 - 265. |
| Chicago | SÜZER SARAÇ H. Sezgi Teacher Knowledge on Grammar Teaching: A Case Study. (2007): 255 - 265. |
| MLA | SÜZER SARAÇ H. Sezgi Teacher Knowledge on Grammar Teaching: A Case Study. , 2007, ss.255 - 265. |
| AMA | SÜZER SARAÇ H Teacher Knowledge on Grammar Teaching: A Case Study. . 2007; 255 - 265. |
| Vancouver | SÜZER SARAÇ H Teacher Knowledge on Grammar Teaching: A Case Study. . 2007; 255 - 265. |
| IEEE | SÜZER SARAÇ H "Teacher Knowledge on Grammar Teaching: A Case Study." , ss.255 - 265, 2007. |
| ISNAD | SÜZER SARAÇ, H. Sezgi. "Teacher Knowledge on Grammar Teaching: A Case Study". (2007), 255-265. |
| APA | SÜZER SARAÇ H (2007). Teacher Knowledge on Grammar Teaching: A Case Study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 2007(32), 255 - 265. |
| Chicago | SÜZER SARAÇ H. Sezgi Teacher Knowledge on Grammar Teaching: A Case Study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 2007, no.32 (2007): 255 - 265. |
| MLA | SÜZER SARAÇ H. Sezgi Teacher Knowledge on Grammar Teaching: A Case Study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, vol.2007, no.32, 2007, ss.255 - 265. |
| AMA | SÜZER SARAÇ H Teacher Knowledge on Grammar Teaching: A Case Study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2007; 2007(32): 255 - 265. |
| Vancouver | SÜZER SARAÇ H Teacher Knowledge on Grammar Teaching: A Case Study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2007; 2007(32): 255 - 265. |
| IEEE | SÜZER SARAÇ H "Teacher Knowledge on Grammar Teaching: A Case Study." Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 2007, ss.255 - 265, 2007. |
| ISNAD | SÜZER SARAÇ, H. Sezgi. "Teacher Knowledge on Grammar Teaching: A Case Study". Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 2007/32 (2007), 255-265. |
