INVESTIGATING TEACHER VIEWS ON IMPROVING THE SPEAKING SKILLS OF SYRIAN STUDENTS

Kürşad Çağrı Bozkırlı, Onur Er

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

Keywords


speaking, teaching Syrians Turkish, teacher views, qualitative study

Full Text:

PDF

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.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Kürşad Çağrı Bozkırlı, Onur Er

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).