It is obvious that learners of English cannot achieve the objectives that teachers set. In addition, these learners cannot be successful as much as they intend or teachers’ effort. One of the reasons is that teachers give much more importance on how to teach rather than detecting the causes of failure. Here are some probable reasons failures on language learning of Turkish students.
a) No reason to learn: to be able to be successful on achieving something , the learner cannot foreseen the necessity of learning a foreign language
b) Focusing on learning rather than how to learn: In my opinion, in the first steps of language learning , teachers should concentrate on learning skills. Language learning is a specific skill. It is different from learning other field. While starting to teach, teacher show the way how a foreign language is learnt.
c) No setting goals: one of the vital steps of learning is setting meaningful goals and these goals must address students’ interests and skills. Meaning goals are great tools to motivate them to learn.
d) Big expectations: students should follow step by step approach. So teachers should give the students small objectives. This will let students not only get the feeling of achievement that keeps them motivated but also plan themselves for the learning process.
e) No exposition: In Turkey , students cannot find proper fields to use the target language. That makes the language artificial in students’ minds. So they cannot need the language in real life situations
f) Grammatical Difference: English and Turkish are rooted differently. So the way something is said in two languages differs and this hardens them.
g) Lack of multidisciplinary support: they learn English only in English lessons. This is too little for them to learn and there is no other subjects supporting their learning.
h) Too much responsibility on students’ shoulders: in Turkey, the curriculums are very loaded. They have to deal with lots of things to learn and the system does not give enough importance on language learning
i) Inadequate English hours in schools: the average English hours in schools of Turkey are 4 hours which can obviously be accepted as inadequate learning hours for a foreign language.
j) Learning culture: Students in Turkey generally do not like learning to learn. They are opportunists or system makes them like that. No matter whatever it is but it is clear that they don’t like learning for pleasure.
k) Study skills: Language learning requires convenient studying. They have to revise the language regularly and study from extensive resources. That still seems imaginary.
l) Parents’ attitudes: it is very well-known motto that the earlier the better. In schools, foreign language teaching starts very late. So if parents take initiative on this, their children can do it.
m) Books and overloaded curriculum: At schools, the books that are used are overloaded with many grammar subjects and vocabulary. When we compare them with given hours of English and the content, it is not difficult to find out the reason. In addition, the contents are not cycling enough, they are mostly linear.
n) The numbers of students in the classrooms: Language learning is an interactive action. Teacher should give enough time to students to use the language. If we consider the numbers of students , not giving enough time for students, even some of the students cannot find any chances to interact.
o) Teachers’ Training: During the university, teachers are educated not for the realities, they are trained for the ideal learning environments and conditions.
p) Ineffective uses of web tools: There are many great tools to support students’ learning. They cannot be used effectively.
q) The exams the students have to have: The exams like UDS/KPDS/SBS do not address students’ communicative skills which are the vital ones for a language.
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