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Diagnose for Remedy of E-S/F-L Teaching in Turkey

Posted on | Ocak 14, 2013 | 2 Comments


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.



so do you want to add more ?  and what are your solutions?



2 Responses to “Diagnose for Remedy of E-S/F-L Teaching in Turkey”

  1. Rose Bard
    Ocak 19th, 2013 @ 18:17

    Hi Dincer,

    The setting you described is indeed a hard one and not the only one. I could say that many of the things you pointed out as being the same in Brazil.

    Solutions??? uhmmm first of all, it starts with the teachers or if you want to at least contribute for changing something right where you are, then it starts with a teacher willing to make the difference. Every great example that work/worked out there, worked because there were the involvement of the educators (of people) to ensure quality education. I get amazed when I hear successfull stories from different parts of the world. I just recently heard of one in Teaching Village ( http://www.teachingvillage.org/2013/01/14/teaching-soft-skills-in-india-by-shrishti-choudhary/ )

    Amazing story of a girl called Guddi and a teacher who is passionate about learning and helping others to learn.

    It reminds me of Feuerstein words in this video: If you believe, you achieve.

    All this is so inspiring that I can only think of what I can do to provide the quality learning experience that everyone deserves to.

    Thanks for making me think about this. Now I will take your list to my notebook and think of practical solutions on a daily basis. :)

  2. Guven Cagdas Gundogdu
    Şubat 1st, 2013 @ 12:59

    Teacher education should be considered prior to all others.

    Thanks for the great post!


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