Anadolu Liselerinde 9. Sınıf Öğrencilerinin İngilizce Konuşma Becerisi Sınavları Üzerine Bir Araştırma
Author :
Abstract
Türkiye’de, 2014 yılından beri liselerde konuşma sınavlarının zorunlu hale gelmesiyle (Ortaöğretim Kurumları Yönetmeliği, 2014), bu sınavlar büyük çapta önem kazanmıştır. Bu çalışma Anadolu Liselerinde konuşma sınavlarının uygulama süreçlerini, 9. sınıf öğrencilerinin ve öğretmenlerinin konuşma sınavlarına karşı tutumlarını araştırmayı amaçlamaktadır. Bu çalışmadaki katılımcılar Denizli’deki altı farklı Anadolu lisesinden 358 öğrenci ve 22 öğretmendir. Araştırmanın verileri nitel ve nicel olmak üzere anket ve röportajlar yoluyla toplanmıştır. Veri analizlerinde anketler için betimsel analiz ve röportajlar için içerik analizi kullanılmıştır. Bulgulara göre, konuşma sınavlarında standart bir prosedür olmamasına rağmen öğretmen ve öğrencilerin konuşma sınavlarına karşı olumlu tutum benimsemiştir. Öğrenciler konuşma sınavlarının İngilizcelerini geliştirmek için faydalı olduğunu ve sınavlara hazırlanmak için konuşma becerilerini geliştirmeye çalıştıklarını, öğretmenler de öğrencilerin düzeylerini belirlemek için konuşma sınavlarına ihtiyaç duyduklarını belirtmiştir. Sınavın uygulama sürecine yönelik olarak öğretmenler konuşma sınavlarını planlayıp, bu doğrultuda öğrencileri değerlendirme ve puanlama sürecine ilişkin bilgilendirmiştir. Sınavlarda, dersin öğretmeni her bir öğrenciyi sınıf arkadaşlarının da bulunduğu sınıflarda bireysel olarak değerlendirmiştir. Bu yapılan sınavlar sonucunda hem öğretmenler hem de öğrenciler sınav süresinden memnun olduklarını ifade etmişlerdir.
Keywords
Abstract
Speaking tests in high schools have recently gathered substantial attention in Turkey since they were compulsory in 2014. This research attempts to describe the whole process of speaking tests and examine the attitude of the 9th grade students and their teachers towards assessing speaking skill. The participants were 358 students and 22 English language teachers from six different Anatolian high schools in a city in Turkey. Our data were collected through questionnaires and semi-structured interviews as a mixed method research. The quantitative data were analyzed via descriptive analysis, and the qualitative data were analyzed through content analysis. Our results revealed that although there was no standard process in speaking assessment among schools, both teachers and students had positive attitudes towards speaking tests. While students were advocating that speaking tests were useful to improve their English as they created positive backwash effect, teachers believed that they needed these tests in order to diagnose the students’ level in terms of their performance. In terms of the administration of speaking exams, teachers planned speaking tests in a detailed way, and then, they informed students about testing and grading procedures. They tested the students individually within appropriate time and with the materials that they are familiar.
Keywords
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