Abstract
Bu çalışmanın amacı, Karadeniz Bölgesinde bulunan bir üniversitenin İngilizce hazırlık okulunda okuyup eğitimin İngilizce olarak verildiği Fen ve Edebiyat Fakültesine kayıt yaptıran öğrencilerin İngilizce eğitim ihtiyaçlarını belirlemektir. Bu amaç doğrultusunda karma yöntem izlenmiş ve toplam 7 öğrenci ve 5 öğretim üyesi ile çalışılmıştır. Öğrencilerle odak gurup görüşmesi yapılırken, öğretim üyeleri ile yarı yapılandırılmış görüşmeler gerçekleştirilmiş ve öğrencilerin İngilizce eğitim ihtiyaçları araştırılmıştır. Araştırma sonuçlarına göre; öğrenciler iletişim becerilerinde (konuşma ve dinleme) ve akademik kelime bilgisi alanlarında eksik durumdadırlar. Bu bilgilere istinaden ise hazırlık eğitim programında konuşma, dinleme ve akademik kelime bilgisine daha çok önem verilmesi gerektiği yapılan öneriler arasındadır.
Highlights
In several faculties the medium of instruction is English in Turkey
Under the shades of that information, the researcher aimed at finding out the English education needs of students who passed the preparatory school proficiency exam, yet have difficulty in following the classes covered in English at Faculty of Science and Letters (FSL)
The mostly mentioned problem is that students cannot communicate in English, neither via listening, nor speaking. The findings of both the students and professor interviews showed that, though the students passed the preparatory class, they were inefficient in speaking and communication in English. This result is similar to Yılmaz’s (2005) study which revealed that students cannot use the language for communication and the preparatory school is insufficient in providing students with that skill
Summary
In several faculties the medium of instruction is English in Turkey. In order to fulfill their requirements at those faculties, students are required to claim their proficiency in English by entering the proficiency exam at the preparatory school of the university they enrolled or by claiming the equivalent exam results. Several students, they have succeeded in preparatory classes, face difficulties covering the courses in English at FSL. They have difficulty in understanding professors, as well as exam questions, and even textbooks. This situation shows that there is a gap between what the students know and what they are required to do. Under the shades of that information, the researcher aimed at finding out the English education needs of students who passed the preparatory school proficiency exam, yet have difficulty in following the classes covered in English at FSL
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