Opinions of the Students from Foreign Language Teaching Departments about their Undergraduate Programs

Pinar Bilasa,Mehmet Taspinar

doi:10.12973/ijem.6.2.367

Abstract

<p style="text-align:justify">The purpose of the current study is to evaluate the undergraduate programs implemented in different Foreign Language Departments on the basis of the pre-service teachers’ opinions by using the “Context-Input-Process-Product (CIPP)” model. The current research was conducted on 40 pre-service teachers from the German, Arabic, French, and English Language Teaching Departments of the Gazi Education Faculty of Gazi University in the city of Ankara in Turkey in 2017-2018 academic year. The study was designed according to the qualitative research model. In this regard, the study employed the phenomenological method. As the data collection tool, a semi-structured interview form developed by the researchers was used. In the analysis of the collected data, the descriptive analysis method was used. In the study, the context, input, process and product dimensions of foreign language teacher training programs were evaluated on the basis of student opinions. According to the results, the participants found the program sufficient in terms of reading, writing and listening skills but inadequate in terms of speaking skill. It seems that the participating students think that the foreign language teaching programs generally meet their needs but do not adequately meet their need for developing their speaking skill. It can be suggested that the class hours devoted to the development of the speaking skill should be increased. Arrangements such as using computer-based programs and increasing speaking lessons can be made for students to improve their speaking skill.</p>

Highlights

Learning foreign languages has emerged as a basic need throughout human history
The purpose of the current study is to evaluate the undergraduate programs implemented in different Foreign Language Departments on the basis of the pre-service teachers’ opinions by using the “Context-Input-Process-Product (CIPP)” model
While the grammar translation method which has managed to remain influential in language teaching for many years focuses on reading comprehension, it is a disadvantageous method for the development of speaking skill (Brown, 2000)

Summary

Introduction

Learning foreign languages has emerged as a basic need throughout human history. Until the nineteenth century as a method of language teaching, learning of translation and grammar rules and structures, as well as memorization of words are based on textbooks (Richards & Rodgers, 1999). Foreign language teaching programs generally cover four basic skills. These are speaking, listening, writing and reading skills. While the grammar translation method which has managed to remain influential in language teaching for many years focuses on reading comprehension, it is a disadvantageous method for the development of speaking skill (Brown, 2000). As Richards and Rodgers (1999) stated, grammar translation method has lost its importance and mostly interactive language teaching methods have come to

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Conclusion