Research Article
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Year 2017, Volume: 3 Issue: 2, 13 - 27, 31.12.2017

Deniz Simsek Enisa Mede

https://doi.org/10.17985/ijare.424832

Abstract

References

  • Akça, C., & Elkılıç, G. (2008). Attitudes of the students studying at Kafkas University private primary EFL classroom towards storytelling and motivation. Journal of Language and Linguistic Studies, 4(1), 1-27.
  • Blinne, K. C. (2013). Start with the syllabus: Helping Learners learn through class content collaboration. College Teaching, 61, 41-43.
  • Bourke, J. M. (2006). Designing a topic-based syllabus for young learner, ELT Journal, 60(3), 279-286.
  • Brewster, J., Ellis, G., & Girard, D. (2003). The primary English teacher’s guide, London: Penguin English.
  • Brock, M. N., Yu, B., & Wong, M. (1992). Collaborative diary-keeping: A tool for teacher development. TESL Reporter, 25(1), 19-25.
  • Brooks, M. (2009). What Vygotsky can teach us about young children drawing? International Art in Early Childhood Research Journal, 1(1), 1-13.
  • Brumfit, C., Moon, J., & Tongue, R. (1994). Teaching English to children. London: Longman.
  • Çelik, Ö. (2016). The role of starting age to learn English in young learners’ attitudes. International Journal of Language Academy, 4(1), 21-44.
  • Ellis, R. (1992). Second language acquisition & language pedagogy. Avon: Multilingual Matters.
  • Far, M. M. (2008). An overview of syllabuses in English language teaching. Karen’s Linguistics Issues.
  • Fatiha, M., Sliman, B., Mustapha, B., & Yahia, M. (2014). Attitudes and motivations in learning English as a foreign language. International Journal of Arts and Sciences, 7(3), 117-128.
  • Fırat, A. (2009). A study on young learners’ attitudes towards learning (Master’s Thesis). Çukurova University, Adana, Turkey. Retrieved from http://library.cu.edu.tr/tezler/7607.pdf
  • Freudenstein, R. (1990), Issues and Problems in Primary Education, In C. Kennedy and J. Jarvis (Eds.), Ideas and Issues in Primary ELT. Hong Kong: Thomas Nelson and Sons Ltd. p.18-22.
  • Gardner, R. C., & Lambert, W. C. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
  • Gass, M. S., & Selinker L. (2008). Second language acquisition: An introductory course (3rd Edition). New York, Routledge.
  • Gören, S. Ç. (2008). An evaluation of the teaching English to young learners course in Gazi University ELT Department with reference to the new English language curriculum for primary education (Master’s Thesis). The Institute of Educational Sciences of Gazi University, Ankara, Turkey.
  • Harmer, J. (2007), The Practice of English Language Teaching, 4th ed. England: Pearson Longman.
  • Hatta, G. (2004). Designing a syllabus for young Japanese learners aged 8-9 years old. Retrieved from: http://ir.lib.sugiyama-u.ac.jp/dspace/bitstream/123456789/118/1/%E4%BA%BA11hatta.pdf
  • İnal, B. (2006). Coursebook selection process and some of the most important criteria to be taken into consideration in foreign language teaching. Journal of Arts and Sciences, 5, 19-29. Retrieved from http://jas.cankaya.edu.tr/
  • Johnson, K. (2009). Foreign language syllabus design. In K. Knapp & B. Seidlhofer (Eds.), Handbook of foreign language communication and learning (pp.309-340). Berlin: Mouton de Gruyter.
  • Karabenick, S. A., & Noda, P. A. C. (2004). Teachers’ beliefs and attitudes toward English language learners. Bilingual Research Journal, 28(1), 55-75.
  • Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences,7, 73-87.
  • Krahnke, K. (1987). Approaches to syllabus design for foreign language learning. Englewood Cliff, NJ: Prentice Hall Regents.
  • Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228. doi: 10.1177/0033688207079696
  • Kuhn, T. (1970). S. 1962. The structure of scientific revolutions. Chicago: The University of Chicago Press.
  • Landing-Corretjer, G. (2009). Listen to Me! An Exploration of the Students Voices Regarding Homework (Doctoral Dissertation). Retrieved from https://eric.ed.gov/?id=ED508264
  • Loukia, N. (2006). Teaching young learners through stories: The development of a handy parallel syllabus. The Reading Matrix, 6(1), 25-40.
  • Lucier, K. L. (2015). What is a syllabus? Retrieved from collegelife.about.com/od/academiclife/f/What-Is-A-Syllabus.htm?utm_term
  • McKinney, R. W. (2008). Teachers attitudes toward English language learners (Doctoral dissertation). Retrieved from http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1640&context=utk_graddiss
  • Mitchell, S. (2016). Relationships Among Teachers' Attitudes, Behaviors Toward English Language Learners, Experience, and Training (Doctoral dissertation). Retrieved from http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3667&context=dissertations
  • Moon, J. (2000). Children Learning English, Hong Kong: Macmillan Publishers Limited.
  • Mudra, Heri. (2016). Prospective EFL Teachers` Beliefs about Language Learning and Gender Differences in a Higher Education Context, International Journal of Academic Research in Education, 2(1), 42‐ 50. DOI: 10.17985/ijare.13474
  • Nia, M. R., Abbaspour, E., & Zare J. (2012). A critical review of recent trends in second language syllabus design and curriculum development. International Journal of Research Studies in Language Learning, 2(2), 63-82
  • Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
  • Nunan, D. (1989). Understanding Language Classrooms: A Guide for Teacher-Initiated Action. Englewood Cliffs, NJ: Prentice-Hall.
  • Odivilas, H. A. (2015). Syllabi preparation and utilization in college teaching. European Scientific Journal, 11(7), 483-503.
  • Rahimi, M., & Hassani, M. (2011). Attitude towards EFL textbooks as a predictor of attitude toward learning English as a foreign language. Journal of Procedia-Social BehavioralSciences, 31, 66- 72.
  • Reeves, J. R. (2006). Secondary teachers’ attitudes toward including English-language learners in mainstream classrooms. Journal of Educational Research, 99(3), 131-142.
  • Sardi, C. (1997). Needs-based syllabus design for students of English in Hungarian technical universities. ASP, 15-18, 1-12.
  • Şad, S.N. (2011). İlköğretim birinci kademe İngilizce öğretim programının çocuklara yabancı dil öğretiminin duyuşsal hedeflerini gerçekleştirme düzeyi. Yayımlanmamış Doktora Tezi, İnönü Üniversitesi, Malatya.
  • Şad, S.N. & Karaova, M. (2015). İlkokul ikinci sınıf ingilizce dersi bağlamında dinleme becerisi öğretimi: Bir durum çalışması. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 3(2), 66-95.[Online]www.enadonline.com. doi:10.14689/issn.2148-2624.1.3c2s4m
  • Şanal, F. (2016). Syllabus Design. Journal of Turkish Language and Literature, 2(3), 187-192. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.

Needs-based Course Evaluation of Teaching and Learning English in Primary Education: A Case form a 2nd Grade Classroom

Year 2017, Volume: 3 Issue: 2, 13 - 27, 31.12.2017

Deniz Simsek Enisa Mede

https://doi.org/10.17985/ijare.424832

Abstract

The purpose of this study is to
investigate the attitudes and reflections of young learners as well as their
teachers toward learning and teaching English in the 2nd grade classrooms. The study also attempts to find out whether
the existing course meets the students’ language and learning needs. A sample
of 70 Turkish EFL students and 3 teachers enrolled participated in this
research. The data were gathered through a scale and reflection drawing tasks
administered to the students as well as collaborative diary written by the
teachers. The findings revealed that the 2nd grade students had
positive attitudes toward learning English through playing games, watching
videos and singing songs whereas they were less interested in writing, doing
homework and studying course book. Besides, the teachers expressed their
positive reflections focusing on student engagement and motivation as the key
points while teaching English in their classes. Based on the gathered data,
suggestions and implications are provided for the improvement of the existing 2nd
grade English course in the following academic year. 

Keywords

Language needs Attitudes Reflections Primary education EFL

References

  • Akça, C., & Elkılıç, G. (2008). Attitudes of the students studying at Kafkas University private primary EFL classroom towards storytelling and motivation. Journal of Language and Linguistic Studies, 4(1), 1-27.
  • Blinne, K. C. (2013). Start with the syllabus: Helping Learners learn through class content collaboration. College Teaching, 61, 41-43.
  • Bourke, J. M. (2006). Designing a topic-based syllabus for young learner, ELT Journal, 60(3), 279-286.
  • Brewster, J., Ellis, G., & Girard, D. (2003). The primary English teacher’s guide, London: Penguin English.
  • Brock, M. N., Yu, B., & Wong, M. (1992). Collaborative diary-keeping: A tool for teacher development. TESL Reporter, 25(1), 19-25.
  • Brooks, M. (2009). What Vygotsky can teach us about young children drawing? International Art in Early Childhood Research Journal, 1(1), 1-13.
  • Brumfit, C., Moon, J., & Tongue, R. (1994). Teaching English to children. London: Longman.
  • Çelik, Ö. (2016). The role of starting age to learn English in young learners’ attitudes. International Journal of Language Academy, 4(1), 21-44.
  • Ellis, R. (1992). Second language acquisition & language pedagogy. Avon: Multilingual Matters.
  • Far, M. M. (2008). An overview of syllabuses in English language teaching. Karen’s Linguistics Issues.
  • Fatiha, M., Sliman, B., Mustapha, B., & Yahia, M. (2014). Attitudes and motivations in learning English as a foreign language. International Journal of Arts and Sciences, 7(3), 117-128.
  • Fırat, A. (2009). A study on young learners’ attitudes towards learning (Master’s Thesis). Çukurova University, Adana, Turkey. Retrieved from http://library.cu.edu.tr/tezler/7607.pdf
  • Freudenstein, R. (1990), Issues and Problems in Primary Education, In C. Kennedy and J. Jarvis (Eds.), Ideas and Issues in Primary ELT. Hong Kong: Thomas Nelson and Sons Ltd. p.18-22.
  • Gardner, R. C., & Lambert, W. C. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
  • Gass, M. S., & Selinker L. (2008). Second language acquisition: An introductory course (3rd Edition). New York, Routledge.
  • Gören, S. Ç. (2008). An evaluation of the teaching English to young learners course in Gazi University ELT Department with reference to the new English language curriculum for primary education (Master’s Thesis). The Institute of Educational Sciences of Gazi University, Ankara, Turkey.
  • Harmer, J. (2007), The Practice of English Language Teaching, 4th ed. England: Pearson Longman.
  • Hatta, G. (2004). Designing a syllabus for young Japanese learners aged 8-9 years old. Retrieved from: http://ir.lib.sugiyama-u.ac.jp/dspace/bitstream/123456789/118/1/%E4%BA%BA11hatta.pdf
  • İnal, B. (2006). Coursebook selection process and some of the most important criteria to be taken into consideration in foreign language teaching. Journal of Arts and Sciences, 5, 19-29. Retrieved from http://jas.cankaya.edu.tr/
  • Johnson, K. (2009). Foreign language syllabus design. In K. Knapp & B. Seidlhofer (Eds.), Handbook of foreign language communication and learning (pp.309-340). Berlin: Mouton de Gruyter.
  • Karabenick, S. A., & Noda, P. A. C. (2004). Teachers’ beliefs and attitudes toward English language learners. Bilingual Research Journal, 28(1), 55-75.
  • Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences,7, 73-87.
  • Krahnke, K. (1987). Approaches to syllabus design for foreign language learning. Englewood Cliff, NJ: Prentice Hall Regents.
  • Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228. doi: 10.1177/0033688207079696
  • Kuhn, T. (1970). S. 1962. The structure of scientific revolutions. Chicago: The University of Chicago Press.
  • Landing-Corretjer, G. (2009). Listen to Me! An Exploration of the Students Voices Regarding Homework (Doctoral Dissertation). Retrieved from https://eric.ed.gov/?id=ED508264
  • Loukia, N. (2006). Teaching young learners through stories: The development of a handy parallel syllabus. The Reading Matrix, 6(1), 25-40.
  • Lucier, K. L. (2015). What is a syllabus? Retrieved from collegelife.about.com/od/academiclife/f/What-Is-A-Syllabus.htm?utm_term
  • McKinney, R. W. (2008). Teachers attitudes toward English language learners (Doctoral dissertation). Retrieved from http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1640&context=utk_graddiss
  • Mitchell, S. (2016). Relationships Among Teachers' Attitudes, Behaviors Toward English Language Learners, Experience, and Training (Doctoral dissertation). Retrieved from http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3667&context=dissertations
  • Moon, J. (2000). Children Learning English, Hong Kong: Macmillan Publishers Limited.
  • Mudra, Heri. (2016). Prospective EFL Teachers` Beliefs about Language Learning and Gender Differences in a Higher Education Context, International Journal of Academic Research in Education, 2(1), 42‐ 50. DOI: 10.17985/ijare.13474
  • Nia, M. R., Abbaspour, E., & Zare J. (2012). A critical review of recent trends in second language syllabus design and curriculum development. International Journal of Research Studies in Language Learning, 2(2), 63-82
  • Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
  • Nunan, D. (1989). Understanding Language Classrooms: A Guide for Teacher-Initiated Action. Englewood Cliffs, NJ: Prentice-Hall.
  • Odivilas, H. A. (2015). Syllabi preparation and utilization in college teaching. European Scientific Journal, 11(7), 483-503.
  • Rahimi, M., & Hassani, M. (2011). Attitude towards EFL textbooks as a predictor of attitude toward learning English as a foreign language. Journal of Procedia-Social BehavioralSciences, 31, 66- 72.
  • Reeves, J. R. (2006). Secondary teachers’ attitudes toward including English-language learners in mainstream classrooms. Journal of Educational Research, 99(3), 131-142.
  • Sardi, C. (1997). Needs-based syllabus design for students of English in Hungarian technical universities. ASP, 15-18, 1-12.
  • Şad, S.N. (2011). İlköğretim birinci kademe İngilizce öğretim programının çocuklara yabancı dil öğretiminin duyuşsal hedeflerini gerçekleştirme düzeyi. Yayımlanmamış Doktora Tezi, İnönü Üniversitesi, Malatya.
  • Şad, S.N. & Karaova, M. (2015). İlkokul ikinci sınıf ingilizce dersi bağlamında dinleme becerisi öğretimi: Bir durum çalışması. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 3(2), 66-95.[Online]www.enadonline.com. doi:10.14689/issn.2148-2624.1.3c2s4m
  • Şanal, F. (2016). Syllabus Design. Journal of Turkish Language and Literature, 2(3), 187-192. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
There are 42 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

Deniz Simsek This is me

Enisa Mede

Publication Date December 31, 2017
Submission Date May 24, 2018
Acceptance Date July 4, 2018
Published in Issue Year 2017 Volume: 3 Issue: 2

Cite

APA Simsek, D., & Mede, E. (2017). Needs-based Course Evaluation of Teaching and Learning English in Primary Education: A Case form a 2nd Grade Classroom. International Journal of Academic Research in Education, 3(2), 13-27. https://doi.org/10.17985/ijare.424832
AMA Simsek D, Mede E. Needs-based Course Evaluation of Teaching and Learning English in Primary Education: A Case form a 2nd Grade Classroom. IJARE. December 2017;3(2):13-27. doi:10.17985/ijare.424832
Chicago Simsek, Deniz, and Enisa Mede. “Needs-Based Course Evaluation of Teaching and Learning English in Primary Education: A Case Form a 2nd Grade Classroom”. International Journal of Academic Research in Education 3, no. 2 (December 2017): 13-27. https://doi.org/10.17985/ijare.424832.
EndNote Simsek D, Mede E (December 1, 2017) Needs-based Course Evaluation of Teaching and Learning English in Primary Education: A Case form a 2nd Grade Classroom. International Journal of Academic Research in Education 3 2 13–27.
IEEE D. Simsek and E. Mede, “Needs-based Course Evaluation of Teaching and Learning English in Primary Education: A Case form a 2nd Grade Classroom”, IJARE, vol. 3, no. 2, pp. 13–27, 2017, doi: 10.17985/ijare.424832.
ISNAD Simsek, Deniz - Mede, Enisa. “Needs-Based Course Evaluation of Teaching and Learning English in Primary Education: A Case Form a 2nd Grade Classroom”. International Journal of Academic Research in Education 3/2 (December 2017), 13-27. https://doi.org/10.17985/ijare.424832.
JAMA Simsek D, Mede E. Needs-based Course Evaluation of Teaching and Learning English in Primary Education: A Case form a 2nd Grade Classroom. IJARE. 2017;3:13–27.
MLA Simsek, Deniz and Enisa Mede. “Needs-Based Course Evaluation of Teaching and Learning English in Primary Education: A Case Form a 2nd Grade Classroom”. International Journal of Academic Research in Education, vol. 3, no. 2, 2017, pp. 13-27, doi:10.17985/ijare.424832.
Vancouver Simsek D, Mede E. Needs-based Course Evaluation of Teaching and Learning English in Primary Education: A Case form a 2nd Grade Classroom. IJARE. 2017;3(2):13-27.

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