International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2010, Vol. 1(4) 26-54

Language Proficiency Level of English Language Teacher Trainees in Turkey

Uğur Recep Çetinavcı & Aysun Yavuz

pp. 26 - 54   |  Manu. Number: ijrte.2010.019

Published online: September 01, 2010  |   Number of Views: 185  |  Number of Download: 716


Abstract

The conduct of this study was motivated by the relative dearth of research in Turkey to investigate the language proficiency of foreign language teacher trainees. To obtain student views about the issue, data were collected through a questionnaire administered to 36 teacher trainees from the 2nd, 3rd and 4th year students each in an English language teacher training program in Turkey. Besides, 36 volunteering teacher trainees from the 1st and 3rd year students each were given the same State Staff Foreign Language Proficiency Exam (KPDS) to shed light on the questionnaire results. The findings point to the participants’ complaint and problem of English decreasing in proficiency level throughout their teacher training process and their attribution of this problem mainly to the curriculum and teaching practices, which should lead every stakeholder, but firstly teacher trainers, to reconsider foreign language teacher education in Turkey. 

Keywords: Language Proficiency, Foreign Language Teacher Trainees, Curriculum, Teacher Education


How to Cite this Article?

APA 6th edition
Cetinavci, U.R. & Yavuz, A. (2010). Language Proficiency Level of English Language Teacher Trainees in Turkey. International Journal of Research in Teacher Education, 1(4), 26-54.

Harvard
Cetinavci, U. and Yavuz, A. (2010). Language Proficiency Level of English Language Teacher Trainees in Turkey. International Journal of Research in Teacher Education, 1(4), pp. 26-54.

Chicago 16th edition
Cetinavci, Ugur Recep and Aysun Yavuz (2010). "Language Proficiency Level of English Language Teacher Trainees in Turkey". International Journal of Research in Teacher Education 1 (4):26-54.