INO231 – FINAL PAPER
MEHMET SUNGURALP İMAL – 11498000700
PROBLEMS IN TEACHING ENGLISH IN TURKEY & SOLUTION OFFERS
1. Introduction
Undoubtedly, it’s a well-known fact that the English language has been spoken all over the world
and the most powerful way to communicate between countries. Therefore, it has made the
importance of learning English a compulsory requirement to be debatable in today's world. Even
so, some countries are doing good whereas others are not that much successful. As for Turkey, it
is hard to say that English is known practically good among the people. According to the English
Proficiency Index, a study done by Education First, Turkey ranked 69th between 100 countries,
second last among European countries. Turkey, in this area, in spite of so much effort given ever
increased financial burden, besides some schools and universities having instructions in a foreign
language, doesn’t seem very successful (Oktay, 2015). It seems that the efforts made are not
effective and therefore students mostly fail. Evidently, there are some problems in this field that
need to be corrected.
Figure 1. English Proficiency Index by Education First (European Countries)
2. Problems in Methods
The most important issue in teaching English in Turkey is the methodological approach.
Even today, there are still some influences from the Ottoman Empire. Back in the day, foreign
language lessons were carried out by analyzing, memorizing and translating the written language.
In this system, students weren’t taught but informed about the language. Thus, the culture of a
foreign language teaching method has been formed since the Empire.
In fact, this technic could be beneficial for the languages that aren’t used to communicate
or disappearing ones. However, it is obvious that this method is ineffective when modern languages
are considered as a way of communication, interaction and a learning tool. So, to improve this,
there is a need for methods that do not provide only information about the language, but provide
rich and clear input to the learners and see language as a communication and learning tool.
Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions
and a rule-based competence (Ellis, 2015).
2.1. Policy and Planning Problem
Another problem is that the planning of English language education, actually, the problem of
not the existence of this planning. Even though this subject is emphasized and resources are
allocated, decisions made are not based upon scientific data. Decisions are mostly made with regard
to political views and personal opinions (Işık, 2008). TTKB, which is the institution that determines
the foreign language teaching policy and planning, is not in the position of doing this due to the
fact that the members of that institution are not appointed based upon their academic success,
knowledge or experience. Consequently, it cannot be guaranteed that members can lead the policy
and planning by their qualifications. So, it has not been able to form a policy of teaching a foreign
language that benefits Turkey due to these drawbacks. Because all the environments are individual,
the development of a foreign language that belongs to certain environment is a must (Cummins,
1994).
It is apparent that there is a need for an academic association that has well-qualified
members who have experience in this field. It is considered that the attribution of scientific data in
foreign language planning is essential to be successful in the purpose of a decent education (Brown,
1995). So, this association can determine a general aim and foreign language policy, and then,
create a planning for the students at different levels along with this aim and policy. Besides, these
steps should be taken considering scientific researches and the system needs to be checked
periodically if it is working properly, which may eventually increase the effectiveness of teaching
English.
2.2. Motivational Problems
In addition, it’s a fact that foreign language teaching cannot achieve its target without
motivation, which is one of the basic elements of foreign language teaching. Reflecting the
relationship of language, culture and opinion to language teaching, providing a learning
environment in which the student can feel comfortable, increasing the desire to learn in the student,
and removing the fear of making mistakes are some of the examples reflected in language teaching
of spiritual linguistics studies (Şahin, 2007).
This issue is actually connected to the methodological approaches. For example, teaching
English based on its grammatical rules in Turkey has physiologically emerged a prejudice over
time. Students don’t want to learn the grammar of even their native language, and yet, they’re
supposed to learn English grammar, which is a disappointment for a second language learner.
Principally, this should be done by imitating the way how native language is acquired like listening,
observing and repeating, etc. Another thing is the insufficient use of English both in class and out
of the class that decreases the motivation of the student. Also, it’s known in Turkey that students
in private educational institutions are good at pronunciation and practical use of English. It is
because students talk to their English teachers in English in every chance they have. As it’s seen,
teachers and students should have more conversations in English in public schools, too. Hence, the
education system based on rote-learning needs to be given up as soon as possible and new, modern
teaching methods should be adopted.
3. Conclusion
To sum up, all those issues and problems are related to each other in some ways. So, first of
all, there is a need for a policy of foreign (English) language teaching. In order to provide this, an
institution is needed which has officials suitable for this job. Next, they need to collect concrete
data on the environment and needs analysis. Researches on language planning need to be done in
the consideration of these data. By doing so, particular and overall goals need to be put forward.
Finally, the method or methods of teaching English ought to be determined so that the goals can be
fulfilled.
As to teachers, undergraduate education and in-service training need to be revised. Meanwhile,
teachers are supposed to equip with adequate field and methodological knowledge. So, teachers
will be using modern technics, materials and methods effectively, instead of traditional ways. In a
way, there should be a policy that encourages teachers and instructors to improve themselves in
English language education and producing new technics or materials so that Turkey can reduce
foreign dependency in this field.
All those steps will eventually make students raise awareness of the importance of learning the
English language, thereby they will be able to motivate themselves. So, this motivation prompts
them to self-learning, which makes this process easier and easier because they will find their own
ways to learn English. As a result, Turkey will be way more successful in English proficiency.
References
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