Comparison of Teaching English as a Foreign Language in Turkey with Denmark, Hungary, and Portugal

Autor/inn/en	Alkan, Muhammet Fatih; Kartal, Sefik
Titel	Comparison of Teaching English as a Foreign Language in Turkey with Denmark, Hungary, and Portugal
Quelle	3 (2018) 1, S.10-23 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alkan, Muhammet Fatih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cross Cultural Studies; Foreign Countries; English (Second Language); Second Language Learning; Language Tests; Language Proficiency; Scores; Second Language Instruction; Comparative Education; Trend Analysis; Educational Trends; Learning Processes; Teaching Methods; Web Sites; Language Attitudes; Public Agencies; Communicative Competence (Languages); Elementary Secondary Education; Government Role; Academic Achievement; Language Skills; Denmark; Hungary; Portugal; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Vergleichende Erziehungswissenschaft; Trendanalyse; Bildungsentwicklung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Web-Design; Sprachverhalten; Öffentliche Einrichtung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Schulleistung; Dänemark; Ungarn
Abstract	In this study, systems of teaching English as a foreign language (TEFL) in different countries were compared. The focus country was Turkey, which has low achievement in English. Other countries compared were Denmark, Hungary, and Portugal, which had considerably higher achievements in teaching English. The selection of these countries was based on the mean scores for five years of Test of English as a Foreign Language (TOEFL) and Education First Proficiency Index. The study was designed as a qualitative research. The data related to targeted countries were gathered from the web sites of the studied countries' ministries of education and governments, curriculums, Eurydice and OECD resources, and published articles. The data were analyzed using document analysis technique. The comparisons were made in terms of general educational systems, aims and goals, content, teaching and learning process, and evaluation. As a result of the study, Turkey's more centralist structure was observed among countries. Moreover, Turkey's primary objective in primary school is the positive attitude towards English. Finally, the system in Turkey views the language as a combination of four skills while other countries emphasize the communicative aspect of language. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01