İngilizce Öğrenmeyi Zorlaştıran Faktörler
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The purpose of this study is to determine the factors and the reasons that make English language learning difficult by the students and the teachers in the English language learning process. The study aims to present the current situation of foreign language education in Turkey. It also aims to overcome to these difficulties and provide finding solutions to them. This study is a descriptive study. The study group consists of 2317 secondary and high school students and 107 English teachers from the state schools of Ministry of Education in Ankara. Data of this study was derived by foreign language learning difficulties scale and semi structured interview forms developed by the researcher. The quantitative obtained data were analyzed through SPSS, a Statistical Program for Social Sciences and the qualitative data were analyzed through MaxQda 12, Software for Qualitative and Mixed Methods Research. The results of the study were summarized below: • The findings of the foreign language learning difficulties scale showed that both 7th and 11th grade students had “high” level of difficulties in the foreign language learning process. • The highest level difficulties of 7th grade students were respectively in quality of teaching-learning environment, physical and psychological atmosphere of the classrooms, teaching-learning sources and difficulties arising from the learners themselves. • The highest level difficulties prevailed among 11th grade students were respectively in teaching-learning sources, difficulties arising from the learners themselves, quality of teaching-learning environment and physical and psychological environenmet of the classrooms. • Semi structured interview results of students showed that the most frequently and common difficulties prevailed among students are; English course books don’t encourage sufficient communicative practices and texts don’t cover functional language needed in daily life, insufficient usage of visual and audial instruments in the classrooms, difficulties in listening and speaking abilities, insufficient using and teaching of language learning strategies, not studying English out of classroom and lastly discipline problems in classrooms. • Semi structured interview results of teachers showed that the most frequently and common difficulties stated by teachers were inadequate English language course hours, crowded classrooms, the negative attitudes of students towards to English and English teachers, low motivation for English lessons and the inadequate physical environment of classrooms. • Teachers generally suggested that the course books should be rearranged according to the needs and interests of learners, the hours of English class per week should be increased, number of students per English class should be reduced, classes should be organized according to English levels of students, adequate language learning environment and learning instruments should be provided. • Students generally suggested that more instructive at the same time entertaining activities and listening and speaking activities should be integrated in classes, number of students per English class should be reduced, integration of using technologies effectively should be increased, English language should be spoken as a communication language in classes and lastly language learning strategies and learning ways should be taught by the teachers. • When compared the difficulty levels of students had according to their schools’ success levels, (above average, average and below average) it was found that students in below average schools’ students had difficulties higher than the others in both 7th and 11th grade students. • When compared the difficulty levels of 7th and 11thgrade students, it was found that 11th grade students had higher level of language learning difficulties than 7th grade students. • It was also found that there was no significant differentiation between gender and language learning difficulty levels in both 7th and 11th grade students.