Mother language education constitues the basis of other courses and effective mother language teaching is the primary aim of the formal education. But but it is thought that many problems related to various factors are triggered by our language. The aim of this research is to determine general problems which Turkish Language and Literature teachers, working at secondary schools in Turkey, often meet during Language and Expression courses and to suggest teacher’s possible solutions to these problems. Phenomenology which is one of the qualitative research patterns and criteria sampling which is one of the intentional sampling methods are both used in this research. Work group of the research include 50 Turkish Language and Literature teachers with at least ten years of seniority working under Ministry of National Education in central districts of Ankara province in formal secondary schools. Semi-structured interview technique is used and data is collected by a tape recorder in this research. Categorical analysis one of the content analysis methods is used to analyze data and frequency analysis is used to evaluate findings in the research. At the end of the research, it is determined that Turkish Language and Literature teachers have some problems stemming from education programme, text books, attitudes of students in these courses, classroom environment during language and literature courses and course hours in Language and Expression courses. Along with this, the research also involves some solutions offers to these problems for teachers in Language and Expression courses.
Language and Expression courses, problems, solution offers
|Yazar :||Zeynep Zeliha BAYAZIT -|