The Four Basic Language Skills, Whole Language & Intergrated Skill Approach in Mainstream University Classrooms in Turkey

Authors

  • Hakan Aydoğan Ph.D.c., International Burch University, Sarajevo
  • Azamat A. Akbarov Ph.D., International Burch University, Sarajevo

Abstract

The aim of this research is to determine teaching, evaluation, tendency and assessment levels of English language skills and the consistency among these variables of four basic language skills and higlight the importance of 'integrated language skills' in English at tertiary level in preparation classes with language learners. University level instruction is structured more differently than the first and second cycles and usually builds on previously acquired social and academic knowledge The teaching and assessment levels of four basic language skills have been shown by percentages and frequencies and whether there was a significant difference between the basic language skills of the students was analyzed using the appropriate statistical techniques. Questionnaire about the Learning English (QLE) consisted of six subscales: Improving general level of English (items: 1 – 16), Vocabulary learning (items: 17 – 24), Studying grammar (items: 25 – 29), Reading in English (items: 30 – 42), Writing in English (items: 43 – 55), and Speaking in English – outside class (items: 56 – 72). Reliability of all subscales were examined and for that purpose, Cronbach's alpha coefficients of internal consistency was calculated. Our research was conducted via Internet survey tool. Our participants were asked to what extent they agree with each of the items in the questionnaire. The scale we used iss a five-point Likert scale. Raw data was entered into statistical software SPSS for Win, to be analyzed. The findings of this study highlight the importance of developing the right language skills during the critical period of language development. The study showed that trainees have mildly positive attitudes toward the English language, with females slightly being more positive than males. The results indicate that learners do not differ significantly in terms of their difficulties in using daily language skills. This study sheds a light how one of the State universities in Turkey is helping the students to develop English language skills. The research aims to facilitate the learning of English with a proper methodology that will encourage the students at tertiarry level to acquire great competences in English and emphasize the significance of 'integrated language skills' in learning and teaching.

DOI: 10.5901/mjss.2014.v5n9p672

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Published

2014-05-01

How to Cite

Aydoğan, H., & Akbarov, A. A. (2014). The Four Basic Language Skills, Whole Language & Intergrated Skill Approach in Mainstream University Classrooms in Turkey. Mediterranean Journal of Social Sciences, 5(9), 672. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/2687

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Articles