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Sağlık Meslek Yüksekokulu Öğrencilerinin Mesleki İngilizce Dersine Karşı Tutumları Üzerine Analiz

Yıl 2017, Cilt: 19 Sayı: 2, 586 - 602, 08.09.2017

Öz

Mesleki İngilizce
eğitimi inkar edilemeyecek bir öneme sahiptir. Meslek Yüksekokullarında eğitim
gören öğrenciler ilk akademik yılda genel İngilizce dersi almakta ve ikinci
yılda ise İngilizce eğitimlerini Mesleki İngilizce dersi ile sonlandırmaktadır.
Mesleki İngilizce dersi ile son bulan bu eğitim öğrencileri mesleki kariyerlerine
hazırlamada büyük bir önem taşımaktadır.

Teorik açıdan,
Mesleki İngilizce dersinin öğrencilerin mesleki kariyerlerine olan katkısı
açıkça görülmektedir. Fakat, bu katkının pratikte gerçekleşip gerçekleşmemesi
çeşitli faktörlere bağlıdır ve bunların en önemlilerinin biri de Mesleki
İngilizce dersine karşı öğrencilerin tutumlarıdır. Bahsedilen tutumları
etkileyen de birçok faktör bulunmaktadır.

Bu çalışmanın amacı
Mesleki İngilizce dersine karşı öğrencilerin tutumlarını araştırmaktır. Bu
amacı gerçekleştirmek için "Mesleki İngilizce Dersine Karşı Öğrencilerin
Tutumları" başlıklı anket Erzincan Üniversitesi Sağlık Meslek
Yüksekokulu'nda eğitim alan 67 öğrenciye uygulanmıştır. Sonuçlar ise detaylı
bir şekilde ele alınacaktır.







Bu çalışmanın
öğrencilerin mesleki kariyerlerindeki verimliliklerini arttırmak için Erzincan
Üniversitesi Sağlık Meslek Yüksekokul' undaki Mesleki İngilizce dersinin
kalitesini arttırması beklenmektedir.

Kaynakça

  • Akgül, M. (1991). Needs assessment of medical students in ESP courses at Erciyes University. Unpublished master’s thesis, Bilkent University, Ankara, Turkey.
  • Alagözlü, N. K. (1994). English language needs assessment of the students of the Medical Faculty of Cumhuriyet University. Unpublished master’s thesis, Bilkent University, Ankara, Turkey.
  • Al-Amri, W. B., & Abdul-Raof, H. (2016). Translation in teaching and learning a foreign language: A methodological approach. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 1(2), pp. 24-42.
  • Ayas, Ö., & Kirkgöz, Y. (2013). The Academıc and vocational English language needs of the school of health students. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 42(1), pp. 39-55.
  • Benabdallah, A. (2013). Teaching ESP through translation: A key for Teaching Specialized Communication. English for Specific Purposes World, 13(37).
  • Brunton, M. (2009). An account of ESP–with possible future directions. English for Specific Purposes, 3(24), pp. 1-15.
  • Choroleeva, K. (2012). Humanizing Language Teaching. Some Issues in Teaching English for Specific Purposes (ESP).
  • Cook, V. (2013). Second language learning and language teaching. Routledge.
  • Çakıcı, D. (2007). The attitudes of university students towards English within the scope of common compulsory courses. Gazi Eğitim Fakültesi Dergisi, 3, pp. 21-35.
  • Desialova, L. (2009). Using different forms of drama in EFL classroom. Humanising language teaching, 4.
  • Duff, A. (1994). Translation: Resource Books for Teachers. Edited by A. Maley. Oxford: Oxford University Press.
  • Fang, F. (2010). A Discussion on Developing Students Communicative Competence in College English Teaching in China. Journal of Language Teaching and Research, 1(2), pp. 111-116.
  • Harding, K. (2007). English for specific purposes. Oxford University Press.
  • Holden, S. (1983). Role-play and simulation. Second Selection from Modern English Teachers. London: Longman, pp. 89-102.
  • Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press.
  • Hutchinson, T., & Waters, A. (2004). English for specific purposes. Cambridge University Press.
  • Kavaliauskienė, G., & Kaminskienė, L. (2007). Translation as a learning tool in English for specific purposes. Kalbotyra, 57(57), pp. 132-139.
  • Laar, M. (1998). The Latin Component in English Medical Texts and Some of the Possibilities It Offers for Interdisciplinary Integrated Teaching. Linguistics in Estonia and Finland: Crossing the Gulf Symposium, Tallinn, Estonia, pp. 171-174
  • Lee, C. Y. (1998). English for nursing purposes: A needs assessment for professional-oriented curriculum design. Academic Journal of Kang-Ning, 1(1), pp. 55-72.
  • Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge. Lorenzo, F. (2005). Teaching English for specific purposes (ESP).
  • Minaabad, M. S., & Khoshkholgh, F. F. (2012). Investigating the Effect of Genre-Based Pedagogy on English for Specific Purpose Learners’ Reading Comprehension. World Applied Sciences Journal, 18(2), pp. 251-260.
  • Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. Routledge.
  • Oradee, T. (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing). International Journal of Social Science and Humanity, 2(6), p. 533.
  • Ozer, S., Yılmaz, E . (2016). Students’ attitudes towards vocational foreign language course. International Journal of Contemporary Educational Research, 3 (2), pp. 55-64. Retrieved from http://ijcer.net/issue/29832/321068, on 26 June 2016.
  • Rasekh, A.E, & Simon, S. (2011). Teaching English for specific purposes: A no man’s land area of activity: Investigating ESP courses administered in Iranian universities. English for Specific 40 Purposes World: Online Journal for Teacher, p. 32.
  • Richards, J. C. (2001). Curriculum development in language teaching. Ernst Klett Sprachen.
  • Saygılı, H., K. (2014). Promotıng speakıng strategıes in esp through drama. Master of Arts. Institute of Social Sciences, Çağ University, Mersin.
  • Taşçı, Ç. (2007). An analysıs of medical students’ English language needs. Doctoral dissertation, Bilkent University, Ankara.
  • Ünal, A. (2014). The Problems Encountered In English For Specific Purposes: Business Department Case. The Clute Institute International Academic Conferences. Munich, Germany.

An Analysis on the Attitudes of Students of Vocational School of Health Services towards Professional English Course

Yıl 2017, Cilt: 19 Sayı: 2, 586 - 602, 08.09.2017

Öz

It is inevitable to deny the significance of professional English education. The students attending Vocational Schools have general English course in their first year and in the second year they end their English education with professional English course. It plays a crucial role in preparing students for their vocational career.

Theoretically the contribution of professional English course to the vocational career of the students is visible. However, whether this contribution in practice comes true or not depends on various factors and one of the most significant is the attitudes of the students towards professional English course. There are lots of factors affecting the aforementioned attitudes of the students.

The aim of this study is to research on the attitudes of the students towards professional English course.  To carry out the aim of this study, the questionnaire "Attitudes of Students towards Professional English Course" will be conducted on 67 students studying at Vocational School of Health Services of Erzincan University and the results will be discussed in detail.

This study is expected to contribute to the improvement of quality of professional English course in Erzincan Vocational School of Health Services to increase the productivity of vocational career of the students.

Kaynakça

  • Akgül, M. (1991). Needs assessment of medical students in ESP courses at Erciyes University. Unpublished master’s thesis, Bilkent University, Ankara, Turkey.
  • Alagözlü, N. K. (1994). English language needs assessment of the students of the Medical Faculty of Cumhuriyet University. Unpublished master’s thesis, Bilkent University, Ankara, Turkey.
  • Al-Amri, W. B., & Abdul-Raof, H. (2016). Translation in teaching and learning a foreign language: A methodological approach. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 1(2), pp. 24-42.
  • Ayas, Ö., & Kirkgöz, Y. (2013). The Academıc and vocational English language needs of the school of health students. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 42(1), pp. 39-55.
  • Benabdallah, A. (2013). Teaching ESP through translation: A key for Teaching Specialized Communication. English for Specific Purposes World, 13(37).
  • Brunton, M. (2009). An account of ESP–with possible future directions. English for Specific Purposes, 3(24), pp. 1-15.
  • Choroleeva, K. (2012). Humanizing Language Teaching. Some Issues in Teaching English for Specific Purposes (ESP).
  • Cook, V. (2013). Second language learning and language teaching. Routledge.
  • Çakıcı, D. (2007). The attitudes of university students towards English within the scope of common compulsory courses. Gazi Eğitim Fakültesi Dergisi, 3, pp. 21-35.
  • Desialova, L. (2009). Using different forms of drama in EFL classroom. Humanising language teaching, 4.
  • Duff, A. (1994). Translation: Resource Books for Teachers. Edited by A. Maley. Oxford: Oxford University Press.
  • Fang, F. (2010). A Discussion on Developing Students Communicative Competence in College English Teaching in China. Journal of Language Teaching and Research, 1(2), pp. 111-116.
  • Harding, K. (2007). English for specific purposes. Oxford University Press.
  • Holden, S. (1983). Role-play and simulation. Second Selection from Modern English Teachers. London: Longman, pp. 89-102.
  • Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press.
  • Hutchinson, T., & Waters, A. (2004). English for specific purposes. Cambridge University Press.
  • Kavaliauskienė, G., & Kaminskienė, L. (2007). Translation as a learning tool in English for specific purposes. Kalbotyra, 57(57), pp. 132-139.
  • Laar, M. (1998). The Latin Component in English Medical Texts and Some of the Possibilities It Offers for Interdisciplinary Integrated Teaching. Linguistics in Estonia and Finland: Crossing the Gulf Symposium, Tallinn, Estonia, pp. 171-174
  • Lee, C. Y. (1998). English for nursing purposes: A needs assessment for professional-oriented curriculum design. Academic Journal of Kang-Ning, 1(1), pp. 55-72.
  • Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge. Lorenzo, F. (2005). Teaching English for specific purposes (ESP).
  • Minaabad, M. S., & Khoshkholgh, F. F. (2012). Investigating the Effect of Genre-Based Pedagogy on English for Specific Purpose Learners’ Reading Comprehension. World Applied Sciences Journal, 18(2), pp. 251-260.
  • Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. Routledge.
  • Oradee, T. (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing). International Journal of Social Science and Humanity, 2(6), p. 533.
  • Ozer, S., Yılmaz, E . (2016). Students’ attitudes towards vocational foreign language course. International Journal of Contemporary Educational Research, 3 (2), pp. 55-64. Retrieved from http://ijcer.net/issue/29832/321068, on 26 June 2016.
  • Rasekh, A.E, & Simon, S. (2011). Teaching English for specific purposes: A no man’s land area of activity: Investigating ESP courses administered in Iranian universities. English for Specific 40 Purposes World: Online Journal for Teacher, p. 32.
  • Richards, J. C. (2001). Curriculum development in language teaching. Ernst Klett Sprachen.
  • Saygılı, H., K. (2014). Promotıng speakıng strategıes in esp through drama. Master of Arts. Institute of Social Sciences, Çağ University, Mersin.
  • Taşçı, Ç. (2007). An analysıs of medical students’ English language needs. Doctoral dissertation, Bilkent University, Ankara.
  • Ünal, A. (2014). The Problems Encountered In English For Specific Purposes: Business Department Case. The Clute Institute International Academic Conferences. Munich, Germany.
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Emine Karabulut Bu kişi benim

Turgut Karabulut

Yayımlanma Tarihi 8 Eylül 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 19 Sayı: 2

Kaynak Göster

APA Karabulut, E., & Karabulut, T. (2017). An Analysis on the Attitudes of Students of Vocational School of Health Services towards Professional English Course. Gazi Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, 19(2), 586-602.
AMA Karabulut E, Karabulut T. An Analysis on the Attitudes of Students of Vocational School of Health Services towards Professional English Course. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi. Eylül 2017;19(2):586-602.
Chicago Karabulut, Emine, ve Turgut Karabulut. “An Analysis on the Attitudes of Students of Vocational School of Health Services towards Professional English Course”. Gazi Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi 19, sy. 2 (Eylül 2017): 586-602.
EndNote Karabulut E, Karabulut T (01 Eylül 2017) An Analysis on the Attitudes of Students of Vocational School of Health Services towards Professional English Course. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 19 2 586–602.
IEEE E. Karabulut ve T. Karabulut, “An Analysis on the Attitudes of Students of Vocational School of Health Services towards Professional English Course”, Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, c. 19, sy. 2, ss. 586–602, 2017.
ISNAD Karabulut, Emine - Karabulut, Turgut. “An Analysis on the Attitudes of Students of Vocational School of Health Services towards Professional English Course”. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 19/2 (Eylül 2017), 586-602.
JAMA Karabulut E, Karabulut T. An Analysis on the Attitudes of Students of Vocational School of Health Services towards Professional English Course. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi. 2017;19:586–602.
MLA Karabulut, Emine ve Turgut Karabulut. “An Analysis on the Attitudes of Students of Vocational School of Health Services towards Professional English Course”. Gazi Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, c. 19, sy. 2, 2017, ss. 586-02.
Vancouver Karabulut E, Karabulut T. An Analysis on the Attitudes of Students of Vocational School of Health Services towards Professional English Course. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi. 2017;19(2):586-602.