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molly farquharson
Joined: 16 Jun 2004 Posts: 839 Location: istanbul
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Posted: Wed Oct 19, 2005 5:28 pm Post subject: |
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I know best about Koc Uiv, where students have to pass the TOEFL to get out of the prep program, and they have only a year to do it. I didn't teach prep, I taught freshman comp and presentation skills. The students were ok, but I found that they did have problems with typing formats, even though they were good at computer stuff. The worst ones were the ones from places like Robert College or Amerikan Uskadar, as they were pretty arrogant-- and weren't that good at writing. I ran into an old Koc student on the street recently and was dismayed at his level of English, a year away from graduating. But he was a math major. I wonder if the major has anything to do with it?
At the same time, I have just spent a day at the printer, and he told me that he can understand the computer manuals in English-- something I don't! He doesn't speak English, btw. |
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molly farquharson
Joined: 16 Jun 2004 Posts: 839 Location: istanbul
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Posted: Wed Oct 19, 2005 5:30 pm Post subject: |
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Also, univs here don't help the sts once they are in the univ itself. There used to be a writing center at Koc, but apparently it has bit the dust. There are few courses, if any, in any univ I know of here that help sts build on their English knowledge and keep improving it. Sink or swim time... |
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scot47

Joined: 10 Jan 2003 Posts: 15343
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Posted: Wed Oct 19, 2005 6:17 pm Post subject: |
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Yes, why is there such a difference between societies in FL learning ? Why do the Swedes and Dutch manage so well and the Turks, Japanese and Arabs perform so badly ?
In the Gulf countries I have come across the problem of students who have a good level of spoken English but are challenged by having to write one grammatical sentence with no spelling errors. Does that happen in Turkey ? With our students it is often found amongst thoise who have travelled or have a family member who is a native speaker. |
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saloma

Joined: 07 Jul 2005 Posts: 211
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Posted: Wed Oct 19, 2005 7:14 pm Post subject: |
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At Interlang, about half of the students went from zero to strong Intermediate in 6 months, with a lot fewer contact hours. |
Could the reason for this be motivation? Usually sudents at language schools have chosen to be there and paid for a specific number of hours. University students are looking for that fancy piece of paper.
Look at the English ability of some carpet sellers in Sultanahmet - motivation!!
In Taiwan, students are motivated in quite another way, teachers post all the marks, with names, on the internet and in the hallways. The students at the bottom of the list are pionted out in class and chastised in front of 50 or 60 of their peers. As a result, students study like crazy to avoid losing face, or go to private cram schools after class.
Perhaps in Turkey, Universities and society have set the bar too low. Maybe not enough is expected of students. This is frustrating because I think that if Turkey had one generation of motivated, independent thinkers who really set out to achieve something, the face of Turkey could change dramatically. |
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ImanH

Joined: 16 Oct 2004 Posts: 214 Location: Istanbul
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Posted: Wed Oct 19, 2005 7:16 pm Post subject: |
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Scot47, it seems to me that you are presenting this as an ethnic/nationalistic issue on the one hand
scot47 wrote: |
Yes, why ... do the Swedes and Dutch manage so well and the Turks, Japanese and Arabs perform so badly ?... |
And from a social perspective on the other
scot47 wrote: |
Yes, why is there such a difference between societies in FL learning ? |
However, mixed in with this is an individualistic explanation
scot47 wrote: |
In the Gulf countries I have come across the problem of students who have a good level of spoken English but are challenged by having to write one grammatical sentence with no spelling errors. Does that happen in Turkey ? With our students it is often found amongst thoise who have travelled or have a family member who is a native speaker. |
For the most part you raise these issues as questions and I'm curious as to what your actual impressions/views are. |
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Mark Loyd
Joined: 13 Sep 2005 Posts: 517
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Posted: Wed Oct 19, 2005 7:36 pm Post subject: |
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At almost all private unis in Turkey the only bar is being able to pay the fees.
One decent generation of Turks-I don`t want to go there. It is so ethnocentric.
No, Turks do not have anything like the writing/spelling/grammar problems that Arabs have. The grammar translation methodology of the Turkish high school teacher put paid to that. |
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scot47

Joined: 10 Jan 2003 Posts: 15343
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Posted: Wed Oct 19, 2005 8:43 pm Post subject: |
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Iman
40 years ago I knew all the answers. Now I am not even sure that I know what the questions are. |
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ImanH

Joined: 16 Oct 2004 Posts: 214 Location: Istanbul
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Posted: Thu Oct 20, 2005 4:40 am Post subject: |
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scot47 wrote: |
Iman
40 years ago I knew all the answers. Now I am not even sure that I know what the questions are. |
Anyone else know the answers? Yes, I know; optimistic of me to think it so easy. What about research that's be done on these issues. Can anyone point me to that?
Saloma, I think your statement about a generation of motivated individuals probably could be applied to any context in the world, but I agree motivation is probably key. I suppose it's what the motivation is for - degree or language acquisition. Can you imagine trying to be motivated to undertake your degree while being faced with the obstacle of having to do it in another language? I think I�d find it bloody unfair!
justme, when I think about it seems that the point about learning for learning's sake and about what is seen as worthy of learning is at the heart of the issue (I can totally relate to the obstacle's your husband faced as it was very much the same in the Sudan). I think, in fact, that learning for learning's sake is a relatively new approach to education and even now is to some extent contested (and I�m taking here just of the �developed� world � the role of education and even its relationship to childhood in other contexts is a whole different ballgame). If I think about the constant changes made to the curriculum in the UK, for instance, it's often related to issues around what the purpose of education is - employable adults with useful skills or people who know lots of stuff but which is really not useful for maintaining and reproducing society. I�m not sure how that relates to this discussion but it seems important somehow. Need to think about this one a bit more. |
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justme

Joined: 18 May 2004 Posts: 1944 Location: Istanbul
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Posted: Thu Oct 20, 2005 7:13 am Post subject: |
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Another teacher here's been sedning out the amusing things his students write. Seems fitting...
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I'm ....... . I don't think my thing. Because I don't want to thinking anything. My phsicology is very karışık. I bored this school. I don't relax in university. I don't know what am I doing. I want to catching this places. Also the world is very boring for me. I want to cry but I can't cry. Now, please you say me what must I do? How do I learn English? I hate education. I hate world. Please don't come over me...
XYXY
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I, too, would like to know what's so different in Turkey from the rest of Europe that prevents them from learning. It's a really good question. Turkey (and apparently the rest of the ME)vs. Europe aside, there's something going on here that none of us can figure out.
Saloma mentioned posting grades as motivation, but we do that here too and it seems to cause little shame.
When I talked about learning for learning's sake, I was thinking mostly about how a uni education is presented in literature, especially older literature-- I mean, I guess I was thinking about how all the ladies and gentlemen in stories are all educated as part of their obligation of the upper classes in say, E.M. Forster stories. Those people don't need uni education for their work, they just learn French and philosophy because they're supposed to, and anyway they need something to talk about over cigars and port. Anything they read or study is pretty much for its own sake. But of course, uni is no longer just a privelege of the upper class.
I'm not sure what Mark Loyd meant about Turkish as 2nd language, but he may have had a point-- a lot of Turks speak Laz or Kurdish or other minority languages, but they don't seem to consider them as languages. I always ask classes if they know another language, and they usually all say 'no.' Then I ask what about Laz or Kurdish, and there're always a few who mutter yes, and sometimes a few who say they learned those before learning Turkish, but that they don't count, and the other students sneer that those aren't languages. On the other side of it, people will say, oh yeah, I speak Russian, German, Arabic... but what they mean is that they know how to say 'hello, I love you, goodbye' in those languages, or with Arabic, that they can read it but don't understand it. So from this I gather that the Turkish notion of language is somehow skewed. It's like Turkish is the only 'real' language, while all others are just inferior sounds people make that seem to serve some purpose or other.
But I do wonder how much their ideas of 'scholarship' and studying affect their abilities too. I was never all that great as a Spanish speaker, but I was always a good Spanish student. What I mean by 'good student' is that despite the difficulty, I sucked it up-- went to class, mostly paid attention, did my homework, and remembered words for more than 5 minutes. Even in the US where the FL situation is as sad as here, most of the students in my classes were the same, with a few weak ones who didn't do their work and slept and failed. Here it's the opposite-- there are a very few strong ones while the others complain and struggle and remind me of the frat boys in baseball caps in the back of my Spanish classrooms invariably named Jeff, called Jefe, who dozed and called out 'cerveza' every now and again.
Teaching English is so damned frustrating. This discussion is way more interesting but I'm off to explain for the 50th time why 'Beaches are beautiful in the Thailand' is not acceptable. |
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Mark Loyd
Joined: 13 Sep 2005 Posts: 517
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Posted: Thu Oct 20, 2005 7:27 am Post subject: |
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I meant that for millions of Turks, Turkish is their second language and they speak and write it fluently. Their first language could be Kurdish or Arabic, neither of which are minority languages. True the majority of Turkish Kurdish or Arabic speakers are unable to read or write it but that is because government policies made it illegal for their first languages to be taught in schools.
Both of the above languages are considered real languages but little value is placed in Turkey to those languages. I was once on a Turkish Airlines plane and we had to wait on the tarmac at Adana airport for an hour in the sweltering heat. There was a group of very elderly Algerians on the plane along with a guide. The guide was very angry with the young blonde stewardess and she protested that she spoke Turkish and English but the guide was trying to speak to her in French or Arabic. Ten minutes later they came back with an airport cleaner who translated in Arabic.
I remember thinking that showed me what value is placed on Arabic-a language spoken by poor and uneducated people in Turkey.
Another point about language learning motivation surely must be that so few Turks travel outside the country and hence do not see the value of communicating in a foreign language. So much of language learning here is like the teaching of Latin a few generations ago. |
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ImanH

Joined: 16 Oct 2004 Posts: 214 Location: Istanbul
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Posted: Thu Oct 20, 2005 8:15 am Post subject: |
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justme wrote: |
Even in the US where the FL situation is as sad as here |
Not just the US, justme. This from the BBC
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Teenage boys can barely be encouraged to speak English let alone learn another language, says the Chief Inspector of Schools, David Bell. |
Source:http://news.bbc.co.uk/2/hi/uk_news/education/4357314.stm
I think I've figured out what I meant now about the attitude to education - it seems to me to be about a clash of expectations; what �we� think learning involves and what �they� think teaching involves (if students); if you see what I mean.
The reason I say this is because, with the exception of where justme asked is if it�s the students going about it the wrong way, or if we are, all the explanations principally seem to be about the failing of the Turkish education systems (at best) or about the lack on the part of Turkish students/Turkey (at worst).
I don�t mean this to say that it�s us teachers who are all to blame, but it just seems that since education is a dynamic process, without including an analysis of where we might be going wrong, explanations are inevitable lacking.
I�m not sure if I�ve explained that well, but I suppose it�s a bit like the reasons I despise generalisations; they are a lazy attempt to find simple answers to complex questions. |
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calsimsek

Joined: 15 Jul 2004 Posts: 775 Location: Ist Turkey
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Posted: Thu Oct 20, 2005 8:57 am Post subject: |
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The point here is that some students don't bother to study, thats not like it is back home is it
Most of the good students in this country go to state schools and they try to work and from my experiance most have good overall skills.
Besides if every kid who went to a Mc Uni did work out how to speak english, then where would all the Mc english schools end up.  |
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Mark Loyd
Joined: 13 Sep 2005 Posts: 517
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Posted: Thu Oct 20, 2005 9:15 am Post subject: |
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We would be out of a job. |
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calsimsek

Joined: 15 Jul 2004 Posts: 775 Location: Ist Turkey
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Posted: Thu Oct 20, 2005 9:18 am Post subject: |
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So don't rock the boat, let the rich throw some of their money our way via privet classes. |
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Mark Loyd
Joined: 13 Sep 2005 Posts: 517
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Posted: Thu Oct 20, 2005 9:34 am Post subject: |
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Rock the boat and drive out the Mc schools. |
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