Examining English teaching at the primary school according to teacher views

Descriptive survey model was used in this study. Descriptive model tries to describe and explain what the events, objects, entities, institutions, groups and various areas are. The universe of this study included 1725 teachers, 1654 of whom were primary school teachers and 71 of whom were English teachers working in the schools of Ministry of Education in both Eyyubiye and Birecik districts in Sanlıurfa in 2014-2015 Academic Year. The sample of this study consisted of 357 teachers comprising 286 primary school teachers and 71 English teachers. T-test, ANOVA (F) and regression analysis were used to determine differences among teachers' views with respect to teaching English at primary school. In the light of the analysis of the principal components, the dimensions of structural problems, getting acquisition, providing interaction, creating level and teaching were formed. The alpha reliability value of the present research was found as .723 and the value of KMO (Kaiser Maier Olkin) was found as .85. The five dimensions of teaching English at primary school expounded % 62 of total variance. When the relations among five different dimensions of the questionnaire were investigated, it was revealed that there was a negative relationship between the structural problems and getting acquisition dimensions at teaching English at primary school. When the structural problems increased at teaching English at primary school, the students' level of getting acquisition decreased. It was found that there was a significant relationship between the structural problems and providing interaction dimensions and it was also unearthed that there was a significant relationship between creating level and teaching dimensions. As the structural problems increased, the problems related to providing interaction, creating level and teaching increased, too. As the students got the acquisition at teaching English at primary school, there became a positive progress in providing interaction and creating level, too. Providing interaction was not found to be related with the dimensions of creating level and teaching. It was revealed that the dimension of creating level was only related with the dimension of structural problems. It was seen that the dimension of teaching was only related with the dimension of structural problems. Structural problems decreased when providing interaction effectively, creating level powerfully, doing teaching adequately and increasing students' gain at teaching English at primary schools. Keywords: Primary School, Teaching English, English Curriculum, Normal Education, Multigrade Classes