Öğrencilerin konuşma sorunlarını ele alma açısından İngilizce öğretmenlerinin bilişi

This research was conducted at Foreign Languages Department of Eskişehir Osmangazi University with the aim of exploring English language teachers' perceptions, actions, correspondence between the two and the impact of schooling, professional coursework, context and classroom practice on teaching speaking. In line with this aim, case study was carried out and data collection was implemented through open-ended questionnaires, observations, reflection reports and interviews. After gathering overall perceptions of 28 teachers, in-depth data were obtained from 5 teachers from the same group of participants. According to the findings of the research, most of the teachers perceived speaking as an important skill and made suggestions on improving this skill; however, three teachers' actions were observed to be teacher-centered and student oral production was observed to reduce. Considering the impact of the background factors, schooling, context and classroom practice were found to affect the three teachers more than professional coursework. In contrast, the two teachers who were involved in professional development did more learner-centered activities and mentioned contextual constraints less than the other three teachers. Keywords: Teaching speaking, Teacher cognition, Teachers' perceptions, Teachers' actions, Background factors