Öğretmenlerin çocukların İngilizce dil sınıflarındaki başarılı bir şekilde öğretmelerini engelleyen faktörler üzerine bir durum çalışması

Many countries have changed language teaching policies and lowered the starting age to learn English to primary school. In Turkey, since 2012 English has been a compulsory course for primary school students. However, this educational reform took place so rapidly that young learner teachers of English have experienced lots of challenges to implement the new curriculum and they couldn't have many chances to share their challenges with the authorities. Therefore, the purpose of this study is to find out the frustrating experiences/ realities of English teachers that hamper their successful teaching English in young language learner classes. With this purpose in mind a qualitative approach was employed. In order to gather data, a semi-structured interview form consisting of 20 open-ended questions as a data collecting instrument was developed through investigating related literature, considering field experts' opinions and the feedbacks of the pilot study. 14 primary school teachers of English in Kepez District were interviewed and the gathered data was analyzed with NVivo software program. The codes emerged from the analysis were reported according to thematic analyses method. According to the results of the study, it is evident that lack of separate English classrooms, small classroom sizes, crowded classrooms, uncomfortable classroom furniture, lack of technological materials, complicated content of the state coursebooks, lack of support from school principles and parents, limited hours of English lessons and the inefficient educational background of the teachers were the frustrating experiences/ realities that hamper the success of the participant teachers.