ASSUMPTIONS AND PEDAGOGICAL KNOWLEDGE: TEACHING AND LEARNING ACCORDING TO TEACHERS OF ENGLISH

This article investigates assumptions and pedagogical knowledge of English teachers working in primary, secondary and higher education in Turkey to identify their current orientations towards practices in foreign language learning and teaching. A survey was administered to 197 participants. The two questionnaires, on learning and teaching, were designed in a way to identify the extent to which teachersʹ views overlap with those offered at teacher training programs as well as their beliefs and assumptions that markedly deviate from the current state of the art research. Findings overall reveal that teachersʹ views overlap considerably with those in foreign language learning and teaching scholarship. However, traces of Audiolingual Method can be seen in teachersʹ thinking. They favor the use of language laboratories as well as the repetition drills. Gender, age, and experience do not play a statistically significant role in the assignment of assumptions and pedagogical knowledge.