Selin Dürer - Academia.edu (original) (raw)
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u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. Bu doğrultuda yab... more u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. Bu doğrultuda yabancı dil olarak Türkçe öğrenen öğrencilerin sesletimlerini geliştirebileceği düşünülen etkinlikler hazırlanmış ve çalışmanın sonunda bunlara yer verilmiştir. 1 ABSTRACT Speaking, one of the four main skills in foreign language teaching, might sometimes be the most difficult one for some students to improve. It is observed that students from various language backgrounds who learn Turkish as a foreign language, particularly on level A, find pronunciation difficult. Therefore, it is of utmost importance that pronunciation sections are incorporated into the curriculum to improve speaking skills. However, although speaking activities such as role plays, storytelling and games are provided during teaching, there is a great lack of activities related to pronunciation. This deficiency can only be overcome by determining the problems of Turkish language learners, which is the starting point of this study.
u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. Bu doğrultuda yab... more u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. Bu doğrultuda yabancı dil olarak Türkçe öğrenen öğrencilerin sesletimlerini geliştirebileceği düşünülen etkinlikler hazırlanmış ve çalışmanın sonunda bunlara yer verilmiştir. 1 ABSTRACT Speaking, one of the four main skills in foreign language teaching, might sometimes be the most difficult one for some students to improve. It is observed that students from various language backgrounds who learn Turkish as a foreign language, particularly on level A, find pronunciation difficult. Therefore, it is of utmost importance that pronunciation sections are incorporated into the curriculum to improve speaking skills. However, although speaking activities such as role plays, storytelling and games are provided during teaching, there is a great lack of activities related to pronunciation. This deficiency can only be overcome by determining the problems of Turkish language learners, which is the starting point of this study.