The Approaches of Turkish Teachers in Evaluating Speaking Skills (original) (raw)
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Acceptance and respect for the community in which the person speaking skills to support a large extent, constitute the basis for language education. Students develop their skills in speaking, all these institutions each step makes this institution and it is the duty of the trainers. But this is primarily the Turkish and Turkish teachers of classes decreases. For this reason, the undergraduate program for Turkish teachers' classes there is a need to develop these skills. For this purpose, part of the Faculty of Education of Turkish Education Speech Training course in the third year curriculum are presented. Purpose of this study was to determine the attitudes towards education of Turkish speaking teacher candidates. Turkish teachers' attitudes towards speech training designed to detect the 34-item attitude scale. Scale the 2011-2012 academic year, the University of Necmettin Erbakan, the Department of Turkish Language Teaching Faculty of Education Ahmed Keleşoğlu 137 third-grade students were studying. Turkish teachers' attitudes towards education lesson speaking in general positive. In addition, the findings of the scale, gender, education grades were evaluated according to the type and course success. She says teachers' positive attitudes than male student teachers. Looking at the success of the course grade is the best grade of course success is through the medium of the students and a more positive attitude than the ones of course. According to the survey, Turkish teachers' attitudes towards education in speech showed a significant difference according to gender and course achievement score. However, Turkish teachers' attitudes towards speaking training course differ according to the type of training have been identified.
Konuşma Becerisinin Değerlendirilmesinde Türkçe Öğretmenlerinin Yaklaşımları
Dil Eğitimi ve Araştırmaları Dergisi, 2017
The aim of this research is to identify what kind of approaches Turkish teachers have about evaluating speaking skills. The participants of the study consisteo of forty-two Turkish teachers.The study benefited from a structured interview, consisting of eight open-ended questions. Descriptive analysis method was used in analyzing the data. As a result of the analysis, it has been discovered that Turkish teachers see speaking skills as important as other skills. Besides that, it has been seen that Turkish teachers look out for speaking principles that require cognitive operations in a low level such as students' gestures and facial expressions, adjusting the voice, pronunciation and correct usage of the words. On the other hand, it can be stated that teachers are aware of the fact that the quality of the feedback given has great influence on students.
Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 2015
Bu çalışmanın amacı öğrencilerin konuşma becerisinin değerlendirilmesinde Türkçe öğretmenlerinin öğrenci başarısı, fizikî şartlar, plânlama, ölçekler, öğrenci yeterlikleri, öğretmen yeterliği, geribildirim, değerlendirmenin türü ve boyutları konularındaki görüşlerini belirlemektir. Araştırmada nitel araştırma yaklaşımı kapsamında 8 Türkçe öğretmeni ile odak grup görüşmesi yapılmıştır. Öğretmenlerin seçiminde kolay örneklem yöntemi kullanılmıştır. Görüşme yarı yapılandırılmış tarzda gerçekleştirilmiştir. Görüntülü ve sesli olarak kayıt altına alınan görüşme, yazıya aktarılarak nitel içerik analizi yapılmıştır. İçerik analizinde hem çalışma grubu üyeleri hem de sorular için kod sistemi uygulanmıştır. Araştırmada ulaşılan bulgulara göre Türkçe öğretmenleri konuşma becerisinin değerlendirilmesinde yeterlikleri kendi tutumlarına göre belirlemektedir. Ölçme araçlarındaki ölçütleri kapsam bakımından yetersiz görmekle birlikte kendileri ölçek hazırlamamaktadır. Öğretim sürecinin başında, öğretim sürecinde ve çıktıların değerlendirilmesi olmak üzere üç boyutlu olarak programda ele alınan değerlendirme ilkelerine uymamaktadırlar. Konuşma becerisinin değerlendirilmesinde gerekli yeterlikleri taşımadıklarını düşünmektedirler. Plânlamanın ayrılmaz parçası olan değerlendirme sürecine plânlarında yer vermemektedirler. Sınıf ortamlarının hem konuşma etkinlikleri hem de konuşma becerisini ölçme ve değerlendirme açısından uygun olmadığını düşünmektedirler. Değerlendirme sonucunda öğrenciye geribildirimi nasıl yapmaları gerektiğini bilmemenin yanında bu konuda yanlış tutum ve alışkanlıklara sahip oldukları gözlenmiştir. Haftalık ders saatlerinin konuşma etkinlikleri, değerlendirme ve geribildirim için yetersiz olduğu görüşündedirler. Öğrenci gelişim dosyaları tutmamakta, öğrencilerin konuşma becerisi gelişimlerini gereği gibi izleyemedikleri tespit edilmiştir.
The Turkish Teachers' Self-Efficacy Scale on Speaking Skills Education: A Scale Development Study
2023
Bu çalışmanın amacı konuşma becerisinin eğitimi konusunda Türkçe öğretmenlerinin nelere dikkat etmeleri gerektiğine dair likert tipi geçerli ve güvenilir bir öz yeterlik ölçeği geliştirmektir. 354 Türkçe öğretmenine uygulanan ölçeğin yapı geçerliğine ilişkin bulgular, açımlayıcı faktör analizi ile sağlanmış ve 38 maddeden oluşan tek boyutlu bir yapı ortaya çıkmıştır. Ölçeğin iç tutarlık (güvenirlik) Cronbach Alfa değeri .94 olarak saptanmıştır. Nicel analiz sonuçlarına göre "Konuşma Becerisi Eğitimine İlişkin Türkçe Öğretmenlerinin Öz Yeterlik Ölçeği" olarak geliştirilen ölçme aracının, Türkçe öğretmenlerinin öz yeterliklerini ölçmede kullanılabilecek, geçerli ve güvenilir bir araç olduğu belirlenmiştir.
Views of Turkish Learners as a Foreign Language About Speaking Skill
Gaziantep University Journal of Social Sciences, 2013
The purpose of this study is to answer this question: "What are the opinions of foreign learners about speaking skill?". In this study, focus group interview-based qualitative methods were used to determine the opinion of Turkish learners as a foreign language about speaking skill. The data of the study was collected by focus group interview with eight students in the level of C1 in Gaziantep University Tömer. The data obtained from focus group interview has been examined by descriptive analysis. For the seven sub-objectives of the study, the findings were obtained. According to the findings of the study, Turkish speaking is hard,especially speaking in some subjects is very hard, the environment is effective in speaking skill, some sounds are difficult for pronunciation, mother tongue is effective for Turkish speaking and for the development of speaking skill, the teachers and the students have different responsibilities, Based on the results, suggestions have been given f...
Determination of Developmental Status of Speaking Skills in Teaching Turkish to Foreigners
2015
OZET: Bu calismanin amaci, Turkceyi ogrenen yabancilarin konusma becerisini kazanma ve etkili bir sekilde kullanabilmelerine yonelik gelisim durumunun belirlenmesinde basvurulacak olcme ve degerlendirme calismalarina isaret etmektir. Bu amacla konusma becerisini etkili bir sekilde kullanilabilme yeterliklerinin belirlenmesinde basvurulabilecek degerlendirme yontem ve araclarina deginilmistir. Calismada Turkce ogrenen yabancilarin konusma becerisini kazanmalari ve hedef dili etkili bir sekilde konusabilme yeterliklerinin onemi uzerinde durulmustur. Bu cercevede surec degerlendirme anlayisi ile hareket edilmesinin geregi vurgulanarak konusma becerisinin kullanimina yonelik yeterliklerinin hangi yontem ve araclarla ve nasil yapilabileceginin gosterildigi puanlama anahtari orneklerine yer verilmistir. Anahtar sozcukler: Turkcenin yabanci dil olarak ogretimi, konusma becerisi, olcme ve degerlendirme. ABSTRACT: The aim of this study is to mention winning the speaking skills of foreigners ...
Turkish Teachers Attitudes Towards the Evaluation of Speech Training Course
The Journal of Academic Social Science Studies, 2012
Acceptance and respect for the community in which the person speaking skills to support a large extent, constitute the basis for language education. Students develop their skills in speaking, all these institutions each step makes this institution and it is the duty of the trainers. But this is primarily the Turkish and Turkish teachers of classes decreases. For this reason, the undergraduate program for Turkish teachers' classes there is a need to develop these skills. For this purpose, part of the Faculty of Education of Turkish Education Speech Training course in the third year curriculum are presented. Purpose of this study was to determine the attitudes towards education of Turkish speaking teacher candidates. Turkish teachers' attitudes towards speech training designed to detect the 34-item attitude scale. Scale the 2011-2012 academic year, the University of Necmettin Erbakan, the Department of Turkish Language Teaching Faculty of Education Ahmed Keleşoğlu 137 third-grade students were studying. Turkish teachers' attitudes towards education lesson speaking in general positive. In addition, the findings of the scale, gender, education grades were evaluated according to the type and course success. She says teachers' positive attitudes than male student teachers. Looking at the success of the course grade is the best grade of course success is through the medium of the students and a more positive attitude than the ones of course. According to the survey, Turkish teachers' attitudes towards education in speech showed a significant difference according to gender and course achievement score. However, Turkish teachers' attitudes towards speaking training course differ according to the type of training have been identified.
Evaluation of 7th grade Turkish language speaking education according to teachers views
2012
TEZ8837Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2012.Kaynakça (s. 262-279) var.xx, 299 s. : res. ; 29 cm.The aim of this research is to evaluate the Turkish Language Teaching speaking education of 7th grade of according to teachers' views and practices. The research model is mıxed method. The population of the research is the Turkish language teachers teaching 7th graders in state elementary schools in central districts (Seyhan, Yüreğir and Çukurova) of Adana. The data were collected through interwievs and observations which are qualitative data collection methods and through questionnaire which are quantitative data collection tools. The sampling for the quantitative data was determined via random sampling. 222 teachers who teach Turkish to the 7th grade were selected with out of 119 schools which are determined. The 10 Turkish who interviewed teachers and 5 Turkish who observed which constitutes the workgroup for qualitative data was determined through sampling cri...