Attitudes and opinions of Turkish language teacher candidates on the usage of basic language skills (original) (raw)
Related papers
Procedia - Social and Behavioral Sciences, 2010
The purpose of this research is to determine the opinions of the students of the Department of Turkish Language Teaching on the statuses of teachers' usage of basic language skills and on the lessons in the curriculum. In this research opinions of 235 students, attending to the Department of Education of Turkish Language during 2009-2010 were taken and a survey form, consisting of four questions was used as a data collection instrument. The gathered data were analyzed by using the technique of descriptive analysis and the findings were presented numerically. In light of the findings; we see that teacher candidates find teachers very sufficient in listening skill, insufficient in writing skill, that teachers use speaking skill most in the lessons; tell that the lessons in bachelor's degree program do not support basic language skills, and they emphasized that critical reading, creative writing, effective speaking lessons should be included in the program and their hours should be increased.
The aim of this research is to determine teaching, evaluation, tendency and assessment levels of English language skills and the consistency among these variables of four basic language skills and higlight the importance of 'integrated language skills' in English at tertiary level in preparation classes with language learners. University level instruction is structured more differently than the first and second cycles and usually builds on previously acquired social and academic knowledge The teaching and assessment levels of four basic language skills have been shown by percentages and frequencies and whether there was a significant difference between the basic language skills of the students was analyzed using the appropriate statistical techniques. Questionnaire about the Learning English (QLE) consisted of six subscales: Improving general level of English (items: 1 -16), Vocabulary learning (items: 17 -24), Studying grammar (items: 25 -29), , , and Speaking in . Reliability of all subscales were examined and for that purpose, Cronbach's alpha coefficients of internal consistency was calculated. Our research was conducted via Internet survey tool. Our participants were asked to what extent they agree with each of the items in the questionnaire. The scale we used iss a five-point Likert scale. Raw data was entered into statistical software SPSS for Win, to be analyzed. The findings of this study highlight the importance of developing the right language skills during the critical period of language development. The study showed that trainees have mildly positive attitudes toward the English language, with females slightly being more positive than males. The results indicate that learners do not differ significantly in terms of their difficulties in using daily language skills. This study sheds a light how one of the State universities in Turkey is helping the students to develop English language skills. The research aims to facilitate the learning of English with a proper methodology that will encourage the students at tertiarry level to acquire great competences in English and emphasize the significance of 'integrated language skills' in learning and teaching.
The aim of this research is to determine teaching, evaluation, tendency and assessment levels of English language skills and the consistency among these variables of four basic language skills and higlight the importance of 'integrated language skills' in English at tertiary level in preparation classes with language learners. University level instruction is structured more differently than the first and second cycles and usually builds on previously acquired social and academic knowledge The teaching and assessment levels of four basic language skills have been shown by percentages and frequencies and whether there was a significant difference between the basic language skills of the students was analyzed using the appropriate statistical techniques. Questionnaire about the Learning English (QLE) consisted of six subscales: Improving general level of English (items: 1 -16), Vocabulary learning (items: 17 -24), Studying grammar (items: 25 -29), , , and Speaking in . Reliability of all subscales were examined and for that purpose, Cronbach's alpha coefficients of internal consistency was calculated. Our research was conducted via Internet survey tool. Our participants were asked to what extent they agree with each of the items in the questionnaire. The scale we used iss a five-point Likert scale. Raw data was entered into statistical software SPSS for Win, to be analyzed. The findings of this study highlight the importance of developing the right language skills during the critical period of language development. The study showed that trainees have mildly positive attitudes toward the English language, with females slightly being more positive than males. The results indicate that learners do not differ significantly in terms of their difficulties in using daily language skills. This study sheds a light how one of the State universities in Turkey is helping the students to develop English language skills. The research aims to facilitate the learning of English with a proper methodology that will encourage the students at tertiarry level to acquire great competences in English and emphasize the significance of 'integrated language skills' in learning and teaching.
Uluslararası Eğitim Araştırmacıları Dergisi
This research was created to evaluate the basic language skills of the 2019 Turkish curriculum in terms of listening, speaking, reading and writing outcomes. These outcomes were examined in numbers, qualifications, distributions by classes and differentiation aspects. In the study, which is a qualitative study, the data in the Turkish middle school program were discussed with document review. Content analysis of the obtained data was carried out, and percentage and frequency values were also calculated. As a result of the research, it was determined that there was a total of 289 outcomes in the curriculum, 52 of which were related to listening/watching, 28 of which related to speaking, 142 of which related to reading and 67 of which related to writing skills. However, it has been found that the majority of outcomes are repeated exactly without changing as the class level increases. Accordingly, it was determined that the 289 language skills outcomes in the program consisted of 109 o...
The Usage of Speaking in Turkish Classrooms
The purpose of this paper is to find out how speaking skill takes part and what kind of activities are used to encourage students in the classroom. This paper has three interviews done with teachers and a questionnaire answered by thirty one students. The analysis of this work is conducted in both qualitative and quantitative research methods. It is analyzed in this paper that speaking is a skill which helps people express their ideas and feelings, to do something, to solve their problems, to reach a verdict, to establish and maintain social relationships and friendships. The roles of teachers and students in speaking activities are crucial. The teachers should motivate students to speak fluently and encourage them by finding solutions to the problems. By this time, students should do lots of practice both in and outside of the classroom and regardless of being shy and anxiety participate eagerly. Students should be given language-rich environment and the activities must be well-decided. Discussion, role-play, information-gap, picture narrating, storytelling and brainstorming are some supportive speaking activities. When these activities are not interesting and attractive, students do not want to participate to the lesson so these activities may turn into discouraging manners for students.
International Journal of Progressive Education
The purpose of this research is to determine the opinions of the students of the Department of Turkish Language Teaching on the statuses of teachers' usage of basic language skills and on the lessons in the curriculum. In this research opinions of 235 students, attending to the Department of Education of Turkish Language during 2009-2010 were taken and a survey form, consisting of four questions was used as a data collection instrument. The gathered data were analyzed by using the technique of descriptive analysis and the findings were presented numerically. In light of the findings; we see that teacher candidates find teachers very sufficient in listening skill, insufficient in writing skill, that teachers use speaking skill most in the lessons; tell that the lessons in bachelor's degree program do not support basic language skills, and they emphasized that critical reading, creative writing, effective speaking lessons should be included in the program and their hours should be increased.
THE EUROPEAN EDUCATIONAL RESEARCHER, 2019
Abstract: This study investigated the relationship between student characteristics (gender, major), and the problems they face when learning Turkish language skills at university level in Kazakhstan. Participants included 120 Kazakh students from three faculties (Law, Philology, and Engineering). They completed a 28 item Likert-type questionnaire which also included two open ended items. MANOVA results indicated that gender and the problems students face were not significantly related while there was a significant relation between major and the problems they face. The only statistically significant relation was found for writing skill. The Chisquare analysis results indicated no relation between both gender and major, and the most difficulty skill to learn. The possible reasons behind the results and suggestions for further research are discussed. Keywords: Turkish as a Foreign Language; Problems in Teaching Turkish; Turkish Language Skills; Teaching Turkish
Speaking is viewed as a skill more often used in communication and interaction in particular. However, the speaking skill is measured in various ways. The aim of this study is, therefore, to determine the views of Turkish as a Foreign Language (TFL) instructors (lecturers and teachers) on measuring and evaluating speaking skills. To this end, the research data were obtained with the help of 51 TFL instructors who volunteered to fill out a semi-structured interview form titled “Instructors’ Views on the Assessment and Evaluation of the Speaking Skill in Turkish as a Foreign Language” created as a Google Docs form. The obtained data were then analyzed through content analysis technique, which revealed that the instructors perform their speaking skill assessments on basis of the criteria including grammar rules, pronunciation/ articulation, fluency, vocabulary knowledge, starting/sustaining dialogues, meaning construction, consistency, self-expression, language learning level, level of achieving outcomes, using phrases, style, length of speech, individual differences, exemplification, chronological narration, avoiding repetition, stress-intonation, body language, rate of speech, and effective use of time. It can be concluded that assessing and evaluating the Turkish speaking skill with a rubric to be developed based on these criteria will help minimize any potential rater subjectivities involved in such measurement and evaluation.
This study investigated the relationship between student characteristics (gender, major), and the problems they face when learning Turkish language skills at university level in Kazakhstan. Participants included 120 Kazakh students from three faculties (Law, Philology, and Engineering). They completed a 28 item Likert-type questionnaire which also included two open ended items. MANOVA results indicated that gender and the problems students face were not significantly related while there was a significant relation between major and the problems they face. The only statistically significant relation was found for writing skill. The Chisquare analysis results indicated no relation between both gender and major, and the most difficulty skill to learn. The possible reasons behind the results and suggestions for further research are discussed.
Factors Affecting English Speaking of Turkish Students
Journal of International Social Research, 2021
This paper looks at the factors affecting the English spoken by Turkish students learning English. The research took place in one of the private language institutes in Istanbul, Turkey. Of the fifty participants, twenty-five were males and twenty-five were females. The participants' age range was between sixteen and twenty-two years of age. The research showed that lack of opportunity to speak, fear of making mistakes, lack of self-confidence, and not being comfortable speaking in the class are negative factors affecting their speaking ability. In addition, lack of speaking and listening, different grammar structures of Turkish and English, lack of vocabulary, shyness, and, most importantly, thinking in the first language and then translating in the target are other factors hindering progress. To counter these obstacles, this paperrecommends that teachers create a natural environment, be patient with learners, and build confidence while teaching