Akran Değerlendi̇rmesi̇ne Göre Türkçe Öğre

Kemiksiz, Ömer

doi:10.17753/ekev1267

Cited by 2 publications

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“…Türkçe öğretmeni adaylarının hazırlıklı konuşma yaparken beden dili unsurlarına, ses özelliklerine, dinleyici kitlesine ve telaffuz, üslup, hitap şekli, akıcı konuşma, konuşma süresi, materyallerle zenginleştirme gibi etkili konuşma unsurlarına dikkat ettikleri belirlenmiştir. Kemiksiz (2019) tarafından akran değerlendirmesine göre Türkçe öğretmeni adaylarının hazırlıklı konuşma becerilerinde önem verdikleri hususlar üzerine yapılan çalışmada, Türkçe öğretmeni adaylarının hazırlıklı konuşmalarında içerik (uygun bitiş, uygun başlangıç, süre kullanımı, konuya hazırlık, görsel malzeme kullanma), diksiyon (ses, vurgu, akıcı konuşma, telaffuz), beden dili (jest ve mimik, göz teması), ortam (dinleyicileri konuya katma), üslup, görgü kuralları (konuşmaya selamla başlama, dinleyicilere karşı kibar olma) gibi hususlara dikkat ettikleri belirlenmiştir. Bu bulgular, araştırmanın beden dili, ses özellikleri, dinleyici kitlesi, etkili konuşma kodları ile uyum göstermektedir.…”

Section: Sonuç Ve öNeri̇lerunclassified

“…Özdemir (2018) tarafından Türkçe öğretmeni adaylarının konuşma kaygılarını gidermede hazırlıklı konuşmaların rolünü belirlemek amacıyla deneysel desende çalışma yapılmıştır. Kemiksiz (2019), Türkçe öğretmeni adaylarının hazırlıklı konuşma becerisinde önem verdikleri hususları akran değerlendirmelerine göre tespit etmiştir. Yapılan tarama sonucunda Türkçe öğretmeni adaylarının hazırlıklı konuşma becerilerini doğrudan ele alan bir çalışmaya rastlanmamıştır.…”

Section: Introductionunclassified

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Türkçe Öğretmeni̇ Adaylarinin Hazirlikli Konuşma Beceri̇leri̇ne İli̇şki̇n Ni̇tel Bi̇r Araştirma

BİLGEN

2023

ijla

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The research aims to examine the prepared speaking skills of Turkish language teacher candidates within the framework of their own opinions, academic observations, and the diaries kept by teacher candidates. This research is structured according to qualitative research principles in line with this objective. Phenomenology is the qualitative approach pattern used in the research. The study group of the research consists of 30 fourth-year students and teacher candidates studying in the Turkish language teaching program at Zonguldak Bülent Ecevit University Ereğli Faculty of Education during the fall semester of the 2023-2024 academic year, and it includes three academicians who observed teacher candidates while they were giving prepared speeches. Data were collected using the triangulation approach and analyzed through content analysis; as a result of the research, the following findings: Turkish language teacher candidates pay attention to elements of body language, voice characteristics, audience, pronunciation, style, address, fluent speech, speech duration, and enriching materials when giving prepared speeches. Turkish language teacher candidates experience difficulties in controlling emotions such as excitement and stress during prepared speeches. Turkish language teacher candidates prefer long-term ways to improve their prepared speaking skills, such as reading audiobooks, receiving diction training, watching educational content, and participating in activities. Turkish language teacher candidates have expressed that the prepared speaking goals and explanations in the Turkish Language Teaching Program are insufficient. In the context of voice training and elocution as part of Turkish language teacher candidates' education, you can make plans such as frequently having them give prepared speeches, getting them accustomed to speaking in front of an audience by giving them responsibilities in activities and teaching them techniques to help control their emotions.

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Section: Sonuç Ve öNeri̇lerunclassified

Section: Introductionunclassified

Türkçe Öğretmeni̇ Adaylarinin Hazirlikli Konuşma Beceri̇leri̇ne İli̇şki̇n Ni̇tel Bi̇r Araştirma

BİLGEN

2023

ijla

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Impromptu Speaking Skills of Pre-service Teachers

Aktay¹

2021

INT J EDUC METHODOL

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<p style="text-align:justify">The purpose of the study is to examine pre-service teachers' impromptu speaking skills on the basis of the evaluations of the instructor, peers and their own. The study employed a descriptive case study design, one of the qualitative research methods. A total of 23 pre-service math teachers taking the course of Art of Effective Speech in a state university in Turkey in the 2016-2017 academic year participated in the study. The data of the study were collected through the observations of the researcher and pre-service teachers. Descriptive analysis was used in the analysis of the data. As a result of the study, it was found that in most of the observation items, the pre-service teachers found themselves inadequate in terms of impromptu speaking skills while they were found to be adequate by their peers and instructor. In addition, it was revealed that the pre-service teachers found themselves inadequate in some items related to the use of voice while they found themselves adequate in most of the items related to articulation/diction and body language and in all of the items related to communication. However, while the instructor observed that the pre-service teachers were generally competent in all the sub-dimensions, she determined that they needed improvement in the sub-dimensions of eye contact, pausing at the appropriate place and speaking without repeating words. </p>

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Akran Değerlendi̇rmesi̇ne Göre Türkçe Öğre

Cited by 2 publications

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Türkçe Öğretmeni̇ Adaylarinin Hazirlikli Konuşma Beceri̇leri̇ne İli̇şki̇n Ni̇tel Bi̇r Araştirma

Türkçe Öğretmeni̇ Adaylarinin Hazirlikli Konuşma Beceri̇leri̇ne İli̇şki̇n Ni̇tel Bi̇r Araştirma

Impromptu Speaking Skills of Pre-service Teachers

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