Eleştirel dinleme becerisinin kapsamının incelenmesi

Azizoğlu, Nahide İrem; Okur, Alpaslan

doi:10.29000/rumelide.898553

Cited by 5 publications

(1 citation statement)

References 7 publications

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“…2021); duyuşsal niteliklerin dinleme üzerindeki rolünü vurgulayan (Ateş, 2018;Bourdeaud'hui vd. 2021;Ciğerci ve Gültekin, 2019;Dölek ve Yıldırım, 2021) ve dinleme becerisinin geliştirilmesine çeşitli yönlerden katkı sunmayı amaçlayan araştırmalara (Azizoğlu ve Okur, 2021;Doğan, 2010;Emiroğlu ve Pınar, 2013;Epçaçan, 2013;Kaplan, 2021;Sarıkaya, 2021) rastlanmaktadır. Dinleme becerisine ve bu becerinin değerlendirilmesine ilişkin Türkçe öğretmenlerinin ne tür yaklaşım içerisinde olduklarını önceleyen çalışmalar (Çarkıt, 2018) ise oldukça sınırlıdır.…”

Section: Araştırmanın öNemiunclassified

Dinleme becerisine ve bu becerinin ölçme-değerlendirmesine ilişkin Türkçe öğretmenlerinin görüş ve yaklaşımları

Dölek¹,

DEMİREL

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Listening is an indispensable element of communication, and a large part of learning takes place through listening, which highlights the importance of listening. On the other hand, assessment and evaluation play an active role in monitoring the development of skills and tracking progress. The aim of the study was to determine Turkish language teachers' view and approaches to listening skills and assessing listening. The study, modeled as a phenomenological design, included 23 Turkish language teachers according to the random sampling method. A semi-structured interview form was used for data collection. The data was analyzed using content analysis method. The findings of the research revealed that most participants 1) implemented no assessment and evaluation to determine the affective characteristics in the development of listening skills, 2) give assessment and evaluation on listening skills, prefer using open-ended questions and multiple-choice tests, and set criteria including comprehension, obeying the rules of listening, interpreting, answering questions, and summarizing, 3) included the listening skills in the grading of the Turkish language module, yet in the form of in-class participation, and 4) addressed the factors that negatively affected the learners' listening comprehension such as overcrowded classes, failing to select relevant listening texts and unfavorable physical conditions. These findings obtained in the research were discussed in the light of the literature and various suggestions were made.

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Section: Araştırmanın öNemiunclassified

Dinleme becerisine ve bu becerinin ölçme-değerlendirmesine ilişkin Türkçe öğretmenlerinin görüş ve yaklaşımları

Dölek¹,

DEMİREL

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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The impact of education tailored for critical listening on the critical listening skills of seventh-grade students

Azizoğlu,

Okur

2023

SAJE

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Critical listening is not only a complex whole that covers different skills but also 1 of the skills areas we mostly need in today’s society. The aim of this research was to determine the effects of education tailored for critical listening on the critical listening skills of 7th-grade students. For this purpose, we applied the relevant education in two 7th-grade classes in Sakarya, Türkiye. This was a quasi-experimental study and it was completed in 40 course hours. The experimental group received training on critical listening skills and critical listening texts and questions were used to collect quantitative data. We found a significant difference in the post-test scores of the experimental group in terms of total critical listening scores.

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Dinleme becerisine ve bu becerinin ölçme-değerlendirmesine ilişkin Türkçe öğretmenlerinin görüşleri

Dölek¹,

DEMİREL

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

View full text Add to dashboard Cite

Listening is an indispensable element of communication, and a large part of learning takes place through listening, which highlights the importance of listening. On the other hand, assessment and evaluation play an active role in monitoring the development of skills and tracking progress. The aim of the study was to determine Turkish language teachers' approach to listening skills and assessing listening. The study, modeled as a case study in a phenomenological design, included 23 randomly selected Turkish language teachers. A semi-structured interview form was used for data collection. The data was analyzed using content analysis method. The findings of the research revealed that most participants 1) implemented no assessment and evaluation to determine the affective characteristics in the development of listening skills, 2) give assessment and evaluation on listening skills, prefer using open-ended questions and multiple-choice tests, and set criteria including comprehension, obeying the rules of listening, interpreting, answering questions, and summarizing, 3) included the listening skills in the grading of the Turkish language module, yet in the form of in-class participation, and 4) addressed the factors that negatively affected the learners' listening comprehension such as overcrowded classes, failing to select relevant listening texts and unfavorable physical conditions. These findings obtained in the research were discussed in the light of the literature and various suggestions were made.

show abstract

Eleştirel dinleme becerisinin kapsamının incelenmesi

Cited by 5 publications

References 7 publications

Dinleme becerisine ve bu becerinin ölçme-değerlendirmesine ilişkin Türkçe öğretmenlerinin görüş ve yaklaşımları

Dinleme becerisine ve bu becerinin ölçme-değerlendirmesine ilişkin Türkçe öğretmenlerinin görüş ve yaklaşımları

The impact of education tailored for critical listening on the critical listening skills of seventh-grade students

Dinleme becerisine ve bu becerinin ölçme-değerlendirmesine ilişkin Türkçe öğretmenlerinin görüşleri

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