Konuşma eğitimi sözlü anlatım

Temizyürek, Fahri; Erdem, İlhan; Temizkan, Mehmet

doi:10.14527/9786053641889

Cited by 15 publications

(17 citation statements)

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“…Budinski ve Lujić (2018) konuşma becerisinin düzenli olarak gelişimi için biyolojik ve çevresel faktörler arasında dinamik bir etkileşim olması gerektiğini vurgulamaktadır. Konuşma becerisi gelişmiş bireylerin hayatta daha başarılı olmaları (Bağcı Ayrancı, 2016) nedeniyle konuşma eğitimi sonunda bireyler duygularını, düşüncelerini sözlü olarak doğru bir biçimde aktarmak için uygun sözcük ve cümleleri seçerek doğru ve düzgün bir söyleyiş biçimini kullanabilmelidirler (Temizyürek, Erdem ve Temizkan, 2017).…”

Section: Introductionunclassified

An Analysis of Studies on Problems Encountered in Turkish Lessons at Primary School Level: A Meta-Synthesis Study

Balantekin

2021

Ana Dili Eğitimi Dergisi

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Yakup BALANTEKİN * ÖzBu araştırmada ilkokul düzeyinde Türkçe derslerinde yaşanan sorunları belirlemeyi amaçlayan çalışmalardan hareketle dinleme, konuşma, okuma ve yazma becerilerinde yaşanan sorunları ortaya koymak amaçlanmıştır. Araştırma meta-sentez yöntemiyle yürütülmüştür. Araştırma kapsamına alınmak için gerekli koşulları sağlayan toplam 17 çalışma ile araştırma yürütülmüştür. Araştırma sonunda dinleme becerisi ile ilgili yeteri kadar çalışma olmadığı, dinleme becerisinin gelişiminde sorunların daha çok öğrenci kaynaklı nedenler olduğu, öğrenci dikkat ve motivasyon eksikliği ile öğrencilerin söz varlığı yetersizliğinin dinleme becerisinin gelişiminde sorun olduğu; konuşma becerisinde yaşanan sorunların çoğunlukla öğrencilerin söz varlığı yetersizliğinden kaynaklandığı; okuma becerisi ile ilgili öğrencilerin doğru ve akıcı okumada sorun yaşadıkları, öğrencilerin heceleyerek okudukları, okuduklarını anlamada sorun yaşadıkları; en çok yazma becerisi ile ilgili çalışma olduğu, öğrencilerin noktalama işaretleri kullanma, yazım kurallarını uygulama ve yazmanın fiziksel boyutu ile ilgili sorunlar yaşadıkları belirlenmiştir. Öğrencilerin söz varlığını geliştirmeyi amaçlayan araştırmalar yapılması, araştırmaların belli dil becerilerinde yoğunlaşmayıp ihtiyaca odaklı olabilmesi için önlemler alınması önerilmiştir.

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Section: Introductionunclassified

An Analysis of Studies on Problems Encountered in Turkish Lessons at Primary School Level: A Meta-Synthesis Study

Balantekin

2021

Ana Dili Eğitimi Dergisi

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“…Speaking is the verbal communication of a person's experiences as a result of his feelings, thoughts, and experiences (Özdemir, 2004). Speaking skill includes some elements such as physical, physiological, and psychological elements (Temizyürek, Erdem, & Temizkan, 2007). For a good speech, the speaker must have some skills (Kaya, 2016;Yaman, 2007;Vural, 2007;Temizyürek, Erdem, & Temizkan, 2007).…”

Section: Introductionmentioning

confidence: 99%

Öğretmen Adaylarının Konuşma Kaygılarının İncelenmesi: İnönü Üniversitesi Örneği

KARALI

ŞAHİN

Şen

et al. 2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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The language that people use while expressing their feelings, thoughts, and wishes is one of the basic elements for speech. Speaking skill has a complex structure that includes physical, physiological, and psychological elements. In addition, for a good speech, the speaker must have some skills. In this regard, the aim of the research is to examine the pre-service teachers' proficiency in speaking anxiety in terms of some variables. In this direction, the aim of the study was tried to be realized by examining the relevant literature and the answers given by the pre-service teachers to the determined scales. In this study, in which the speaking anxiety of teacher candidates was examined in terms of some variables, in the quantitative dimension of the research, the quantitative research method was used to obtain the data. The target population of the study consists of senior students studying at İnönü University Faculty of Education in the spring semester of the 2020-2021 academic year. As a result, based on the findings, it can be said that the teacher candidates in the study did not experience any anxiety that would affect their teaching status about speaking. Various suggestions were presented in light of the results of the study.

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“…Effective speech; although not pre-planned, is the ability that provides one to tell his feelings, wishes and ideas to others in an efficient way (Yalçın, 2002). Temizyürek et al (2011) indicated that effective speech means that any kind of message coded by the speaker can be transmitted to listener with the highest effect and in accordance with speaking principles Teaching effective and good speech includes being fluent in expression, ranking the things to be expressed according to a plan and using language materials according to the interests, age and level. Teaching effective and good speech involves prepared-unprepared conversations, classrooms conversations, dramatisations, memories, anecdotes, stories, fairy tales, movies, presentations and species of lectures (Yıldız, 2008: 164).…”

Section: Introductionmentioning

confidence: 99%

The effects of peer tutoring on university students success, speaking skills and speech self-efficacy in the effective and good speech course

Yurt¹,

AKTAÅž²

2016

Educ. Res. Rev.

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In this study, the effects of the use of peer tutoring in Effective and Good Speech Course on students' success, perception of speech self-efficacy and speaking skills were examined. The study, designed as a mixed pattern in which quantitative and qualitative research approaches were combined, was carried out together with 57 students in 2014 to 2015 Academic Year at Erzincan University. The 30 of the students were in the experimental group while the rest 27 were identified as the control group. In the experimental group, the Effective and Good Speech Course was performed within the scope of peer tutoring practices, on the other hand, in the control group it was conducted through an individual education program which was teacher centred. Effective and Good Speech Achievement Test, Speech Self-Efficacy Perception Scale and Effective Speech Scale were used as data collection tools. Semistructured interview forms were used in collecting qualitative data. Interview records were coded according to specified categories, and frequencies and percentages were calculated and analysed. In the analysis of quantitative data, independent samples t-test and multiple analyses of variance (MANOVA) were used. It was observed that the success, perception of speech self-efficacy and speaking skills of the students in the experimental group in which peer tutoring practices were applied (n=30) were better when compared with the control group (n=27) at the end of a 6-week study. In addition, it was seen that the students in the experimental group had positive attitudes against peer tutoring practices.

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Konuşma eğitimi sözlü anlatım

Cited by 15 publications

References 0 publications

An Analysis of Studies on Problems Encountered in Turkish Lessons at Primary School Level: A Meta-Synthesis Study

An Analysis of Studies on Problems Encountered in Turkish Lessons at Primary School Level: A Meta-Synthesis Study

Öğretmen Adaylarının Konuşma Kaygılarının İncelenmesi: İnönü Üniversitesi Örneği

The effects of peer tutoring on university students success, speaking skills and speech self-efficacy in the effective and good speech course

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