The investigation into prospective teachers’ Turkish metalinguistic awareness

Abstract

Language awareness is the totality of conscious efforts to know and practice the language. As to the metalinguistic awareness, it refers to the discovery of the social, cultural, historical and ideological aspects of language as a whole, as well as knowledge of the language and ability to use it. The current study aims to investigate native Turkish speakers' metalinguistic awareness who study at English Language Teaching, German Language Teaching, Turkish Language Teaching, and Turkish Literature departments according to their genders and departments. The study uses descriptive survey design, which is a quantitative approach. The population of the study consists of students who study at English Language Teaching, German Language Teaching, Turkish Language Teaching and Turkish Literature departments in Ataturk University Kazım Karabekir Faculty of Education. As to the sample, it consists of final year students chosen with purposive sampling technique (N=164). The data were collected via Turkish Metalinguistic Awareness Scale, developed by B. Varisoglu (2018). To analyze the data, descriptive analysis techniques were used. As a result, it was found out that prospective teachers have a higher level of linguistic awareness in Turkish, it was also seen that their lowest awareness is in morphological awareness sub-dimension and highest awareness is in the cultural awareness sub-dimension. It is also seen that there is significant difference in favor of female prospective teachers according to the gender variable, but the department variable does not have a significant effect on their Turkish metalinguistic awareness.

Language Awareness Among Undergraduate Sports Sciences Students

“…Besides, language awareness is emphasized as an important part of teacher education (Carter, 2003, p. 64). In addition, in line with the focus of this study, the literature host many studies on awareness of Turkish language (Kolaç, 2008;Yücel, 2009;Erdoğan, 2011;Aslan & Kılıç, 2012;Sayar & Turan, 2012;Göçer, 2013;Karakaş, Türkan, & Özdemir, 2013;Batur & Beyret, 2015;Doğan, 2016;Arslan, 2017;Bağcı Ayrancı, 2017;Şenyuva, Ertüzün, Turan, & Demir, 2017;Şeref & Varışoğlu, 2020) as well as attitudes toward Turkish language (Alan & Bağcı, 2016;Koçak & Şimşek, 2020;Toptal, Türkay, & Arı, 2020). In general, we may propose that our findings overlap what was found in these studies.…”

Metalinguistic awareness and teacher self-efficacy beliefs of language teachers: A correlational study on prospective Turkish teachers

“…Considering the results obtained, and especially the studies in which prospective Turkish teachers were examined, it is seen that the effect of gender on the perception of professional competence is not significant. Şeref and Varışoğlu (2020) found a significant difference in favor of female prospective teachers in metalinguistic awareness. It should be noted that prospective Turkish teachers were not selected as samples in that study.…”

“…Tekşan and Kanık-Uysal (2018, p. 270) state that language awareness requires knowledge of the rules, subtleties, and wonders of language. It is stated that language awareness is a factor that significantly increases the success level of individuals in the process of learning and teaching a language (Şeref & Varışoğlu, 2020, p. 961). Adrews (2003 also emphasized the association between teachers' language awareness and pedagogical content knowledge.…”