Yabancı Dil Olarak Türkçe Öğrenenlerin Okuma Kaygıları ve Okuduğunu Anlama Becerileri

Altunkaya, Hatice; Erdem, İlhan

doi:10.19126/suje.307045

Cited by 25 publications

(33 citation statements)

References 30 publications

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“…Many factors in teaching Turkish as a foreign language can cause foreign language anxiety. Altunkaya and Erdem (2016) (Altunkaya & Erdem, 2016), "Listening and reading" (Altunkaya, 2017), "Reading -writing" (Varışoğlu, 2016 ), "Reading anxiety and reading errors" (Atasoy & Temizkan, 2018), "Speaking anxiety" (Boylu & Çangal, 2015), (Tuncel, 2015), (Şen & Boylu, 2015), and "Foreign language anxiety" (İşcan, 2016), (Polatcan, 2018) are, at the first step, the studies on anxiety in teaching Turkish as a foreign language that attract attention. These studies provide guidance to teachers on how to teach Turkish lessons more efficiently and effectively.…”

Section: Results Of Foreign Language Anxietymentioning

confidence: 99%

Determination of Anxiety Levels of Students Learning Turkish as a Foreign Language at B1 Level: A Case Study of Ishik Male High School

Miyanyedi¹

2019

JRTL

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It is known that foreign language learning anxiety has a negative effect on second language learning. The aim of this study was to determine the foreign language anxiety levels of learners of Turkish as a foreign language. The Turkish language levels of the students, who constitute the sampling of the research, were B1. In this study, Foreign Language Learning Anxiety Scale, developed by Horwitz, Horwitz and Cope (1986), was used as the data collection tool. The reliability of the data was calculated as 0.75 according to Cronbach Alpha reliability coefficient and reliability coefficient calculated by Equivalent Half Method (Split Half) was 0.81. As a result of the analysis, concerns such as negative appraisal anxiety (43%), test anxiety (39%), anxiety of Turkish language as foreign language (36%) and communication anxiety (32%) were determined in students.

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Section: Results Of Foreign Language Anxietymentioning

confidence: 99%

Determination of Anxiety Levels of Students Learning Turkish as a Foreign Language at B1 Level: A Case Study of Ishik Male High School

Miyanyedi¹

2019

JRTL

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“…In the study of the relationship between comprehension and reading anxiety read by Altunkaya (2015), the researcher's reading attained a negative correlation between the scores obtained from the reading achievement test and the reading anxiety scale, resulting in a decrease in the achievement score from the reading comprehension test as the reading anxiety increased. This research has revealed similar results with the increase of vocabulary and decrease of reading anxiety.…”

Section: Discussionmentioning

confidence: 99%

“…According to Zbornik (2001), reading anxiety is a special and situational fob involving physical and cognitive reactions to reading activity. Altunkaya (2015) states that this anxiety situation in the student can be eliminated by including activities that encourage and reduce anxiety during the educational activities. In the process of learning a foreign language, the mood and individual differences in the individual are among the factors influencing reading and listening from their understanding skills.…”

Section: Extended Abstract Introductionmentioning

confidence: 99%

“…Zbornik'e (2001) göre okuma kaygısı okuma eylemine yönelik fiziksel ve bilişsel tepkiler içeren özel ve durumsal bir fobidir. Altunkaya (2015) Tablo 1 incelendiğinde, öğrenciler cinsiyet değişkenine göre 92'si (%91,1) kız, 9'u (%8,9) erkek olarak dağılmaktadır. Öğrenciler Türkiye'de bulunma süresi değişkenine göre 13'ü (%12,9) 3 yıl altı, 71'i (%70,3) 3-5 yıl, 17'si (%16,8) 5-7 yıl olarak dağılmaktadır.…”

Section: Introductionunclassified

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Yabancı Dil Olarak Türkçe Öğrenen Ortaokul 8.Sınıf Öğrencilerinin Kelime Bilgisinin Okuma Ve Dinleme Kaygısına Etkisi

Ateş

Bahşi²

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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The number of people who learn Turkish as a foreign language is increasing day by day. With the inclusion of foreign nationals in teaching, the importance of Turkish is increasing. Some of the learners of Turkish as a foreign language are studying in TÖMER, but some of them are directly starting their education life from primary school. It is necessary to be rich in term of the vocabulary of foreign students to be able to adapt to the Turkish education system, accurately and effectively. Vocabulary is the most basic element of the language which is the same as the society. In this research aimed at measuring the vocabulary of 8th grade students in secondary school, a screening model was used from quantitative research methods. Vocabulary of 8th grade middle school foreign students studying in Malatya during the 2017-2018 academic year were measured. The "Vocabulary Scale" adapted by Fire and Fog (2016), "Reading Anxiety Scale" developed by Altunkaya and Erdem (2015) and "Listening Anxiety Scale" developed by Rpe (2015) were used as data collection tools in the study. All the activities related to other unknown words in the 8th grade Turkish textbook of the middle school were determined by the researchers. Opinions were received that one of these words should be asked in the 8th grade students in the context of the research. It was determined which words should be asked in line with the opinions received from three TOMER lecturers and two field experts. Data collected from students were analyzed by SPSS program. As a result of the correlation analysis, there was a very weak relationship between Reading Awareness and word information and a significant negative correlation (r =-0.207; p = 0.038 <0.05). Regression analysis was used to determine the causal relationship between vocabulary and reading anxiety (F = 4,412; p = 0,038 <0.05). As a determinant of the reading anxiety level, the relationship with the word information variables (explanatory power) was found to be weak (R2 = 0.033). The vocabulary of learners decreased the anxiety of reading (ß =-0,207). In this case, it can be said that the vocabulary of the students will reduce the anxiety situations. There is no significant difference in the effect of vocabulary on listening anxiety. In this case, it can be concluded that there is no relationship between vocabulary and listening concerns of students. On the other hand, there is a moderate, positive relationship between listening anxiety and reading anxiety.

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confidence: 99%

Türkçeyi Yabancı Dil Olarak Öğrenen Öğrencilerin Okuma Kaygıları

Bağcı

Baz

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study is to determine the reading anxiety levels of Turkish as a foreign language. The Reading Anxiety Scale of Reading Students was used as a foreign language teacher developed by Altunkaya and Erdem (2017) in order to determine the reading anxiety of students who learned Turkish as a foreign language. The study group consisted of 170 foreign students studying at Mehmet Akif Ersoy University, İnönü University and Mersin University Turkish Teaching Centers during the second semester of the academic year 2017-2018. The data obtained from the study were evaluated statistically with the help of SPSS 21.00 program and the findings were compared with the results of other studies in the field. As a result of the study, it was determined that the students' reading anxiety was at a moderate level and the relationship of reading anxiety with various variables was revealed.

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Yabancı Dil Olarak Türkçe Öğrenenlerin Okuma Kaygıları ve Okuduğunu Anlama Becerileri

Cited by 25 publications

References 30 publications

Determination of Anxiety Levels of Students Learning Turkish as a Foreign Language at B1 Level: A Case Study of Ishik Male High School

Determination of Anxiety Levels of Students Learning Turkish as a Foreign Language at B1 Level: A Case Study of Ishik Male High School

Yabancı Dil Olarak Türkçe Öğrenen Ortaokul 8.Sınıf Öğrencilerinin Kelime Bilgisinin Okuma Ve Dinleme Kaygısına Etkisi

Türkçeyi Yabancı Dil Olarak Öğrenen Öğrencilerin Okuma Kaygıları

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