Publication: Konuşma Eğitiminin Program ve Ders Kitabı Ekseninde Uygulamaya Yansıması
Abstract
Konuşma eğitimi, dört temel beceri içerisinde en çok kullanılan ikinci beceridir. Eğitimi hususundaalandan elde edilecek veriler, becerinin öğretimi hususunda araştırmacılara yön gösterecektir.Bunun için konuşma eğitimine yönelik değişkenler ve Türkçe öğretmenlerinin bu değişkenlerhakkındaki görüşlerini tespit etmek araştırmada amaçlanmıştır. Bu amaç doğrultusundaaraştırmacılar tarafından hazırlanan yarı yapılandırılmış anket kullanılmıştır. Araştırma, nitelaraştırma desenlerinden olgu bilim deseni ile gerçekleştirilmiştir. Araştırmada Türkçe dersleriningenelinde okuma, yazma, dinleme ve konuşma becerileri içerisinde en az eğitimin konuşmabecerisi üzerine olduğu görülmüştür. Ders kitabından örnek olarak alınmış konuşma etkinlikleriyleilgili öğretmenlerin yönerge eksikliği, öğrencinin ilgisini çekememe, uygulanmasının zor olmasıgibi nedenlerle etkinlikleri yetersiz görmektedir. Öğretmenler tarafından en çok “Tartışma’’ ve“Katılımlı Konuşma’’nın kullanıldığı görülmüştür. Araştırma ile ders kitaplarındaki konuşmaetkinliklerinin gerçek yaşamın içinden konuşma örnekleriyle zenginleştirilmiş, öğrencilerin ilgi veseviyelerine uygun, yönergelerle desteklenmiş ve öğrencilerin sözel ifade gücünü artırıcı nitelikteolması gerektiği sonucuna ulaşılmıştır.
Speech training is the second most commonly used skill in four basic skills. The data obtained from the field of speech education will guide the researchers in the teaching of this skill. For this purpose,this research’s aim was to determine the variables related to speech education and to determine the opinions of Turkish teachers on these variables. For this purpose, semi-structured questionnaire prepared by the researchers was used. The research was carried out with phenomelogy which is a type of qualitative research design. In the study, it was seen that the least education was on speaking skills in Turkish lessons. 82% (33) percent of teachers thought that activities in the textbook were insufficient. The reason for this is the lack of instructions, the inability to attract the student's interest, and the fact that the activity is difficult to apply. 20% of the teachers (11) stated that the most frequently encountered problem during the implementation phase is ‘not attracting the attention of the students‘. It was seen that ‘ Discussion ’ ‘and‘ ’ Speech Attended ‘ were used mostly by teachers. It has been suggested by the teachers that the research and speech activities should be enriched with speech examples from the real life and emphasizing the features of the spoken language.
Speech training is the second most commonly used skill in four basic skills. The data obtained from the field of speech education will guide the researchers in the teaching of this skill. For this purpose,this research’s aim was to determine the variables related to speech education and to determine the opinions of Turkish teachers on these variables. For this purpose, semi-structured questionnaire prepared by the researchers was used. The research was carried out with phenomelogy which is a type of qualitative research design. In the study, it was seen that the least education was on speaking skills in Turkish lessons. 82% (33) percent of teachers thought that activities in the textbook were insufficient. The reason for this is the lack of instructions, the inability to attract the student's interest, and the fact that the activity is difficult to apply. 20% of the teachers (11) stated that the most frequently encountered problem during the implementation phase is ‘not attracting the attention of the students‘. It was seen that ‘ Discussion ’ ‘and‘ ’ Speech Attended ‘ were used mostly by teachers. It has been suggested by the teachers that the research and speech activities should be enriched with speech examples from the real life and emphasizing the features of the spoken language.