Etkileşimli öğretim stratejisinin yabancı dil olarak Türkçe öğrenen öğrencilerin konuşma becerilerine etkisi

Konuşma becerisinin geliştirilmesinde kullanılabilecek en etkili öğretim yollarından biri, etkileşimli öğretim stratejisidir. Etkileşimli öğretim, öğrencinin süreçte aktif olarak kendi öğrenmenin yanı sıra, arkadaşlarıyla da etkileşim halinde olarak onların da gelişimlerini desteklediği bir stratejidir. Etkili bir öğrenme için sınıf içi iletişim sürecine öğrencilerin aktif katılımının sağlanması gerekmektedir. Bu çalışmada, etkileşimli öğretim stratejisinin yabancı dil olarak Türkçe öğrenen öğrencilerin konuşma becerilerini geliştirmeye etkisi araştırılmıştır. Araştırmanın modeli, gerçek deneme modellerinden “ön test son test”e dayalı deney ve kontrol gruplu deneysel bir çalışmadır. Araştırmanın çalışma grubunu, Aksaray Üniversitesi Türkçe Öğretimi Uygulama ve Araştırma Merkezi’nde öğrenim gören C1 düzeyindeki öğrenciler oluşturmaktadır. Araştırma 2018-2019 eğitim öğretim yılının güz döneminde 9 haftalık bir süreçte gerçekleştirilmiştir. Deney grubunda etkileşimli öğretim stratejisi doğrultusunda ders işlenirken kontrol grubunda geleneksel öğretim yöntemleri kullanılmıştır. Öğrencilerin konuşma becerileri, “Konuşma Becerisi Değerlendirme Ölçeği” ve “Konuşma Kaygılarının Kaynakları Ölçeği” kullanılarak değerlendirilmiştir. Araştırmadan elde edilen veriler bilgisayar ortamına taşınarak SPSS 20. Yazılımı ile analiz edilmiştir. Deney ve kontrol grubundaki öğrencilerin konuşma becerisi genel düzeyi ile alt boyutlarının ve kaygı skorunun ön testinin kontrol değişkeni olarak alınarak son test ortalamasının gruplara göre anlamlı düzeyde farklılık gösterip göstermediği tekrarlı ölçümlerde ANCOVA analizi ile incelenmiştir. Elde edilen sonuçlara göre, etkileşimli öğretim stratejisinin yabancı dil olarak Türkçe öğrenen öğrencilerin konuşma becerilerini geliştirdiği sonucuna ulaşılmıştır.

The effects of interactive teaching strategies on speaking skills of students learning Turkish as a second language

One of the most effective teaching ways that can be used in improving speaking skills is interactive teachingstrategy. Interactive teaching is a strategy that supports self-learning of student during the process as well as theirdevelopment by engaging them with their peers. Students’ active engagement in the in-class communicationprocess for effective learning. This study focused on the effects of interactive teaching strategy on the improvementof speaking skills of students learning Turkish as a second language. A pre- and post-test based experimentaldesign was employed in this study with a control and an experiment group. The participants of the study consistof C1 level students who are enrolled in the Aksaray University Turkish Education Research Center. The studywas conducted during the fall semester of 2018-2019 academic year during a period of 9 weeks. Lessons weredelivered in alignment with the interactive teaching strategy in the experimental group while traditional instructionmethods were used in the control group. Speaking skills of students were measured with “Speaking SkillsEvaluation Scale” and “Sources of Speaking Anxiety Scale.” The data gathered were digitized and analyzed byusing SPSS 20. software. By using the general level of students’ speaking skills in the experiment and controlgroups, and control variable of pre-test scores of sub-dimensions and anxiety scores, an ANCOVA was completedto identify whether the mean post-test scores showed significant differences between the groups. The resultsshowed that interactive teaching strategy improved the speaking skills of students learning Turkish as a secondlanguage.

PDF

___

Acıkgoz, K.U. (2011). Active learning. Izmir: Bilis Publishing.
Agbatogun, A. O. (2014). Developing Learners’ Second Language Communicative Competence through Active Learning: Clickers or Communicative Approach? Educational Technology & Society, 17 (2), 257–269.
Akyol, H. (2014). Turkish teaching methods (7th Edition). Ankara: Pegem Academy Publishing.
Aykac, N. (2016). Principles and methods of teaching. Ankara: Pegem Academy Publishing.
Ari, G. (2018). Speech training. M. Durmus and A. Okur (Eds.), In the Handbook of Teaching Turkish as a Foreign Language (pp.277-293). Ankara: Grafiker Publishing.
Aytan, T. (2011). The effects of active learning techniques on listening ability. (Unpublished doctoral dissertation). Selçuk University, Konya.
Borich, G. D. (2017). Effective teaching methods. (Trans. Ed.: M. B. Acat). Ankara: Nobel Publishing.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains (2 Ed.). N.Y.: Pearson Education.
Common European Framework of Reference for Languages: Learning, teaching, assessment. Structured overview of all CEFR scales. https://www.coe.int/en/web/common-european-framework-referencelanguages. Date of access: 15.08. 2018.
Christensen, L. B., Johnson, R. B. & Turner, L.A. (2015). Research Methods Design and Analysis. (Trans. Ed.: A. Aypay). Ankara: Ani Publishing.
Choudhury, S. (2005). Interaction in second language classroom. BRAC University Journal, Vol. II, No.1, pp. 77-82.
Cetin, D. (2017). Language skills - expression (speech and writing skills)] H. Develi and others (Eds.), In the Handbook on Teaching Turkish as a Applied Foreign Language (pp. 359-424). Istanbul: Kesit Publishing.
Cintas Yildiz, D. (2015). Effect of interactive teaching strategy on speaking skills of the students who study in department of turkish education. Journal of Language Education and Research, 1(1), 14- 43.
Demirel, O. (2016). Foreign language teaching (9th Edition). Ankara: Pegem Academy Publishing.
Diveharan, S., & Atputhasamy, L. (2002). An attempt to enhance the quality of cooperative learning through peer assesment. Journal of Educational Enquiry, 3 (2), 72-85.
Dohen, M. Schwartz, J. & Bailly, G. (2010). Speech and face-to-face communication. Speech Communication, (52), 477–480.
Espino, C. M. (1999). Promoting language proficiency and academic achievement through cooperation. ERIC Document Reproduction Service. No: ED 436983. Date of access: 30.12.2018.
Gocer, A. (2015). Improvement of speaking skills in teaching Turkish as a foreign language. Trakya University Journal of Social Sciences, 17 (2), 21-36.
Gocer, A. (2017). Turkish special teaching methods (2nd Edition). Ankara: Pegem Academy Publishing.
Gokkaya, H. (2008). Talking ability emend availability of tongue twisters. (Unpublished master's thesis). Abant Izzet Baysal University, Bolu.
Gunes, F. (2014a). Turkish teaching approaches and models. Ankara: Pegem Academy Publishing.
Gunes, F. (2014b). Teaching strategies. F. Güneş (Ed.), In Teaching Principles and Methods (pp.61-92) Ankara: Pegem Academy Publishing.
Guneyli, A. (2007). The impact of active learning approach on improving the literacy in native language teaching. (Unpublished doctoral dissertation). Ankara University, Ankara.
Johnson, D.W. Johnson, R.T.; & Stanne, M. B. (2000). Cooperative learning methods: A Meta-Analysis. http://www.co-operation.org/pages/ci-methods.html. Date of access: 30.12.2018.
Isisag, K.U. & Demirel, Ö. (2010). The use of the Common European Framework of Reference for Languages on developing the speaking skills, Education and Science, 35 (156), 190-204.
Karabay, A. (2005). The effects of cooperative learning activities on the listening and speaking skills of elementary school fifth grade students in Turkish language course. (Unpublished master's thesis). Çukurova University, Adana.
Karasar, N. (2017). Scientific Research Method Concepts Principles Techniques (32th Edition). Ankara, Turkey: Nobel Publishing.
Kardas, M. N. (2013). The effect of cooperative learning method on written expression skills of prospective primary education teachers. (Unpublished doctoral dissertation). Atatürk University, Erzurum.
Kiliçarslan, R. (2014). The effects of drama method on speaking skills in education of Turkish as a foreign language. (Unpublished doctoral dissertation). Canakkale Onsekiz Mart University, Çanakkale.
Kirbas, A. (2010). Effect of the collective learning method on the improvement of listening skills of primary school eighth. (Unpublished doctoral dissertation). Atatürk University, Erzurum.
Koc, C. (2007). The effects of active learning on reading comprehension, critical thinking and classroom interaction. (Unpublished doctoral dissertation). Dokuz Eylül University, Izmir.
Koksal, D. & Dag Pestil, A. (2014). Turkish speaking teaching as a foreign language. A. Şahin, (Ed.), In the Teaching Turkish as a Foreign Language. Ankara: Pegem Academy Publishing.
Melanlioglu, D. & Demir, T. (2013). A study on the validity and reliability of the Turkish form of speech anxiety scale for foreign Turkish learners. International Journal of Social Science, 6(3), 389-404.
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, (30), 159–167.
Ozdemir, E. (2013). The speech anxiety's the sources of the people learning Turkish as a foreign language. (Unpublished master's thesis). Dokuz Eylül University, Izmir.
Ozdemir, E. (2016). Eloquence. Ankara: Bilgi Publishing.
Paulston, C. B. (1992). Linguistic and communicative competence: Topics in ESL. Bristol: Multilingual Matters.
Pong, K (2010). Learners’ Anxieties on Posting Their Own Speeches on Youtube.com: Facilitative or Debilitative? In Selected Papers from the Third Conference on College English. Colleğe English: Issues and Trends, 3, 73-100. http://flc.nccu.edu.tw/Conference/3rd/05.pdf
Robison, D. F. (2006). Active learning in a large enrollment introductory biology class: problem solving, formative feedback and teaching as learning. (Unpublished doctoral dissertation), Brigham.
Rashid, A.W. (2018). An investigation into the speaking anxiety of Afghan students learning Turkish as a foreign language. (Unpublished master's thesis). Dokuz Eylul University, Izmir.
Saglik, H. (2018). An evaluation of the speaking skill activities held in the Turkish for foreigners course books in line with European language portfolio. (Unpublished master's thesis). Yildiz Technical University, Istanbul.
Sallabas, M. E. (2011). The impact of active learning on primary school second level students? speaking skills. (Unpublished doctoral dissertation). Gazi University, Ankara.
Sivrioglu, S. (2014). The effect of creative drama to speaking skills in teaching Turkish as a foreign language. (Unpublished master's thesis). Ankara University, Ankara.
Slavin, R. E. & Stevens, R. J. (1995). The cooperative elementary school: effects on students' achievement, attitudes, and social relations. Amercan Educational Research Journal, 32 (2), 321- 351.
Sen, U. & Boylu, E. (2015). Evaluation of speaking anxiety of Iranian learners learning Turkish as foreign language, Mustafa Kemal University Journal of Graduate School of Social Sciences, 30, 13- 25.
Sen, E. (2018). The effect of active learning in teaching Turkish as a foreign language to improve productive skills (Gem sample). (Unpublished master's thesis). Nevşehir Hacı Bektaş Veli University, Nevşehir.
Tum, G. (2014). Phonological problems encountered in multinational classrooms in teaching turkish as a foreign language, H. U. Journal of Education, 29 (2), 255-266.
Yakovleva, N.O & Yakovlev, E.V. (2014). Interactive teaching methods in contemporary higher education. Pacific Science Review, 16, 75-80.
Varısoglu, C. & Varısoglu, B. (2014). Anxiety of learning a foreign language. A. Şahin, (Ed.), In the Teaching Turkish as a Foreign Language pp.49-64. Ankara: Pegem Academy Publishing.
Woodrow, L. (2006). Anxiety and speaking english as a second language. RELC Journal, 37 (3), 308- 328.
Yalcin, A. (2018). Methods of teaching Turkish in light of recent scientific developments. Ankara: Akcag Publishing.
Yildiz, D. (2014). Effect of interactive teaching strategy on speaking skills of the students who study in department of Turkish education. (Unpublished doctoral dissertation), Necmettin Erbakan University, Konya.
Yönez, H (2012). The effect of cooperative learning approach on the primary school 8th grade students' attitudes to the course in Turkish class and basic language skills. (Unpublished master's thesis). Gazi University, Ankara.
Yildirim, K. (2010). The effects of cooperative learning on certain variables related to reading, parents?, and studens? opinions toward cooperative learning. (Unpublished doctoral dissertation). Gazi University, Ankara.