| dc.description.abstract | Bu araştırmada, Türkçe öğretmeni adaylarının konuşma kaygılarının iletişim becerilerine ilişkin tutumlarına etkisi ve bu değişkeni yordama düzeyi ile konuşma kaygılarının etkili iletişim becerilerini açıklama oranı ile bu becerilerin arasındaki ilişki incelenmiştir. Bununla birlikte bu öğretmen adaylarının bu becerilerinin çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Araştırmanın çalışma grubu seçkisiz örnekleme yöntemlerinden basit seçkisiz örnekleme yoluyla belirlenmiş olup katılımcılar; 2015-2016 eğitimöğretim yılında, 2015-2016 akademik yılı güz döneminde Recep Tayyip Erdoğan Üniversitesi Türkçe Öğretmenliği Bölümünde 1, 2, 3 ve 4. sınıfta öğrenim gören 209 öğretmen adayından oluşmaktadır. İlişkisel tarama modeli ile gerçekleştirilen çalışmanın verilerinin toplanmasında, Yıldız ve Yavuz (2012) tarafından geliştirilen "Etkili Konuşma Ölçeği" ve Sevim (2012) tarafından geliştirilen "Konuşma Kaygısı Ölçeği" kullanılmıştır. Verilerin analizinde IBM SPSS 23 ve AMOS (Analysis of Moment Structures) 22.0 yazılımları kullanılmıştır. Araştırmadaki betimleyici istatistikler ve demografik değişkenler için merkezi eğilim ve dağılım ölçütleri (frekans, yüzde, ortalama, basıklık ve çarpıklık) hesaplanmıştır. Araştırmada kullanılan ölçme araçlarına ilişkin doğrulayıcı faktör analizleri ve yapısal eşitlik modeline ilişkin analizler ise AMOS 22.0 yazılımıyla gerçekleştirilmiştir. Analizler sonucunda elde edilen uyum iyiliği değerlerinin değerlendirilmesinde bazı uyum indekseleri (?2/df, CFI, GFI, TLI, NFI, IFI, RMSEA ve SRMR) kullanılmıştır. Araştırma sonuçlarına göre etkili konuşma becerisinin, konuşma kaygısı tarafından olumsuz yönde ve anlamlı düzeyde yordandığı görülmektedir. Bu modelde konuşma kaygısı ile etkili konuşma değişkenlerine ilişkin parametrelerin istatistiki olarak manidar düzeyde olduğu belirlenmiştir. Bu sonuçlara göre; etkili konuşma değişkeninin %5'lik kısmının konuşma kaygısı tarafından açıklandığı ve Türkçe öğretmeni adaylarının konuşma kaygılarının etkili konuşma becerisine ilişkin tutumlarını olumsuz yönde ve anlamlı düzeyde yordadığı tespit edilmiştir. Bununla birlikte cinsiyet değişkeni açısından kadın öğretmen adaylarının konuşma kaygılarının daha yüksek olduğu, sınıf değişkeni açısından ise konuşma kaygıları açısından manidar bir farklılık olmadığı görülmüştür. Etkili konuşma becerilerinde ise cinsiyet değişkeni açısından kadın öğretmen adaylarının tutumlarının daha yüksek olduğu, sınıf düzeyi değişkeni açısından ise manidar düzeyde farklılık olduğu belirlenmiştir | en_US |
| dc.description.abstract | Teachers’ effective use of their speaking skills is an active skill that affects every stage of their lives as well as their learning-teaching process (Yelok and Sallabaş, 2009). Turkish teachers are required to have a good training about the proper and effective speaking rules in their faculty years (Uçgun, 2007). In the literature of the related field, it has been determined that prospective teachers and teachers experienced various problems related to speaking skills (Akkaya, 2012, Arhan, 2007, Başaran and Erdem, 2009, Çetinkaya, 2011, Karahan, 2015, Oguz, 2009). Prospective teachers think that the current university curriculum is inadequate in the development of a proper speaking skill, although getting a college education positively affects this skill (Başaran and Erdem, 2009). According to the results of the study conducted by Ayan, Katrancı and Melanlıoğlu (2014) it was determined that the most difficult language skill in which the prospective teachers had difficulties when using Turkish was speaking skill. When analyzing the underlying causes of this problem, it can not be considered independently from other variables. In this context, one of the situations that influence effective speaking skill is the anxiety about speaking. In the literature of the related field, it has been seen that no studies were conducted to analyze the level of effect of speech anxiety on effective speaking skills, although some other studies have been conducted on effective speaking skills and speech anxiety at various sampling levels. In this context, the main purpose of the research is to analyze the effect of speaking anxieties of prospective Turkish teachers on effective speaking skills, and their level of prediction for this variable and the explanation rate of their effective speaking skills of their speaking anxieties. However, it is aimed to analyze the attitudes of prospective teachers regarding these variables in terms of various variables, as well as the analysis of relationship between speech anxieties and effective speaking skills of prospective teachers. The sub-objectives determined according to this basic purpose are; 1. Do the speech anxieties and effective speaking skills of prospective Turkish teachers show a significant difference 1.1. in terms of class level variable? 1.2. in terms of gender variable? 2. Do their speech anxieties predict their effective speaking skills negatively and at a meaningful level? This study was conducted in a relational screening model, which is one of the screening models, in order to determine the existence of the effects of speech anxieties of prospective Turkish teachers on their attitudes towards effective speaking skills, and to determine how the variables predicted each other, and what the level of explanation were. The study group of the study was specified by simple random sampling method from random sampling methods and the participants consisted of 209 teacher candidates who were studying their 1st, 2nd, 3rd and 4th years at Turkish Language Teaching Department. The “Effective Speech Scale” developed by Yıldız and Yavuz (2012) and the “Speech Anxiety Scale” developed by Sevim (2012) were used in the collection of research data. In the analysis of the data obtained from the research, IBM SPSS 23 and AMOS (Analysis of Moment Structures) 22.0 software were used. For descriptive statistics and demographic variables in the study, central tendency and distribution measures (frequency, percentage, mean, kurtosis and skewness) were calculated. The t-test was conducted for independent groups to determine whether the data obtained from both measures differed significantly in terms of gender variable and one-way analysis of variance (One Way Anova) was conducted to determine whether there was a significant difference in terms of class level variable. The relationship between the speech anxiety of the prospective Turkish teachers and their attitudes towards effective speaking skills was analyzed by using the Pearson product-moment correlation coefficient. When the research results were analyzed, it was seen that effective speaking skill had been predicted negatively at a significant level by speaking anxiety as a result of modeling structural equilibrium to determine the effect of speaking anxiety on effective speaking skill. According to these results; it has been found that % 5 of the effective speech skill variable was explained by the speech anxiety. It has also been determined that the speech anxieties of prospective Turkish teachers predicted their speaking skills in a negative way at significant level. Another result obtained from the research is that the speaking anxieties of prospective Turkish teachers differed in the sum of the scale in terms of gender variable and statistically differed in terms of the aspect of Environment-Focused Anxiety. Their anxieties did not differ significantly in terms of Speech Anxiety and Speech Psychology aspects. When looked at significant differences, it was seen that in the sum of the scale and in the aspect of Environment-Focused Anxiety, the anxiety levels of female prospective teachers were higher than the anxiety levels of male candidates. In other aspects, speaking anxieties of prospective teachers were similar in terms of gender variable. As a result of the research, it was concluded that speech anxieties of prospective Turkish teachers showed no statistically significant differences in the sum of the scale and the aspects of Speech Anxiety, Environment-Focused Anxiety and Speech Psychology in terms of class level variable. However, the attitudes of prospective Turkish teachers towards effective speaking skills significantly varied in terms of gender variable in the sum of the scale and in the aspect of Taking the Audience into Consideration, while those attitudes showed significantly no difference in the aspects of Presentation, Voice and Focusing on Conversation. When the significant differences were examined, it was concluded that effective speaking skills of female prospective teachers were higher in the sum of the scale and in the aspect of Taking the Audience into Consideration than the male prospective teachers, in other aspects, the attitudes of prospective teachers were similar in terms of gender variable. Another result obtained from the research is that the attitudes of prospective Turkish teachers towards effective speaking skills significantly varied in the class level variable, and in the sum of the scale and in the aspect of Voice and Focusing on Conversation, while those attitudes showed significantly no difference in the aspects of Presentation, Style and Expression and Taking the Audience into Consideration. When the significant differences were examined, the sum of the scale of the effective speaking skills of prospective teachers was higher in the 1st year prospective teachers than those who were in their 4th year in the aspects of Voice and Focusing on Conversation, and it was higher than in the 2nd year prospective teachers than the 4th year teacher candidates. According to these results, the attitudes of the prospective teachers were similar in the aspects of Presentation, Style and Expression and Taking the Audience into Consideration and in general, the attitudes of prospective teachers in their 1st and 2nd years towards effective speaking skills were higher than the other classes, but the attitudes of the prospective teachers who were in their 4th year were found to be lower. Speech anxiety is a variable that influences effective speaking skill and one of the most basic communication tools a teacher should possess. In teaching Turkish, speaking skill, which is one of the basic learning fields and integrated language skills, should be improved and brought to the current modern education level. | en_US |
