Yabancı Dil Olarak Türkçe Öğretiminde Elektronik Dinletilerin Dinlediğini Anlama Başarısı ve Dinleme Kaygısına Etkisi

Year 2021, Volume: 16 Issue: 32, 329 - 348, 31.12.2021

Rifat Ramazan Berk Fatma Açık

https://doi.org/10.35675/befdergi.747319

Cited By: 5

Abstract

Elektronik dinletiler dil öğretiminde/öğreniminde taşınabilir ve esnek dil öğretim materyalleri sunması açısından yenilikçi bir teknoloji olarak kabul edilmektedir. Çalışmada e-dinletilerin yabancı dil olarak Türkçe öğrenenlerin dinlediğini anlama başarısı ve dinleme kaygısına etkisi incelenmektedir. Araştırmanın çalışma grubunu Afganistan’da yabancı dil olarak Türkçe öğrenen B2 düzeyindeki 61 öğrenci oluşturmaktadır. Çalışmada nicel araştırma yöntemlerinden yarı-deneysel desen kullanılmıştır. Deney grubundaki öğrencilere altı hafta süreyle haftada bir kez dil öğrenimlerini destekleyici e-dinleti gönderilmiştir. Kontrol grubundaki öğrenciler ise geleneksel yöntemlerle dinleme derslerine devam etmiştir. Veri toplama aracı olarak Türkçe Yeterlik Sınavının dinleme bölümü, “Yabancı Dilde Dinleme Kaygısı Ölçeği” ve “Katılımcı Tanıma Formu” kullanılmıştır. Araştırmadan elde edilen bulgular neticesinde dinlediğini anlama başarısı açısından deney grubundaki öğrencilerin kontrol grubundaki öğrencilerden daha başarılı olduğu tespit edilmiştir. Deney grubundaki öğrencilerin kaygı düzeylerinin kontrol grubundaki öğrencilerden istatistiksel açıdan anlamlı düzeyde daha düşük olduğu tespit edilmiştir. Çalışmanın sonuçları, e-dinletilerin yabancı dil olarak Türkçe öğretiminde kullanılabilecek etkili bir araç olduğunu ortaya koymaktadır.

Keywords

Dinlediğini anlama başarısı, dinleme kaygısı, e- dinleti, podcast, yabancılara Türkçe öğretimi

The Effects of Podcasts on Listening Comprehension and Listening Anxiety in Teaching Turkish as a Foreign Language

Abstract

Podcasting is an innovative technology in language learning. In this study, the effect of podcasts on listening comprehension and listening anxiety of students who learn Turkish as a foreign language are examined. The sample consists of 61 students at the B2 level who learn Turkish as a foreign language in Afghanistan. Supplementary podcasts were sent to the experimental group once a week for six weeks. The students in the control group continiued their lessons with traditional methods. “Turkish Proficiency Test, “Foreign Language Listening Anxiety Scale”, “Participant Identification Form” were used as data collection tools. Findings revealed that there is a significant difference of listening comprehension post-test score between two groups, favoring experimental group. The anxiety levels of students in the experimental group were significantly lower than control group. The results of the study reveal that podcasts are an effective tool for teaching Turkish as a foreign language.

Keywords

Listening anxiety, listening comprehension, podcast, teaching Turkish as a foreign language.

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