Developing Attitudes Scale towards German Reading: A Study on Reliability and Validity

Öz

Anahtar Kelimeler

• Reading in a Foreign Language
• Attitudes towards German Reading
• Reliability
• Validity

Developing Attitudes Scale towards German Reading: A Study on Reliability and Validity

Öz

The main purpose of this study is to develop a scale for German teacher candidates’ attitude towards the German reading. The scale was applied to 156 students who were enrolled in the Foreign Language Teaching Department of the Education Faculty, at a Turkish state University. Out of 156 students, %14.1 (n=22) were preparation class, %26.3 (n=41) were first grade, %29,5 (n=46) were second grade, %19.8 (n=31) were third grade and %10.3 (n=16) were fourth grade students. In the scale, there were 34 items. To test the validity exploratory factor analysis was used and to determine the reliability, Cronbach coefficient was used. According to the exploratory factor analysis, a construct with 17 items and 1 dimension was achieved. The Cronbach’s alpha value for the scale was found as 0.72. In addition, the SAS (University Edition) analysis program was used to determine whether the attitudes of the students differed in terms of gender, income and education level of mother and father. The other findings of the study revealed that the students generally had moderate level of attitude towards German reading and the attitude scores did not change according to gender and education level of parents. However, the attitude scores changed according to the income. It is amazing that the students, whose incomes level was highest, had low level of attitude towards German reading. It can be said that high income level affected the German reading attitudes negatively.

Anahtar Kelimeler

• Reading in a Foreign Language
• Attitudes towards German Reading
• Reliability
• Validity

Kaynakça

1. Arslan, A. (2013). Das Bild vom Spracherwerb bei den Fremdsprachenlehrerkandidaten. Universität Necmettin Erbakan, Institüt für Erziehungswissenschaften, Abteilung für Deutschdidaktik, Konya.
2. Boyle, C., Topping, K. & Snape, D. J. (2013). Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching, 19(5).
3. Büyüköztürk, S. (2011) Sosyal Bilimler icin veri analizi el kitabi. Ankara: Pegem Akademi.
4. Arslan Cavusoglu, A. (2013). Metaphors used for foreign language learning by foreign language learners. International symposium on changes and new trends in education, Symposium, Proceedings Book, 1, 37-43.
5. Fish, M. C., Dane, E. (2000). The classroom systems observation scale: Development of an instrument to assess classrooms using a systems perspective. Learning Environments Research, 3, 67-92.
6. Garson, G. D. (2004). Multivariate analysis for applied social science. Retrieved July 18, 2008, from http://www2.chass.nesu.edu/garson/pa765/path.htm.
7. Genc, A. (2003). Türkiye’de geçmişten günümüze Almanca öğretimi. Ankara: Seçkin Yayıncılık.