Abstract:

Listening is the first step of verbal communication skills. The child who learns the mother tongue hears the voices of the language he has learned before beginning to express himself for a long time and internalizes them. In foreign language teaching in non-natural settings, listening activities are mostly on the second line, and a grammar-based teaching is pre-set. In the face of such a method of teaching, learners have difficulty in making sense of what is said on the foreign language, and even insufficient to form simple words. The aim of the research is to determine the perceptions of Turkish students learning foreign language skills in foreign languages. The sample of the research is the students who are studying in the Foreign Language Department of Kazim Karabekir Education Faculty. A total of 135 students from the British, German and French Language Teaching Departments were involved in volunteer research. 83,7% of participants consist of women and 16,3% of men. A 15-item Likert-type "perceptions of listening abilities on foreign language" questionnaire was applied to participants. The reliability results of the scale were Cronbach Alpha = 0.81. The data were analyzed with SPSS program and analyzed with descriptive analysis. The results of the research reveal that foreign language students perform listening activities for a limited period of time. It has been determined that listening times are limited to one hour or two on average per week. The result is that students do not systematically perform listening activities in secondary education. It has been determined that the reasons for academic teaching habits are that the listening periods in secondary and higher education are limited. It is thought that the current research and other scientific studies in this area on secondary and higher education institutions in different regions will provide important perspectives for curriculum studies at the level of verbal communication skills of the Ministry of National Education.

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