Abstract:

In this study, the influence of the Tutor-supported teaching model on the Turkish language skills and concerns of students at B1 level in the Atatürk University's Turkish Teaching Applied and Research Center was studied. In the research was used open-section patterns of karma methods. The study group consists of 12 foreign students studying Turkish at B1 level. The data of the study was collected through the "Second Language Speaking Anxiety Scale", the "Mother Language Speaking Skills Observation Form" and the tutors' reports.

Abstract:

The aim of this study is to determine the effect of the Tutor Supported Learning Model on Turkish speaking skills and speaking concerns of B1 students who learn Turkish as a foreign language. With Tutor reports, data will be more concrete. The explanatory designs, which are among the mixed method designs, were used in this research. The quantitative design of the study was the experimental design with pre-test and post-test control group. The qualitative dimension was planned in the phenomenological design of qualitative research designs. Study group of the study 2017-2018 academic years Atatürk University Turkish Teaching Research and Application Center (ATATÖMER) consists of 12 foreign students learning Turkish at B1 level. The tutors who made the application were selected among the last year students of Atatürk University, Kâzım Karabekir Faculty of Education, Turkish Language and Literature Teaching. The quantitative data of the study were collected through the “Second Language Speaking Anxiety Scale” and “Speaking Skill Assessment Scale” and the qualitative data were collected by the reports written by the tutors at the end of each week. The Wilcoxon Test was used in the analyses of the quantitative data. Reports with qualitative data were presented directly and evaluated by the researchers. As a result, it was observed that the Tutor Supported Learning Model was not effective in reducing the Turkish speaking anxiety of students who learn Turkish as a foreign language. However, it was observed that it contributed to the development of Turkish speaking skills. Furthermore, according to the tutor reports, it can be said that the teaching process based on the model was successful.

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