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Bu çalışmada Türkçe eğitimi alanında dinleme ve konuşma becerisine yönelik lisansüstü tezlerin anahtar kelimeleri üzerine bir inceleme yapılmıştır. Araştırmada nitel araştırma deseni tercih edilmiştir. Veriler doküman incelemesi ile toplamıştır. Toplanan veriler, betimsel analizle incelenmiştir. İlk olarak lisansüstü tezlerde kullanılan anahtar keklimeler tespit edilmiş ve bu kelimeler belirlenen temalar altında frekans değerleri ile birlikte sunulmuştur. Bu çalışmada dinleme becerisine yönelik 10 doktora, 38 yüksek lisans tezi olmak üzere toplam 48 lisansüstü teze ulaşılmıştır. Yüksek lisans tezlerinin 4’ünde anahtar kelime kullanılmadığı için 34 yüksek lisans tezi araştırma kapsamına alınmış ve toplamda 44 tez incelenmiştir. Konuşma becerisine yönelik 7 doktora, 39 yüksek lisans olmak üzere toplam 46 lisansüstü teze ulaşılmıştır. Yüksek lisans tezlerinin 7’sinde anahtar kelime kullanılmadığı görülmüştür. Bu nedenle 32 yüksek lisans tezi araştırmaya dâhil edilmiştir. Dinleme ve konuşma becerilerini ilişkilendiren 5 lisansüstü tez tespit edilmiştir. Bu tezlerin 3’ü doktora, 2’si ise yüksek lisans tezidir. Tezlerin tamamında anahtar kelime kullanılmıştır. Dinleme becerisine yönelik lisansüstü tezlerde doğrudan dinleme becerisine yönelik 39 farklı anahtar kelime kullanıldığı sonucuna ulaşılmıştır. Konuşma becerisine yönelik ise 34 farklı anahtar kelime kullanılmıştır. Dinleme becerisine yönelik lisansüstü tezlerde, genel konulara ilişkin anahtar kelimeler sık kullanılmıştır. ‘Dinleme becerisi’, ‘dinleme/izleme becerisi’, ‘dinleme becerileri’, ‘dinleme eğitimi’, ‘dinleme/izleme eğitimi’, ‘dinleme’, ‘dinleme türleri’ ve ‘dinleme etkinlikleri’ en çok kullanılan anahtar kelimelerdir. Konuşma becerisine yönelik lisansüstü tezlerde, en sık kullanılan anahtar kelimeler genel konulara ilişkindir. ‘Konuşma becerisi’, ‘konuşma’ ve ‘konuşma eğitimi’ frekans değerleri en yüksek üç anahtar kelimedir.
In this study, a study was conducted on the keywords of postgraduate theses aimed at listening and speaking skills in the field of Turkish education. The research method is preferred. The data was collected through the document examination. The data collected was examined by visual analysis. First, the keywords used in the postgraduate theses were identified and these words were presented along with the frequency values under the specified topics. In this study, a total of 48 undergraduate theses were achieved, including 10 doctorate, 38 master theses, aimed at listening skills. Since 4 of the master's theses did not use keywords, 34 master's theses were taken into the research scope and a total of 44 theses were studied. A total of 46 postgraduate theses, including 7 doctorate and 39 master’s, were achieved for speech skills. The 7th master's thesis found that the keywords were not used. Therefore, 32 master theses were included in the research. 5 Graduate theses that link listening and speech skills have been identified. Three of these theses are doctoral and two are master theses. The keywords are used in all the texts. The study found that 39 different keywords were used for listening skills. In terms of speaking skills, 34 different keywords were used. Graduate theses on listening skills have often used keywords on general subjects. “Listening Skills”, “Listening Skills”, “Listening Skills”, “Listening Training”, “Listening Skills”, “Listening Types” and “Listening Activities” are the most commonly used keywords. In postgraduate theses aimed at speech skills, the most commonly used keywords are related to general subjects. The highest frequency values of ‘speaking skills’, ‘speaking skills’ and ‘speaking training’ are three keywords.
In this study, an examination was made on the keywords of the postgraduate theses on listening and speaking skills in the field of Turkish language education. Qualitative research design was preferred in the study. Data was collected by document analysis. The collected data was examined by descriptive analysis. Firstly, the keywords used in the postgraduate theses were identified and these words were presented together with frequency values under the defined themes. In this study, regarding listening skills, a total of 48 postgraduate theses, including 10 doctoral and 38 master's theses, were reached. Since no keywords were used in 4 of the master's theses, 34 master's theses were included in the research scope and 44 theses were examined in total. Concerning speaking skills, a total of 46 postgraduate theses, including 7 doctoral and 39 master's theses, were reached. 7 of the master's theses did not use keywords. For this reason, 32 master's theses were included in the research. 5 postgraduate theses relating listening and speaking skills were identified. 3 of these theses are doctoral and 2 are master's theses. Keywords were used in all of the theses. It was concluded that 39 different keywords were used for direct listening skills in the postgraduate theses related to listening skill. 34 different keywords were used for speech skills. Keywords related to general topics were frequently used in the postgraduate theses on listening skills. ‘Listening skill’, 'listening/monitoring skill", ‘listening skills’, ‘listening training', ‘listening/monitoring training’, ‘listening’, ‘types of listening’ and ‘listening activities are the keywords that were used the most. The most-commonly used keywords in postgraduate theses on speaking skills are related to general topics. ’ Speaking skill, 'speaking' and 'speaking training ' are the three keywords with the highest frequency values.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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