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Yabancı dil olarak Türkçe öğrenenlerin sayısı gün geçtikçe fazlalaşmaktadır. Yabancı uyrukluların da öğretime dahil olmasıyla Türkçenin önemi artmaktadır. Yabancı dil olarak Türkçe öğrenenlerin bir kısmı TÖMER’lerde öğrenim görürken bir kısmı doğrudan ilkokuldan itibaren öğrenim hayatlarına başlamaktadırlar. Yabancı uyruklu öğrencilerin doğru ve etkili bir şekilde Türk eğitim sistemine adapte olabilmeleri için kelime hazinelerinin zengin olması gereklidir. Kelime hazinesinin, toplumun aynası olan dilin en önemli noktasında olduğunu söylemek mümkündür. Ortaokul 8. sınıf öğrencilerinin kelime hazinelerinin ölçülmesini ve bunun dinleme ve okuma kaygısına ne denli etki ettiğini araştırmayı amaçlayan bu araştırmada, nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Malatya’da 2017-2018 öğretim yılında öğrenim gören 8. Sınıf ortaokul yabancı uyruklu öğrencilerin kelime hazineleri ölçülmüştür. Araştırmada, Ateş ve Sis (2016) tarafından uyarlanan “Kelime Bilgisi Ölçeği”, Altunkaya ve Erdem tarafından geliştirilen (2015) “Okuma Kaygısı Ölçeği” ve Halat (2015) tarafından geliştirilen “Dinleme Kaygısı Ölçeği” veri toplama aracı olarak kullanılmıştır. Ortaokul 8. sınıf Türkçe ders kitabında yer alan bilinmeyen kelimelere yönelik etkinlikler araştırmacılar tarafından belirlenmiştir. Bu kelimelerin hangisinin ortaokul 8. Sınıf öğrencilerine araştırma kapsamında sorulması gerektiğine dair uzman görüşü alınmıştır. Üç TÖMER okutmanından ve iki alan uzmanından alınan görüşler doğrultusunda hangi kelimelerin sorulması gerektiği belirlenmiştir. Öğrencilerden toplanan veriler SPSS programıyla analiz edilmiştir. Yapılan korelasyon analizi sonucunda okuma kaygısı ve kelime bilgisi arasında çok zayıf, negatif yönde anlamlı ilişki bulunmaktadır(r=-0.207 p=0,038<0.05). Kelime bilgisi ile okuma kaygısı arasındaki neden sonuç ilişkisini belirlemek üzere yapılan regresyon analizi anlamlı bulunmuştur (F=4,412 p=0,038<0.05). Okuma kaygısı düzeyinin belirleyicisi olarak kelime bilgisi değişkenleri ile ilişkisinin(açıklayıcılık gücünün) zayıf olduğu görülmüştür(R2=0,033). Öğrencilerin kelime bilgisi okuma kaygısını azaltmaktadır (ß=-0,207). Bu durumda öğrencilerin kelime hazinelerinin zenginleşmesi ile kaygı durumlarının azalacağı söylenebilir. Kelime bilgisinin dinleme kaygısı üzerine olan etkisinde bakıldığında anlamlı bir farkın bulunmadığı görülür. Bu durumda öğrencilerin kelime hazineleri ile dinleme kaygıları arasında bir ilişkinin bulunmadığı sonucuna ulaşılabilir. Diğer yandan dinleme kaygısı ve okuma kaygısı arasında orta, pozitif yönde anlamlı ilişki bulunduğu görülür.
The number of students who learn English as a foreign language is increasing over the day. The importance of Turkish is increasing with the participation of foreign citizens in the teaching. Some of those who learn Turkish as a foreign language are studying in TOMER, while some begin their learning life directly from primary school. It is necessary that foreign students have rich word treasures in order to be able to properly and effectively adapt to the Turkish educational system. It is possible to say that the word treasure is in the linguistic point, which is the mirror of society. This study, which aims to study the measurement of the word treasures of high school students and how it affects listening and reading anxiety, used a scanning model from quantitative research methods. Students in Malta in the 2017-2018 academic year. High school students of foreign nationals have been measured. In the study, the "Word Information Scale" adapted by Fire and Sis (2016) was used as a data collection tool developed by Altunkaya and Erdem (2015) "Reading Anxiety Scale" and the "Word Anxiety Scale" developed by Wire (2015) . The activities aimed at the unknown words included in the secondary class 8th Turkish curriculum were determined by researchers. Which of these words is high school 8. Specialist opinion has been given that students should be asked in the research framework. It is determined which words should be asked in accordance with the opinions taken from the three TOMER readers and two field experts. The data collected from students was analyzed through the SPSS program. As a result of the correlation analysis, there is a very weak, negative, meaningful relationship between reading anxiety and word knowledge (r=-0.207; p=0,038<0.05). Regression analysis was found meaningful to determine the causal result relationship between word knowledge and reading anxiety (F=4,412; p=0,038<0.05). As a determiner of the level of reading anxiety, the relationship with the word knowledge variables (explanatory power) is found to be weak (R2=0,033). Word knowledge of students reduces reading anxiety (ß=-0,207). In this case, it can be said that the student’s word treasures will be enriched and their anxiety will be reduced. When it comes to the effect of word knowledge on listening anxiety, there is no meaningful difference. In this case, the conclusion can be that there is no connection between the student’s word treasures and listening concerns. On the other hand, there is a meaningful relationship between listening anxiety and reading anxiety in a medium, positive direction.
The number of people who learn Turkish as a foreign language is increasing day by day. With the inclusion of foreign nationals in teaching, the importance of Turkish is increasing. Some of the learners of Turkish as a foreign language are studying in TÖMER, but some of them are directly starting their education life from primary school. It is necessary to be rich in term of the vocabulary of foreign students to be able to adapt to the Turkish education system, accurately and effectively. Vocabulary is the most basic element of the language which is the same as the society. In this research aimed at measuring the vocabulary of 8th grade students in secondary school, a screening model was used from quantitative research methods. Vocabulary of 8th grade middle school foreign students studying in Malatya during the 2017-2018 academic year were measured. The "Vocabulary Scale" adapted by Fire and Fog (2016), "Reading Anxiety Scale" developed by Altunkaya and Erdem (2015) and "Listening Anxiety Scale" developed by Rpe (2015) were used as data collection tools in the study. All the activities related to other unknown words in the 8th grade Turkish textbook of the middle school were determined by the researchers. Opinions were received that one of these words should be asked in the 8th grade students in the context of the research. It was determined which words should be asked in line with the opinions received from three TOMER lecturers and two field experts. Data collected from students were analyzed by SPSS program. As a result of the correlation analysis, there was a very weak relationship between Reading Awareness and word information and a significant negative correlation (r = -0.207; p = 0.038 <0.05). Regression analysis was used to determine the causal relationship between vocabulary and reading anxiety (F = 4,412; p = 0,038 <0.05). As a determinant of the reading anxiety level, the relationship with the word information variables (explanatory power) was found to be weak (R2 = 0.033). The vocabulary of learners decreased the anxiety of reading (ß = -0,207). In this case, it can be said that the vocabulary of the students will reduce the anxiety situations. There is no significant difference in the effect of vocabulary on listening anxiety. In this case, it can be concluded that there is no relationship between vocabulary and listening concerns of students. On the other hand, there is a moderate, positive relationship between listening anxiety and reading anxiety.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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