Abstract:

The aim of this study is to reveal the impact of the Tutor-supported Teaching Model on the Turkish speaking skills and speech concerns of students at B1 level learning Turkish as a foreign language. However, the findings obtained by action from the reports of the tutors to the practice are more concrete. In the study, the opening-range pattern of the karma methods was preferred. The quantum design of the study is the experimental design of the pre-test-final test control group. The size of the quality is planned in the material design of the quality research patterns. The research work group consists of 12 foreign students learning Turkish at the level B1 at the Ataturk University's Turkish Teaching Research and Application Center (ATATÖMER) in the 2017-2018 teaching period. The tutors who implemented the application were selected among the last class students of the Turkish Language and Literature Teaching at the Ataturk University Kazim Karabekir Education Faculty. Quantitative data of the study were collected through the "Second Language Speaking Anxiety Scale" and the "Speaking Skills Assessment Scale" and the quality data were collected by the tutors' reports on the process at the end of each week. In the analysis of Nicel data, the Wilcoxon-marked sequence test was used. Qualitative data reports were presented directly and evaluated by researchers. As a result, the Tutor Supported Teaching Model has not been effective in reducing Turkish speaking concerns for students learning Turkish as a foreign language but has contributed to the development of Turkish speaking skills. Also, according to the tutor’s reports, the teaching process designed on the basis of the relevant model can be said to be successful.

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