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Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Dinleme, seslere anlam yüklenmesi ile başlayan süreçte öğrencinin yaşam boyu diğer becerilerinin kazanılmasında kilit rol oynamaktadır. Okuma becerisi ise bireyin eğitim hayatına başladığı andan itibaren öğrenmeyi de öğrendiği ilk beceri olmasının yanı sıra hedef dilde ya da günlük yaşantıda görsellerin, sözcüklerin algılanması ve kodların çözülmesi olarak tanımlanabilir. Bu bağlamdan yola çıkarak anlama becerilerinde eğitim-öğretim, ölçme-değerlendirme süreci, bireyin gündelik yaşamında, ana dili eğitiminde ve yabancı dil öğreniminde oldukça önemli rol oynadığı söylenebilir. Ölçme ve değerlendirme süreçlerinde kullanılan klasik test odaklı ölçme yöntemlerinin yanı sıra öğrencilerin de eğitim sonunda kendilerini değerlendirmesi gerekmektedir. Bu da öğrencinin bizzat kendini değerlendirdiği öz yeterlik ölçme yöntemi ile olmaktadır. Öz yeterlik; öğrencinin eğitim aldığı sürecin sonunda o konu hakkında sorulan belirli sorular ile kendisinin ne kadar başarılı olduğunu ifade etmektedir. Buradan amaçla, Yunus Emre Enstitüsünde C1 seviyesinde Türkçe eğitimi alan 75 Kazakistanlı öğrencinin anlama becerilerine yönelik öz yeterlikleri tarama yöntemi ile incelenmiştir. Veriler ise Kişisel Bilgi Formu ve Yabancı Dil Olarak Türkçe Öğrenenlerin Anlama Becerilerine Yönelik Öz Yeterlikleri Ölçeği kullanılarak çevrim içi şekilde Testmoz uygulaması üzerinden toplanmıştır. Yapılan çalışma sonucunda çalışmaya katılan öğrencilerin öz yeterlik açısından farkındalıklarının yüksek olduğu tespit edilmiştir.
There are four basic language skills in language education. These skills are listening, reading, speaking and writing skills. These four basic language skills are interrelated and are very important in the process of effective use of the language. Listening plays a key role in acquiring the student’s other lifetime skills in the process that begins with the charge of meaning to the sounds. Reading skills can be defined as the first ability to learn from the moment that the individual begins his educational life, as well as the discovery of images, words and codes in the target language or daily life. From this context, it can be said that the education-learning, measurement-evaluation process in understanding skills plays a very important role in the individual’s daily life, in the mother tongue education and in the learning of foreign languages. In addition to the classical test-oriented measurement methods used in the measurement and evaluation processes, students also need to evaluate themselves at the end of their training. This is the method of self-evaluation by which the student evaluates himself. Self-capacity is the expression of how successful the student is at the end of the process of learning with the specific questions asked about that subject. For this purpose, 75 Kazakh students who studied Turkish at the C1 level at the Yunus Emre Institute have been studied through the self-qualifications for their understanding skills by scanning method. The data is collected through the Personal Information Form and the Internal Language Applied Testmoz using the Skill of Self-Qualifications to Understand the Skill of Turkish Language as a Foreign Language. The results of the study found that the students who participated in the study have a high awareness of self-quality.
There are four basic language skills in language education. These are listening, reading, speaking, and writing skills. These four basic language skills are related to each other and are significant in the process of effective use of language. Listening also plays a crucial role in the acquisition of other lifelong skills of the learner in the process that starts with attributing meaning to sounds. Reading skill, on the other hand, can be defined as the perception of visuals, words, and decoding in the target language or daily life, as well as being the first skill that the individual has learned to learn from the moment learners start their education life. Based on this context, the education-training and assessment process plays a significant role in the daily life of the individual, mother tongue education, and foreign language learning in comprehension skills. In addition to the classical test-oriented measurement methods used in the assessment and evaluation processes, learners need to evaluate themselves at the end of their education. This is conducted with the self-efficacy measurement method, in which the learners evaluate themselves. Self-efficacy refers to a student's evaluation of a learner's success with specific questions asked about that subject at the end of the education process. From this point of view, the self-efficacy of 75 Kazakhstani students who received Turkish education at the C1 level at the Yunus Emre Institute was examined using the screening method. The data were collected online through the Testmoz application using the Personal Information Form and the Self-Efficacy Scale for Turkish Learners' Understanding Skills as a Foreign Language. As a result of the study, it was determined that the students participating in the study had high awareness in terms of self-efficacy.
Field : Eğitim Bilimleri; Filoloji
Journal Type : Uluslararası
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