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Buna göre Türkçeyi yabancı dil olarak öğrenen öğrencilerin öğrenen özerkliği algısı arttıkça, Türkçe öğrenmeye yönelik kaygılarının azaldığı ya da öğrencilerin öğrenen özerkliği algısı azaldıkça, Türkçe öğrenmeye yönelik kaygılarının arttığı söylenebilir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçeyi Yabancı Dil Olarak Öğrenen Öğrencilerin Öğrenen Özerkliği Algısı ile Türkçe Öğrenmeye Yönelik Kaygıları","attachmentId":108805082,"attachmentType":"pdf","work_url":"https://www.academia.edu/111206743/T%C3%BCrk%C3%A7eyi_Yabanc%C4%B1_Dil_Olarak_%C3%96%C4%9Frenen_%C3%96%C4%9Frencilerin_%C3%96%C4%9Frenen_%C3%96zerkli%C4%9Fi_Alg%C4%B1s%C4%B1_ile_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenmeye_Y%C3%B6nelik_Kayg%C4%B1lar%C4%B1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/111206743/T%C3%BCrk%C3%A7eyi_Yabanc%C4%B1_Dil_Olarak_%C3%96%C4%9Frenen_%C3%96%C4%9Frencilerin_%C3%96%C4%9Frenen_%C3%96zerkli%C4%9Fi_Alg%C4%B1s%C4%B1_ile_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenmeye_Y%C3%B6nelik_Kayg%C4%B1lar%C4%B1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="17727631" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17727631/Hizmet_%C3%B6ncesi_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretmenlerinin_%C3%B6%C4%9Fretmeye_y%C3%B6nelik_endi%C5%9Feleri">Hizmet öncesi Türkçe öğretmenlerinin öğretmeye yönelik endişeleri.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3740762" href="https://gantep.academia.edu/SevilHas%C4%B1rc%C4%B1">Sevil Hasırcı Aksoy</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="35675885" href="https://pamukkale.academia.edu/DeryaYayl%C4%B1">Derya Yaylı</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Öretmenler hizmet öncesi dönemden balayarak öretmeye yönelik çeitli endieler gelitirirler. Yapılan aratırmalar bu geliimin sırası ve cinsiyetin etkisi konusunda çelikili sonuçlar içermektedir. Aynı zamanda Türkiye artlarına ait bir özellik olan öretim türü bu çalımalarda bir deiken olarak incelenmemitir. Bunların ııında, bu çalıma bir devlet üniversitesinde örenim görmekte olan 432 Türkçe öretmenlii örencisinin endielerinde sınıf düzeyi, cinsiyet ve öretim türünün etkilerini saptamayı amaçlamaktadır. Aday öretmenlere uygulanan Öretmen Endieleri Ölçei’nden elde edilen veriler tek yönlü varyans analizi (ANOVA) yoluyla deerlendirilmitir. Sonuçlar sınıf düzeyi ve cinsiyetin her endie türünde (ben-merkezli, görev merkezli ve örenciye etki-merkezli) belirleyici olduunu, öretim türünün ise anlamlı bir fark yaratmadıını ortaya koymutur. Anahtar Sözcükle</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Hizmet öncesi Türkçe öğretmenlerinin öğretmeye yönelik endişeleri.","attachmentId":39676980,"attachmentType":"pdf","work_url":"https://www.academia.edu/17727631/Hizmet_%C3%B6ncesi_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretmenlerinin_%C3%B6%C4%9Fretmeye_y%C3%B6nelik_endi%C5%9Feleri","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17727631/Hizmet_%C3%B6ncesi_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretmenlerinin_%C3%B6%C4%9Fretmeye_y%C3%B6nelik_endi%C5%9Feleri"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="74868695" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/74868695/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Kayg%C4%B1_%C3%9Czerine_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_E%C4%9Filimleri">Türkçe Öğretiminde Kaygı Üzerine Yapılan Çalışmaların Eğilimleri</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="23921385" href="https://bartin.academia.edu/%C3%96merKemiksiz">Ömer Kemiksiz</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe Öğretiminde Kaygı Üzerine Yapılan Çalışmaların Eğilimleri","attachmentId":82866147,"attachmentType":"pdf","work_url":"https://www.academia.edu/74868695/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Kayg%C4%B1_%C3%9Czerine_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_E%C4%9Filimleri","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/74868695/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Kayg%C4%B1_%C3%9Czerine_Yap%C4%B1lan_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_E%C4%9Filimleri"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="52313535" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/52313535/T%C3%BCrk%C3%A7eyi_%C4%B0kinci_Dil_Olarak_%C3%96%C4%9Frenen_Uluslararas%C4%B1_%C3%96%C4%9Frencilerin_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1_%C3%9Czerine_Bir_%C4%B0nceleme">Türkçeyi İkinci Dil Olarak Öğrenen Uluslararası Öğrencilerin Konuşma Kaygıları Üzerine Bir İnceleme</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="150102212" href="https://independent.academia.edu/EnesYilmaz28">Enes Yilmaz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Languages Education</p><p class="ds-related-work--abstract ds2-5-body-sm">In this study, the speaking anxiety of international university students who came to our country from abroad and learning Turkish were examined. In this descriptive survey model, a foreign language speaking anxiety scale adapted from the class anxiety scale was used to measure speaking anxiety among international students learning Turkish. In this study, speech anxiety of individuals learning Turkish as a foreign language was examined in personal, educational and environmental dimensions. In addition, students' anxiety levels and causes of anxiety were determined from the total scale scores. In addition, the relationship between the dimensions and the whole scale with the variables of gender, nationality, course level, department of study and university were examined. This study was conducted in 11 different universities in different currencies and with 680 international students studying different departments in Turkey. The data obtained from the study were analyzed with SPSS 20.0 program. According to the findings, it is observed that the students who learn Turkish as a foreign language generally have low speaking anxiety levels. It was found that the students who had the lowest Turkish speaking anxiety were from Central Asian countries. In addition, it is seen that the students who have the highest speaking anxiety are from the Far East countries.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçeyi İkinci Dil Olarak Öğrenen Uluslararası Öğrencilerin Konuşma Kaygıları Üzerine Bir İnceleme","attachmentId":69636204,"attachmentType":"pdf","work_url":"https://www.academia.edu/52313535/T%C3%BCrk%C3%A7eyi_%C4%B0kinci_Dil_Olarak_%C3%96%C4%9Frenen_Uluslararas%C4%B1_%C3%96%C4%9Frencilerin_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1_%C3%9Czerine_Bir_%C4%B0nceleme","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/52313535/T%C3%BCrk%C3%A7eyi_%C4%B0kinci_Dil_Olarak_%C3%96%C4%9Frenen_Uluslararas%C4%B1_%C3%96%C4%9Frencilerin_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1_%C3%9Czerine_Bir_%C4%B0nceleme"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="61600013" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/61600013/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_%C3%96%C4%9Frencilerin_S%C4%B1n%C4%B1f_Kayg%C4%B1lar%C4%B1n%C4%B1n_Ba%C5%9Flang%C4%B1%C3%A7_Seviyesinden_Yeterlik_D%C3%BCzeyine_Kadar_%C4%B0ncelenmesi">Yabancı Dil Olarak Türkçe Öğretiminde Öğrencilerin Sınıf Kaygılarının Başlangıç Seviyesinden Yeterlik Düzeyine Kadar İncelenmesi</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="69581142" href="https://independent.academia.edu/%C4%B0skenderEzgi">Mülkiye Ezgi İskender</a></div><p class="ds-related-work--metadata ds2-5-body-xs">EJERCongress, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Problem Durumu ve Amaç: Bu araştırmanın amacı, yabancı dil olarak Türkçe öğretiminde öğrencilerin uzaktan eğitim sürecinde yaşadıkları sınıf kaygısını, öğretim elemanlarının deneyimleri çerçevesinde değerlendirmektir. Yabancı dil olarak Türkçe öğretiminde ders ortamının çevrimiçi sınıflara yönelmesiyle yeni bir bağlamla karşılaşılmıştır. Geleneksel eğitim ve uzaktan eğitimi karşılaştırma ve uzaktan eğitim sürecinde öğrencilerin sınıf içi kaygılarını gözlemleme fırsatı bulan öğretim elamanlarının sürece ilişkin değerlendirmeleri alınmıştır. Bu şekilde özellikle uzaktan eğitim sürecinde öğrencilerin sınıf içinde yaşadıkları sorunlar ortaya konulmaya çalışılmıştır. Yöntem: Bildiri çalışmasında nitel araştırma yöntemlerinden faydalanılmıştır. Araştırmanın deseni açıklayıcı durum çalışmasıdır. Araştırmanın katılımcıları, TÖMER’lerde görev yapan 10 öğretim elemanından oluşmaktadır. Öğretim elemanlarından veri toplanırken yarı-yapılandırılmış görüşme formu kullanılmış, her biriyle görüşme yapılmıştır. Elde edilen veriler içerik analizine tabi tutulmuştur. Araştırmanın inandırıcılığını, aktarılabilirliğini ve teyit edilebilirliğini artırmak için bazı önlemlere başvurulmuştur. Bulgular: Araştırma kapsamında öne çıkan bulgulardan biri, yüz yüze eğitim ortamlarında sosyal öğrenmenin ön planda olmasıdır. Öte yandan uzaktan eğitim ortamlarında ise bireysel (özerk) öğrenme ve esnek bir öğretim tarzı öne çıkmıştır. Öğretim sürecinde öğreticilerin geri bildirim vermemesi ve öğretimde iletişimin kopuk olması durumlarının öğrencileri kaygıya sürüklediği tespit edilmiştir. Ayrıca öğrencilerin kendilerini diğer öğrencilerle karşılaştırmaları ve sınıfa adapte olamamaları sınıf içinde kaygı duymalarına sebep olmuştur. Sınıf içi ve sınıf dışında iletişimi güçlü tutmak, materyallerden faydalanmak ve öğrencilere planlı bir süreç sunmanın faydaları da araştırma bulgularında yer almaktadır. İleriye Dönük Araştırma ve Uygulama için Öneriler: Gelecekte sınıf içi kaygıda öğrenci görüşlerini temel alan çalışmalar yürütülebilir. Uzaktan eğitimde ders içi iletişimi güçlendirmek için etkinlikler düzenlenebilir, Web 2.0 araçları, yardımcı materyaller ve sosyal medyanın etkileri incelenebilir. Anahtar kelimeler: yabancı dil sınıf kaygısı, uzaktan eğitim, öğretim elemanları, nitel araştırma</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Yabancı Dil Olarak Türkçe Öğretiminde Öğrencilerin Sınıf Kaygılarının Başlangıç Seviyesinden Yeterlik Düzeyine Kadar İncelenmesi","attachmentId":74583318,"attachmentType":"pdf","work_url":"https://www.academia.edu/61600013/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_%C3%96%C4%9Frencilerin_S%C4%B1n%C4%B1f_Kayg%C4%B1lar%C4%B1n%C4%B1n_Ba%C5%9Flang%C4%B1%C3%A7_Seviyesinden_Yeterlik_D%C3%BCzeyine_Kadar_%C4%B0ncelenmesi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/61600013/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_%C3%96%C4%9Frencilerin_S%C4%B1n%C4%B1f_Kayg%C4%B1lar%C4%B1n%C4%B1n_Ba%C5%9Flang%C4%B1%C3%A7_Seviyesinden_Yeterlik_D%C3%BCzeyine_Kadar_%C4%B0ncelenmesi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="32731498" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/32731498/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlere_Y%C3%B6nelik_Okuma_Kayg%C4%B1s%C4%B1_%C3%96l%C3%A7e%C4%9Finin_Geli%C5%9Ftirilmesi">Yabancı Dil Olarak Türkçe Öğrenenlere Yönelik Okuma Kaygısı Ölçeğinin Geliştirilmesi</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="18216293" href="https://independent.academia.edu/Altunkaya">Hatice Altunkaya</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Özet: Kaygı, okuma sürecinin duyuşsal boyutunda okuma anlamlandırma becerisini etkileyen bir etmendir. Bu çalışmada, yabancı dil olarak Türkçe öğrenen B düzeyindeki öğrencilerin okuma kaygılarını ölçmek amacıyla geçerli ve güvenilir bir ölçek geliştirmek amaçlanmıştır. Bu amaçla geliştirilen denemelik ölçek, yabancı dil olarak Türkçe öğrenen B düzeyinde 510 öğrenciden oluşan bir çalışma grubuna uygulanmıştır. Açımlayıcı ve doğrulayıcı faktör analizleri sonucunda 16 madde üç faktörden oluşan bir ölçek elde edilmiştir. Genel olarak, güvenilirlik katsayılarının .70 veya daha yüksek olması, yeterli olarak değerlendirilmektedir (Nunnally, 1978). Ölçeğin tümüne ait Crα güvenirliği .82, birinci alt faktöre ilişkin Crα .80, ikinci alt faktöre ilişkin Crα .73, üçüncü alt faktöre ilişkin Crα .71 olarak bulunmuştur. Tüm bu bulgular ölçeğin tatmin edici düzeyde güvenirliğe sahip olduğunu göstermektedir. Bu ölçme aracı, yabancı dil olarak Türkçe öğrenenlerin okuma eğitimi ortamlarında, okuma kaygı durumunu ölçmek amaçlı kullanılabilir. Anahtar Sözcükler: Yabancı Dil Olarak Türkçe, Okuma Kaygısı, Ölçek Geliştirme. * Bu çalışma 2015 yılında İnönü Üniversitesi Eğitim Bilimleri Enstitüsüne sunulan “Yabancı Dil Olarak Türkçe Öğrenenlerin Okuma Kaygıları ile Okuduğunu Anlama Becerileri Arasındaki İlişki” başlıklı doktora tezinden üretilmiştir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Yabancı Dil Olarak Türkçe Öğrenenlere Yönelik Okuma Kaygısı Ölçeğinin Geliştirilmesi","attachmentId":52890001,"attachmentType":"doc","work_url":"https://www.academia.edu/32731498/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlere_Y%C3%B6nelik_Okuma_Kayg%C4%B1s%C4%B1_%C3%96l%C3%A7e%C4%9Finin_Geli%C5%9Ftirilmesi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/32731498/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlere_Y%C3%B6nelik_Okuma_Kayg%C4%B1s%C4%B1_%C3%96l%C3%A7e%C4%9Finin_Geli%C5%9Ftirilmesi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="47670023" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47670023/Foreign_language_learning_anxiety_of_foreign_students_while_learning_Turkish_as_a_foreign_language_p_T%C3%BCrk%C3%A7eyi_yabanc%C4%B1_dil_olarak_%C3%B6%C4%9Frenen_yabanc%C4%B1_uyruklu_%C3%B6%C4%9Frencilerde_yabanc%C4%B1_dil_%C3%B6%C4%9Frenme_kayg%C4%B1s%C4%B1">Foreign language learning anxiety of foreign students while learning Turkish as a foreign language<p>Türkçeyi yabancı dil olarak öğrenen yabancı uyruklu öğrencilerde yabancı dil öğrenme kaygısı</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5545123" href="https://ijemst.academia.edu/Barbarosyal%C3%A7%C4%B1n">Barbaros yalçın</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Human Sciences</p><p class="ds-related-work--abstract ds2-5-body-sm">The aim of this study is to examine the anxiety levels of foreign students towards Turkish language , to determine their relations with the four main language skills ( writing , speaking, listening, reading) which are generally accepted as the main language skills, to determine the other difficulties they face while learning a foreign language, to diagnose continuity condition of the anxiety after they have started learning Turkish and finding out possible solutions for the issues sourcing from anxiety. The participants of this research are 19 students who studied at different departments of Necmettin Erbakan University in 2016-2017 academic year.They all participated the study voluntarily. The qualitative research model has been used as a research model in this study. A semi-structured interview form developed by the researches containing 6 open ended questions has been used as a data collection tool. The main results and themes that are obtained from data analysis can be summariz...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Foreign language learning anxiety of foreign students while learning Turkish as a foreign language\u003cp\u003eTürkçeyi yabancı dil olarak öğrenen yabancı uyruklu öğrencilerde yabancı dil öğrenme kaygısı","attachmentId":66642648,"attachmentType":"pdf","work_url":"https://www.academia.edu/47670023/Foreign_language_learning_anxiety_of_foreign_students_while_learning_Turkish_as_a_foreign_language_p_T%C3%BCrk%C3%A7eyi_yabanc%C4%B1_dil_olarak_%C3%B6%C4%9Frenen_yabanc%C4%B1_uyruklu_%C3%B6%C4%9Frencilerde_yabanc%C4%B1_dil_%C3%B6%C4%9Frenme_kayg%C4%B1s%C4%B1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/47670023/Foreign_language_learning_anxiety_of_foreign_students_while_learning_Turkish_as_a_foreign_language_p_T%C3%BCrk%C3%A7eyi_yabanc%C4%B1_dil_olarak_%C3%B6%C4%9Frenen_yabanc%C4%B1_uyruklu_%C3%B6%C4%9Frencilerde_yabanc%C4%B1_dil_%C3%B6%C4%9Frenme_kayg%C4%B1s%C4%B1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="14279151" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/14279151/T%C3%BCrk%C3%A7eyi_Yabanc%C4%B1_Dil_Olarak_%C3%96%C4%9Frenen_%C4%B0ranl%C4%B1_%C3%96%C4%9Frencilerin_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1n%C4%B1n_De%C4%9Ferlendirilmesi">Türkçeyi Yabancı Dil Olarak Öğrenen İranlı Öğrencilerin Konuşma Kaygılarının Değerlendirilmesi</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="15364386" href="https://aydin.academia.edu/emrahboylu">emrah boylu</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçeyi Yabancı Dil Olarak Öğrenen İranlı Öğrencilerin Konuşma Kaygılarının Değerlendirilmesi","attachmentId":38255144,"attachmentType":"pdf","work_url":"https://www.academia.edu/14279151/T%C3%BCrk%C3%A7eyi_Yabanc%C4%B1_Dil_Olarak_%C3%96%C4%9Frenen_%C4%B0ranl%C4%B1_%C3%96%C4%9Frencilerin_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1n%C4%B1n_De%C4%9Ferlendirilmesi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/14279151/T%C3%BCrk%C3%A7eyi_Yabanc%C4%B1_Dil_Olarak_%C3%96%C4%9Frenen_%C4%B0ranl%C4%B1_%C3%96%C4%9Frencilerin_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1n%C4%B1n_De%C4%9Ferlendirilmesi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="114185861" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/114185861/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1na_%C4%B0li%C5%9Fkin_Bir_%C4%B0nceleme">Türkçe Öğretmeni Adaylarının Konuşma Kaygılarına İlişkin Bir İnceleme</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4011399" href="https://rteu.academia.edu/YaseminBaki">Yasemin Baki</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of International Social Research, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">Ara tırmanın amacı Türkiye'de ya ayan Türkçe ö retmeni adaylarının konu ma becerilerine ili kin kaygı düzeylerini belirleyebilmektir. Ara tırmada elde edilen veriler SPSS (Statistical PackageforSocialSciences) for Windows 21.0 programı kullanılarak analiz edilmi tir. Verileri de erlendirilirken tanımlayıcı istatistiksel metotları (sayı, yüzde, ortalama, standart sapma) kullanılmı tır. Ara tırmanın de i kenleri arasında korelasyon analizi uygulanmı tır. Elde edilen bulgular %95 güven aralı ında, %5 anlamlılık düzeyinde de erlendirilmi tir. Ara tırmaya katılan ö rencilerin "konu macı odaklı kaygı" düzeyi zayıf (2,554 ± 0,711); "çevre odaklı kaygı" düzeyi zayıf (2,589 ± 0,832); "konu ma psikolojisi" düzeyi (2,593 ± 0,868); "genel konu ma kaygısı" düzeyi zayıf (2,571 ± 0,683) olarak saptanmı tır. 2. Sınıf ö rencilerinin çevre odaklı kaygı puanları, konu ma psikolojisi puanları, genel konu ma kaygısı puanları ortalamalarının di er sınıf düzeylerinden yüksek oldu u görülmü tür.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe Öğretmeni Adaylarının Konuşma Kaygılarına İlişkin Bir İnceleme","attachmentId":110949829,"attachmentType":"pdf","work_url":"https://www.academia.edu/114185861/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1na_%C4%B0li%C5%9Fkin_Bir_%C4%B0nceleme","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/114185861/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1na_%C4%B0li%C5%9Fkin_Bir_%C4%B0nceleme"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="107758952" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/107758952/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlerin_%C3%9Clke_Alg%C4%B1lar%C4%B1">Yabancı Dil Olarak Türkçe Öğrenenlerin Ülke Algıları</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="13045191" href="https://adnanmenderes.academia.edu/SultanBaysan">Sultan Baysan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Turkish studies, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">1-3 Şubat 2018 tarihinde gerçekleşen XV. European Conference on Social and Behavioral Sciences'te sözlü olarak sunulan bildirinin genişletilmiş halidir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Yabancı Dil Olarak Türkçe Öğrenenlerin Ülke Algıları","attachmentId":106334495,"attachmentType":"pdf","work_url":"https://www.academia.edu/107758952/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlerin_%C3%9Clke_Alg%C4%B1lar%C4%B1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/107758952/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlerin_%C3%9Clke_Alg%C4%B1lar%C4%B1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":96363253,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":96363253,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_96363253" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="44114151" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44114151/T%C3%BCrk%C3%A7e_ve_T%C3%BCrk_K%C3%BClt%C3%BCr%C3%BC_Dersi_%C3%96%C4%9Fretmenlerinin_Yurt_D%C4%B1%C5%9F%C4%B1_G%C3%B6revlerine_%C4%B0li%C5%9Fkin_Kayg%C4%B1_ve_Haz%C4%B1rbulunu%C5%9Fluk_Durumlar%C4%B1_Anxiety_and_Readiness_of_the_Teachers_of_Turkish_and_Turkish_Culture_Courses_Related_to_Their_Assignments_in_Abroad">Türkçe ve Türk Kültürü Dersi Öğretmenlerinin Yurt Dışı Görevlerine İlişkin Kaygı ve Hazırbulunuşluk Durumları -Anxiety and Readiness of the Teachers of Turkish 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