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In the study, the validity and reliability studies are conducted using \u0026amp;quot;Conversation Skills Assessment Scale\u0026amp;quot; and \u0026amp;quot; Communication Between Teacher and Students Assessment Scale \u0026amp;quot;. It is observed that with respect to the general average of \u0026amp;quot;Communication Between Teacher-Student Assessment Questionnaire\u0026amp;quot; the students have obtained relatively high average scores in sub dimensions such as \u0026amp;quot;Respect \u0026amp;quot;, \u0026amp;quot;Effectiveness\u0026amp;quot; and \u0026amp;quot;Expression Skills\u0026amp;quot; . The students have high scores in \u0026amp;quot;Expressing yourself verbally\u0026amp;quot; and \u0026amp;quot;Speech Application Rules\u0026amp;quot; subscales with respect to \u0026amp;quot;Conversation Skills Assessment Scale\u0026amp;quot; general average. The girls have higher scores then boys in total average at the \u0026amp;quot;Speaking Skills Rating Scale\u0026amp;quot; and also higher scores in subscales \u0026amp;quot;Expressing yourself verbally\u0026amp;quot; and \u0026amp;quot;Speech Application Rules\u0026amp;quot;. There is a weak but slightly positive relation between the communication with teachers and conversation skills.","author":[{"@context":"https://schema.org","@type":"Person","name":"Hatice Vatansever Bayraktar (ORCİD NO: 0000-0002-0458-3405)"}],"contributor":[],"dateCreated":"2022-09-23","dateModified":"2022-09-24","datePublished":"2014-01-01","headline":"Öğrenci̇leri̇n Öğretmenleri̇ İle Olan İleti̇şi̇mleri̇ İle Türkçe Dersi̇ Konuşma Beceri̇leri̇ Arasindaki̇ İli̇şki̇","identifier":{"@type":"PropertyValue","propertyID":"DOI","value":"10.16992/ASOS.340"},"image":"https://attachments.academia-assets.com/91488345/thumbnails/1.jpg","inLanguage":"tr","keywords":["Education","Primary School Education"],"publication":"the Journal of Academic Social Sciences","publisher":{"@context":"https://schema.org","@type":"Organization","name":"The Journal of Academic Social Sciences"},"sameAs":"https://doi.org/10.16992/ASOS.340","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"iszu"}],"thumbnailUrl":"https://attachments.academia-assets.com/91488345/thumbnails/1.jpg","url":"https://www.academia.edu/87143831/%C3%96%C4%9Frenci_leri_n_%C3%96%C4%9Fretmenleri_%C4%B0le_Olan_%C4%B0leti_%C5%9Fi_mleri_%C4%B0le_T%C3%BCrk%C3%A7e_Dersi_Konu%C5%9Fma_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_"}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-102fa537001ba4d8dcd921ad9bd56c474abc201906ea4843e7e7efe9dfbf561d.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-3cea6e0ad4715ed965c49bfb15dedfc632787b32ff6d8c3a474182b231146ab7.css" /><link rel="stylesheet" media="all" 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Turkish lesson speaking skills.The research was conducted in the 2011-2012 academic year with a research sample consisting of 469 fifth grade students studying in government schools in districts of Bakırköy, Bahçelievler and Bağcılar. In the study, the validity and reliability studies are conducted using \"Conversation Skills Assessment Scale\" and \" Communication Between Teacher and Students Assessment Scale \".\r\nIt is observed that with respect to the general average of \"Communication Between Teacher-Student Assessment Questionnaire\" the students have obtained relatively high average scores in sub dimensions such as \"Respect \", \"Effectiveness\" and \"Expression Skills\" . The students have high scores in \"Expressing yourself verbally\" and \"Speech Application Rules\" subscales with respect to \"Conversation Skills Assessment Scale\" general average. The girls have higher scores then boys in total average at the \"Speaking Skills Rating Scale\" and also higher scores in subscales \"Expressing yourself verbally\" and \"Speech Application Rules\". There is a weak but slightly positive relation between the communication with teachers and conversation skills.","publisher":"The Journal of Academic Social Sciences","page_numbers":"107-122","publication_date":"2014,,","publication_name":"the Journal of Academic Social Sciences"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"Öğrenci̇leri̇n Öğretmenleri̇ İle Olan İleti̇şi̇mleri̇ İle Türkçe Dersi̇ Konuşma Beceri̇leri̇ Arasindaki̇ İli̇şki̇","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [48664507]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":91488345,"attachmentType":"pdf"}"><img alt="First page of “Öğrenci̇leri̇n Öğretmenleri̇ İle Olan İleti̇şi̇mleri̇ İle Türkçe Dersi̇ Konuşma Beceri̇leri̇ Arasindaki̇ İli̇şki̇”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/91488345/mini_magick20220924-1-1dcjpkd.png?1664040795" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Öğrenci̇leri̇n Öğretmenleri̇ İle Olan İleti̇şi̇mleri̇ İle Türkçe Dersi̇ Konuşma Beceri̇leri̇ Arasindaki̇ İli̇şki̇</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="48664507" href="https://iszu.academia.edu/haticevatanseverbayraktar"><img alt="Profile image of Hatice Vatansever Bayraktar (ORCİD NO: 0000-0002-0458-3405)" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Hatice Vatansever Bayraktar (ORCİD NO: 0000-0002-0458-3405)</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2014, the Journal of Academic Social Sciences</p><a class="js-loswp-work-card-doi-link ds2-5-body-sm ds2-5-body-link" href="https://doi.org/10.16992/ASOS.340" rel="nofollow">https://doi.org/10.16992/ASOS.340</a><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">16 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 87143831; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This study aims to determine whether there is a relationship between fifth grade students communication levels with teachers and the Turkish lesson speaking skills.The research was conducted in the 2011-2012 academic year with a research sample consisting of 469 fifth grade students studying in government schools in districts of Bakırköy, Bahçelievler and Bağcılar. In the study, the validity and reliability studies are conducted using "Conversation Skills Assessment Scale" and " Communication Between Teacher and Students Assessment Scale ". It is observed that with respect to the general average of "Communication Between Teacher-Student Assessment Questionnaire" the students have obtained relatively high average scores in sub dimensions such as "Respect ", "Effectiveness" and "Expression Skills" . The students have high scores in "Expressing yourself verbally" and "Speech Application Rules" subscales with respect to "Conversation Skills Assessment Scale" general average. The girls have higher scores then boys in total average at the "Speaking Skills Rating Scale" and also higher scores in subscales "Expressing yourself verbally" and "Speech Application Rules". There is a weak but slightly positive relation between the communication with teachers and conversation skills.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":91488345,"attachmentType":"pdf","workUrl":"https://www.academia.edu/87143831/%C3%96%C4%9Frenci_leri_n_%C3%96%C4%9Fretmenleri_%C4%B0le_Olan_%C4%B0leti_%C5%9Fi_mleri_%C4%B0le_T%C3%BCrk%C3%A7e_Dersi_Konu%C5%9Fma_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":91488345,"attachmentType":"pdf","workUrl":"https://www.academia.edu/87143831/%C3%96%C4%9Frenci_leri_n_%C3%96%C4%9Fretmenleri_%C4%B0le_Olan_%C4%B0leti_%C5%9Fi_mleri_%C4%B0le_T%C3%BCrk%C3%A7e_Dersi_Konu%C5%9Fma_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="91488345" data-landing_url="https://www.academia.edu/87143831/%C3%96%C4%9Frenci_leri_n_%C3%96%C4%9Fretmenleri_%C4%B0le_Olan_%C4%B0leti_%C5%9Fi_mleri_%C4%B0le_T%C3%BCrk%C3%A7e_Dersi_Konu%C5%9Fma_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="74050721" 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/74050721/%C3%96%C4%9Fretmen_Adaylarinin_Tarti%C5%9Fma_Beceri_leri_%C4%B0le_%C4%B0leti_%C5%9Fi_m_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%C4%B0ncelenmesi_">Öğretmen Adaylarinin Tartişma Beceri̇leri̇ İle İleti̇şi̇m Beceri̇leri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇</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="43712626" href="https://independent.academia.edu/G%C3%BCl%C3%A7inKaraku%C5%9F">Gülçin Karakuş</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Trakya Üniversitesi Sosyal Bilimler Dergisi</p><p class="ds-related-work--abstract ds2-5-body-sm">ÖZ: Çalışmanın amacı, öğretmen adaylarının tartışma ve iletişim becerileri arasındaki ilişkinin cinsiyet, mezun olunan okul türü, okumakta olduğu bölüm, günlük internet kullanım süresi ve akademik başarı değişkenleri açısından incelenmesidir. 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Araştırma sonucunda öğretmen adaylarının tartışmaya yönelik olumlu tutuma sahip oldukları, iletişim ve tartışma becerileri arasında pozitif yönde anlamlı bir ilişki olduğu, cinsiyet ve iletişim düzeyi ile mezun olunan okul türü ve iletişim düzeyinin öğretmen adaylarını tartışma becerilerini etkilediği ancak bölüm ve iletişim düzeyinin öğretmen adaylarının tartışma becerilerini etkilemediği belirlenmiştir.</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":"Öğretmen Adaylarinin Tartişma Beceri̇leri̇ İle İleti̇şi̇m Beceri̇leri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇","attachmentId":82343687,"attachmentType":"pdf","work_url":"https://www.academia.edu/74050721/%C3%96%C4%9Fretmen_Adaylarinin_Tarti%C5%9Fma_Beceri_leri_%C4%B0le_%C4%B0leti_%C5%9Fi_m_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%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/74050721/%C3%96%C4%9Fretmen_Adaylarinin_Tarti%C5%9Fma_Beceri_leri_%C4%B0le_%C4%B0leti_%C5%9Fi_m_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%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="1" data-entity-id="87769608" 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/87769608/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenleri_ni_n_%C3%96%C4%9Frenci_lerin_Konu%C5%9Fma_Beceri_si_ni_%C3%96l%C3%A7me_Ve_De%C4%9Ferlendi_rmeye_%C4%B0li_%C5%9Fki_n_G%C3%B6r%C3%BC%C5%9Fleri_">Türkçe Öğretmenleri̇ni̇n Öğrenci̇lerin Konuşma Beceri̇si̇ni̇ Ölçme Ve Değerlendi̇rmeye İli̇şki̇n Görüşleri̇</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="36674788" href="https://independent.academia.edu/arif%C3%A7er%C3%A7i">arif çerçi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">Bu çalışmanın amacı öğrencilerin konuşma becerisinin değerlendirilmesinde Türkçe öğretmenlerinin öğrenci başarısı, fizikî şartlar, plânlama, ölçekler, öğrenci yeterlikleri, öğretmen yeterliği, geribildirim, değerlendirmenin türü ve boyutları konularındaki görüşlerini belirlemektir. Araştırmada nitel araştırma yaklaşımı kapsamında 8 Türkçe öğretmeni ile odak grup görüşmesi yapılmıştır. Öğretmenlerin seçiminde kolay örneklem yöntemi kullanılmıştır. Görüşme yarı yapılandırılmış tarzda gerçekleştirilmiştir. Görüntülü ve sesli olarak kayıt altına alınan görüşme, yazıya aktarılarak nitel içerik analizi yapılmıştır. İçerik analizinde hem çalışma grubu üyeleri hem de sorular için kod sistemi uygulanmıştır. Araştırmada ulaşılan bulgulara göre Türkçe öğretmenleri konuşma becerisinin değerlendirilmesinde yeterlikleri kendi tutumlarına göre belirlemektedir. Ölçme araçlarındaki ölçütleri kapsam bakımından yetersiz görmekle birlikte kendileri ölçek hazırlamamaktadır. Öğretim sürecinin başında, öğretim sürecinde ve çıktıların değerlendirilmesi olmak üzere üç boyutlu olarak programda ele alınan değerlendirme ilkelerine uymamaktadırlar. Konuşma becerisinin değerlendirilmesinde gerekli yeterlikleri taşımadıklarını düşünmektedirler. Plânlamanın ayrılmaz parçası olan değerlendirme sürecine plânlarında yer vermemektedirler. Sınıf ortamlarının hem konuşma etkinlikleri hem de konuşma becerisini ölçme ve değerlendirme açısından uygun olmadığını düşünmektedirler. Değerlendirme sonucunda öğrenciye geribildirimi nasıl yapmaları gerektiğini bilmemenin yanında bu konuda yanlış tutum ve alışkanlıklara sahip oldukları gözlenmiştir. Haftalık ders saatlerinin konuşma etkinlikleri, değerlendirme ve geribildirim için yetersiz olduğu görüşündedirler. Öğrenci gelişim dosyaları tutmamakta, öğrencilerin konuşma becerisi gelişimlerini gereği gibi izleyemedikleri tespit edilmiştir.</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 Öğretmenleri̇ni̇n Öğrenci̇lerin Konuşma Beceri̇si̇ni̇ Ölçme Ve Değerlendi̇rmeye İli̇şki̇n Görüşleri̇","attachmentId":91892314,"attachmentType":"pdf","work_url":"https://www.academia.edu/87769608/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenleri_ni_n_%C3%96%C4%9Frenci_lerin_Konu%C5%9Fma_Beceri_si_ni_%C3%96l%C3%A7me_Ve_De%C4%9Ferlendi_rmeye_%C4%B0li_%C5%9Fki_n_G%C3%B6r%C3%BC%C5%9Fleri_","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/87769608/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenleri_ni_n_%C3%96%C4%9Frenci_lerin_Konu%C5%9Fma_Beceri_si_ni_%C3%96l%C3%A7me_Ve_De%C4%9Ferlendi_rmeye_%C4%B0li_%C5%9Fki_n_G%C3%B6r%C3%BC%C5%9Fleri_"><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="118165351" 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/118165351/T%C3%BCrk%C3%A7e_Dersi_nde_Konu%C5%9Fma_E%C4%9Fi_ti_mi_ne_%C4%B0li_%C5%9Fki_n_Sinif_%C3%96%C4%9Fretmenleri_ni_n_G%C3%B6r%C3%BC%C5%9Fleri_">Türkçe Dersi̇nde Konuşma Eği̇ti̇mi̇ne İli̇şki̇n Sinif Öğretmenleri̇ni̇n Görüşleri̇</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="305781439" href="https://independent.academia.edu/b%C3%BCnyaminhatipo%C4%9Flu">bünyamin hatipoğlu</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of History School, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Bu çalışmada, Türkçe dersinde konuşma eğitimine ilişkin sınıf öğretmenlerinin görüşleri incelenmiştir. Bu amaçla nitel araştırma yaklaşımlarından durum çalışması modeli kullanılmıştır. Araştırmanın çalışma grubunu Türkiye'de Güneydoğu Anadolu Bölgesinde yer alan bir ilde görev yapan sınıf öğretmenlerinden kolay ulaşılabilir örnekleme yöntemiyle seçilen 17 sınıf öğretmeni oluşturmaktadır. Araştırmanın verileri yarı yapılandırılmış görüşme formuyla elde edilmiş, verilerin analizinde içerik analizi yöntemi kullanılmıştır. Elde edilen bulgular sonucunda sınıf öğretmenlerin konuşma eğitimine ilişkin görüşleri "</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 Dersi̇nde Konuşma Eği̇ti̇mi̇ne İli̇şki̇n Sinif Öğretmenleri̇ni̇n Görüşleri̇","attachmentId":113855605,"attachmentType":"pdf","work_url":"https://www.academia.edu/118165351/T%C3%BCrk%C3%A7e_Dersi_nde_Konu%C5%9Fma_E%C4%9Fi_ti_mi_ne_%C4%B0li_%C5%9Fki_n_Sinif_%C3%96%C4%9Fretmenleri_ni_n_G%C3%B6r%C3%BC%C5%9Fleri_","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/118165351/T%C3%BCrk%C3%A7e_Dersi_nde_Konu%C5%9Fma_E%C4%9Fi_ti_mi_ne_%C4%B0li_%C5%9Fki_n_Sinif_%C3%96%C4%9Fretmenleri_ni_n_G%C3%B6r%C3%BC%C5%9Fleri_"><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="110240145" 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/110240145/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenleri_ni_n_S%C3%B6zel_Olmayan_%C4%B0leti_%C5%9Fi_m_Davrani%C5%9Flarinin_%C4%B0ncelenmesi_">Türkçe Öğretmenleri̇ni̇n Sözel Olmayan İleti̇şi̇m Davranişlarinin İncelenmesi̇</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="181412341" href="https://independent.academia.edu/S%C4%B1dd%C4%B1kBAKIR">Sıddık BAKIR</a></div><p class="ds-related-work--metadata ds2-5-body-xs">DergiPark (Istanbul University), 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Bu araştırmanın amacı, ortaokullarda görev yapmakta olan Türkçe öğretmenlerinin sözel olmayan iletişim davranışlarını cinsiyet ve mesleki deneyim değişkenine göre ortaya koymaktır. Betimsel nitelikteki bu çalışmada tarama modeli kullanılmıştır. Araştırmanın evrenini, 2018-2019 eğitim öğretim yılında Erzurum ili merkez Aziziye, Palandöken ve Yakutiye İlçe Millî Eğitim Müdürlüklerine bağlı ortaokullarda görev yapan 316 Türkçe öğretmeni oluşturmaktadır. Araştırmanın örneklemi ise bu okullarda görev yapan 250 Türkçe öğretmenidir. Araştırma verileri anket tekniği kullanılarak toplanmıştır. Verilerin analizinde Ki-Kare testi uygulanmıştır. Elde edilen bulgular doğrultusunda, Türkçe öğretmenlerinin sözel olmayan birçok iletişim davranışını kullanmakta olduğu sonucuna ulaşılmıştır. Ayrıca bu davranışların bir kısmının cinsiyet ve mesleki deneyime göre anlamlı farklılık gösterdiği tespit edilmiştir.</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 Öğretmenleri̇ni̇n Sözel Olmayan İleti̇şi̇m Davranişlarinin İncelenmesi̇","attachmentId":108117778,"attachmentType":"pdf","work_url":"https://www.academia.edu/110240145/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenleri_ni_n_S%C3%B6zel_Olmayan_%C4%B0leti_%C5%9Fi_m_Davrani%C5%9Flarinin_%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/110240145/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenleri_ni_n_S%C3%B6zel_Olmayan_%C4%B0leti_%C5%9Fi_m_Davrani%C5%9Flarinin_%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="4" data-entity-id="84286255" 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/84286255/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_S%C4%B1n%C4%B1f_%C4%B0%C3%A7i_Etkili_%C4%B0leti%C5%9Fim_Becerilerine_%C4%B0li%C5%9Fkinin_Alg%C4%B1lar%C4%B1n%C4%B1n_%C4%B0ncelenmesi">Türkçe Öğretmenlerinin Sınıf İçi Etkili İletişim Becerilerine İlişkinin Algılarının 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="6974427" href="https://ahievran.academia.edu/Bahad%C4%B1rG%C3%BClbahar">Bahadır Gülbahar</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Languages' Education, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">The objective of this study is to examine the perceptions of Turkish teachers regarding efficient classroom communication skills in terms of gender, marital status, communication skills education status, leadership training status, managerial status, vocational seniority and number of students in. The quantitative study was conducted using the screening model. Target population of the study consists of 207 Turkish teachers working in all districts of Kırşehir in the school year of 2017-2018. No sample was selected and the entire population was reached. Developed by the researcher; "Perception Scale for Efficient Classroom Communication Skills (PSECCS)" was used as the data collection tool. It was concluded that Turkish teachers had very high perceptions regarding the entire "Perception Scale for Efficient Classroom Communication Skills" and the subfactors of "efficient speaking, active listening, showing empathy, efficient use of body language" and independent variables like "gender, state of having trained on efficient communication and leadership, state of having been a manager, professional seniority, number of students in the classroom" affected the perceptions of Turkish teachers regarding efficient classroom communication skills.</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 Öğretmenlerinin Sınıf İçi Etkili İletişim Becerilerine İlişkinin Algılarının İncelenmesi","attachmentId":89361450,"attachmentType":"pdf","work_url":"https://www.academia.edu/84286255/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_S%C4%B1n%C4%B1f_%C4%B0%C3%A7i_Etkili_%C4%B0leti%C5%9Fim_Becerilerine_%C4%B0li%C5%9Fkinin_Alg%C4%B1lar%C4%B1n%C4%B1n_%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/84286255/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_S%C4%B1n%C4%B1f_%C4%B0%C3%A7i_Etkili_%C4%B0leti%C5%9Fim_Becerilerine_%C4%B0li%C5%9Fkinin_Alg%C4%B1lar%C4%B1n%C4%B1n_%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="79953928" 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/79953928/%C3%96%C4%9Fretmenlerin_Derslerindeki_Konu%C5%9Fma_Edimlerinin_%C3%96%C4%9Frencileriyle_%C4%B0leti%C5%9Fimlerine_Etkisi">Öğretmenlerin Derslerindeki Konuşma Edimlerinin Öğrencileriyle İletişimlerine Etkisi</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="6675175" href="https://gazi.academia.edu/H%C3%BCseyinSayin">Hüseyin Sayın</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Turkish Studies, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">knowledge, concepts etc of what is said, it is a cognitive ability in terms of hosting elements. (Yaman, Kararslan, 2012: 559). 2. The Purpose Of Study Speech acts of teachers has a significant impact on communication with students. The character of communication in the learning and teaching environment affects the transfer, sharing of knowledge and also students' motivation in the lessons. The purpose of this study to describe teachers' speech acts in the lesson environment and explain this speech acts' impact on students. 3. Method This study was designed with qualitative case study model. Case study is the process of explaining, discovery and interpretation of a case, event or phenomenon in their own terms. (Yin, 1986; akt. Yıldırım ve Şimşek, 2008). Research is limited by views of 10 Turkish teachers working in secondary schools in Konya's city center and the teachers' observations in the lessons. Observation and interviews are used as a data collection tool. Through interviews we try to understand experiences, attitudes, thoughts, intentions, mental senses and responses that can not be observed. (Yıldırım ve Şimşek, 2013: 148). 4. Result and Conclusion Content analysis of the data which obtained with interview questions was done with qualitative approach. Questions asked by the interview and answers' of teachers' of this questions examined separately and tried to understand their perspectives on the same question. The sections of the issues which are common answers given by maintaining gathered under the same roof to start-up was attempted to be identified and classified. The result of the study, teachers feel themselves responsible under intense curriculum and they try to complete the issues so they can't speak to students extracurricular issues and when a disrupt and speech occurs they try to focus on providing students with lessons routing orders and sentences during the lesson. The teacher endeavour using students' names generally and sometimes address to them with adult titles to motivate students. Language used by teachers, guiding and stimulating qualities to ensure the students understand the issues. Research has also linked with classroom management is not only associated with the language used. Therefore, in the light of expert opinion in the area of classroom management is required and the associated interpretation of this sentence. This research is aimed to investigate the language features used in the course and we found that teacher generally address to student regardless of branch. But to know "Is teachers' languages change according to different branches?" requires and other research. For this purpose, certain branches of the teachers' language abilities in the course to investigate separately will produce more results. It is recommended to be done in the future in similar research also observed students in courses.</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":"Öğretmenlerin Derslerindeki Konuşma Edimlerinin Öğrencileriyle İletişimlerine Etkisi","attachmentId":86496661,"attachmentType":"pdf","work_url":"https://www.academia.edu/79953928/%C3%96%C4%9Fretmenlerin_Derslerindeki_Konu%C5%9Fma_Edimlerinin_%C3%96%C4%9Frencileriyle_%C4%B0leti%C5%9Fimlerine_Etkisi","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/79953928/%C3%96%C4%9Fretmenlerin_Derslerindeki_Konu%C5%9Fma_Edimlerinin_%C3%96%C4%9Frencileriyle_%C4%B0leti%C5%9Fimlerine_Etkisi"><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="71943379" 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/71943379/T%C3%BCrk%C3%A7e_E%C4%9Fi_ti_mi_Li_sans_%C3%96%C4%9Frenci_leri_ni_n_Konu%C5%9Fma_Beceri_si_%C3%96z_Yeterli_kleri_">Türkçe Eği̇ti̇mi̇ Li̇sans Öğrenci̇leri̇ni̇n Konuşma Beceri̇si̇ Öz Yeterli̇kleri̇</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="44827298" href="https://independent.academia.edu/MEHTAPG%C3%9CNES%C3%96ZDEN">MEHTAP GÜNES ÖZDEN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal Of Turkish Literature Culture Education</p><p class="ds-related-work--abstract ds2-5-body-sm">Kişinin kendisini ifade etmek için gerek günlük hayatta gerekse meslek yaşantısında en çok başvurduğu dil becerisi konuşmadır. İletişim kurabilmenin ve iletişimin devam ettirilebilmesinin konuşma becerisindeki başarı ile ilgisi büyüktür. Mesleklerinin icrası sırasında konuşma becerisini en çok ve en etkili kullanmak zorunda olan meslek öğretmenlik mesleğidir. Türkçe öğretmenlerinin ise hem konuşma becerisini etkili bir şekilde kullanması hem de bu beceriyi öğrencilerine kazandırması beklenmektedir. Çalışmada Türkçe öğretmeni olmak amacıyla eğitim alan öğrencilerin konuşma becerisine yönelik öz yeterliklerini belirlemek amaçlanmıştır. Bu amaçla betimsel tarama modellerinden ilişkisel tarama modeli kullanılmıştır. Veriler Katrancı ve Melanlıoğlu (2013) tarafından geliştirilen "Konuşma Becerisi Öz Yeterlik Ölçeği" aracılığıyla ve Türkçe Eğitimi Anabilim Dalında öğrenim görmekte olan 224 lisans öğrencisinden toplanmıştır. Verilerin incelenmesinde aritmetik ortalama ve standart sapma, bağımsız değişkenler için t testi ve tek yönlü varyans analizi kullanılmıştır. Türkçe Eğitimi Ana Bilim Dalı Lisans Öğrencileri, konuşma becerisi öz yeterlik alt boyutlarından en çok konuşma değerlendirme, en az topluluk önünde konuşma yeterliliklerine sahip olduklarını düşünmektedir. Cinsiyet ve sınıf değişkenlerinin konuşma becerisi öz yeterlik algısında belirleyici olmadığı tespit edilmiştir.</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 Eği̇ti̇mi̇ Li̇sans Öğrenci̇leri̇ni̇n Konuşma Beceri̇si̇ Öz Yeterli̇kleri̇","attachmentId":81079012,"attachmentType":"pdf","work_url":"https://www.academia.edu/71943379/T%C3%BCrk%C3%A7e_E%C4%9Fi_ti_mi_Li_sans_%C3%96%C4%9Frenci_leri_ni_n_Konu%C5%9Fma_Beceri_si_%C3%96z_Yeterli_kleri_","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/71943379/T%C3%BCrk%C3%A7e_E%C4%9Fi_ti_mi_Li_sans_%C3%96%C4%9Frenci_leri_ni_n_Konu%C5%9Fma_Beceri_si_%C3%96z_Yeterli_kleri_"><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="35404008" 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/35404008/Konu%C5%9Fma_Becerisinin_De%C4%9Ferlendirilmesinde_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_Yakla%C5%9F%C4%B1mlar%C4%B1">Konuşma Becerisinin Değerlendirilmesinde Türkçe Öğretmenlerinin Yaklaşımları</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="44228202" href="https://independent.academia.edu/onurd%C3%B6lek">onur dölek</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32464454" href="https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1">Ergün Hamzadayı</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Dil Eğitimi ve Araştırmaları Dergisi, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">The aim of this research is to identify what kind of approaches Turkish teachers have about evaluating speaking skills. The participants of the study consisteo of forty-two Turkish teachers.The study benefited from a structured interview, consisting of eight open-ended questions. Descriptive analysis method was used in analyzing the data. As a result of the analysis, it has been discovered that Turkish teachers see speaking skills as important as other skills. Besides that, it has been seen that Turkish teachers look out for speaking principles that require cognitive operations in a low level such as students' gestures and facial expressions, adjusting the voice, pronunciation and correct usage of the words. On the other hand, it can be stated that teachers are aware of the fact that the quality of the feedback given has great influence on students.</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":"Konuşma Becerisinin Değerlendirilmesinde Türkçe Öğretmenlerinin Yaklaşımları","attachmentId":55264308,"attachmentType":"pdf","work_url":"https://www.academia.edu/35404008/Konu%C5%9Fma_Becerisinin_De%C4%9Ferlendirilmesinde_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_Yakla%C5%9F%C4%B1mlar%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/35404008/Konu%C5%9Fma_Becerisinin_De%C4%9Ferlendirilmesinde_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_Yakla%C5%9F%C4%B1mlar%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="8" data-entity-id="82588502" 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/82588502/Anaokulu_%C3%96%C4%9Fretmen_Adaylarinin_Ki_%C5%9Fi_li_k_%C3%96zelli_kleri_%C4%B0le_%C4%B0leti_%C5%9Fi_m_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%C4%B0ncelenmesi_">Anaokulu Öğretmen Adaylarinin Ki̇şi̇li̇k Özelli̇kleri̇ İle İleti̇şi̇m Beceri̇leri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇</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="88486658" href="https://ege.academia.edu/ZeynepDere">Zeynep Dere</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2018</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":"Anaokulu Öğretmen Adaylarinin Ki̇şi̇li̇k Özelli̇kleri̇ İle İleti̇şi̇m Beceri̇leri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇","attachmentId":88247405,"attachmentType":"pdf","work_url":"https://www.academia.edu/82588502/Anaokulu_%C3%96%C4%9Fretmen_Adaylarinin_Ki_%C5%9Fi_li_k_%C3%96zelli_kleri_%C4%B0le_%C4%B0leti_%C5%9Fi_m_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%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/82588502/Anaokulu_%C3%96%C4%9Fretmen_Adaylarinin_Ki_%C5%9Fi_li_k_%C3%96zelli_kleri_%C4%B0le_%C4%B0leti_%C5%9Fi_m_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_ni_n_%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="9" data-entity-id="40429237" 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/40429237/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_Konu%C5%9Fma_Becerisi_Yeterliklerine_%C4%B0li%C5%9Fkin_Bir_Durum_%C3%87al%C4%B1%C5%9Fmas%C4%B1">Türkçe Öğretmenlerinin Konuşma Becerisi Yeterliklerine İlişkin Bir Durum Çalışması</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="926630" href="https://koofbe.academia.edu/B%C3%9CmitBozkurt">B. Ümit Bozkurt</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Cumhuriyet International Journal of Education – Cumhuriyet Uluslararası Eğitim Dergisi, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Türkçe öğretmenlerinin konuşma becerisi yeterliklerini ele alan bu araştırma, durum çalışması olarak tasarlanmış ve süreçte iki tür veri toplanmıştır. İlki, Türkçe öğretmenlerinin belirlenen konuşma metinlerini sesletmeleriyle elde edilen söyleyiş özelliklerine ilişkin veri; ikincisiyse Türkçe öğretmenlerinin kendi konuşma becerisi yeterliklerine ilişkin değerlendirmelerini içeren yarı yapılandırılmış görüşmeler yoluyla elde edilen veridir. Araştırmanın katılımcıları, Sakarya Milli Eğitim Müdürlüğüne bağlı okullarda görev yapan 2'si erkek, 18'i kadın toplam 20 Türkçe öğretmenidir. Öğretmenler, araştırmaya gönüllü olarak katılmışlardır ve farklı deneyim yıllarına sahiptirler. Metin sesletme verileri, söyleyiş becerisi (soluk denetimi, boğumlama, ses şiddeti, bürün özellikleri, ölçünlülük, konuşma hızı, canlılık) açısından değerlendirilmiştir. Yarı yapılandırılmış görüşmelerde ise Türkçe öğretmenlerinin konuşma yeterliği ve derslerdeki konuşmaları, kendi değerlendirmeleriyle ele alınmıştır. Bu görüşmelerden elde edilen veriler, içerik çözümleme türlerinden tematik çözümleme kullanılarak çözümlenmiştir. Sonuç olarak metin sesletme verilerine dayalı bulgulardan yola çıkarak katılımcı Türkçe öğretmenlerinin söyleyiş becerisi açısından (en az 1 en çok 4 puan alınan bir derecelenmede 2,1 puan ile) "geliştirilmeli" düzeyinde oldukları görülmüştür. Katılımcıların kendi konuşma becerisi yeterliklerini değerlendirmeleri sonucunda elde edilen bulgulara göre ise Türkçe öğretmenlerinin çoğunun kendini yeterli bulmadığı ve bu yetersizliği lisans eğitimi sırasında aldıkları konuşma eğitimi derslerinin yararlı olmamasına bağladıkları; kendi konuşma hızlarını ortalama olarak tanımladıkları; kimi katılımcıların derslerindeki konuşmalarında soluk denetimlerini sorunsuz sağlayamadığı; çoğunun ses sağlığını koruma konusunda çok az bilgiye sahip olduğu ve kimi öğretmenlerinin farenjit sorunu yaşadığı sonuçlarına ulaşılmıştır.</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 Öğretmenlerinin Konuşma Becerisi Yeterliklerine İlişkin Bir Durum Çalışması","attachmentId":60686320,"attachmentType":"pdf","work_url":"https://www.academia.edu/40429237/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_Konu%C5%9Fma_Becerisi_Yeterliklerine_%C4%B0li%C5%9Fkin_Bir_Durum_%C3%87al%C4%B1%C5%9Fmas%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/40429237/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_Konu%C5%9Fma_Becerisi_Yeterliklerine_%C4%B0li%C5%9Fkin_Bir_Durum_%C3%87al%C4%B1%C5%9Fmas%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":91488345,"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":91488345,"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_91488345" 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. 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