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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.","publication_date":"2015,,","publication_name":"Journal of International Social Research","grobid_abstract_attachment_id":"110949829"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"Türkçe Öğretmeni Adaylarının Konuşma Kaygılarına İlişkin Bir İnceleme","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [4011399]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; 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":110949829,"attachmentType":"pdf"}"><img alt="First page of “Türkçe Öğretmeni Adaylarının Konuşma Kaygılarına İlişkin Bir İnceleme”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/110949829/mini_magick20240129-1-t306k0.png?1706516923" /><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">Türkçe Öğretmeni Adaylarının Konuşma Kaygılarına İlişkin Bir İnceleme</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="4011399" href="https://rteu.academia.edu/YaseminBaki"><img alt="Profile image of Yasemin Baki" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/4011399/1521938/1850232/s65_yasemin.baki.jpg" />Yasemin Baki</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2015, Journal of International Social Research</p><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">6 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 = 114185861; 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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">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-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":110949829,"attachmentType":"pdf","workUrl":"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"}">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":110949829,"attachmentType":"pdf","workUrl":"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="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="110949829" data-landing_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" 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="114490634" 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/114490634/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1_%C3%9Czerindeki_Etkisi_A%C3%A7%C4%B1s%C4%B1ndan_Akran">Türkçe Öğretmeni Adaylarının Konuşma Kaygıları Üzerindeki Etkisi Açısından Akran</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></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">The purpose of this research is to determine whether there is a difference between peer feedback and teacher feedback on the speaking anxiety of Turkish language student-teachers. For this purpose, 30 students in the second year of Department of Turkish and Social Sciences Education in Gaziantep University were seperated two groups: one is experimental group including peer feedback and the other is control group including teacher feedback. Groups were determined by using random sampling. Activities were applied for 6 weeks. At the end of the practice, students who participated in the groups were interviewed related to peer feedback and teacher feedback. Mixed method including quantitative and qualitative method was used to collect data. "Speaking Anxiety Scale for Student-Teachers" developed by Kınay and Özkan (2014) was used as a quantitative data collection tool. As a qualitative data collection tool, semi-structured interview form was used. As a result of the research, a significant difference was found between the pre-test and post-test averages of the peer and teacher feedback groups, but no significant difference was found between two groups' post-test averages. As a result of the interview, both groups had anxiety situations before speaking activities; but after the activites related to the feedback, it was reached that there was a decrease in the speaking anxiety of studentteachers, and also, Turkish language student-teachers reported a positive opinion on the feedback in particular. However, both groups preferred teacher feedback rather than peer feedback. Turkish Studies Volume 13/4, Winter 2018 3. Do the anxiety of student-teachers indicate difference according to peer and teacher feedback? 4. What are the opinions of student-teachers related to peer or teacher feedback on their speaking anxiety?</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 Kaygıları Üzerindeki Etkisi Açısından Akran","attachmentId":111175714,"attachmentType":"pdf","work_url":"https://www.academia.edu/114490634/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1_%C3%9Czerindeki_Etkisi_A%C3%A7%C4%B1s%C4%B1ndan_Akran","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/114490634/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1_%C3%9Czerindeki_Etkisi_A%C3%A7%C4%B1s%C4%B1ndan_Akran"><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="123703006" 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/123703006/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Hatalar%C4%B1na_ve_G%C3%BCzel_Konu%C5%9Fmaya_%C4%B0li%C5%9Fkin_G%C3%B6r%C3%BC%C5%9Fleri">Türkçe Öğretmeni Adaylarının Konuşma Hatalarına ve Güzel Konuşmaya İlişkin Görüşleri</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="239690925" href="https://independent.academia.edu/Bet%C3%BClKerayDin%C3%A7el">Betül Keray Dinçel</a></div><p class="ds-related-work--metadata ds2-5-body-xs">DergiPark (Istanbul University), 2023</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 Hatalarına ve Güzel Konuşmaya İlişkin Görüşleri","attachmentId":118072346,"attachmentType":"pdf","work_url":"https://www.academia.edu/123703006/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Hatalar%C4%B1na_ve_G%C3%BCzel_Konu%C5%9Fmaya_%C4%B0li%C5%9Fkin_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/123703006/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Hatalar%C4%B1na_ve_G%C3%BCzel_Konu%C5%9Fmaya_%C4%B0li%C5%9Fkin_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="44853016" 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/44853016/M%C3%BCnazara_Etkinliklerinin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1s%C4%B1na_Etkisi">Münazara Etkinliklerinin Türkçe Öğretmeni Adaylarının Konuşma Kaygısına 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="139369954" href="https://independent.academia.edu/AhmetDemirel65">Ahmet Demirel</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Türkçe Eğitimine Adanan Bir Ömür Dr. Asiye Duman’a Armağan, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Bu araştırmada, münazara etkinliklerinin Türkçe öğretmeni adaylarının konuşma kaygısı üzerindeki etkisi incelemiştir. Araştırmanın çalışma grubu, Türkçe öğretmenliği birinci sınıfta öğrenim gören 29 öğrencidir. Araştırma sıralı açıklayıcı karma yöntemde tasarlanmıştır. Araştırma için veri toplamada Konuşma Kaygısı Ölçeği ve yarı yapılandırılmış görüşme tekniğinden yararlanılmıştır. Öğretmen adaylarının konuşma kaygılarını azaltmak için beş hafta münazara etkinlikleri yapılmıştır. Öğretmen adaylarının uygulama öncesi ve sonrası konuşma kaygılarının düzeyini belirlemek için KKÖ kullanılmıştır. Elde edilen nicel verilerin analizinde tekrarlı ölçümler t testi kullanılmıştır. Bununla birlikte uygulama sonunda yarı yapılandırılmış görüşme tekniği ile öğretmen adaylarının uygulama etkinlikleri hakkındaki görüşleri alınmıştır. Elde edilen nicel ve nitel veriler, münazara etkinliklerinin öğretmen adaylarının konuşma kaygılarının azalmasında etkili olduğunu göstermiştir. Küçük gruplarla bütün sınıf önünde yapılan tartışma etkinlikleri, öğrencilerin hem konuşma kaygılarını azaltmakta hem de birbirleri ile olan sınıf içi iletişimlerini artırmaktadır. Anahtar sözcükler: Münazara, konuşma eğitimi, konuşma kaygısı, öğretmen adayları.</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":"Münazara Etkinliklerinin Türkçe Öğretmeni Adaylarının Konuşma Kaygısına Etkisi","attachmentId":65361663,"attachmentType":"pdf","work_url":"https://www.academia.edu/44853016/M%C3%BCnazara_Etkinliklerinin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1s%C4%B1na_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/44853016/M%C3%BCnazara_Etkinliklerinin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1s%C4%B1na_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="3" data-entity-id="43994855" 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/43994855/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_%C3%96yk%C3%BCleyici">Türkçe Öğretmeni Adaylarının Öyküleyici</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="22474383" href="https://independent.academia.edu/G%C3%96K%C3%87EBekir">Bekir GÖKÇE</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 Öğretmeni Adaylarının Öyküleyici","attachmentId":64326803,"attachmentType":"pdf","work_url":"https://www.academia.edu/43994855/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_%C3%96yk%C3%BCleyici","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/43994855/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_%C3%96yk%C3%BCleyici"><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="19698657" 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/19698657/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_%C4%B0kna_Edici_Haz%C4%B1rl%C4%B1kl%C4%B1_Konu%C5%9Fmalar%C4%B1nda_Ba%C4%9Fda%C5%9F%C4%B1kl%C4%B1k_ve_Tutarl%C4%B1l%C4%B1k">Türkçe Öğretmeni Adaylarının İkna Edici Hazırlıklı Konuşmalarında Bağdaşıklık ve Tutarlılık</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="22474383" href="https://independent.academia.edu/G%C3%96K%C3%87EBekir">Bekir GÖKÇE</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Doğru ve sağlıklı bir iletişimin gerçekleşmesinde önemli bir rol oynayan konuşma; amaç, dinleyiciyle ilişki ve biçim ögelerine göre çeşitli türlere ayrılır. Bu türlerden biri olan ikna edici konuşmada, kişinin herhangi bir konuda benimsediği görüşünü çeşitli düşünceyi geliştirme yollarına başvurarak savunması, inandırıcılığı sağlamaya çalışması ve ileri sürdüğü fikirlerin kabul edilebilir nitelikte olması gereklidir. Türkçe öğretmeni adaylarının ikna edici hazırlıklı konuşmalarında bağdaşıklık ve tutarlılık durumlarını belirlemeyi amaçlayan bu çalışmada tarama modeli kullanılmıştır. Araştırma grubunu, Recep Tayyip Erdoğan Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümü 3. sınıfta öğrenim gören 25 öğretmen adayı oluşturmaktadır. Araştırmanın verileri, Türkçe öğretmeni adaylarının ikna edici hazırlıklı konuşmalarının ses kayıt cihazı ile kaydedilmesi ve bilgisayar ortamında yazıya aktarılmasıyla elde edilmiştir. Bu veriler, nicel ve nitel yollarla değerlendirilmiştir. Nicel değerlendirmede, konuşma metinlerindeki bağdaşıklık ve tutarlılık durumlarına yönelik sayısal veriler sunulmuş; nitel değerlendirmede ise metin oluşturmada yaşanan sorunlar, örneklerle açıklanmıştır. Nicel değerlendirmede, alan yazında kullanılan “Bağdaşıklık Düzeyi Değerlendirme Ölçeği” ile araştırmacılar tarafından geliştirilen “İkna Edici Konuşma Tutarlılık Değerlendirme Ölçeği” kullanılmıştır. Araştırmanın sonuçlarına göre Türkçe öğretmeni adaylarının ikna edici hazırlıklı konuşmalarında en sık kullandıkları bağdaşıklık araçları sırasıyla bağlama ögeleri, gönderim, kelime bağdaşıklığı, eksiltili anlatım ve değiştirimdir. Öğretmen adaylarının hazırlıklı konuşmalarında tutarlılığı sağlamada 5 üzerinden 3,64 ortalama ile iyi düzeyde oldukları 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":"Türkçe Öğretmeni Adaylarının İkna Edici Hazırlıklı Konuşmalarında Bağdaşıklık ve Tutarlılık","attachmentId":40791708,"attachmentType":"pdf","work_url":"https://www.academia.edu/19698657/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_%C4%B0kna_Edici_Haz%C4%B1rl%C4%B1kl%C4%B1_Konu%C5%9Fmalar%C4%B1nda_Ba%C4%9Fda%C5%9F%C4%B1kl%C4%B1k_ve_Tutarl%C4%B1l%C4%B1k","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/19698657/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_%C4%B0kna_Edici_Haz%C4%B1rl%C4%B1kl%C4%B1_Konu%C5%9Fmalar%C4%B1nda_Ba%C4%9Fda%C5%9F%C4%B1kl%C4%B1k_ve_Tutarl%C4%B1l%C4%B1k"><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="112972845" 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/112972845/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_%C3%96z_Yeterlik_Alg%C4%B1lar%C4%B1">Öğretmen Adaylarının Konuşma Öz Yeterlik 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="15775567" href="https://sakarya.academia.edu/YakupALAN">Yakup ALAN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">RumeliDE Dil ve Edebiyat Araştırmaları Dergisi</p><p class="ds-related-work--abstract ds2-5-body-sm">Öz yeterlik, bireylerin hayatlarını etkileyen ve tüm faaliyetlerinde başarıya ulaşıp ulaşamamalarında etkili olan bir unsurdur. Öz yeterlik inancı, meslek hayatlarında en fazla konuşma becerisini kullanan öğretmenlerin ve geleceğin öğretmeni olan öğretmen adaylarının da mesleki kariyerlerinde oldukça önemli bir yere sahiptir. Düşük konuşma öz yeterliğine sahip öğretmenler iletişim süreçlerinde ve ders içi etkinliklerinde sorun yaşamaktadır. Yüksek konuşma öz yeterliğe sahip öğretmenler ise hem iletişim becerilerinde hem de meslek hayatlarında daha başarılı olmaktadır. Öğretmen adaylarının konuşma öz yeterlik algılarını cinsiyet, sınıf düzeyi ve bölüm değişkenleri açısından incelemeyi amaçlayan bu çalışmada nicel araştırma yöntemlerinden kesitsel tarama modeli kullanılmıştır. Araştırmanın evrenini Kilis 7 Aralık Üniversitesi Muallim Rıfat Eğitim Fakültesinde öğrenim gören öğretmen adayları, örneklemini ise basit seçkisiz örnekleme yöntemi kullanılarak belirlenen 215 öğretmen adayı ol...</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 Adaylarının Konuşma Öz Yeterlik Algıları","attachmentId":110058750,"attachmentType":"pdf","work_url":"https://www.academia.edu/112972845/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_%C3%96z_Yeterlik_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/112972845/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_%C3%96z_Yeterlik_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 class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="80990597" 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/80990597/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1n%C4%B1n_%C4%B0ncelenmesi_%C4%B0n%C3%B6n%C3%BC_%C3%9Cniversitesi_%C3%96rne%C4%9Fi">Öğretmen Adaylarının Konuşma Kaygılarının İncelenmesi: İnönü Üniversitesi Örneği</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="34620203" href="https://independent.academia.edu/HasanAydemir2">Hasan Aydemir</a></div><p class="ds-related-work--metadata ds2-5-body-xs">İnönü Üniversitesi Eğitim Fakültesi Dergisi, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">The language that people use while expressing their feelings, thoughts, and wishes is one of the basic elements for speech. Speaking skill has a complex structure that includes physical, physiological, and psychological elements. In addition, for a good speech, the speaker must have some skills. In this regard, the aim of the research is to examine the pre-service teachers' proficiency in speaking anxiety in terms of some variables. In this direction, the aim of the study was tried to be realized by examining the relevant literature and the answers given by the pre-service teachers to the determined scales. In this study, in which the speaking anxiety of teacher candidates was examined in terms of some variables, in the quantitative dimension of the research, the quantitative research method was used to obtain the data. The target population of the study consists of senior students studying at İnönü University Faculty of Education in the spring semester of the 2020-2021 academic year. As a result, based on the findings, it can be said that the teacher candidates in the study did not experience any anxiety that would affect their teaching status about speaking. Various suggestions were presented in light of the results of the study.</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 Adaylarının Konuşma Kaygılarının İncelenmesi: İnönü Üniversitesi Örneği","attachmentId":87188640,"attachmentType":"pdf","work_url":"https://www.academia.edu/80990597/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1n%C4%B1n_%C4%B0ncelenmesi_%C4%B0n%C3%B6n%C3%BC_%C3%9Cniversitesi_%C3%96rne%C4%9Fi","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/80990597/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1n%C4%B1n_%C4%B0ncelenmesi_%C4%B0n%C3%B6n%C3%BC_%C3%9Cniversitesi_%C3%96rne%C4%9Fi"><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="71877814" 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/71877814/Konu%C5%9Fma_E%C4%9Fitimi_Dersinin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Ele%C5%9Ftirel_Konu%C5%9Fma_Becerilerine_ve_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1na_Etkisi">Konuşma Eğitimi Dersinin Türkçe Öğretmeni Adaylarının Eleştirel Konuşma Becerilerine ve Konuşma Kaygılarına 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="59174266" href="https://independent.academia.edu/B%C3%BCnyaminSARIKAYA">Bünyamin SARIKAYA</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Uluslararası Alan Eğitimi Dergisi</p><p class="ds-related-work--abstract ds2-5-body-sm">ARTICLE INFO In this study, it is aimed to investigate the effect of the speech education course, which is taught in the Turkish Language Education Department in the spring semester, on the critical speaking skills and speaking anxieties of prospective Turkish teachers. In the study, an experimental design with pretest-post test control group was used. The study was carried out in the spring semester of the 2018-2019 academic year. The study group of the study consists of 2nd and 3rd year students studying in Turkish Education Department of Muş Alparslan University. The 2nd grade students who did not take the speech education course constitute the control group and the 3rd grade students who took the speech education course constitute the experimental group. "Critical Speaking Skills Scale" developed by Söylemez (2015) and "Speaking Anxiety Scale" developed by Sevim (2012) were used as data collection tools. The data obtained in the study were analyzed using a statistical program. As a result of the study, it was determined that the speech education course taught in the Turkish Language Education Department in the spring semester did not make a significant difference in the critical speaking skills of the prospective Turkish teachers, but decreased their speaking anxieties.</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 Eğitimi Dersinin Türkçe Öğretmeni Adaylarının Eleştirel Konuşma Becerilerine ve Konuşma Kaygılarına Etkisi","attachmentId":81043403,"attachmentType":"pdf","work_url":"https://www.academia.edu/71877814/Konu%C5%9Fma_E%C4%9Fitimi_Dersinin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Ele%C5%9Ftirel_Konu%C5%9Fma_Becerilerine_ve_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1na_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/71877814/Konu%C5%9Fma_E%C4%9Fitimi_Dersinin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_Ele%C5%9Ftirel_Konu%C5%9Fma_Becerilerine_ve_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1na_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="8" data-entity-id="103087663" 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/103087663/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Mesleki_Kayg%C4%B1lar%C4%B1n%C4%B1_%C3%96ng%C3%B6ren_Bir_Fakt%C3%B6r_Olarak_Konu%C5%9Fma_Kayg%C4%B1lar%C4%B1n%C4%B1n_%C4%B0ncelenmesi">Öğretmen Adaylarının Mesleki Kaygılarını Öngören Bir Faktör Olarak Konuşma Kaygılarının 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="273047729" href="https://independent.academia.edu/sinemayhan2">sinem ayhan</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">Occupational anxiety has an important place in the careers of teacher candidates. However, there is a lack of studies that wi ll reveal the variables that will predict the studied variable. Studies to reveal the predictive variables can contribute to the improvement of the education process of teacher candidates on the one hand. Additionally, these variables have the potential to create a data pool for steps that will make teaching processes more efficient. In order to contribute to the elimination of the current deficiency, the explanatory correlational research method was chosen and the explanatory power of speaking anxiety as a possible variable that could affect professional anxiety was analyzed through simple linear regression analysis. The research hypothesis was formed in line with the positivist paradigm and acted on the principle of simple reality. The results indicate that speaking anxiety can explain professional anxiety at a significant level. Therefore, it will be beneficial to examine the sub-dimensions of speaking anxiety more deeply in future research and to study new quantitative models that can explain the sources of occupational anxiety. Carrying out activities to reduce speech anxiety is also among the steps that can be beneficial in reducing professional anxiety. Conducting research in which different language skills are used will also contribute to revealing a more complex pattern. In this respect, although the research was conducted with a hypothesis formed with a positivist world view, it opens the door to new problem sentences to be constructed with a post-positivist paradigm in which reality is complex. In future research, it will be beneficial to carry out studies to clarify other parts of occupational anxiety's background.</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 Adaylarının Mesleki Kaygılarını Öngören Bir Faktör Olarak Konuşma Kaygılarının İncelenmesi","attachmentId":103188237,"attachmentType":"pdf","work_url":"https://www.academia.edu/103087663/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Mesleki_Kayg%C4%B1lar%C4%B1n%C4%B1_%C3%96ng%C3%B6ren_Bir_Fakt%C3%B6r_Olarak_Konu%C5%9Fma_Kayg%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/103087663/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Mesleki_Kayg%C4%B1lar%C4%B1n%C4%B1_%C3%96ng%C3%B6ren_Bir_Fakt%C3%B6r_Olarak_Konu%C5%9Fma_Kayg%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="9" data-entity-id="8266914" 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/8266914/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Yazma_Kayg%C4%B1_Durumlar%C4%B1n%C4%B1n_%C3%87e%C5%9Fitli_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi">Türkçe Öğretmen Adaylarının Yazma Kaygı Durumlarının Çeşitli Değişkenler Açısından 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="7086647" href="https://deu.academia.edu/Kamil%C4%B0%C5%9EER%C4%B0">Kamil İŞERİ</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Bu çalışmada Türkçe öğretmen adaylarının yazma kaygı durumlarının çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Çalışmanın katılımcılarını Niğde Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümünde öğrenim gören Türkçe öğretmen adayları oluşturmaktadır. Veriler, Karakaya ve Ülper (2011) tarafından geliştirilen Yazma Kaygı Ölçeği ile toplanmıştır. Çalışma, nicel araştırma yöntemlerinden tarama tekniğiyle yapılandırılmıştır. Analizlerde betimsel ve karşılaştırmalı istatistiksel tekniklerden yararlanılmıştır. Çalışmanın sonucunda öğretmen adaylarının kaygı düzeyleri düşük çıkmıştır. Öğretmen adaylarının yazma kaygıları cinsiyetlerine, sınıf düzeylerine, barınma durumlarına, aylık gelirlerine, üniversiteye gelmeden önceki barınma durumlarına ve bir dönemde okudukları kitap sayısına göre anlamlı bir fark saptanmamıştır. Öğretmen adaylarının yazma kaygıları, yazma durumlarına göre anlamlı fark olduğu saptanmıştır. Yazma sıklığı arttıkça yazma kaygıları düşmekte, yazma sıklığı azaldıkça yazma kaygısı artmaktadır.</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 Öğretmen Adaylarının Yazma Kaygı Durumlarının Çeşitli Değişkenler Açısından İncelenmesi","attachmentId":34684231,"attachmentType":"pdf","work_url":"https://www.academia.edu/8266914/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Yazma_Kayg%C4%B1_Durumlar%C4%B1n%C4%B1n_%C3%87e%C5%9Fitli_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%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/8266914/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Yazma_Kayg%C4%B1_Durumlar%C4%B1n%C4%B1n_%C3%87e%C5%9Fitli_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%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></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":110949829,"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":110949829,"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_110949829" 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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