AI Summary & Key Takeaways
AI InsightIt is found that there was no significant difference between Turkish teacher candidates’ listening styles and the variables as gender, grade level, education type and taking listening course
📌 3 Key Takeaways
Abstract
In this quantitative study, Turkish teacher candidates are surveyed to assess their listening styles in terms of the variables as gender, grade level, education type and taking listening course. This research was implemented in scanning model. Target study group was composed of 2011-2012 fall semester Erciyes University Education Faculty Turkish teacher candidates (n=376). Listening Style Inventory (LSI) developed by Lu (2005) and adapted Turkish by Maden and Durukan (2011) was used in order to identify Turkish teacher candidates’ listening styles. The research findings were analyzed through frequency and Chisquare techniques in SPSS 16.0. As a result of the study, 180 of Turkish teacher candidates are inactive listeners, 177 of Turkish teacher candidates are participating listeners, 16 of Turkish teacher candidates are active listeners and 3 of Turkish teacher candidates are neutral listeners. It is found that there was no significant difference between Turkish teacher candidates’ listening styles and the variables as gender, grade level, education type and taking listening course
Özet
Özet Bu çalışmanın amacı, Türkçe öğretmeni adaylarının dinleme stillerini cinsiyet, sınıf düzeyi, öğretim tipi ve dinleme eğitimi dersi alma/almama değişkenleri açısından değerlendirmektir. Bu araştırma, nicel araştırma yöntemi çerçevesinde tarama modeliyle yürütülmüştür. Araştırmanın örneklemini, 2011-2012 eğitim-öğretim yılı güz dönemi Erciyes Üniversitesi Eğitim Fakültesi Türkçe öğretmenliği lisans programında öğrenim gören 376 öğrenci oluşturmaktadır. Araştırmanın verileri, Lu (2005) tarafından geliştirilen Maden ve Durukan (2011) tarafından Türkçeye uyarlanan Dinleme Stilleri Anketi (DSA) ile elde edilmiştir. Elde edilen veriler, SPSS 16.0 paket programı aracılığıyla frekans ve ki-kare testi kullanılarak analiz edilmiştir. Elde edilen bulgulara göre, Türkçe öğretmeni adaylarının 180'i pasif dinleyici, 177'si katılımcı dinleyici, 16'sı aktif dinleyici ve 3'ü tarafsız dinleyicidir. Türkçe öğretmeni adaylarının dinleme stillerinin cinsiyete, sınıf düzeyine, öğretim tipine ve dinleme eğitimi dersi alma/almamaya göre farklılık göstermediği ortaya çıkmıştır. Anahtar Kelimeler: Dinleme, Dinleme stilleri, Türkçe öğretmen adayları. Abstract In this quantitative study, Turkish teacher candidates are surveyed to assess their listening styles in terms of the variables as gender, grade level, education type and taking listening course. This research was implemented in scanning model. Target study group was composed of 2011-2012 fall semester Erciyes University Education Faculty Turkish teacher candidates (n=376). Listening Style Inventory (LSI) developed by Lu (2005) and adapted Turkish by Maden and Durukan (2011) was used in order to identify Turkish teacher candidates' listening styles. The research findings were analyzed through frequency and Chi-square techniques in SPSS 16.0. As a result of the study, 180 of Turkish teacher candidates are inactive listeners, 177 of Turkish teacher candidates are participating listeners, 16 of Turkish teacher candidates are active listeners and 3 of Turkish teacher candidates are neutral listeners. It is found that there was no significant difference between Turkish teacher candidates' listening styles and the variables as gender, grade level, education type and taking listening course. Key Words: Listening, Listening styles, Turkish teacher candidates.