İki dilli öğrencilerin türkçe dinleme stratejilerinin bazı değişkenler açısından incelenmesi
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Tarih
2022
Yazarlar
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Cilt Başlığı
Yayıncı
Aksaray Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İki dilli öğrencilerin Türkçe dinleme stratejilerinin cinsiyet, sınıf düzeyi, baba eğitim düzeyi, anne eğitim düzeyi, evde konuşulan dil, akıllı telefona sahip olma, telefonu kullanma amacı, evde TV/radyo bulunma durumu, TV izleme süresi değişkenleriyle ilişkisini tespit etmeyi amaçlayan bu çalışmada betimsel yöntemlerden ilişkisel tarama modeli kullanılmıştır. Bitlis ili Güroymak ilçesi Gölbaşı Cumhuriyet Ortaokulunda öğrenim gören ve iki dil bilen 145 öğrenci araştırmanın çalışma grubunu oluşturmaktadır. Çalışma grubu, seçkisiz olmayan örnekleme yöntemlerinden uygun örnekleme metoduna göre oluşturulmuştur. Fidan (2012) tarafından geliştirilen iki bölümden oluşan “Dinleme Stratejileri Ölçeği” veri toplama aracı olarak kullanılmıştır. Veri analizinde, sırasıyla betimsel istatistik ölçüleri (frekans ve yüzdeleri), Normallik testleri (Komogorov-Smirnov ve Shapiro-Wilk), Mann-Whitney U testi, Kruskal Wallis H testi ve basit doğrusal korelasyon (Spearman sıra farkları) analizi kullanılmıştır. Araştırma sonucunda iki dilli ortaokul öğrencilerin Türkçe dinleme stratejilerini uygulama düzeylerinin yüksek düzeyde olduğu sonucuna ulaşılmıştır. Ayrıca iki dilli ortaokul öğrencilerinin Türkçe dinleme stratejilerini uygulama düzeylerinin cinsiyet, anne eğitim düzeyi, baba eğitim düzeyi, akıllı telefona sahip olma durumu, televizyon izleme süresi, akıllı telefon kullanım amacı ve evde televizyon/radyo izleme durumuna göre etkisinin olmadığı bulgusuna erişilmiştir. Bu sonuçlardan farklı olarak iki dilli öğrencilerin Türkçe dinleme stratejilerini uygulama düzeylerinin sınıf düzeyine ve evde konuşulan dile göre istatistiksel olarak anlamlı olduğu bulunmuştur.
In this study, which aims to determine the relationship between bilingual students' Turkish listening strategies, gender, grade level, father's education level, mother's education level, language spoken at home, having a smart phone, the purpose of using the phone, presence of TV/radio at home, TV watching time variables. Among the methods, relational screening model was used. 145 bilingual students studying at Gölbaşı Cumhuriyet Secondary School in Güroymak district of Bitlis constitute the study group of the research. The study group was formed according to the convenient sampling method, which is one of the non-random sampling methods. The “Listening Strategies Scale” consisting of two parts, developed by Fidan (2012), was used as a data collection tool. In data analysis, descriptive statistical measures (frequency and percentages), Normality tests (Komogorov-Smirnov and Shapiro-Wilk), Mann-Whitney U test, Kruskal Wallis H test and simple linear correlation (Spearman rank differences) analysis were used, respectively. As a result of the research, it was concluded that the bilingual secondary school students' application levels of Turkish listening strategies were at a high level. In addition, it was determined that there was no significant difference in the level of application of Turkish listening strategies of bilingual secondary school students according to gender, mother's education level, father's education level, smartphone ownership, television viewing time, smartphone usage purpose, and television/radio watching status at home. Unlike these results, it was determined that the level of application of Turkish listening strategies by bilingual students had a statistically significant difference according to the grade level and the language spoken at home.
In this study, which aims to determine the relationship between bilingual students' Turkish listening strategies, gender, grade level, father's education level, mother's education level, language spoken at home, having a smart phone, the purpose of using the phone, presence of TV/radio at home, TV watching time variables. Among the methods, relational screening model was used. 145 bilingual students studying at Gölbaşı Cumhuriyet Secondary School in Güroymak district of Bitlis constitute the study group of the research. The study group was formed according to the convenient sampling method, which is one of the non-random sampling methods. The “Listening Strategies Scale” consisting of two parts, developed by Fidan (2012), was used as a data collection tool. In data analysis, descriptive statistical measures (frequency and percentages), Normality tests (Komogorov-Smirnov and Shapiro-Wilk), Mann-Whitney U test, Kruskal Wallis H test and simple linear correlation (Spearman rank differences) analysis were used, respectively. As a result of the research, it was concluded that the bilingual secondary school students' application levels of Turkish listening strategies were at a high level. In addition, it was determined that there was no significant difference in the level of application of Turkish listening strategies of bilingual secondary school students according to gender, mother's education level, father's education level, smartphone ownership, television viewing time, smartphone usage purpose, and television/radio watching status at home. Unlike these results, it was determined that the level of application of Turkish listening strategies by bilingual students had a statistically significant difference according to the grade level and the language spoken at home.
Açıklama
Anahtar Kelimeler
İki Dilli, Türkçe, Dinleme, Strateji, Bilingual, Turkish, Listening, Strategy
Kaynak
Ihlara Eğitim Araştırmaları Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
7
Sayı
2
