This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.

The study investigates the reading attitude of language teacher students and how reading attitude differs in terms of the variables gender, major, education experience, and level of proficiency. In the study, the Reading Attitude Scale was used which is developed to measure the reading attitudes of teacher students. The scale is implemented to language teacher students studying foreign language teaching at a public university in Turkey. The data were collected from language teacher students with two majors (English and German) during the academic year 2020 -2021. The data were analysed by using the PASW Statistics 18.00 program. As the data showed normal distribution, the parametric statistical analyses independentsamples t-Test and one-way ANOVA were used. The results revealed that language teacher students' reading attitude differs in terms of the variables gender, major and education experience. But in terms of the level of proficiency, there were significant differences just in the category personal and social development. In the other categories, there were no significant differences. Based on the study findings it is suggested to support learners with extracurricular reading activities and materials, which applies to their interests and their preferences of reading texts in a foreign language.

This study aims to examine the opinions of foreign language instructors who teach at preparatory classes through distance education during the pandemic. Based on this objective, five instructors working at a School of Foreign Languages at a state university in Turkey were interviewed and their opinions regarding the positive and negative aspects of distance language teaching were revealed. Moreover, the problems they faced, materials they used, and their willingness to teach through distance education after the pandemic were questioned. Qualitative research method was used in the study. The interviews were decoded and themes were determined. The themes and codes were organized and interpreted using the ATLAS.ti qualitative data analysis programme. The findings revealed four main categories: learning, student, teaching, and assessment and evaluation. Giving education without time and space restrictions, encouraging individual learning, fostering digital learning, and being economical were some of the positive aspects. As for negative aspects, it could be stressed that the instructors were not able to interact with the students adequately and, particularly, they were unable to teach and support the students’ speaking and writing skills at the desired level. From the findings, the use of distance education partially after the pandemic can be suggested as it offers various advantages of time, place, and economy to learners and teachers in education.

Bu çalışmanın amacı, Almanca öğretmenliği lisans programını ana öğretim yeterlilikleri için gerekli olan bilgi ve beceriler açısından incelemektir. Bu amaç kapsamında, EAQUALS Yabancı Dil Öğretmenleri Eğitimi ve Gelişimi Çerçevesinde sunulan bilgi konuları incelenmiş, bilgi konularının içerik açısından Almanca öğretmenliği lisans programında ne derece karşılık bulduğu irdelenmiştir. Elde edilen bulgular doğrultusunda program geliştiricilere ve uygulayıcılara öneriler sunulmaktadır. Çalışmada doküman analizi yöntemi kullanılmaktadır. Çerçevede ana öğretim yeterlilikleri ve Almanca öğretmenliği lisans programı alan öğretimi dersleri incelenmiş, ana öğretim aşaması olan planlama, uygulama, ölçme ve değerlendirme kategorileri altında sınıflandırılmış ve karşılaştırılmıştır. Bulgulara göre, programda yer alan derslerin büyük ölçüde çerçevede yer alan konular ile içerik açısından uyumlu olduğu görülmektedir. Ancak planlama aşaması altında yer alan derslerde, ders amaçları ve çıktıları, öğrenci ihtiyaçlarını belirleme yöntemleri, öğrenme kuramları, öğrenme stilleri, ders oluşturma ve etkinliklerin çeşitlendirme yöntemleri, ders aşamalarını planlama gibi konularda çerçeveye göre eksiklikler olduğu saptanmaktadır. Uygulama ve ölçme ve değerlendirme aşamasında yer alan derslerin çerçeve tanımlamaları ile büyük ölçüde uyumlu olduğu görülmektedir. Ancak planlama ve ölçme ve değerlendirme aşamalarında çerçevede Avrupa Ortak Diller Çerçevesi temel ilke ve tanımlayıcılarına yer verilmesine karşılık, yeni programda yer almamaktadır. İçerik açısından çerçeveye göre zorunlu ders olması gereken Almanca Öğretiminde Materyal Tasarımı ve Almanca Öğretiminde Yeni Teknolojiler dersi seçmeli verilmektedir. Seçmeli dersler olan Almanca Öğretiminde Materyal Tasarımı ve Almanca Öğretiminde Yeni Teknolojiler derslerinin zorunlu dersler olarak verilmesi ve Sınıf İçi Öğrenmelerin Değerlendirilmesi seçmeli dersinin içerik açısından Almanca Öğretiminde Sınav Hazırlama dersi ile benzer olmasından dolayı programdan çıkarılması ve derslerin içerik açısından çerçeveye uyumlu hale getirilmesi önerilmektedir.

The main goal in language education is to develop learners’ skills in oral communication that enables to interact in the target language. Yet, in times of the pandemic, activities supporting the development of communicative competences are difficult to implement, as these activities are arranged mostly for in – class settings with the need of students’ interactive participation. Hence, language education needs to be adapted according to the new circumstances. The aim of this study is to examine how open source audio editing programs can support language education especially in promoting oral competences and implementing communicative activities for in – class language education with social distance and distanced language education. For this aim, open source audio editing programs are examined and compared in view of their features. Within this aim the programs Audacity, Ardour, Ecasound, Jokosher, MusE, Qtractor, Rosegarden, SoX, Sweep and Traverso DAW are examined. Furthermore, on the example of the program Audacity, some useful features for preparing audios in language education are presented. It is recommended to use these programs in language education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>