Dinleme becerisine ve bu becerinin ölçme-değerlendirmesine ilişkin Türkçe öğretmenlerinin görüş ve yaklaşımları

Abstract

Listening is an indispensable element of communication, and a large part of learning takes place through listening, which highlights the importance of listening. On the other hand, assessment and evaluation play an active role in monitoring the development of skills and tracking progress. The aim of the study was to determine Turkish language teachers' view and approaches to listening skills and assessing listening. The study, modeled as a phenomenological design, included 23 Turkish language teachers according to the random sampling method. A semi-structured interview form was used for data collection. The data was analyzed using content analysis method. The findings of the research revealed that most participants 1) implemented no assessment and evaluation to determine the affective characteristics in the development of listening skills, 2) give assessment and evaluation on listening skills, prefer using open-ended questions and multiple-choice tests, and set criteria including comprehension, obeying the rules of listening, interpreting, answering questions, and summarizing, 3) included the listening skills in the grading of the Turkish language module, yet in the form of in-class participation, and 4) addressed the factors that negatively affected the learners' listening comprehension such as overcrowded classes, failing to select relevant listening texts and unfavorable physical conditions. These findings obtained in the research were discussed in the light of the literature and various suggestions were made.