Listening Skills Development in Teaching Turkish as a Foreign Language and The Usage of Metacognitive Strategies

Abstract

The aim of this study is to determine the state of using metacognitive strategies to develop listening skills in teaching Turkish as a foreign language to Syrian children. This research is a descriptive study designed with the survey method. In June 2017, the Certification Program for Teaching Turkish as a Foreign Language was organized for Turkish educators who work in Adana, as a part of "The Project of Supporting Syrian Children's Integration into the Turkish Education System". In this context, all Turkish educators who work in Adana composed the population of this study while 108 Turkish educators constituted the sample of the study. In this study, the data were collected by the "Metacognitive Listening Strategies Opinion Form" developed by the researcher and analyzed with descriptive statistical techniques. The findings of the study showed that most of the metacognitive strategies that can be used before listening are rarely used and that the response rates as to "always" or "often" in the questionnaire are quite low. It was observed that Turkish educators usually "rarely" used strategies apart from the strategy of "underlining words the meaning of which they do not know" in the listening process.The findings further indicated that more strategies were used before and after listening than during listening and that the most frequently used strategies by learners were summarizing the listening text in their own words, expressing the theme and main idea of the text they were listening to, telling which section/s in the listening text they mostly focused on, and answering the listening comprehension questions.

Metacognitive Awareness Level and Achievement in Arabic Listening Skills among Secondary School Students

“…Listening skills play a crucial role in language proficiency as they involve receiving information through language learning activities (Namaziandost et al, 2019;Wolf et al, 2019;Polat & Eristi, 2019;Öztürk, 2018). These skills are adaptable and can be integrated with other language skills.…”

Türkçe Öğretmen Adaylarının Yabancı Dil Olarak Türkçeye Yönelik Metaforik Algıları

“…Alanyazın incelendiğinde, yabancı dil olarak Türkçe eğitimi ile ilgili çalışma sayındaki artış dikkat çekmektedir (Kuş ve Bakır, 2013;Mete ve Gürsoy, 2013;Kalfa, 2015;Alyılmaz ve Er, 2016;Altunkaya ve Erdem, 2017;Baş ve Turhan, 2017;Erdil, 2017;Genç, 2017;Güllülü ve Çetinoğlu, 2017;İşcan, Karagöz ve Konyar, 2017;Yalçın ve Sarıgül, 2017;Halitoğlu, 2018;Halitoğlu ve Moralı, 2018;Kalaycı ve Durukan, 2018;Öztürk, 2018;Taher Anaam Al-Sharabi, 2018). Bununla birlikte, birçok araştırmacı yabancılara Türkçe öğretiminde öğretmenlerin kritik rolüne vurgu yapmaktadır (Candaş Karababa, 2009;Göçer, 2009;Alyılmaz ve Er, 2016;Altunkaya ve Erdem, 2017).…”

Story Telling Using Madihin: Learning Methods for Early Childhood Listening Skills

“…Listening is the process of brief contemplating and needs high concentration to obtain information and understand the language that is delivered orally (Tarigan, 2008;Hermawan, 2012). Listening skills are commonly applied, since listening is more than what is heard with two ears, but conscious effort thet based on observation and understanding, evaluation and reaction, which requires active mental processes (Oxford, 1993;Chou, 2017;Öztürk, 2018). Listening skills are one of the obligatory requirements which is important, especially in communication, because it needs to be trained early to be well stimulated.…”