Yabancı Dil Olarak Türkçe Öğrenen Ortaokul 8.Sınıf Öğrencilerinin Kelime Bilgisinin Okuma Ve Dinleme Kaygısına Etkisi

Abstract

The number of people who learn Turkish as a foreign language is increasing day by day. With the inclusion of foreign nationals in teaching, the importance of Turkish is increasing. Some of the learners of Turkish as a foreign language are studying in TÖMER, but some of them are directly starting their education life from primary school. It is necessary to be rich in term of the vocabulary of foreign students to be able to adapt to the Turkish education system, accurately and effectively. Vocabulary is the most basic element of the language which is the same as the society. In this research aimed at measuring the vocabulary of 8th grade students in secondary school, a screening model was used from quantitative research methods. Vocabulary of 8th grade middle school foreign students studying in Malatya during the 2017-2018 academic year were measured. The "Vocabulary Scale" adapted by Fire and Fog (2016), "Reading Anxiety Scale" developed by Altunkaya and Erdem (2015) and "Listening Anxiety Scale" developed by Rpe (2015) were used as data collection tools in the study. All the activities related to other unknown words in the 8th grade Turkish textbook of the middle school were determined by the researchers. Opinions were received that one of these words should be asked in the 8th grade students in the context of the research. It was determined which words should be asked in line with the opinions received from three TOMER lecturers and two field experts. Data collected from students were analyzed by SPSS program. As a result of the correlation analysis, there was a very weak relationship between Reading Awareness and word information and a significant negative correlation (r =-0.207; p = 0.038 <0.05). Regression analysis was used to determine the causal relationship between vocabulary and reading anxiety (F = 4,412; p = 0,038 <0.05). As a determinant of the reading anxiety level, the relationship with the word information variables (explanatory power) was found to be weak (R2 = 0.033). The vocabulary of learners decreased the anxiety of reading (ß =-0,207). In this case, it can be said that the vocabulary of the students will reduce the anxiety situations. There is no significant difference in the effect of vocabulary on listening anxiety. In this case, it can be concluded that there is no relationship between vocabulary and listening concerns of students. On the other hand, there is a moderate, positive relationship between listening anxiety and reading anxiety.