The Problems Encountered By Turkish Language Teachers In Classroom Listening Training Practices And Solutions Offers To These Problems

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dc.contributor.authorBayram, Bora
dc.date.accessioned2026-01-24T12:20:41Z
dc.date.available2026-01-24T12:20:41Z
dc.date.issued2019
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractAs a social entity, listening is the most frequently used language skill of mankind in daily life. Listening, which is one of the basic learning areas of Turkish language teaching, is the most commonly used learning style in the schools. Therefore, it stands out as a skill to be developed. Some problems arise from the student himself, the teacher, the text used, the environment and other problems in the practices to gain listening skills in Turkish language courses. In this study, it was aimed to determine the problems faced by Turkish language teachers in classroom listening training practices and solution offers to these problems. This study, which is a qualitative research, was designed as a phenomenological approach. The data obtained through the semi-structured interview form were evaluated by content analysis. According to the results of the study, the problems encountered in listening training practices were examined in three categories as pre-listening, during and after listening, and it was observed that the problems were mostly caused by teachers and students in the sub-categories at all stages. Among the problems caused by the students were the lack of attention before listening, indifference, noise; not being able to concentrate for a long-time during listening, not knowing how to take notes, not following the instructions; and not attending the activities after listening. The problems caused by the teacher include not informing about the objective, not being able to motivate the student to the lesson, not being related to life before listening; problems such as failure to use appropriate strategies, lack of instructions during listening, inability to evaluate listening, and not going out of activities in the book after listening. Turkish language teachers who participated in the study proposed 66 solutions with a total frequency of 115 for students, teachers, texts and other problems. The most suggested solution was for the problems arising from the teacher (79.13%). © 2019, Milli Egitim All Rights Reserved.
dc.identifier.endpage80
dc.identifier.issn1302-5600
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85105036715
dc.identifier.scopusqualityQ4
dc.identifier.startpage57
dc.identifier.urihttps://hdl.handle.net/20.500.12868/4489
dc.identifier.volume48
dc.indekslendigikaynakScopus
dc.language.isotr
dc.publisherT.C. Milli Egitim Bakanligi
dc.relation.ispartofMilli Egitim
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_Scopus_20260121
dc.subjectlistening training
dc.subjectteacher’s view
dc.subjectTurkish language teaching
dc.titleThe Problems Encountered By Turkish Language Teachers In Classroom Listening Training Practices And Solutions Offers To These Problems
dc.title.alternativeTürkçe Öğretmenlerİnİn Sinif İçİ Dİnleme Eğİtİmİ Uygulamalarinda Karşilaştiklari Sorunlar Ve Bu Sorunlara Yönelİk Çözüm Önerİlerİ
dc.typeArticle

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