Author(s): Sabahattin DENÄ°Z Sibel TURHAN TUNA
The main purpose of the current study is to evaluate the pre-service teachers’ skills of using Turkish accurately and effectively and how well they make use of this skill in their oral presentation. In the current study, “Effective Speaking Scale” developed by Çinta? and Yavuz (2012) was employed to collect the data. The population of the study is comprised of the second-year students attending the Departments of Turkish Language Teacher Education and Classroom Teacher Education of Mu?la S?tk? Koçman University in 2014- 2015 academic year. In light of the findings of the current study, it can be argued that the pre-service teachers’ speaking skills are partially adequate. When the students’ speaking skills were examined in relation to their gender, it was concluded that the female pre-service Turkish language teachers’ “presentation” skills are better than the male pre-service Turkish language teachers and no such difference was observed between the male and female pre-service classroom teachers. However, the female pre-service classroom teachers stated that their “presentation and focusing on speaking skills” are better than the male pre-service classroom teachers. When all the participants were evaluated together, it was found that the pre-service teachers viewed themselves different in terms of “style and expression” and this difference is in favor of the female pre-service teachers. Moreover, when all the participants were evaluated together, the female pre-service teachers were found to have more effective “focusing on speaking skills” than the male pre-service teachers. When the difference between the departments was examined, no significant difference was found. In general, the pre-service Turkish language and classroom teachers do not see themselves as deficient in language use but they think their “focusing on speaking skill” is weak.
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