Türkçe Öğretmenlerinin Dinleme Stillerinin İncelenmesi

Bu çalışmanın amacı, Türkçe öğretmenlerinin dinleme stillerini belirlemek ve çeşitli değişkenler açısından değerlendirmektir. Araştırmanın çalışma grubunu, Konya ilinde görev yapan 76'sı kadın, 88'i erkek toplam 164 Türkçe öğretmeni oluşturmaktadır. Çalışma, nicel ve nitel olmak üzere iki boyutludur. Öğretmenlerin dinleme stillerini belirlemek amacıyla yapılan bu araştırmada; çalışma grubuna giren öğretmenlere kişisel bilgi formu ile Lu (2005) tarafından geliştirilip Maden ve Durukan (2011) tarafınca Türkçeye uyarlanmış olan "Dinleme Stilleri Anketi" uygulanmıştır. Ayrıca 63 gönüllü katılımcı ile öğretmenlerin kendi dinleme stilleri hakkında görüşme yapılmıştır. Böylelikle ölçekten elde edilen verilerle ortaya çıkan bulguların, öğretmenlerin kendi ifadelerinden çıkan bulgularla örtüşüp örtüşmediği de saptanmıştır. Kişisel bilgi formu ve anket, Türkçe öğretmenlerine elden ulaştırılmış ve toplanmıştır. Anketler aracılığıyla edinilen veriler, SPSS 19.0 paket programı yardımıyla analiz edilmiştir. Toplanan nitel veriler ise, içerik analizi ile çözümlenmiştir. Çalışma sonucunda, Türkçe öğretmenlerinin büyük bir çoğunluğunun katılımcı dinleyici oldukları anlaşılmıştır. Ayrıca bağımsız dinleme stiline sahip hiçbir öğretmene rastlanmamıştır. Türkçe öğretmenlerinin dinleme stillerinin; mezun oldukları bölümlere, lisansüstü eğitim durumlarına ve verdikleri haftalık ders saatine göre farklılaşmadığı belirlenmiştir. Ancak yaş ve kıdem değişkenlerine göre anlamlı bir farklılaşma tespit edilmiştir. Türkçe öğretmenlerinin dinleme konusunda öz değerlendirmeleri sonucunda ise kendilerinde genellikle aktif dinleyicilerin özelliklerini gördükleri tespit edilmiştir.

There are many elements of education environment at schools. These elements affect not only learning, but also the quality of education. Listening is one of the factors that affect main elements of education, which affect all sharing between teachers and students, such as information exchange, and communication. Considering the teachers" role within the classroom in terms of teacher-student relationship, teachers" listening styles is an important variable of the education environment at schools, and affect their teaching. Teachers" styles of interactions between the people are directly related with teaching. In this context, teachers" listening styles can affect learning environment. The purpose of the present research is investigating Turkish language teachers" listening styles in terms of various variables. Research questions set accordingly are as follows; 1. How do Turkish language teachers" listening styles range? 2. Do Turkish language teachers" listening styles vary at a significant level in terms of the departments they were graduated from? 3. Do Turkish language teachers" listening styles vary at a significant level in terms of their post-graduate education status? 4. Do Turkish language teachers" listening styles vary at a significant level in terms of their age? 5. Do Turkish language teachers" listening styles vary at a significant level in terms of seniority in profession? 6. Do Turkish language teachers" listening styles vary at a significant level in terms of the weekly course hours they give? Another purpose of the present research is revealing Turkish language teachers" self perception of their listening styles. In this study both quantitative and qualitative methods were used. Work group of the research was formed with 76 female, 88 male, a total of 164 Turkish language teachers, who work in the province of Konya. Of these teachers, 94 of them were graduated from Turkish Language Teaching departments of various universities, and the rest were graduated from Turkish Language and Literature, Turkish Language and Literature Teaching, and Classroom Education departments. Forty of them completed, or are continuing their post-graduate education. The ages of the participants range between 22 and 60, and their length of service ranges between 1 year and 36 years. Their weekly course hours range between 12 and 36 hours. A personal information form, and "The Listening Style Inventory" developed by Lu (2005), and adapted to Turkish by Maden and Durukan (2011) were utilized as data collection tools of the present research. The inventory consists of 10 5-level likert type items. According to the inventory, (0-27) points indicate detached listener, (28-37) points indicate passive listener, (38-44) points indicate involved listener, and (45-50) points indicate active listener. The personal information form and the inventory were hand delivered to and collected from Turkish language teachers. Data collected from the forms were analysed on SPSS 19.0, using frequency, percentage distributions, and Chi-Square test. This test defines "whether there are significant relationships between categorical variables" (Büyüköztürk, 2011, p.148). In addition, the present research tried to gather information from 63 of the participants about their perceptions of how they listen to people in their interactions with people around them. The researcher enabled participants to express themselves freely, and didn"t limit any of their opinions. Collected data were analysed through content analysis, and some categories were created. According to the findings of the present research, most of the Turkish language teachers, who participated in the present research, are involved listeners. There are no detached listeners in the work-group. Based on the idea that "for a successful listening education, the teacher must be a good listener" (Cited in: çifçi, 2001: 167-168), and considering the characteristics of detached listeners, this finding is appropriate. Additionally, as suggested by Aytan (2011: 115) "teachers should listen to their students within and out of the classroom effectively, and set a positive model for their students". Listening styles of Turkish language teachers don"t vary at a significant level, in terms of the departments they were graduated from, their post-graduate education status, and the weekly course hours they give. However, their listening styles vary at a significant level in terms of age and seniority variables. Accordingly, most of young and less experienced Turkish language teachers are involved listeners. This rate declines, as they get older, and more experienced in the profession. Self-evaluation of Turkish language teachers revealed that, they mostly perceived themselves as active listeners. Comparison of the quantitative and qualitative data shows that, most of Turkish language teachers perceive themselves as active listeners, whereas they are involved listeners. However, most of Turkish language teachers, either active or involved listeners, place the necessary importance on listening. Both qualitative and quantitative data collected show that, there are no detached listeners among the Turkish language teachers, who participated in the present research, which is a remarkable finding.