10 29000-Rumelide 1283686-3086153

RumeliDE 2023.
33 (Nisan)/ 151
/
Abukan, M. & Tchkonia, L.
11.
Memet ABUKAN 1
Liana TCHKONIA2
APA: Abukan, M. & Tchkonia, L. (2023).

. RumeliDE Dil ve Edebiyat
Dergisi, (33), 151-171. DOI: 10.29000/rumelide.1283686
2022- -
ve son testler
bilgisi ve ses
Anahtar kelime:
Assessing speaking (verbal lecture) skills of Georgian students learning turkish

as a foreign language in Georgia
Abstract
The development of learners in teaching Turkish as a foreign language is not at the same level in
different skill area. Many aspects such as the similarities or difference between the mother tongue of
those who learn Turkish as a foreign language with Turkish, the distribution of activities in the
-0003-3461-0539
tarihi: 27.01.2023 kabul tarihi: 20.04.2023; DOI: 10.29000/rumelide.1283686]
2
lia.chkonia@bsu.edu.ge, ORCID ID: 0000-0003-3516-8156
Adres Address
RumeliDE Journal of Language and Literature Studies
e-posta: editor@rumelide.com e-mail: editor@rumelide.com,
tel: +90 505 7958124 phone: +90 505 7958124
152 / RumeliDE Journal of Language a nd Liter atur e Studies 2 0 2 3 . 33 (April )
Assessing speaking (verbal lecture) skills of Georgian students learning turkish as a foreign language in Georgia / Abukan, M. &
Tchkonia, L.
textbooks, the proficiency of the instructors on the subject, and the environment in which the student
grew up can affect this situation. As a matter of fact, in the study, the effect of many differences
between Georgian and Turkish, such as alphabet and grammar, on students' learning Turkish was
tried to be exemplified through speaking skills. It can be said that the reason for considering speaking
skill is that the most difficult skill area of Georgian students learning Turkish in Georgia is speaking
skill. The research aims to identify the problems faced by B2 level students studying at the Turcology
Department of Batumi Shota Rustaveli State University in the spring semester of the 2022-2023
academic year and to offer various solutions to the problems they have difficulty with. Due to the
Covid 19 epidemic, the pretest and posttests of the distance education courses were also taken online.
In this study, where the story map technique was used in the collection of data, the research data were
evaluated by two field expert academicians and examined by considering the one group pretest
posttest experimental desin originating from the experimental application. According to the findings,
a significant difference was obtained between the pretest and posttest. Thus, with this study, it was
concluded that the problems encountered by the students in verbal expression skills were generally
similar or close. Various suggestions have been developed and presented with the support of the
literature, taking into account what kind of studies should be done in order to eliminate the mistakes
or deficiencies in expression, vocabulary, grammar and phonology skills of students whose mother
tongue is Georgian while learning Turkish.
Keywords: Teaching turkish in Georgia, B2 level, monologue skill
Ders materyallerinin beceri na
yle hizmet sunan
u
becerilerinin durumu,
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RumeliDE 2023.33 (Nisan)/ 153
/
dil
s. 391- e ve bu
olabilmektedir. Bu durumda da
16).
upa Ortak
hedef dilin
, 2014; Beck ve McKeown 1981;)
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
154 / RumeliDE Jour nal of La nguage a nd Liter atur e Studies 2 0 2 3 . 33 (April)
Tchkonia, L.
ve
metinle
Duman ve Tekinarslan, 2007;
Writing
rin de kendi metin
l (1999)
hedef dilde
ko
2.
uygulanan teknik, uygulama grubu ve onlarda elde
2.1. odeli
zeyde
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
/
2.2.
-2023 bahar
2.3.
dolay
B onlardan
: :
2.4. Verilerin analizi
si
an
her bir maddeye
0.00- - da
-
( ilgili puanlama
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
156 / RumeliDE Journal of Language a nd Liter atur e Studies 2 0 2 3 . 33 (April)
Tchkonia, L.
ak
.Y
tek
beceri
Tablo 1.
Deney Grubu
Son test Son test -
N 12 12 12
Ortalama 72.37 98.29 25.91
Ortanca 69.50 97.75 26.50
Mod 68.50 95.00 25.50
Standart S. 8.49 8.54 3.11
1.68 0.57 -2.01
3.11 1.82 4.82
aritmetik ortalamalar ile betimsel

-
Testi
0.0- -
Field, 2009; Green ve Salkind, 2005).
esti SPSS 23.0,
3. Bulgular
ar Testi
becerisi pua T
Testi), .
t. (N. s. t ifadeler
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
/
Tablo 2. Sonucu
Son t. - . n S. S. p
N. 0 0.00 0.00 -3.065* .002
P. 12 6.50 78.00
Fark Olmayan 0
-
=36.92) puan ortalamas n n n test (X =27.20) puan ortalamas ndan anlaml bir ekilde y ksek oldu u
g r lm t r. Elde edilen bu sonu rencilerin son test puanlar n n n test puanlar na k yasla daha
y ks
-
Tablo 3. risi
N. 0 0.00 0.00 -3.111* .002
12 6.50 78.00
Fark Olmayan 0
M2.
N. 0 0.00 0.00 -3.134* .002
12 6.50 78.00
Fark Olmayan 0
N. 0 0.00 0.00 -3.097* .002
12 6.50 78.00
Fark Olmayan 0
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
158 / RumeliDE Journal of Language and Liter atur e Studi es 2 0 2 3 .33 (April)
Tchkonia, L.
N. 0 0.00 0.00 -2.994* .003
11 6.00 66.00
Fark Olmayan 1
M5.
N. 0 0.00 0.00 -3.169* .002
12 6.50 78.00
Fark Olmayan 0
M6.
N. 0 0.00 0.00 -2.980* .003

11 6.00 66.00
Fark Olmayan 1
M7.
N. 0 0.00 0.00 -2.877* .004
10 5.50 55.00
Fark Olmayan 2
M8.
N. 0 0.00 0.00 -3.115* .002
12 6.50 78.00
Fark Olmayan 0
N. 0 0.00 0.00 -3.025* .002
11 6.00 66.00
Fark Olmayan 1
M10.
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
/
N. 0 0.00 0.00 -3.100* .002
12 6.50 78.00
Fark Olmayan 0
(z_1=-3.111, p<.05; z_2=-3.134, p<.05;z_3=-3.097, p<.05; z_4=-2.994, p<.05; z_5=-3.169,

p<.05;z_6=-2.980, p<.05; z_7=-2.877, p<.05;z_8=-3.115, p<.05;z_9=-3.025, p<.05; z_10=-3.100,
_1=3.75;X _2=3.79; X _3=3.58; X _4=3.58; X _5=3.20; X _6=3.66; X _7=3.54; X _8=3.79; X _9=3.70;

X _10=4.29) n test puan ortalamalar ndan (X _1=2.75;X _2=2.83; X _3=2.37; X _4=2.50; X _5=2.12;
X _6=2.87; X _7=2.91; X _8=2.87; X _9=2.70; X _10=3.25) manidar bir
ise (r_1=|-0.63|, r_1>0.5; r_2=|-0.64|, r_2>0.5;r_3=|-0.63|, r_3>0.5;r_4=|-0.61|, r_4>0.5;r_5=|-

0.65|, r_5>0.5;r_6=|-0.60|, r_6>0.5;r_7=|-0.58|, r_7>0.5;r_8=|-0.63|, r_8>0.5;r_9=|-0.61|,
r_9>0.5;r_10=|-
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
Tchkonia, L.
becerisi
Tablo 4. Becerisi Sonucu
N. 0 0.00 0.00 -3.076* .002
12 6.50 78.00
Fark Olmayan 0
* N. s.
-3.076, p<.05).
=18.66) puan ortalamas n
=14.16) ortalamas ndan y ksek oldu u g r lm t r. Bu sonuca g re iki test aras ndaki bu anlaml fark
ger ekle tirilen uygulaman n rencilerin s zc k becerilerinde olumlu y nde etki etti ini ortaya
koymu tur. Hesaplanan etki b y kl ne g re ise (r=|-
Tablo 5. Becerisinin
N. 0 0.00 0.00 -2.994* .003
11 6.00 66.00
Fark Olmayan 1
N. 0 0.00 0.00 -3.213* .001
12 6.50 78.00
Fark Olmayan 0
M13.
N. 0 0.00 0.00 -2.251* .024
6 3.50 21.00
Fark Olmayan 6
M14.
Adres Address
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/
N. 0 0.00 0.00 -3.114* .002
12 6.50 78.00
Fark Olmayan 0
M15.
N. 0 0.00 0.00 -3.274* .001
12 6.50 78.00
Fark Olmayan 0
-
2.994, p<.05; z_12=-3.213, p<.05; z_13=-2.251, p<.05; z_14=-3.114, p<.05; z_15=-3.274, p<.05).
_11=3.75;X _12=3.58;
X _13=4.00; X _14=3.66; X _15=3.66) _11=3.00;X _12=2.41; X
_13=3.62; X _14=2.45; X _15=2.66) anlaml bir ekilde y ksek oldu u g r lm t r. Tespit edilen bu
sonu hedef kitlenin son test puanlar n n n test puanlar na k yasla daha y ksek oldu unu ortaya
koymu tur. Ve ger ekle
-0.61|,
r_11>0.5; r_12=|-0.65|, r_12>0.5;r_13=|-0.46|, 0.2<r_13<0.5;r_14=|-0.63|, r_14>0.5;r_15=|-0.66|,
sinde her
klerin
dai
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
Tchkonia, L.
dil bilgisi becerisi
Tablo 6. Hedef Kitlenin Sonucu
N. 0 0.00 0.00 -3.084* .002
12 6.50 78.00
Fark Olmayan 0
-3.084, p<.05).
=18.33) ili kin verilerin n teste
nazaran (X
n
Tablo 7. Dil Bilgisi Becerisinin deki
N. 0 0.00 0.00 -2.873* .004
10 5.50 55.00
Fark Olmayan 2
N. 0 0.00 0.00 -2.971* .003
11 6.00 66.00
Fark Olmayan 1
M18.
N. 0 0.00 0.00 -3.165* .002
12 6.50 78.00
Fark Olmayan 0
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
/
M19.
N. 0 0.00 0.00 -3.115* .002
12 6.50 78.00
Fark Olmayan 0
M20. dil bilgisi
N. 0 0.00 0.00 -2.739* .006
9 5.00 45.00
Fark Olmayan 3
-2.873, p<.05; z_17=-2.971, p<.05; z_18=-3.165, p<.05; z_19=-3.115,

p<.05; z_20=-
_16=4.20;X _17=3.33; X _18=3.25; X _19=3.75; X _20=3.79) n testinkinden (X
_16=3.37;X _17=2.08; X _18=2.12; X _19=2.83; X _20=3.25) manidar bir ekilde y ksek oldu u
g r lm t
ise (r_16=|-0.59|, r_16>0.5; r_17=|-0.60|, r_17>0.5;r_18=|-0.64|, r_18>0.5;r_19=|-0.63|,

r_19>0.5;r_20=|- in dil bilgisi becerisine ait her bir alt boyutun uygulama
niyle
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
Tchkonia, L.
ses bilgisi becerisi
Tablo 8. Hedef Kitlenin Ses Bilgisi Becerisi Sonucu
N. 0 0.00 0.00 -3.068* .002
12 6.50 78.00
Fark Olmayan 0
-3.068, p<.05).
=24.37) ile n teste (X =17.33) ili kin
veriler aras
ses bilgisi
-
Tablo 9. Ses Bilgisi Becerisinin i
N. 0 0.00 0.00 -3.111* .002
12 6.50 78.00
Fark Olmayan 0
N. 0 0.00 0.00 -3.090* .002
12 6.50 78.00
Fark Olmayan 0
M23.
N. 0 0.00 0.00 -3.115* .002
12 6.50 78.00
Fark Olmayan 0
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
/
M24.
N. 0 0.00 0.00 -3.100* .002
12 6.50 78.00
Fark Olmayan 0
M25.
N. 0 0.00 0.00 -3.133* .002
12 6.50 78.00
Fark Olmayan 0
M26. uygundur.
N. 0 0.00 0.00 -2.844* .004

10 5.50 55.00
Fark Olmayan 2
M27.
N. 0 0.00 0.00 -3.176* .001
12 6.50 78.00
Fark Olmayan 0
(z_21=-3.111, p<.05; z_22=-3.090, p<.05; z_23=-3.115, p<.05; z_24=-3.100, p<.05; z_25=-3.133,

p<.05; z_26=-2.844, p<.05; z_27=-
_21=3.79;X _22=3.83; X _23=3.75; X _24=3.20; X _25=3.33; X
_26=3.41;X _27=3.04) n test puan ortalamalar ndan (X _21=2.79;X _22=2.58; X _23=2.83; X
_24=2.25; X _25=2.16; X _26=2.50; X _27=2.20) manidar bir ekilde y ksek oldu u g r lm t r. Elde
edilen bu sonu rencilerin son test puanlar n n n teste k yasla daha y ksek oldu unu ve
ger ekle tirilen uygulaman n rencilerin ses bilgisi becerilerindeki b t
-0.63|, r_21>0.5;
r_22=|-0.63|, r_22>0.5;r_23=|-0.63|, r_23>0.5;r_24=|-0.63|, r_24>0.5;r_25=|-0.64|, r_25>0.5;
r_26=|-0.58|, r_26>0.5; r_27=|-
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
166 / RumeliDE Journal of La nguage and Literatur e Studies 2 0 2 3 .33 (April)
Tchkonia, L.
fayda var
lir ama ses bilgisi becerisinin
Abukan ve Chkonia (2021, s. 296)
olumsuz aktarmalar la
dir. Bu olumlu durum ses
neriler
=36.92 < X =27.20),

s zc k becerisi (X =18.66< X =14.16), dil bilgisi becerisi (X =18.33< X =13.66) ve ses bilgisi becerisine
(X =24.37< X =17.33) ait n test ve son testler kar la t r ld nda anlaml bir fark oldu u sonucuna
var lm t r. Bu fark n iki bu uk ayl k e itimle
konus
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
/
daha somut bir gel
( z_13=-2.251, X _13=4.00) rencilerin en ok ilerleme kaydetti i becerinin s zc k becerisi oldu u

saptanm t r.
kelimelerin hedef dilde konu

dir
316).
yap
de
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
168 / RumeliDE Jour nal of Language and Literatur e Studies 2 0 2 3 .33 (April)
Tchkonia, L.
. Verilerden
telaffuzla
Bu durum da
sorumluluktur.
mesuliyetinin
de
test a metin
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
/
Writing alanda
bilgisine kadar bi
Abukan, M. (2018).
becerilere etkisi.
Erzurum.
Abukan, M., and Chkonia, L. (2021). The words used commonly both in Turkish and in Georgian.
African Educational Research Journal, 9(2), 290-319.
Abukan, M. ve Tandilava, L. (2021).
-148). Paradigma Akademi.
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142(2),
http://dhgm.meb.gov.tr/yayimlar/dergiler/milli_egitim_dergisi/medergi/15.htm
Tarihi: 31. 01. 2023].
, Y. ve , S. Turkish Studies
(Elektronik), 12(35), 49 - 67.
Avrupa Konseyi (2013).
Beck, I. & McKeown, M. (1981). Developing questions that promote comprehension: The story map.
Language Arts, 58(8), 913-918.
Ankara:
Adres Address
tel: +90 505 7958124 phone: +90 505 7958124
170 / RumeliDE Journal of La nguage and Literatur e Studies 2 0 2 3 .33 (April)
Tchkonia, L.
Corbett, P. & Strong, J. (2016). Talk for writing in the early years: how to teach story and rhyme,
involving families 2-
Current Research in Education, 2(3), 130-148.

Duman, N. ve ).
olan
8(1), 33-55.
-
Field, A. (2009). (3nd ed.).

London: SAGE Publications.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education
(8th ed.). New York: Mc Graw Hill.
approach to design and analysis (3nd ed.). United States: Taylor & Francis.
& Bozpolat, E.
24(1), 73-82.
Green, S. B. & Salkind, N. J. (2005). Using SPSS for Windows and macintosh: analyzing and under
standing data (4nd ed.). United States: Pearson Prentice-Hall.
Hayes, A. F. & Krippendorff, K. (2007). Answering the call for a standard reliability measure for coding
data. Communication Method sand Measures, 1(1), 77-89.
Howell, D. C. (2012). Statistical methods for Psychology (8nd ed.). United States: Wadsworth Cengage
Learning.
Idol, L. & Croll, V. J. (1987). Story-mapping training as a means of improving reading comprehension.
Learning Disability Quarterly, 10(3), 214-229.
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Keser, S. (2018). tirilmesinde
Krippendorff, K. (2004). Measuring the reliability of qualitative text analysis data. Humanities, Social
Sciences and Law, 38(6), 787-800.
Maden, S., Altunbay, M. ve
, S. 210, 477-488.
The Journal of Academic Social Science Studies, 6(3),

389-404
Turkish Studies International Periodical for the Languages, Literature and

History of Turkish or Turkic, 8/9 297-318.
. A Korkut, S. (der.),
1 (ss. 121-132).
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Turkish Studies (Elektronik), 12(28), 593 -
634.
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/
Reutzel, D. R. (1985). Story maps comprehension. The Reading Teacher, 38(4), 400-404.
Sorrell, A.L. (1990). Three reading comprehension strategies: tells, story mapping and qars. Academic
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Adres Address
tel: +90 505 7958124 phone: +90 505 7958124

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RumeliDE 2023.

APA: Abukan, M. & Tchkonia, L. (2023).

Assessing speaking (verbal lecture) skills of Georgian students learning turkish

lia.chkonia@bsu.edu.ge, ORCID ID: 0000-0003-3516-8156

Keywords: Teaching turkish in Georgia, B2 level, monologue skill

Ders materyallerinin beceri na

yle hizmet sunan

, 2014; Beck ve McKeown 1981;)

Duman ve Tekinarslan, 2007;

rin de kendi metin

uygulanan teknik, uygulama grubu ve onlarda elde

2.4. Verilerin analizi

her bir maddeye

aritmetik ortalamalar ile betimsel

N. 0 0.00 0.00 -3.065* .002

N. 0 0.00 0.00 -3.111* .002

N. 0 0.00 0.00 -3.134* .002

N. 0 0.00 0.00 -3.097* .002

N. 0 0.00 0.00 -2.994* .003

N. 0 0.00 0.00 -3.169* .002

N. 0 0.00 0.00 -2.980* .003

N. 0 0.00 0.00 -2.877* .004

N. 0 0.00 0.00 -3.115* .002

N. 0 0.00 0.00 -3.025* .002

N. 0 0.00 0.00 -3.100* .002

(z_1=-3.111, p<.05; z_2=-3.134, p<.05;z_3=-3.097, p<.05; z_4=-2.994, p<.05; z_5=-3.169,

_1=3.75;X _2=3.79; X _3=3.58; X _4=3.58; X _5=3.20; X _6=3.66; X _7=3.54; X _8=3.79; X _9=3.70;

ise (r_1=|-0.63|, r_1>0.5; r_2=|-0.64|, r_2>0.5;r_3=|-0.63|, r_3>0.5;r_4=|-0.61|, r_4>0.5;r_5=|-

Tablo 4. Becerisi Sonucu

N. 0 0.00 0.00 -3.076* .002

N. 0 0.00 0.00 -2.994* .003

N. 0 0.00 0.00 -3.213* .001

N. 0 0.00 0.00 -2.251* .024

N. 0 0.00 0.00 -3.114* .002

N. 0 0.00 0.00 -3.274* .001

dil bilgisi becerisi

Tablo 6. Hedef Kitlenin Sonucu

N. 0 0.00 0.00 -3.084* .002

Tablo 7. Dil Bilgisi Becerisinin deki

N. 0 0.00 0.00 -2.873* .004

N. 0 0.00 0.00 -2.971* .003

N. 0 0.00 0.00 -3.165* .002

N. 0 0.00 0.00 -3.115* .002

M20. dil bilgisi

N. 0 0.00 0.00 -2.739* .006

-2.873, p<.05; z_17=-2.971, p<.05; z_18=-3.165, p<.05; z_19=-3.115,

ise (r_16=|-0.59|, r_16>0.5; r_17=|-0.60|, r_17>0.5;r_18=|-0.64|, r_18>0.5;r_19=|-0.63|,

ses bilgisi becerisi

Tablo 8. Hedef Kitlenin Ses Bilgisi Becerisi Sonucu

N. 0 0.00 0.00 -3.068* .002

Tablo 9. Ses Bilgisi Becerisinin i

N. 0 0.00 0.00 -3.111* .002

N. 0 0.00 0.00 -3.090* .002

N. 0 0.00 0.00 -3.115* .002

N. 0 0.00 0.00 -3.100* .002

N. 0 0.00 0.00 -3.133* .002

N. 0 0.00 0.00 -2.844* .004

N. 0 0.00 0.00 -3.176* .001

(z_21=-3.111, p<.05; z_22=-3.090, p<.05; z_23=-3.115, p<.05; z_24=-3.100, p<.05; z_25=-3.133,

lir ama ses bilgisi becerisinin

Abukan ve Chkonia (2021, s. 296)

=36.92 < X =27.20),

daha somut bir gel