Abstract

 In this study, it is aimed to evaluate the speech education in secondary school Turkish lessons from the opinions of teachers. Qualitative research technique was used in this study. The research was conducted on 20 Turkish teachers working in different secondary schools in Malatya during the spring term of 2018-2019 academic year. The interview technique was used and the participants were asked ten open-ended questions, which were prepared in advance. In the analysis of the research data, “classification analysis” was used from the content analysis methods. According to the findings of the study, Turkish teachers are required to make speech training in their classes. Most of the teachers stated that they used prepared and unprepared speech methods in speech education. There are a number of problems in speech education such as inadequacy of student readiness, lack of time, lack of effectiveness, lack of knowledge of methods, techniques and strategies, gains and differences in regional speech. The alternative assessment and evaluation approaches foreseen by constructivism are not included in speech training. Turkish teachers found that the skills of speaking in Turkish textbooks were insufficient and unqualified. It is stated that the achievements are insufficient to realize the skill of speaking. In order to turn the speech education into daily life skills, it was stated that the gains should be applicable and should be used in daily life. Turkish teachers stated that speaking skill is a completely neglected skill in Turkish lessons. Teachers made suggestions based on the problems they experienced.

Keywords

speaking education, secondary school, Turkish teacher