Teacher Perspectives on Implementing Speaking Acquisitions in the Secondary School Turkish Curriculum
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Abstract
Speech is the ability of a person to convey their thoughts, desires and feelings to those around them in a certain way, provided that they learn this skill through experience during their development process from the moment they are born. Speaking skill, which is one of the four basic language skills in the Turkish curriculum, is a skill that individuals acquire both in social life and in educational environments and also try to develop in various educational situations. In this context, the aim of the study was determined to reveal the experiences of Turkish teachers regarding the implementation of speaking skills, one of the four basic language skills in Turkish teaching, in the secondary school Turkish teaching curriculum. The study was carried out with the phenomenology pattern, a qualitative research method. Seven Turkish teachers working in five different secondary schools in Yeşilyurt district of Malatya province participated in the study. Three of the participants in the study are female and five are male teachers. The data obtained in the study were collected through a semi-structured interview in the light of the instructions determined for five days. The interviews were held at the teachers' convenience and in a safe environment. In the analysis of this collected data, codes, categories and themes were determined using content analysis. In the interviews, teachers stated that the gains in speaking skills in the Turkish curriculum were less compared to other language skills. Again, in light of the findings obtained in the study, teachers also stated that they had problems regarding the implementation of the achievements. In the context of the results obtained in the study, both effectiveness and practical studies should be carried out regarding the acquisition of speaking skills, and as a result of these studies, it was determined that teachers should be given various trainings. In addition, suggestions were made that it is necessary to communicate with teachers after the training and to support them in any problems they may encounter regarding the implementation of the gains.
