PROBLEMS ENCOUNTERED İN GAİNİNG LANGUAGE SKİLLS İN TURKİSH LANGUAGE TEACHİNG AND SOLUTİON SUGGESTİONS

Raşit KOÇ

Abstract

Language acquisition is acquired after certain processes. Language acquisition takes place in similar stages in each language. A baby who comes into the world continues his mother tongue learning by speaking, which starts with listening. Listening and speaking skills are skills acquired in family and close circles. For this reason, a child learns whatever language is spoken in the family environment in which he or she grew up. The mother tongue, which is acquired unplanned and irregularly until school age, takes a planned, regular, and regular form during the school period. For this reason, the importance of the school and the mother tongue teacher is great in mother tongue education. The child, who learns to read and write at school, develops the vocabulary and the world of thought by learning the features and rules of his language. However, education and training at school for a certain period is not enough for effective mother tongue acquisition. The knowledge and skills taught in school should be supported and developed through activities outside the school and in the family environment. Otherwise, it becomes difficult to complete the development of language and, accordingly, thought. Therefore, the school, family, and education system should be in harmony and cooperation. This study aims to reveal the main problems faced by Turkish (mother tongue) teachers who attend primary school 5th, 6th, 7th, and 8th-grade Turkish classes in the acquisition of four basic language skills (listening, speaking, reading, and writing), and to present the causes and solution suggestions of these problems. For this purpose, teachers' opinions were taken, a semi-structured interview form was presented to the students and the problems encountered in the acquisition of four language skills were tried to be determined. At the root of the difficulties experienced in listening skills, it was seen that the lack of other basic language skills also adversely affected the listening ability. It was concluded that the vocabulary of the students was not sufficiently developed at the point of speaking skills and this situation brought about the problem of not being able to express himself. Lack of interest in reading skills, lack of role models difficulties in recognizing words, and the excess of foreign words in the texts came to the fore as problems. At the beginning of the problems experienced in writing skills, it was seen that the writing was not written in a plan, but in the form of writing the first thing that came to mind randomly. Problems such as not paying attention to spelling and punctuation in the article, difficulty in transferring students' feelings and thoughts to paper, and the use of local language came to the fore.

Pages: 186 - 195