DİL EĞİTİMİ ÖĞRETMEN ADAYLARININ DİLBİLİM TERMİNOLOJİSİ İLE İLGİLİ YETERLİLİKLERİ
QUALIFICATIONS OF LANGUAGE TEACHING TEACHER CANDIDATES RELATED TO LINGUISTIC TERMINOLOGY

Summary/Abstract: The aim of this study is to determine the linguistics competences of language teacher candidates (Turkish teacher, classroom teacher and English teacher). In the light of this aim, the study is designed with a descriptive case study. The study group was randomly selected among the language teacher teachers who were studying in the 4th grade of Hatay Mustafa Kemal University 2017-2018 academic year Education Faculty; 50 4th year primary school teacher candidate, 50 4th year Turkish teacher candidate, 50 4th year English teacher candidate. The linguistic proficiency measurement tool and personal information form developed by the researcher were used for the data of the study. The analysis of the data can be done by calculating one-way ANOVA; to understand the source of the difference, it was solved by the Games Howell test for non-homogeneous groups. As a result of the research, it was determined that the linguistics competences of Turkish teacher candidates who have the highest average of linguistics measurement tools from the language education pre-service teachers were more adequate than those of the class teacher and English teacher candidates. Interdepartmental comparisons have been made for sub-branches of linguistics. There was a significant difference in favor of Turkish teacher candidates in the fields of phonology, semantics, morphology and textlinguistics. There is no significant difference between the three sections in the syntax area.

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