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Türkçeye Maruz Kalma Ölçeğinin Geçerlik ve Güvenirliğinin İncelenmesi

Year 2020, Volume: 49 Issue: 1, 225 - 256, 28.04.2020

Abstract










Bu araştırmada Türkçeyi yabancı veya ikinci dil olarak öğrenen bireylere yönelik Türkçeye Maruz Kalma Ölçeği’nin geliştirilmesi amaçlanmıştır. Bu çerçevede açımlayıcı faktör analizi için 153, doğrulayıcı faktör analizi için 182 Türkçe öğrenen bireyden veri toplanmıştır. Alanyazın ve uzman görüşü etrafında 21 maddelik denemelik ölçek hazırlanmıştır. Açımlayıcı faktör analizi sonucunda üç faktörden ve 17 maddeden oluşan bir yapı ortaya çıkmıştır. Açıklanan toplam varyans ise %51,545 olarak belirlenmiştir. Birinci faktörün toplam varyansın %34,553’ünü, ikinci faktörün toplam varyansın %8,585’ini, üçüncü faktörün ise toplam varyansın %8,407’sini açıkladığı bulgulanmıştır. Doğrulayıcı faktör analizi sonucunda elde edilen model veri uyumu indeksleri ise üç faktörlü modelin ilgili veriyle uyum sergilediğini göstermiştir. Ayrıca modelin belirlenen yapıyı iyi temsil ettiği görülmüştür. Cronbach Alfa iç tutarlık katsayısı her bir faktör için sırasıyla için 0,633, 0,759 ve 0,820 olarak bulunmuştur. Bu sonuçlar Türkçeye Maruz Kalma Ölçeği’nin Türkçeyi yabancı veya ikinci dil olarak öğrenen bireyler için güvenilir ve geçerli bir ölçme aracı olduğunu göstermektedir.

Thanks

Verilerin toplanmasında yardımcı olan Samsun Ondokuz Mayıs Üniversitesi ve Atatürk Üniversitesi Türkçe Eğitim Araştırma ve Uygulama Merkezi akademik personeline ve öğrencilerine teşekkür ederiz.

References

  • Al-Zoubi, S. M. (2018). The impact of exposure to English language on language acquisition. Journal of Applied Linguistics and Language Research, 5(4), 151-162.
  • Anderson, J. C., & Gerbing, D.W. (1984). The effect of sampling error on convergence, improper solutions, and goodness of fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
  • Bandalos, D. L. (2014). Relative performance of categorical diagonally weighted least squares and robust maximum likelihood estimation. Structural Equation Modeling: A Multidisciplinary Journal, 21(1), 102– 116.
  • Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28(1), 69-83.
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32, 470-483.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegema Yayıncılık.
  • Carroll, J. (1967). Foreign language. Proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1, 131-151.
  • Cohen, R. J. & Swerdlik, M. S. (2015). Geçerlik. R. J. Cohen & M. E. Swerdlik (Ed.), Psikolojik Test ve Değerlendirme (G. Gözen, Çev.) içinde (s.172-207). Ankara: Nobel Yayıncılık.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları. Ankara: Pegema Yayıncılık.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031.
  • Cooper, R. L. (1970). What do we learn when we learn a language? TESOL Quarterly, 4(4), 303-314.
  • De Houwer, A. & Bornstein, M. (2003, April). Balancing on the tightrope: Language use patterns in bilingual families with young children. Paper presented at 4th International Symposium on Bilingualism, Tempe, AZ.
  • DeAnda, S., Bosch, L., Poulin-Dubois, D., Zesinger, P. & Friend, M. (2016). The language exposure assessment tool: Quantifying language exposure in infants and children. Journal of Speech, Language, and Hearing Research, 59(6), 1346-1356.
  • Demiral, H. & Yavuz, Ş. (2016). Türkçenin yabancı dil olarak öğretiminde ders dışı öğrenme ortamları. Eğitim ve İnsani Bilimler Dergisi, 7(13), 129-146.
  • Demircan, Ö. (2002). Yabancı dil öğretim yöntemleri. Der: İstanbul.
  • DeVellis, R. F. (2014). Ölçek geliştirme (T. Totan, Çev.). Ankara: Nobel Yayıncılık.
  • DiStefano, C., Liu, J., Jiang, N. & Shi, D. (2107). Examination of the weighted root mean square residual: Evidence for trustworthiness? Structural Equation Modeling: A Multidiciplinary Journal, 25(3), 453-466.
  • Donzelli, G. (2007). Foreign language learners: Words they hear and words they learn: A case study. ELIA, 7, 103-125.
  • Field, A. (2009). Discovering statistics using SPSS for windows. Dubai: Sage.
  • Floyd, F. J. & Widaman, K. F. (1995). Factor analysis in the development and refinement clinical assessment instruments. Psychological Assessment, 7(3), 286-299.
  • Gökcan, M. (2016). TEOG İngilizce başarısıyla ilişkili değişkenlerin Krashen'in dil edinimi kuramına göre incelenmesi. (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
  • İşcan, A. (2011). Yabancı dil olarak Türkçe öğretiminde filmlerin yeri ve önemi. Turkish Studies, 6(3), 939-948.
  • Karçic, S. & Arslan, M. (2014). Türk dizilerinin Boşnakça anadil taşıyıcılarının yabancı dil olarak Türkçe öğrenimine etkisi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 179-187.
  • Krashen, S. & Selinger, H. (1976). The role of formal and informal linguistic environments in adult second language learning. International Journal of Psycholinguistics, 3, 15-21.
  • Krashen, S. & Terrell, T. (1988). The natural approach: Language acquisition in the classroom. Prentice Hall: Hertfordshire.
  • Krashen, S. (1976). Formal and informal linguistic environments in language acquisition and language learning. TESOL Quarterly, 10(2), 157-168.
  • Krashen, S. (1987). Principles and practice in second language acquisition. Prentice Hall: Exeter.
  • Krashen, S. (1988). Second language acquisition and second language learning. Prentice Hall: Exeter.
  • Krashen, S., Selinger, H. & Hartnett, D. (1974). Two studies in adult second language learning. Kritikon Litterarum, 2(3), 220-228.
  • Krashen, S., Zelinski, S., Jones, C. & Usprich, C. (1978). How important is instruction? English Language Teaching Journal, 32, 257-261.
  • Kuppens, A. H. (2010). Incidental foreign language exposure acquisition from media exposure. Learning, Media and Technology, 35(1), 65-85.
  • Lightbrown, P. N. & Spada, N. (2003). How languages are learned? Oxford University Press: Oxford.
  • Littlewood, W. (1986). Foreign and second language learning: Language acquisition research and its implications for the classroom. Cambridge University Press: Cambridge.
  • Long, M. N. (1985). Input and SLA theory. In Gass & Madder (Eds.) Input in SLA (p.377-393) Rowley, Mass: Newbury House.
  • Long, M.H. (1980). Input, interaction and second language acquisition. Dissertation, University of California, Los Angeles.
  • Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness of fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410.
  • Mason, C. (1971). The relevance of intensive training in English as a foreign language for university students. Language Learning, 21, 197-204.
  • Place, S. & Hoff, E. (2011). Properties of dual language exposure that influence 2-year-olds’ bilingual proficiency. Child Development, 82(6), 1834-1849.
  • Pop, A. (2010). The impact of the new technologies in foreign language instruction our experience. Procedia Social and Behavioral Sciences, 2, 1185-1189.
  • Rajagopal, S. (1976), A study of the role of attitudes and motivation in the acquisition of English as a second language by 5th form Malay-medium pupils in Selangor. (Unpublished dissertation). University of Malaya, Kuala Lumpur.
  • Richards, J. C. & Rodgers, T. S. (2001). Approach and methods in language teaching. Cambridge: New York.
  • Stern, H. H. (1986). Fundamental concepts of language teaching. Hong Kong: Oxford University.
  • Tabachnick, B. G. & Fidell, L. S. (2012). Using multivariate statistics. Boston: Pearson.
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık.
  • Terrell, T. D. (1977). A natural approach to second language acquisition and learning. The Modern Language Journal. 61(7), 325-337.
  • Upshur, J. (1968). Four experiments on the relation between foreign language teaching and learning. Language Learning, 18, 111-124.
  • Yin, M. (2015). The effect and importance of authentic language exposure in improving listening comprehension. (Unpublished master’s thesis). St. Cloud State University, St. Cloud.

Investigation of Validity and Reliability of the Turkish Language Exposure Scale

Year 2020, Volume: 49 Issue: 1, 225 - 256, 28.04.2020

Abstract










The aim of this study is to develop the Turkish Language Exposure Scale for individuals who are learning Turkish as a foreign or second language. Within this scope, the data were collected from 153 learners for exploratory factor analysis and 182 individuals for confirmatory factor analysis. The initial form, with 21-items, was constructed based on literature review and experts’ judgements. The exploratory factor analysis results showed that the scale consisted of three factors and 17 items. The total explained variance of the scale was 51.545%. The first factor explained 34.553%, the second factor accounted for 8.585%, and the third factor stands for 8.407% of the total variance. According to the confirmatory factor analysis, three-factor model was confirmed, and that the model fit indices were within the appropriate limits. In addition, the indicator items included in the model represents the relevant structures well. The Cronbach alpha internal consistency coefficients of factors were calculated respectively as 0.633, 0.759, and 0.820. These results demonstrated that The Turkish Language Exposure Scale is a valid and reliable measurement instrument to measure language exposure levels of the individuals who learn Turkish as a foreign or second language.

References

  • Al-Zoubi, S. M. (2018). The impact of exposure to English language on language acquisition. Journal of Applied Linguistics and Language Research, 5(4), 151-162.
  • Anderson, J. C., & Gerbing, D.W. (1984). The effect of sampling error on convergence, improper solutions, and goodness of fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
  • Bandalos, D. L. (2014). Relative performance of categorical diagonally weighted least squares and robust maximum likelihood estimation. Structural Equation Modeling: A Multidisciplinary Journal, 21(1), 102– 116.
  • Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28(1), 69-83.
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32, 470-483.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegema Yayıncılık.
  • Carroll, J. (1967). Foreign language. Proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1, 131-151.
  • Cohen, R. J. & Swerdlik, M. S. (2015). Geçerlik. R. J. Cohen & M. E. Swerdlik (Ed.), Psikolojik Test ve Değerlendirme (G. Gözen, Çev.) içinde (s.172-207). Ankara: Nobel Yayıncılık.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları. Ankara: Pegema Yayıncılık.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031.
  • Cooper, R. L. (1970). What do we learn when we learn a language? TESOL Quarterly, 4(4), 303-314.
  • De Houwer, A. & Bornstein, M. (2003, April). Balancing on the tightrope: Language use patterns in bilingual families with young children. Paper presented at 4th International Symposium on Bilingualism, Tempe, AZ.
  • DeAnda, S., Bosch, L., Poulin-Dubois, D., Zesinger, P. & Friend, M. (2016). The language exposure assessment tool: Quantifying language exposure in infants and children. Journal of Speech, Language, and Hearing Research, 59(6), 1346-1356.
  • Demiral, H. & Yavuz, Ş. (2016). Türkçenin yabancı dil olarak öğretiminde ders dışı öğrenme ortamları. Eğitim ve İnsani Bilimler Dergisi, 7(13), 129-146.
  • Demircan, Ö. (2002). Yabancı dil öğretim yöntemleri. Der: İstanbul.
  • DeVellis, R. F. (2014). Ölçek geliştirme (T. Totan, Çev.). Ankara: Nobel Yayıncılık.
  • DiStefano, C., Liu, J., Jiang, N. & Shi, D. (2107). Examination of the weighted root mean square residual: Evidence for trustworthiness? Structural Equation Modeling: A Multidiciplinary Journal, 25(3), 453-466.
  • Donzelli, G. (2007). Foreign language learners: Words they hear and words they learn: A case study. ELIA, 7, 103-125.
  • Field, A. (2009). Discovering statistics using SPSS for windows. Dubai: Sage.
  • Floyd, F. J. & Widaman, K. F. (1995). Factor analysis in the development and refinement clinical assessment instruments. Psychological Assessment, 7(3), 286-299.
  • Gökcan, M. (2016). TEOG İngilizce başarısıyla ilişkili değişkenlerin Krashen'in dil edinimi kuramına göre incelenmesi. (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
  • İşcan, A. (2011). Yabancı dil olarak Türkçe öğretiminde filmlerin yeri ve önemi. Turkish Studies, 6(3), 939-948.
  • Karçic, S. & Arslan, M. (2014). Türk dizilerinin Boşnakça anadil taşıyıcılarının yabancı dil olarak Türkçe öğrenimine etkisi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 179-187.
  • Krashen, S. & Selinger, H. (1976). The role of formal and informal linguistic environments in adult second language learning. International Journal of Psycholinguistics, 3, 15-21.
  • Krashen, S. & Terrell, T. (1988). The natural approach: Language acquisition in the classroom. Prentice Hall: Hertfordshire.
  • Krashen, S. (1976). Formal and informal linguistic environments in language acquisition and language learning. TESOL Quarterly, 10(2), 157-168.
  • Krashen, S. (1987). Principles and practice in second language acquisition. Prentice Hall: Exeter.
  • Krashen, S. (1988). Second language acquisition and second language learning. Prentice Hall: Exeter.
  • Krashen, S., Selinger, H. & Hartnett, D. (1974). Two studies in adult second language learning. Kritikon Litterarum, 2(3), 220-228.
  • Krashen, S., Zelinski, S., Jones, C. & Usprich, C. (1978). How important is instruction? English Language Teaching Journal, 32, 257-261.
  • Kuppens, A. H. (2010). Incidental foreign language exposure acquisition from media exposure. Learning, Media and Technology, 35(1), 65-85.
  • Lightbrown, P. N. & Spada, N. (2003). How languages are learned? Oxford University Press: Oxford.
  • Littlewood, W. (1986). Foreign and second language learning: Language acquisition research and its implications for the classroom. Cambridge University Press: Cambridge.
  • Long, M. N. (1985). Input and SLA theory. In Gass & Madder (Eds.) Input in SLA (p.377-393) Rowley, Mass: Newbury House.
  • Long, M.H. (1980). Input, interaction and second language acquisition. Dissertation, University of California, Los Angeles.
  • Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness of fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410.
  • Mason, C. (1971). The relevance of intensive training in English as a foreign language for university students. Language Learning, 21, 197-204.
  • Place, S. & Hoff, E. (2011). Properties of dual language exposure that influence 2-year-olds’ bilingual proficiency. Child Development, 82(6), 1834-1849.
  • Pop, A. (2010). The impact of the new technologies in foreign language instruction our experience. Procedia Social and Behavioral Sciences, 2, 1185-1189.
  • Rajagopal, S. (1976), A study of the role of attitudes and motivation in the acquisition of English as a second language by 5th form Malay-medium pupils in Selangor. (Unpublished dissertation). University of Malaya, Kuala Lumpur.
  • Richards, J. C. & Rodgers, T. S. (2001). Approach and methods in language teaching. Cambridge: New York.
  • Stern, H. H. (1986). Fundamental concepts of language teaching. Hong Kong: Oxford University.
  • Tabachnick, B. G. & Fidell, L. S. (2012). Using multivariate statistics. Boston: Pearson.
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık.
  • Terrell, T. D. (1977). A natural approach to second language acquisition and learning. The Modern Language Journal. 61(7), 325-337.
  • Upshur, J. (1968). Four experiments on the relation between foreign language teaching and learning. Language Learning, 18, 111-124.
  • Yin, M. (2015). The effect and importance of authentic language exposure in improving listening comprehension. (Unpublished master’s thesis). St. Cloud State University, St. Cloud.
There are 47 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Article
Authors

Derya Çobanoğlu Aktan 0000-0002-8292-3815

Kayhan İnan This is me 0000-0002-7438-0742

Publication Date April 28, 2020
Submission Date August 16, 2019
Published in Issue Year 2020 Volume: 49 Issue: 1

Cite

APA Çobanoğlu Aktan, D., & İnan, K. (2020). Investigation of Validity and Reliability of the Turkish Language Exposure Scale. Cukurova University Faculty of Education Journal, 49(1), 225-256. https://doi.org/10.14812/cuefd.605617

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