Bu araştırmanın amacı, yabancı/ikinci dil öğretimi sürecinde dinleme metinlerinin yerine bu metinleri seslendirenlerin görülebildiği izleme metinlerinin kullanılmasının ve dinleme öncesinde öğrenenlerin dinleme metinleriyle karşılaştırılmasının dinlediğini anlama başarısını etkileyip etkilemediğini ortaya çıkarmaktır. Bu amaç doğrultusunda araştırma gerçek deneme modellerinden sontest kontrol gruplu model ile desenlenmiştir. Araştırmanın çalışma grubunda 4 farklı sınıfta Türkçe öğrenmekte olan 75 yabancı uyruklu öğrenci bulunmaktadır. Deney ve kontrol gruplarının seçiminde öğrenenlerin A1 düzeyi kur atlama sınav sonuçları esas alınmış ve bu sınavın sonucuna göre birbirine benzer puanlar alan ve ortalamaları birbirine yakın olan 4 sınıf araştırmanın çalışma grubu olarak belirlenmiştir. Bu dört sınıftan ikisi deney, diğer ikisi ise kontrol grubu olarak atanmış ve gruplar A2, B1 ve B2 kurları boyunca deney ve kontrol grubu rollerini sürdürmüşlerdir. Araştırmanın verilerinin toplanmasında Avrupa Dil Sınavları Birliği (ALTE) asil üyesi TELC Language Test tarafından hazırlanmış olan sınavların dinlediğini anlama bölümleri kullanılmıştır. A2 dinleme sınavı 3 bölüm ve 12 sorudan, B1 dinleme sınavı 3 bölüm ve 20 sorudan, B2 dinleme sınavı 3 bölüm ve 20 sorudan oluşmaktadır. Araştırma sonunda; yalnızca işitme duyusuna hitap eden dinleme metinlerinin yerine izleme metinleri ile dinleme etkinliklerini sürdüren deney grubunun dinlediğini-izlediğini anlama başarısının kontrol gruplarına göre daha yüksek olduğu; dinleme etkinliğine başlamadan önce metni sözlük olmadan gözden geçiren deney grubundaki öğrenenlerin, doğrudan dinleme etkinliğine başlayan kontrol grubundaki öğrenenlere göre dinlediğini anlama testlerinden daha yüksek puan elde ettikleri sonuçlarına ulaşılmıştır.
When the behavior patterns of the students learning Turkish as a second language are observed during the listening activities, it is seen that some of the learners usually try to make sense of what they listen to by closing their eyes while the others usually listen to the text by looking at the pictures in their textbook. As listening level of the students progresses, there may be positive or negative changes in listening habits and behaviors depending on the number of repetitions and the preferred listening method during listening. When the listening packs used in teaching Turkish to foreigners are examined, it can be claimed that the preferred materials and approaches for improving listening skills are the most important reasons underlying these behaviors of learners. Because the listening texts and activities in these packs are designed to be based solely on hearing; not supported by visual materials such as videos. In the studies conducted on listening activities in teaching packs used in teaching Turkish to foreigners, it was found that while some packs did not include any preand Memiş, 2017), some packs include inadequate prelistening activities (Yavuz, 2016; Gün, Yalçın listening activities with lack of activity variety but there were no prelistening activities in most of the listening texts (Tuzcu was also found that some book packs include pre-- Eken, 2011).Similarly, it listening activities only aiming at arousing interest but this was not adequately covered in the textbooks (Tabak and Göçer, 2017). These two shortcomings in the field of teaching Turkish to foreigners are thought to have a negative effect on t he improvement of both listening comprehension skills and other language skills. Because listening is one of the most difficult skills in the language learning process, and the negativity experienced in the learning process causes the anxiety against liste ning skill (Brunfaut & Revesz, 2015). The fact that there are not adequate and qualified prelistening activities in Turkish teaching packs to foreigners causes the learners not to be prepared for the listening process as required, and therefore listening comprehension of the students does not reach the desired level. This situation also causes learners to develop negative attitudes towards listening and to feel anxiety about listening, which in turn causes selfAnother confidence problems in the long term. important issue that affects the development of listening skills in teaching Turkish to foreigners is the quality of listening materials. When both teaching packs and real language teaching practices are examined and observed, it is observed that almost a ll preferred texts for listening activities are handled only on the basis of hearing. However, there are many studies that prove the positive effects of using video support in the development of listening skills (Herron, Seay, 1991; Mathew, Alidmat, 2013). Because listening is a skill that intertwined with visual elements in real life. The meaning is achieved by combining input from both listening and watching while talking to someone, following the lesson, watching television, film or theater. Therefore, o ther than the aforementioned materials enriched with visual elements, the presence of the speaker is important and necessary for the natural perception of the process, especially when performing the listening action, In line with the aboveout whether followmentioned litera ture review and rationale, the purpose of this study was to find up texts that allowed the learners to see the speaker during listening activities and preparation before listening activities have any effect on the level of listening comp / foreign language learning process. rehension in second For this purpose, the research was designed with a posttest control group model which is one of the experimental models. The participants of the study consisted of 75 foreign students learning Turkis h as a foreign language in 4 different classes. A1 level proficiency exam results were used in the selection of the experimental and control groups and four groups of students having similar exam results or similar means scores were determined as study gro up of the current study. Two of these four classes were assigned as the experimental group and the other two were assigned to the control group.The groups maintained the role of the experime
