Abstract
The aim of this study is to develop a useful, valid and reliable measurement tool that will help teacher candidates determine their Turkish metalinguistic awareness. During the development of the scale, a pool of items was created by scanning the relevant literature and examining other awareness scales. The materials prepared were re-examined according to the opinions of two lecturers working in the field of Turkish language education and two working in educational science and a draft scale was prepared. The items in the draft scale were evaluated by pre-application, items with a weak measurement relation were removed from the scale and the scale was prepared for factor analysis. The scale, designed as a 5-point Likert type scale, was applied to a total of 480 students. The α value of the scale formulated by factor analysis (Principal Component Analysis) was found to be 0.87. As a result of the analyses made, it was determined that the scale had 6 sub-factors and factor loadings ranging from 0.499 to 0.841 were found in these factors. These findings show that the scale can be used to determine Turkish metalinguistic awareness and is a valid and reliable measurement tool.
Highlights
A nation can maintain its existence by developing a national consciousness and a common language
Other studies in the literature generally focus on issues such as language awareness, metalinguistic awareness, critical language awareness, cultural awareness and teacher language awareness
When language awareness is examined in the context of literature, it is seen that issues regarding awareness tend to be handled individually and are mostly focused on certain types of awareness, while other topics are less researched and the sample groups studied mainly consist of children
Summary
A nation can maintain its existence by developing a national consciousness and a common language. As a result of making language and culture a part of their own lives, all the psychological behaviours, feelings and thoughts individuals develop with regard to language help determine the kinds of language they prefer to use In this respect, language awareness is one of the cognitive factors affecting language usage. It is the totality of the meanings, thoughts, knowledge, and physical aspects that the individual speaks about It is a general concept related to many skills that involve basic awareness of language units such as sounds, words, sentences and meaning. Knowing about, comprehending and using rhetorical devices, as well as understanding the content of words and forms such as idioms, phrases and proverbs, is semantic awareness [63] Beyond these topics, other studies in the literature generally focus on issues such as language awareness, metalinguistic awareness, critical language awareness, cultural awareness and teacher language awareness. Cultural awareness: [55], [67], [64], [24]
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