The effects of TV on speech education

When discussing the positive and negative effects of TV, especially on children, the speaking aspect of it is usually not adequately debated on. In order to highlight the subject matter first, this study was initialized by asking the question: `What are the effects of TV on speech??; and secondly, to transform the effects that TV has on speech in a utilizable manner, the question of `How can we utilize TV in speech education?? was the following focus point on the matter.The importance of this study, where the effects of TV on speech is determined by making use of students? viewpoints, actually stems from the fact that a tangible suggestion of the concept of utilizing the effects of TV in speech education is presentable through a model sample developed by researchers.A quantitative research took place for the relevant thesis study and the selected method for research was general scanning model. In addition, the single scanning method as well as instant-situational determination approaches were also adopted.Since it was assumed that the data obtained from the students of one single city couldn?t properly refer to actual information; that the subject matter would differ depending on the region as well and that the source scanning study mostly based on one city only, the major field of the study is centered around 340396 middle school students (6th, 7th, and 8th grades) from 8 different cities, in 7 different regions (Kocaeli, Manisa, Hatay, Bartın, Eskişehir, Kars, Şırnak and Kilis). Also, the paradigm comprises 938 middle school students (6th, 7th and 8th grades) in 14 different schools, from the villages of these cities and one main school in town in total.According to Büyüköztürk and others (2010: 98), a deviation ratio of .03 for the paradigm, and an error amount of .05 will be sufficient so as to reach 1065 individuals. Despite the efforts, the number of surveys resulting from the paradigm was limited only by 938 individuals.The required data for the study was collected by doing a survey with the middle school students within the paradigm. The conducted survey is composed of questions (11) that enabled getting to know the individual through an explanation that introduces the purpose of the study, and questions to find out the opinions of students regarding TV dialogs (17).The reliability rate of the articles in the survey numbers 74,3% and these articles are considered reliable when the Cronbach?s Alpha values show 0,70 or higher.Students who argued that TV does not ruin the speech patterns are in the opinion that they mimic how people speak on TV, that figures we see on TV speak well thereby teaching them how to speak well also, that it expands their vocabulary and that it helps them express themselves more easily. Students finding TV more preceptive remark that they prefer to take the speech education from these TV figures rather than their teachers, which manifests the fact that the `TV language? should set an example for that matter.A model sample was devised in order to improve students who think that TV affects them in a positive way in terms of speech; to minimize the negative sides of TV and therefore converting the ill effect factor of TV into a utilization aspect. The subject model sample, designated for the purpose of giving an idea to researchers as well as contributing particularly to speech education, through making the utilization of TV a deliberative study, is presented as a suggestion to the question of `How can we utilize TV in speech education??Key words: Turkish Teaching, Speech, Speech Education, the TV language