Developing speech skills with intercultural approach model in teaching Turkish as a foreign language

The main problem examined in the study is that the complementary activities for speaking skills in the textbooks used in teaching Turkish as a foreign language are insufficient in terms of applying the intercultural communicative approach. However, one of the sub-problems analysed in the study is that the distribution of the gains of the activities in the textbooks is not arranged in accordance with the competencies in Common European Framework of Reference for languages. In the qualitative part of the research, the distribution of the outcomes of the speaking activities in the textbooks of Istanbul Turkish Teaching Set for Foreigners (İTÖS) and Yedi İklim Turkish Teaching Set (YİTÖS), which are widely used in the field, have been analysed by making use of the outcome distribution chart in the Turkish Maarif Foundation Curriculum (TMVÖP), which is thought to be prepared as the most comprehensive and qualifiedand the contents and cultural elements related to the intercultural communicative approach determined in these activities were classified according to the way they were transferred. In the quantitative part of the study, quasi-experimental design with pretest-posttest control group was used. Two experimental designs, B1 and B2 levels, were created by the researcher to run the experimental process. Speaking activities in YİTÖS B1 and B2 textbooks were redesigned according to the intercultural communicative approach and applied to the experimental groups within a 120-hour course after the pre-test. In the control groups, speaking activities in the textbooks were carried out without changing. In the pre-test and post-test process, the 25 questions with the highest scores out of 30 scored by ten experts working in the field were applied to evaluate speaking skills. In measuring speaking skill, the Speaking Skill Assessment Scale was used by three experts for scoring speaking skill. The reliability values of the expert scores were tested with Pearson Correlation analysis and the correlation between experts was found to be high. In comparison of the speaking skill scores of the experimental and control groups, t-test analysis technique was used for independent samples through the SPSS 26.00 Program. It was determined that the scores of the experimental groups who were applied speaking activities based on the intercultural communicative approach model changed significantly and positively as a result of the pre-test and post-test. As a result of the research, it was concluded that the intercultural communicative approach model affects speaking skill positively.