标题：ORTAOKUL ÖĞRENCİLERİNİN PROZODİK OKUMA BECERİLERİ İLE OKUMA KAYGILARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ Ss, ANALYSIS OF THE RELATIONSHIP BETWEEN PROSODIC READING SKILL AND READING ANXIETY AMONG SECONDARY SCHOOL STUDENTS
期刊名称：INTERNATIONAL JOURNAL OF LANGUAGES' EDUCATION AND TEACHING
印刷版ISSN：2198-4999
电子版ISSN：2198-4999
出版年度：2016
卷号：4
期号：3
页码：207-216
语种：
出版社：AV Aktuell Verlag GmbH
摘要：Fluent reading is one of the topics that should be elaborated carefully in language teaching, because students, who are fluent readers, can understand what they read better. Accordingly, fluent reading is one of the main indicators of students’ reading and comprehension skills. Many of the definitions of fluent reading state that this skill refers to reading of a text in a fast, accurate and appropriate manner. These definitions in the related literature list the elements of fluent reading as accuracy, speed and prosody. Considering that main purpose of reading is comprehension, it can be included in these elements. Of these elements, accuracy refers to recognizing and differentiating the words during reading. Reading speed refers to the period of time from seeing the word to reading it orally or silently. Prosody refers to the intonation, stress, pausing, articulation and rhythm during reading. Accuracy is the pre-condition for the acquisition of reading skill, while speed and fluency is about the development of reading. Prosody on the other hand is related to the meaning of text. The concept of prosody is known as a concept more related to speaking. However, because speaking organs are set to work during oral reading, it is also closely related to reading. This concept in general refers to the reading of a text in accordance with its meaning, with correct stress, intonation, feeling and rhythm. Reading prosody is considered as a very important subject in language teaching, though the factors affecting the development of this skill haven’t been defined exactly. For this reason, researching the variable affecting prosodic reading comes into prominence. Because prosody is related to the meaning of the text, it is likely that the feelings of the readers are reflected on reading. Accordingly, it can be presumed that the anxiety level during reading affects prosodic reading. The purpose of the present research is defining prosodic reading levels of secondary students, defining the reading anxiety levels of the students in the work-group, and revealing the extent of the relationship between these two variables
