Yabancı Dil Olarak Türkçe Öğretiminde Psikodilbilimsel Faktörlerin Konuşma Becerisine Etkisi

This study aims to examine the psycholinguistic factors that affect the speaking skills of secondary school students learning Turkish as a foreign language in Germany. Speaking skills, beyond grammar knowledge, are directly influenced by psychological variables such as anxiety, self-confidence, motivation, individual resilience, and learning strategies. A total of 40 students participated in the research, and data were collected through a five-dimensional questionnaire. The obtained data were analyzed using the SPSS program, applying normality tests, correlation analyses, t-tests, ANOVA, and regression methods. The findings revealed significant and positive relationships between speaking skills and especially learning strategies and individual resilience. In contrast, motivation, self-confidence, and anxiety did not show a strong direct relationship; however, they were considered to have possible indirect effects. Moreover, as Turkish proficiency increased, students’ anxiety levels decreased, while the use of strategies increased. In conclusion, strengthening strategy training and supporting practices that enhance emotional resilience are crucial for the development of speaking skills in teaching Turkish as a foreign language. It is recommended that teachers apply classroom techniques that reduce anxiety and create learning environments that foster students’ self-confidence. Keywords: Speaking skills, motivation, learning strategies, self-confidence, Turkish language teaching.