İkinci Dil Olarak Türkçe Öğretimi için Kelime Bilgisi Ölçeği Uyarlaması

Ateş, Ayşe

doi:10.7827/turkishstudies.10104

Cited by 2 publications

(5 citation statements)

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“…Buradan kelime bilgisinin artmasının kaygıyı azalttığı şeklinde bir sonuç çıkarılabilir. Nitekim, Ateş (2016) İkinci Dil Edinimi Modeli'ne dayanan hiyerarşik söz varlığı etkinliklerini uyguladığı tezinde yabancı dil olarak Türkçe öğrenen öğrencilerin bu eğitimi almayan öğrencilere oranla kelime bilgisinin arttığını tespit etmiştir. Bu bakımdan kelime hazinesinin yabancı uyruklu öğrenciler için önemli olduğu söylenmelidir.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

Yabancı Dil Olarak Türkçe Öğrenen Ortaokul 8.Sınıf Öğrencilerinin Kelime Bilgisinin Okuma Ve Dinleme Kaygısına Etkisi

Ateş

Bahşi²

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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The number of people who learn Turkish as a foreign language is increasing day by day. With the inclusion of foreign nationals in teaching, the importance of Turkish is increasing. Some of the learners of Turkish as a foreign language are studying in TÖMER, but some of them are directly starting their education life from primary school. It is necessary to be rich in term of the vocabulary of foreign students to be able to adapt to the Turkish education system, accurately and effectively. Vocabulary is the most basic element of the language which is the same as the society. In this research aimed at measuring the vocabulary of 8th grade students in secondary school, a screening model was used from quantitative research methods. Vocabulary of 8th grade middle school foreign students studying in Malatya during the 2017-2018 academic year were measured. The "Vocabulary Scale" adapted by Fire and Fog (2016), "Reading Anxiety Scale" developed by Altunkaya and Erdem (2015) and "Listening Anxiety Scale" developed by Rpe (2015) were used as data collection tools in the study. All the activities related to other unknown words in the 8th grade Turkish textbook of the middle school were determined by the researchers. Opinions were received that one of these words should be asked in the 8th grade students in the context of the research. It was determined which words should be asked in line with the opinions received from three TOMER lecturers and two field experts. Data collected from students were analyzed by SPSS program. As a result of the correlation analysis, there was a very weak relationship between Reading Awareness and word information and a significant negative correlation (r =-0.207; p = 0.038 <0.05). Regression analysis was used to determine the causal relationship between vocabulary and reading anxiety (F = 4,412; p = 0,038 <0.05). As a determinant of the reading anxiety level, the relationship with the word information variables (explanatory power) was found to be weak (R2 = 0.033). The vocabulary of learners decreased the anxiety of reading (ß =-0,207). In this case, it can be said that the vocabulary of the students will reduce the anxiety situations. There is no significant difference in the effect of vocabulary on listening anxiety. In this case, it can be concluded that there is no relationship between vocabulary and listening concerns of students. On the other hand, there is a moderate, positive relationship between listening anxiety and reading anxiety.

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Section: Tartişma Sonuç Ve öNeri̇lerunclassified

Yabancı Dil Olarak Türkçe Öğrenen Ortaokul 8.Sınıf Öğrencilerinin Kelime Bilgisinin Okuma Ve Dinleme Kaygısına Etkisi

Ateş

Bahşi²

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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“…"Vocabulary Knowledge Test" developed by Wesche & Paribakht (1996) was used as a data collection tool. It was administered to 4th grade students within the framework of a study entitled "The Investigation of the Effects of Frayer Model on Vocabulary Knowledge in Social Studies" by İlter (2015) and adopted into Turkish by Ateş & Sis (2016) within the study "Adaptation of Vocabulary Knowledge Scale for Teaching Turkish as a Second Language". The scale can be used to test vocabulary knowledge capacity and to determine the meanings that are derived from words.…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…Vocabulary knowledge scale and scores Ateş & Sis (2016) "The scale is scored as follows:  The student will get 1 point when s/he states "I do not remember seeing the word before." This point refers that the word is not familiar at all.…”

Section: Figurementioning

confidence: 99%

“…If the sentence contains both semantic and grammatical errors and at the same time synonym or definition of the target word/phrase cannot correctly be written, s/he will get 2 points (Ateş & Sis, 2016).…”

Section: Figurementioning

confidence: 99%

“…"Vocabulary Knowledge Scale" developed by Wesche and Paribakht (1996) was used in the research. The five-point rating figure and scoring scheme was taken by Ateş and Sis (2016). As a result of the study, the effect of giving/not giving example stereotyped phases on interpreting fossil words was examined, and it was observed that the participants had higher levels of interpretation of fossil words when they were given the example stereotyped phrases.…”

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confidence: 99%

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Examination of Pre-service Teachers' Interpretation Case of Fossil Words in Turkish Reduplications/Idioms

Direkçi¹

2019

INT J INSTRUCTION

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Idioms and reduplications which have a significant place in the elements of vocabulary represent the characteristics of the society they come to light. Therefore, the words carried by these stereotyped phrases from past to the present, come out as the best way of expressing the feelings, senses, and existence of the society. This study aimed at ascertaining the pre-service Turkish language teachers' interpretation case of fossil words in Turkish reduplications and idioms. It adopts the concurrent triangulation design of mixed methods research. "Vocabulary Knowledge Scale" developed by Wesche and Paribakht (1996) was used in the research. The five-point rating figure and scoring scheme was taken by Ateş and Sis (2016). As a result of the study, the effect of giving/not giving example stereotyped phases on interpreting fossil words was examined, and it was observed that the participants had higher levels of interpretation of fossil words when they were given the example stereotyped phrases. Unearthing the fossil words is significant since it is considered as a building stone which will contribute to the development of the language having term problems and lacking to find equivalents of foreign words.

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İkinci Dil Olarak Türkçe Öğretimi için Kelime Bilgisi Ölçeği Uyarlaması

Cited by 2 publications

References 0 publications

Yabancı Dil Olarak Türkçe Öğrenen Ortaokul 8.Sınıf Öğrencilerinin Kelime Bilgisinin Okuma Ve Dinleme Kaygısına Etkisi

Yabancı Dil Olarak Türkçe Öğrenen Ortaokul 8.Sınıf Öğrencilerinin Kelime Bilgisinin Okuma Ve Dinleme Kaygısına Etkisi

Examination of Pre-service Teachers' Interpretation Case of Fossil Words in Turkish Reduplications/Idioms

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