Türkçe Öğretimi - Yaklaşımlar ve Modeller

Güneş, Firdevs

doi:10.14527/9786053644927

Cited by 250 publications

(237 citation statements)

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“…In addition to language skills, writing skills also support students in expanding their thoughts, regulating their knowledge, using the language, enriching their intelligence and improving their mental lexicon by being in touch with mental processes (Güneş, 2013). Students transfer knowledge and review and regulate their thoughts more efficiently as their writing skills improve which consequently enables them to write at higher levels (Akyol, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…According to the Writing and Writing Skills Lesson Curriculum (2018), the writing process was comprised of the preparation, planning, developing, editing and presentation stages. Many researchers have also stated that writing is a skill that consists of certain processes (Akyol, 2013;Arıcı & Ungan;2017;Güneş, 2013;Karatay, 2013;Tekşan, 2013;Yıldız, Okur, Arı & Yılmaz, 2013). Other researchers have reported that the process of writing which is carried out incrementally has an important role in the development of students' written expression skills (Bruning & Horn, 2000;Graham & Sandmel, 2011;Karatay, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Relationship Between Writing Motivation Levels and Writing Skills Among Secondary School Students

Süğümlü¹,

Mutlu²,

Çinpolat³

2019

iejee

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The aim of this study was to determine the relationship between the writing motivation levels and written expression skills among secondary school students. The study was carried out using the correlational research model of the quantitative research methods. The study group for this study consisted of 230 students attending three different secondary schools in the fall semester of the 2018-2019 school year. For the selection of the study group, the convenient sampling method of the non-probabilistic sampling methods was used. The data collection tools for this study were the writing motivation scale, the writing evaluation form and a personal information form. The writing studies were assessed separately by three researchers. Statistical analyses were performed on the data collected from the writing motivation scale, which was applied to determine the writing motivation levels of the students, and the writing evaluation form, which was assessed using the writing studies. Based on the findings of this study students with high writing motivation scores had high writing evaluation scores.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Relationship Between Writing Motivation Levels and Writing Skills Among Secondary School Students

Süğümlü¹,

Mutlu²,

Çinpolat³

2019

iejee

View full text Add to dashboard Cite

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“…Yabancı dil öğretim süreçlerine yönelik tasarlanmış ders kitaplarında yer alacak metinlerin seçiminin amaçlı bir şekilde yapılması kültür aktarımı süreçlerinde metinleri etkili bir araç kılacaktır. Güneş (2017), dil öğretiminde kullanılan metinleri; üretilmiş, özgün, edebî ve otantik olarak dört başlık altında sınıflandırmaktadır (Şekil 1). Diğer taraftan metinleri; bilgilendirici metinler, öyküleyici metinler ve şiirler olarak da gruplandırmak mümkündür.…”

Section: Yabancı Dil öğRetiminde Kültür Aktarımının öNemiunclassified

Yabancılar için Türkçe Ders Kitaplarındaki Okuma Metinlerinin; Metin Türü, Metinlerin Özgünlüğü ve Metinlerde Geçen Kültür Ögeleri Bağlamında İncelenmesi: İstanbul Seti Örneği

Kirli¹

2019

ijlet

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In this study, the reading texts in İstanbul Course Book Pack for Foreigners were analyzed in terms of text types, originality/characteristics and inclusion of cultural elements. These dimensions were analyzed by using document analysis technique. The data collection process started with the identification of the reading texts in the İstanbul Course Book Pack for Foreigners (B1, B2, C1+). The identified texts were classified according to their types. Text originality/property case was been identified and divided into categories under the headlines of "original text" and "custom text". In the last stage, the inclusion level of the cultural elements in the reading texts in İstanbul Course Book Pack for Foreigners (B1, B2, C1+) was determined. According to the results of the study; it is determined that the reading texts in Turkish textbooks prepared for foreigners, in terms of text types, mostly contain informative texts. In terms of originality dimension the course books contain more specific texts. Besides, they do not include cultural elements sufficiently. The distribution of the text types to the B1, B2, C1+ levels was disproportionate. In terms of the informative text types, the articles were mostly included in the course books while for the narrative text types little space was given. The poetic text types were not included. ÖZETBu çalışmada, "İstanbul Yabancılar İçin Türkçe Seti"nde yer alan okuma metinlerinin; türleri, özgünlük/özellik durumları ve kültürel ögeleri içerme oranları üzerinde durulmuştur. Boyutlar, "İstanbul Yabancılar İçin Türkçe Seti" B1, B2, C1+ düzeyi ders kitapları esas alınarak doküman incelemesi tekniğiyle analiz edilmiştir. Veri toplama sürecinde, ilk aşamada "İstanbul Yabancılar İçin Türkçe Seti"ndeki (B1, B2, C1+) okuma metinleri tespit edilmiş, metinler türlerine göre sınıflandırılmıştır. Metinlerin özgünlük/özellik durumları belirlenmiş ve "özgün metin", "özel metin" başlıkları altında kategorilere ayrılmıştır. Son aşamada, "İstanbul Yabancılar İçin Türkçe Seti"ndeki (B1, B2, C1+) okuma metinlerinin kültürel ögeleri içerme düzeyleri belirlenmeye çalışılmıştır. Araştırmadan elde edilen sonuçlara göre; yabancılar için hazırlanan Türkçe ders kitaplarındaki okuma metinlerinin çoğunlukla bilgilendirici ve özel metinleri içerdiği, kültürel ögeleri ise yeterince içermediği tespit edilmiştir. Diğer taraftan, metin türlerinin B1, B2, C1+ düzeylerine dağılımının orantısız olduğu, bilgilendirici türlerden en çok makaleye yer verilirken hikâye edici türlere çok az yer verildiği, şiirsel türlere ise yer verilmediği görülmüştür. GirişKitap, "ciltli ve ciltsiz olarak bir araya getirilmiş, basılı veya yazılı kâğıt yaprakların bütünüdür" (TDK, 2019). Ders kitapları ise bir eğitim programını oluşturan hedef, içerik, öğretim durumları ve ölçme değerlendirme boyutlarına uygun oluşturulmuş basılı öğretim materyalleri olarak kabul edilebilir (Demirel ve Kıroğlu, 2008). Geçmişten günümüze birçok alanda eğitime/öğretime fayda sağlayan ve derslerde ana materyal olarak kullanılan ders kitapları, yabancı di...

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“…Similarly, Morgan [26] asserted that teachers have been able to make their students be motivated to read independently when they enable the books to be pleasant and read aloud to their students. Duncan [12] put forth that teachers perform a literary practice while reading aloud in the class and a story enthusiasm may be a way for the readers who are not willing to buy a book and cannot comprehend what they read on their own to like the book. When the students are in cooperation with their classmates, think that they will be successful, become a competent reader and have their own chances for choosing the book they will read, they also become more interested in reading [33].…”

Section: Introductionmentioning

confidence: 99%

“…It has been seen in several studies that a positive correlation exists between the increasing independent reading motivations and increasing general academic achievements of the students to whom reading aloud is performed by their teachers and parents [12,23,33,34]. When the literature is reviewed, several studies within the scopes of which the effect of IRA activities on cognitive and affective properties related to reading skill is analyzed have been encountered with.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Interactive Reading Aloud Activities on the Reader Self-perception of Primary School Students

Ceyhan¹,

Yıldız²

2019

ujer

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The objective of this study is to examine the effect of interactive reading aloud activities on the reader self-perception levels. The study is an experimental study, which aims for revealing and describing the existing situation. The study group consists of 82 students receiving education at the second grade in a public school affiliated to the MNE (the Ministry of National Education) and located in Çankaya district of Ankara province. With 42 students included in the experimental group, "Interactive Reading Aloud" activities covering a total period of 33 course hours have been carried out for 11 weeks; as for 40 students in the control group, they have not attended these activities. In the study, "Reader Self-perception Scale" developed by Chapman and Tunmer [9] and adapted to Turkish language by Yıldız and Bulut [35] has been used as data collection tool. The obtained data have been analyzed by the statistical package SPSS. In consequence of analyses, it has been determined that the reader self-perception levels of the students having attended the interactive reading aloud activities are significantly high.

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Türkçe Öğretimi - Yaklaşımlar ve Modeller

Cited by 250 publications

References 0 publications

Relationship Between Writing Motivation Levels and Writing Skills Among Secondary School Students

Relationship Between Writing Motivation Levels and Writing Skills Among Secondary School Students

Yabancılar için Türkçe Ders Kitaplarındaki Okuma Metinlerinin; Metin Türü, Metinlerin Özgünlüğü ve Metinlerde Geçen Kültür Ögeleri Bağlamında İncelenmesi: İstanbul Seti Örneği

The Effect of Interactive Reading Aloud Activities on the Reader Self-perception of Primary School Students

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