Türkçe Öğretmenlerinin Ders Kitaplarına Bağlılıklarına Yönelik Öğretmen Görüşleri

Özkan, Neşe Kara

doi:10.16916/aded.794191

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…The most frequently used resources for vocabulary teachers by teachers in Turkish language courses are textbooks. Because researches conducted at various times have shown that teachers" commitment to textbooks is at a high level (Özbay, 2003;Öztürk, 2019;Kara Özkan, 2021;Köroğlu & Balcı, 2022). Textbooks are defined as resources written for teaching a certain course and for students at certain levels, prepared in accordance with the objectives, content, learning-teaching process, assessment and evaluation methods, and significantly affecting what students will learn in the learningteaching process (Küçükahmet, 2003;Ceyhan & Yiğit, 2005;Demirel & Kıroğlu, 2005).…”

Section: Introductionmentioning

confidence: 99%

An Examination Of Academic Studies Regarding Vocabulary Teaching In Secondary School Turkish Textbooks

ATEŞ,

YAKIŞAN

2023

Journal of Teacher Education and Lifelong Learning

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Vocabulary teaching aims to transfer the cultural properties and richness of expression of a language to the next generations. Studies conducted on vocabulary teaching become important in the development of the textbooks used as the primary source for teaching vocabulary in schools, the emergence of new approaches to vocabulary teaching, and the way for the relevant experts to gain different perspectives. When the studies in the literature are reviewed, although there are some studies conducted on vocabulary teaching in textbooks, there is no study that handles all these studies together. The aim of the present study, which was conducted based on the lack of studies in the literature, is to examine the academic studies conducted on vocabulary teaching in secondary school Turkish textbooks between 2006-2023. Within the aim of the study, a total of 22 postgraduate theses and 42 articles that were indexed in Google Scholar, YÖK National Thesis Center, Proquest, and TR Index databases and discussed the vocabulary elements in Turkish textbooks have been examined. Document analysis, one of the qualitative research methods, was used in the study and descriptive analysis was performed to analyze the studies included in the scope of the research. As a result of the study, it was concluded that of the studies conducted on the vocabulary elements in secondary school Turkish textbooks, 34,4 % were theses while 65,6 % of them were articles; the qualitative method was mostly used in studies; the 5th, 6th, 7th and 8th-grade Turkish textbooks were examined together throughout the research; studies were conducted to determine the vocabulary elements in the passages of the textbooks, identify the vocabulary elements in the activities of the textbooks, and analyze the textbooks in terms of idioms, proverbs, and word frequency; vocabulary elements such as idioms, proverbs, formulaic expressions, reduplications, proper nouns, and related words were included more; keywords in the studies were grouped under the title of vocabulary, culture, genre, method and technique, book, skill, linguistics, word, and education and training; and keywords included in the studies and aims of the present study overlapped with each other.

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Section: Introductionmentioning

confidence: 99%

An Examination Of Academic Studies Regarding Vocabulary Teaching In Secondary School Turkish Textbooks

ATEŞ,

YAKIŞAN

2023

Journal of Teacher Education and Lifelong Learning

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“…Türkçe öğretmenlerinin kolay ulaşılabildikleri (Karadağ ve Tekercioğlu, 2019), dersin içeriğini planlı bir şekilde sunduğu ve ölçme değerlendirmeye yönelik çeşitli uygulamalara yer verdiğinden eğitim öğretim sürecinde en sık kullandıkları materyaller arasında ders kitapları gelmektedir. Alanyazında da Türkçe öğretmenlerinin çoğu zaman ilk başvurdukları materyalin ders kitapları olduğu yönünde bulgular mevcuttur (Kara-Özkan, 2021). Ders kitabı, öğretim programında mevcut olan amaç ve kazanımları gerçekleştirmesi ve öğrencinin hedeflenen bilgi ve beceriyi edinmesine yönelik planlı bir şekilde hazırlanmış olan basılı veya elektronik materyaldir (Mutlu, Süğümlü ve Çinpolat, 2018).…”

Section: Introductionunclassified

Türkçe Öğretmenlerinin Ortaokul Türkçe Ders Kitaplarındaki Tema Değerlendirme Sorularına Yönelik Görüşleri

Eyüp¹,

Tuştaş²,

Uysal³

2021

ijlet

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The aim of this research is to determine the views of Turkish language teachers about the theme evaluation questions in secondary school Turkish textbooks. The research is a qualitative research and designed as a case study. The study group consisted of 16 Turkish language teachers. A semi-structured interview form prepared by the researchers was used to collect the data. Content analysis techniques were used in the analysis of the data. As a result of the research, it was determined that Turkish language teachers think that the theme evaluation questions in the textbooks are generally sufficient to meet the achievements in the Turkish Lesson Curriculum. Teachers stated that the questions were mostly about reading and grammar. All of the teachers give importance to these questions and make the students ask them. Teachers observe that students are highly interested in evaluation questions. According to the teachers, the end-of-theme questions provide benefits such as general repetition and reinforcement and evaluation of what they have learned. It was stated by the teachers that the technics of questions in the evaluation of the themes were insufficient and must be diversified. It was stated that the theme evaluation questions were not directed to the central exam questions and that this deficiency should be corrected.

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Türkçe Öğretmenlerinin Ders Kitaplarına Bağlılıklarına Yönelik Öğretmen Görüşleri

Cited by 2 publications

References 8 publications

An Examination Of Academic Studies Regarding Vocabulary Teaching In Secondary School Turkish Textbooks

An Examination Of Academic Studies Regarding Vocabulary Teaching In Secondary School Turkish Textbooks

Türkçe Öğretmenlerinin Ortaokul Türkçe Ders Kitaplarındaki Tema Değerlendirme Sorularına Yönelik Görüşleri

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