Türkçeyi̇ İki̇nci̇ / Yabanci Di̇l Olarak Öğrenenler İçi̇n Hazirlanan Yardimci Materyalleri̇n Okunabi̇li̇rli̇ği̇ Üzeri̇ne Bi̇r İnceleme

Aydın, Gülnur

doi:10.29228/joh.66466

Cited by 3 publications

(2 citation statements)

References 13 publications

(36 reference statements)

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“…Upon examining the readability values of the stories, it becomes evident that they were not systematically prepared to progressively increase in difficulty or complexity, nor did they consistently follow a pattern of transitioning from simple to complex. This observation aligns with findings from similar studies in the existing literature on readability (Yılmaz & Temiz, 2014;Zorbaz & Köroğlu, 2016;Şimşek, 2019;Mutlu, 2020;Can, 2021;Özdemir & Daştan, 2022;Aydın, 2022). The discrepancies observed in the results of the stories based on the levels established by the Ateşman (1997) and Çetinkaya-Uzun readability criteria, as well as the divergence between easy and difficult texts within both sets of criteria, indicate that definitive conclusions regarding readability cannot be drawn.…”

Section: Results Discussion and Suggestionssupporting

confidence: 83%

“…Existing literature has predominantly concentrated on evaluating the readability of Turkish reading texts utilized in native language instruction, particularly in textbooks and children's literature (Bağcı & Ünal, 2013;Baki, 2018;Bozlak, 2018;Baş & Yıldız, 2015;Bayır & Kahveci, 2021;Bora & Arslan, 2021;Ceran, 2015;Çakıroğlu, 2015;Çeçen & Aydemir, 2011;Çetinkaya & Yenmez Aydoğan, 2019;Çıplak & Balcı, 2022;Çiftçi, Çeçen & Melanlıoğlu, 2007;Çinpolat, 2019;Çelik, Eker, İnce & Sağlam, 2018;Güder & Bilgen, 2021;Güneş, 2000;Kalın Ulu & Koçoğlu E, 2017;Kavun, 2023;Kayabaşı, Yılmaz & Doyumğaç, 2016;Kemiksiz, 2021;Kurnaz & Erdem, 2012;Okur, Arı, Ersoyol & Okur, 2013;Özçetin & Karakuş, 2020;Sarıçam, Kösecioğulları & Bozkurt, 2021;Şimşek & Çinpolat, 2021;Tekşan & Çinpolat, 2020;Temizyürek, 2010;Tosunoğlu & Özlük, 2011;Zorbaz, 2007). However, there is a noticeable dearth of research investigating the readability levels of texts specifically designed for teaching Turkish as a foreign or second language, with only a limited number of studies addressing this area (Aydın, 2022;Biçer & Alan, 2017;Erişik, 2021;Erol, 2014;Mutlu, 2020;Özcan, 2013;Yılmaz & Temiz, 2014;…”

Section: Sönmez (2013)mentioning

confidence: 99%

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Piktes İçi̇n Hazirlanan Hi̇kâye Seri̇leri̇ni̇n Okunabi̇li̇rli̇k Düzeyleri̇

GÜNAYDIN

2023

Sakarya University Journal of Education

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Texts intended for language instruction need to possess specific attributes in order to be prepared in accordance with the learner's level and learning objectives, and to be correctly comprehended by the learner. For this purpose, a set of distinctive criteria has been formulated. Among these, the concept of readability holds prominence. This study aims to determine the readability of open reading materials tailored for children who are learning Turkish as a second language. The study materials encompassed the "Salih Story Series" and the "Aslı Story Series," curated for Turkish language instruction within the scope of the Project for Supporting the Integration of Syrian Children into the Turkish Education System (PIKTES). A total of 20 storybooks, forming two story series, designed for children aged 6 to 12 of Syrian and other foreign nationalities residing in Turkey, at A1 and A2 proficiency levels, were analyzed. This analysis encompassed syllable, word, and sentence lengths; average word and sentence lengths based on readability criteria by Ateşman (1997) and Çetinkaya-Uzun (2010); and readability scores and levels derived from these criteria. The objective was to individually evaluate and ascertain the readability levels of the stories. The research data indicated that the word and sentence counts of the stories exhibited variability according to their sequential arrangement within the series and demonstrated that there was no progressive increase in the readability of the stories, from simpler to more complex, easier to more difficult, or from known to unknown. Following a qualitative approach and designed in accordance with the method of document analysis, this study culminated in proposing recommendations aimed at the development of a formula for assessing the readability of reading texts to be employed in the instruction of Turkish as a second and foreign language. This formula takes into account comprehensibility, and suggestions were put forth regarding measures that can be undertaken to enhance readability.

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Section: Results Discussion and Suggestionssupporting

confidence: 83%

Section: Sönmez (2013)mentioning

confidence: 99%

Piktes İçi̇n Hazirlanan Hi̇kâye Seri̇leri̇ni̇n Okunabi̇li̇rli̇k Düzeyleri̇

GÜNAYDIN

2023

Sakarya University Journal of Education

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Profiles of Learners of Turkish as a Second Language in Terms of Acculturation Orientation, Psychological Adjustment, and Perceived Cultural Distance

Temür,

Aydın

2023

Sakarya University Journal of Education

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When individuals encounter a cultural circle other than the one that constructs their memory, self, and consciousness, they are likely to experience some adaptation problems. Especially for individuals living in a foreign country, such problems can be much more diverse. Therefore, it is extremely important to examine such problems by focusing on the individual’s perceptions and experiences in various dimensions. The aim of this study is to determine the profiles of learners of Turkish as a second language in terms of acculturation orientation, psychological adjustment, and perceived cultural distance and the relationship between them. In line with this aim, the correlational method, one of the quantitative research methods, was preferred in the study. The sample group consisted of 300 learners at B2, C1 and C1+ language levels who were studying at Turkish language teaching centres of different universities in Türkiye in the 2022-2023 academic year. A 7-point Likert-type short scale developed by Demes and Geeraert (2014) consisting of the dimensions of acculturation orientation, psychological adjustment, and cultural distance was used as a data collection tool; the data were analyzed using the SPSS 26.0 statistical package program. As a result of the research, it was found that the participants, who exhibited different profiles in terms of scores according to gender, language level, education level, reason for coming to Türkiye, native language, and number of languages known, showed that as their orientation toward home culture increased, their orientation toward Turkish culture and perceived cultural distance scores increased correlatively; however, their psychological adjustment scores decreased. While no relationship was found between the participants' orientation toward Turkish culture and their psychological adjustment and intercultural distance perceptions, it was observed that as their psychological adjustment scores increased, their perceived cultural distance scores decreased. Finally, the results obtained from the study were interpreted and discussed in the light of the literature. Various suggestions were also presented to the researchers by mentioning the limitations of the study.

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Türkçenin Yabancı Dil Olarak Öğretimi İçin Hazırlanmış Yardımcı Okuma Kitaplarının Okunabilirliklerinin İncelenmesi

ALTUNTAŞ GÜRSOY,

ÇEVİK

2023

Korkut Ata Türkiyat Araştırmaları Dergisi

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Dil becerilerinin, özellikle okuma becerisinin, geliştirilmesi öğrenicinin düzeyine uygun metinlerle olanaklıdır. Öğretim sürecini düzeye uygun metinlerle, yardımcı okuma kitaplarıyla zenginleştirmek gerekmektedir. Bir metnin öğreniciye uygun olup olmadığını belirlemenin yöntemlerinden biri okunabilirlik düzeyini bulmaktır. Bu bağlamda araştırmanın amacı, Türkçe öğrenen yabancı öğreniciler için hazırlanmış Anadolu Hikâyeleri serisini okunabilirliği açısından incelemektir. Nitel yaklaşımla yapılandırılan araştırmanın veri kaynağını, Yunus Emre Enstitüsünün yayımladığı Anadolu Hikâyeleri serisindeki tüm kitaplar oluşturmuştur. Seride A1-A2 düzeyine yönelik 5 hikâye kitabı yer almaktadır. Veri kaynağı, amaçlı örnekleme yöntemiyle seçilmiştir. Veriler, doküman incelemesi yoluyla toplanmıştır. Analizler, Ateşman’ın (1997), Çetinkaya ve Uzun’un (2010), Bezirci ve Yılmaz’ın (2010) okunabilirlik formüllerine göre yapılmıştır. Analizler sonucunda; Laleye Sor, Kırmızı Ayakkabılar ve Yılkı kitapları Ateşman (1997) ile Çetinkaya ve Uzun (2010) okunabilirlik formüllerine göre kolay ve eğitsel okuma düzeyindedir. Bezirci ve Yılmaz (2010) okunabilirlik formülüne göre sırayla lisans, lise, ilköğretim olmak üzere farklı eğitim düzeylerine denk gelmektedir. Bayramlık adlı kitap için de benzer bir durumun söz konusu olduğu belirlenmiştir. Kitap, çok zor ve engelli düzeydedir. Bezirci ve Yılmaz (2010) okunabilirlik formülüne göre ise ilköğretim eğitim düzeyindedir. Son olarak Bir Bardak Çay adlı kitap; 3 formül için de ortak okunabilirlik düzeyinde yani çok kolay, bağımsız okuma ve ilköğretim düzeyi olarak bulunmuştur. Kitapların ortalama sözcük uzunluğu 2,91 hece ve ortalama cümle uzunluğu ise 4,52 sözcük olarak hesaplanmıştır. Araştırma sonucunda aynı düzeydeki yardımcı okuma kitaplarının birbirine yakın okunabilirlik puanında ve düzeyinde olmaları beklendiği için yazarların ve editörlerin metin hazırlama sürecinde buna dikkat etmeleri ve okunabilirlik ölçümlerini göz önünde bulundurmaları önerilmiştir.

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Türkçeyi̇ İki̇nci̇ / Yabanci Di̇l Olarak Öğrenenler İçi̇n Hazirlanan Yardimci Materyalleri̇n Okunabi̇li̇rli̇ği̇ Üzeri̇ne Bi̇r İnceleme

Cited by 3 publications

References 13 publications

Piktes İçi̇n Hazirlanan Hi̇kâye Seri̇leri̇ni̇n Okunabi̇li̇rli̇k Düzeyleri̇

Piktes İçi̇n Hazirlanan Hi̇kâye Seri̇leri̇ni̇n Okunabi̇li̇rli̇k Düzeyleri̇

Profiles of Learners of Turkish as a Second Language in Terms of Acculturation Orientation, Psychological Adjustment, and Perceived Cultural Distance

Türkçenin Yabancı Dil Olarak Öğretimi İçin Hazırlanmış Yardımcı Okuma Kitaplarının Okunabilirliklerinin İncelenmesi

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