Türkiye’de ilkokulda öğrenim gören Suriyeli öğrencilerin yazma becerisine ilişkin öğretmen görüşleri

Abstract

The aim of this study is to determine the teachers' views on the writing skills of the Syrian students. The study group of the research consists of 30 volunteer teachers who have Syrian students in their classes in four state primary schools affiliated to the Ministry of National Education in the central districts of Şanlıurfa province in 2018-2019 academic year. In this study, descriptive scanning model was used, and data were collected by Teachers' Views on Writing Skills of Syrian Students Semi-Structured Interview Form and Personal Information Form, which were developed by the researcher. During the preparation of the interview forms, opinions were obtained from two experts in the field of teaching Turkish to foreigners. The data obtained from the interviews were analyzed by descriptive analysis. As a result of the research, Syrian students receiving education in primary schools in Turkey are willing to write whereas they generally have low level writing skills, that the current curriculum is useful but inadequate. It is found that many problems are encountered during the writing process and the most important one is vocabulary problems such as lack of vocabulary and not knowing Turkish equivalents of words. It was also determined that the teachers use various methods / techniques, activities / materials for the problems encountered, and the teachers have various suggestions, especially that the students should take education of Turkish before starting the school to solve the language problem.

Eğitici oyunların Türkçe öğrenen Suriyeli öğrencilerin yazma becerisine etkisi

“…Söz konusu çalışmalarda deney ve kontrol gruplarının yazılı anlatım becerilerine yönelik almış oldukları son test puanları deney grubu lehine daha yüksek belirlenmiş, ancak deney ve kontrol gruplarının son test puanları arasında istatistiksel olarak anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. Gültutan (2019), çalışmasında ilkokul düzeyinde Türkçe öğrenen Suriyeli öğrencilerin yazma becerilerinin genel olarak düşük olduğu, yazmaya karşı istekli oldukları ve müfredatın faydalı fakat yetersiz olduğu sonucuna ulaşmıştır. Bu çalışmada da deney ve kontrol gruplarının yazma becerisinin istenilen düzeyde olmaması, kelime haznesinin yetersizliği, yazmaya karşı tutumlar gibi unsurların puanları etkilediği söylenebilir.…”