Yabancı Dil Olarak Türkçe Öğretiminde Okuduğunu Anlama Stratejilerinin Okuduğunu Anlama Becerisine Etkisi
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bilim Eğitim Kültür Akademi Derneği
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Okuduğunu anlama, Türkçenin hem ana dili hem de yabancı dil olarak öğretiminde üzerinde en çok durulan hususlardandır. Okumanın temel gayesi ise anlama ulaşmaktır. Öğrencilerin anlama becerilerini geliştirmek amacıyla okuma öncesi, okuma sırası ve okuma sonrasında bazı stratejiler kullanılmaktadır. Bu çalışmada, Türkçenin yabancı dil olarak öğretiminde okuduğunu anlama stratejilerinin okuduğunu anlama becerisine etkisi incelenmiştir. Çalışmada ön test son test kontrol gruplu deneysel desen kullanılmıştır. Kolay ulaşılabilir durum örneklemesi ile belirlenen çalışma grubu ise ALKÜ TÖMER’de Türkçe öğrenen B2 düzeyinde toplam 49 öğrenciden oluşmaktadır. Araştırmada veri toplama aracı olarak Altunkaya (2016) tarafından B düzeyi öğrenciler için geliştirilen “Yabancı Dil Olarak Türkçe Okuduğunu Anlama Başarı Testi” kullanılmıştır. 6 haftalık uygulama süresince deney grubundaki okuma derslerinde okuma öncesi, sırası ve sonrası anlama stratejileri kullanılmıştır. Kontrol grubunda ise okuma çalışmaları kapsamında ders kitabındaki mevcut etkinlikler uygulanmıştır. Veriler, SPSS 22.00 istatistik paket programında Mann Whitney U ve Wilcoxon Sıra Farkları testleri kullanılarak analiz edilmiştir. Araştırma sonucunda deney ve kontrol grubu öğrencilerinin okuduğunu anlama becerileri test puanları arasında deney grubu lehine anlamlı bir farklılık olduğu tespit edilmiştir. Bu sonuca göre, okuduğunu anlama stratejilerinin yabancı dil olarak Türkçe derslerinde okuduğunu anlama becerisini olumlu yönde etkilediği belirlenmiştir.
Reading comprehension skill is one of the most emphasized issues in teaching Turkish both as a mother tongue and as a foreign language.. In this respect, it is necessary to employ reading comprehension strategies in order to improve students' comprehension skills. In this study, the effect of reading comprehension strategies in teaching Turkish as a foreign language on reading comprehension skills was examined. In the study, which has a quantitative design, the experimental design with pretest-posttest control group was used as a method. The study group, which was determined by easily accessible case sampling, consists of 49 students who learn Turkish at B2 level at ALKÜ TÖMER. The "Reading Comprehension Achievement Test in Turkish as a Foreign Language" developed by Altunkaya (2016) for B-level students was used as a data collection tool in the research. During the 6-week implementation period, pre-reading, reading and post-reading comprehension strategies were used in the experimental group. In the control group, the activities in the textbook were not followed within the scope of reading activities. In the analysis of the data, two different statistical analyzes as Mann Whitney U and Wilcoxon Rank Difference tests were used. As a result of the application, there was a significant difference between the reading comprehension skills test scores of the experimental and control group students in favor of the experimental group. According to this result, it was determined that reading comprehension strategies positively affected reading comprehension skills in Turkish as a foreign language lessons
Reading comprehension skill is one of the most emphasized issues in teaching Turkish both as a mother tongue and as a foreign language.. In this respect, it is necessary to employ reading comprehension strategies in order to improve students' comprehension skills. In this study, the effect of reading comprehension strategies in teaching Turkish as a foreign language on reading comprehension skills was examined. In the study, which has a quantitative design, the experimental design with pretest-posttest control group was used as a method. The study group, which was determined by easily accessible case sampling, consists of 49 students who learn Turkish at B2 level at ALKÜ TÖMER. The "Reading Comprehension Achievement Test in Turkish as a Foreign Language" developed by Altunkaya (2016) for B-level students was used as a data collection tool in the research. During the 6-week implementation period, pre-reading, reading and post-reading comprehension strategies were used in the experimental group. In the control group, the activities in the textbook were not followed within the scope of reading activities. In the analysis of the data, two different statistical analyzes as Mann Whitney U and Wilcoxon Rank Difference tests were used. As a result of the application, there was a significant difference between the reading comprehension skills test scores of the experimental and control group students in favor of the experimental group. According to this result, it was determined that reading comprehension strategies positively affected reading comprehension skills in Turkish as a foreign language lessons
Açıklama
Anahtar Kelimeler
Turkish Education, Türkçe Eğitimi
Kaynak
International Journal of Languages' Education and Teaching
WoS Q Değeri
Scopus Q Değeri
Cilt
10
Sayı
4
