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Bu çalışmanın amacı, söylem çözümleme yönteminin Türk Dili Edebiyatı öğretimine; okuma, anlama, metin çözümleme ve dil kullanımı becerileri açısından etkisini belirlemek, bu konuda öğrenci görüşlerini elde etmektir. Araştırmanın çalışma grubunu 2014–2015 Eğitim-Öğretim yılı bahar döneminde, Erzurum il merkezinde yer alan Özel Bilkent Erzurum Laboratuvar Lisesi’nde öğrenim görmekte olan 11. sınıf öğrencileri oluşturmaktadır. Araştırmada nitel araştırma yöntemi kullanılmıştır. Öğrencilerin Türk Dili ve Edebiyatı derslerinde söylem çözümleme yönteminin kullanılmasına ilişkin görüş ve düşünceleri yöntem uygulanmadan önce ve uygulandıktan sonra öğrencilere uygulanan görüş formları yoluyla toplanmıştır. Ayrıca, uygulamayı yapan araştırmacının gözlemleri ve uygulama sonunda “görüşme” tekniğinden faydalanılarak video kaydı alınan öğrenci görüşleri de incelemeye dahil edilmiş, verilerin birbirini desteklediği görülmüştür. Toplanan verilerin analizinde betimsel analiz ve içerik analizi yaklaşımı kullanılmıştır. Araştırma sonucunda; söylem çözümleme yönteminin süreci etkin hale getirdiği, öğrencilerin okuma, anlama, metin çözümleme ve dil kullanımı becerilerinin gelişimini sağladığı, anlamlı, kalıcı ve başka alanlarla aktarılabilecek öğrenme durumları oluşturduğu, öğrenciler üzerinde derse güdülenme ve aktif öğrenme açısından etkili olduğu, eğitim sürecini zevkli hale getirerek derse katılımı arttırdığı, öğrencilerin sosyal ve iletişim becerilerine de katkı yaparak kişisel gelişimlerini desteklediği sonuçları ortaya çıkmıştır. Okuma ve anlama becerisinin bireylerin tüm yaşantısında ve öğrenme alanlarında etkili olduğu, söylem çözümleme yönteminin bir metin çözümleme tekniği olarak kullanıldığı çok az çalışmanın olması ve ana dil ve edebiyat derslerinde öğretim yöntemi olarak kullanıldığı bir çalışmanın bulunmuyor olması gibi nedenlerle çalışmanın eğitim bilimleri alan yazınına önemli katkılar sağlayacağı düşünülmektedir
The aim of this study is to identify the effect of discourse analysis method on Turkish Language and Literature teaching in terms of understanding, text analysis and use of language skills; and to get the opinions of the students on this method to use in Turkish courses. The study group of the research is the 11th grade students at Bilkent Private Laboratory School of Erzurum in the spring semester of 2014-2015 academic year. Qualitative research method was used in research. The opinions and thoughts of the study group about using the discourse analysis method in Turkish language and literature lessons were gathered through the opinion forms conducted before and after the method was applied. Opinions of students were also gathered by interviewing them and they were recorded. Additionally, the observations of the researcher were taken into consideration. Analysis of recordings and observations overlapped with and supported the data collected through opinion forms. Descriptive analysis and content analysis approaches were used in the analysis of the data. As a result of the research; it was found that discourse analysis has enabled the learning process to be effective, it students to develop skills of understanding, text analysis and use of language, it created meaningful, permanent and transferable learning opportunities and has increased the participation in the lessons. Moreover, the method has been found to support students' personal development by contributing to the social and communication skills. Reading and comprehension skills are effective in all areas of learning and experience. In addition, there is only small number of studies on discourse analysis method, and we couldn't find any research where discourse analysis was used as a method of teaching in first language and literature course. By taking all of these facts into consideration, it is believed that this study will provide important contributions to the literature.
The aim of this study is to identify the effect of discourse analysis method on Turkish Language and Literature teaching in ter¬ms of comprehension, textual analysis and use of language skills; and to get the opinions of the students on this method to use in Turkish courses. The study group of the research is the 11th grade students at Bilkent Private Laboratory School of Erzurum in the spring semester of 2014-2015 academic year. Qualitative research method was used in research. The opinions and thoughts of study group about using the discourse analysis method in Turkish language and literature les¬sons were gathered through the opinion forms conducted before and after the method was applied. Opinions of students were also gathered by interviewing them and they were recorded. Additionally, observations of the researcher were taken into consideration. Analysis of recordings and observations overlapped with and supported the data collected through opinion forms. Descriptive analysis and content analysis approaches were used in the analysis of the data. As a result of the research; it was found that discourse analysis has enabled the learning process to be effective, it helped students to develop skills of comprehension, textual analysis and use of language, it created meaningful, permanent and transferable learning opportunities and has increased the participation in the lessons. Moreover, the method has been found to support students’ personal development by contributing to the social and communication skills. Reading and comprehension skills are effective in all areas of learning and experience. In addition, there is only small number of studies on discourse analysis method, and we couldn’t find any research where discourse analysis was used as a method of teaching in first language and literature course. By taking all of these facts into consideration, it is believed that this study will provide important contributions to the literature.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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