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Süreç temelli yazma yaklaşımı; yazma sürecini aşamalandırarak yazma işlemini kolaylaştırmayı, öğrencilerin yazma becerilerini nasıl kullanacaklarını öğretmeyi ve bu becerilerini geliştirmeyi amaçlayan, bilginin zihinde yapılanmasını ve özümsenmesini temel alan bir öğretim yoludur. Bu araştırmada Türkçe öğretmenlerinin süreç temelli yazma yaklaşımının uygulanabilirliğine yönelik görüşlerinin tespit edilmesi amaçlanmıştır. Araştırma, nitel desenlerden fenomenolojik türde gerçekleştirilmiş ve veriler içerik analizi yöntemiyle analiz edilmiştir. Aşamalı örnekleme yöntemiyle gönüllülük esası temel alınarak belirlenen çalışma grubu, Elazığ il merkezinde görev yapan 14 Türkçe öğretmeninden oluşmaktadır. Türkçe öğretmenlerinin görüşlerinin değerlendirilmesi sonucunda süreç temelli yazma yaklaşımının uygulanabilirliği konusunda ciddi zorluklar ve eksiklikler yaşandığına dair görüşler tespit edilmiştir. Katılımcılar tarafından bu zorlukların, yaklaşımın uygulamada fazla zaman alması, öğrencilerin hazırlık aşamasında konu hakkında yeterli bilgi edinememesi ve yapay dil becerilerini öğrenememiş olmaları gibi sorunlardan kaynaklandığı belirtilmiştir.
Process-based writing approach that aims to grade it in order to facilitate the writing process is an approach based on the structuring and digestion of knowledge on the mind. It aims to teach students how to use and improve writing skills. The purpose of this research is to determine the opinions of the Turkish teachers about the applicability of the process-based writing approach. The research was carried out in phenomenological form from qualitative patterns and analyzed data by content analysis method. The study group was determined on the basis of volunteerism through the gradual sampling method consists of 14 Turkish teachers working in Elazığ province. Face-to-face interviews were conducted with the semi-structured interview form developed by the researchers and the findings were tabulated by determining frequency distribution. As a result of evaluating the opinions of the Turkish teachers, it was found that there are serious difficulties and deficiencies about the applicability of the process-based writing approach. These difficulties arise from problems such as excessive time in practice, lack of information on the subject during the preparatory phase, and the inability to learn artificial language skills.
Process based writing approach that aims to grade it in order to facilitate the writing process is an approach based on the structuring and digestion of knowledge on the mind. İt aims to teach students how to use and improve writing skills. The purpose of this research is determining the opinions of the Turkish teachers about the applicability of the process based writing approach. The research was carried out in phenomenological form from qualitative patterns and analyzed data by content analysis method. The study group was determined on the basis of volunteerism through the gradual sampling method consists of 14 Turkish teachers working in Elazığ province. Face-to-face interviews were conducted with the semi-structured interview form developed by the researchers and the findings were tabulated by determining frequency distributions. As a result of evaluating the opinions of the Turkish teachers, it was found that there are serious difficulties and deficiencies about the applicability of the process based writing approach. These difficulties stem from problems such as excessive time in practice, lack of information on the subject during the preparatory phase, and the inability to learn artificial language skills.
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