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Bu araştırmada, Türkçe öğretmenlerinin dil eğitimi sürecinde çocuk edebiyatı ürünlerinin kullanımına ilişkin görüşlerinin tespit edilmesi amaçlanmaktadır. Araştırmada nitel araştırma desenlerinden olgubilim (fenomenoloji) kullanılmıştır. Araştırmanın örneklemi, kolay ulaşılabilirlik ve gönüllülük esasına göre oluşturulmuştur. Araştırmanın verileri, yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Elde edilen veriler üzerinde, cevapların niteliğine göre, betimsel ve içerik analizi bir arada kullanılmıştır. Araştırma sonucunda, Türkçe öğretmenlerinin okuma eğitiminde hikâye, roman, destan, fablların, dinleme eğitiminde masal, mâni ve ninnilerin; efsanelerin ise okuma ve dinleme sürecinde daha etkili olabileceğine dair görüş sundukları tespit edilmiştir. Ayrıca öğretmenlerin tiyatro türünün konuşma eğitiminde; şiir, fıkra, bilmece ve tekerlemelerin ise dinleme ve konuşma sürecinde faydalı olabileceğini; deneme ve anıların yazma eğitiminde, gezi yazılarının ise okuma ve yazma becerilerinin geliştirilmesinde daha etkili olabileceğini düşündükleri belirlenmiştir. Ayrıca her bir edebî türün belirli özellikleri ile birden fazla dil becerisini geliştirmede yararları olabileceğine dair tespitlere de ulaşılmıştır.
This study aims to identify the opinions of Turkish teachers about the use of children’s literary products in the language education process. The research has been used by phenomenology (phenomenology). The sample of the research was created based on the essence of easy accessibility and volunteering. The data of the study was collected through a semi-configured interview form. On the obtained data, according to the nature of the answers, visual and content analysis were used together. The research found that Turkish teachers presented the opinion that stories, novels, stories, fables, stories, men and nins in reading education, and that the legends could be more effective in reading and listening process. It is also determined that the teachers think that the theatre type can be useful in speech training; that poems, jokes, wisdom and twistings can be useful in listening and speech process; that experimentation and memories can be more effective in writing training, and that travel writings can be more effective in the development of reading and writing skills. It has also been found that each literary genre may be beneficial in developing multiple language skills with its specific characteristics.
In this study, it is aimed to determine the views of Turkish language teachers regarding the using of different forms of children's literature in the language education. Qualitative research approach was applied in the research. Accordingly, the research was carried out according to the phenomenology model. The working group of the study was composed based on easy accessibility and volunteering. The data of the research were collected through a semi-structured interview form. Descriptive and content analysis were used together on the data obtained. As a result of the research, it has been determined that Turkish teachers present their views that stories, novels, epics, fables, fairy tales, traditional poems and lullabies will be effective in the reading education. It has been concluded that drama will be more effective in the speaking education. Views have been determined that essays and memories can be more effective in the writing education and travel writings can be more effective in the reading and writing education. In addition, it has been determined that each literary form may have benefits in developing more than one language skill with specific features.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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