Bu çalışma 2019-2020 eğitim öğretim yılında Almanca (39), İngilizce (16), Özel Eğitim (42) Öğretmenliği bölümü 1. sınıfta okuyan 97 öğretmen adayının özetleme stratejilerini kullanım durumlarını incelemeyi amaçlamaktadır. Çalışmada tarama modelinden yararlanılmıştır. Deneme (2009) tarafından geliştirilen 14 maddelik “Özetleme Stratejileri Ölçeği” uygulanmıştır. Çalışmanın sonuçlarına göre, yedinci, birinci, ikinci, on üçüncü, dokuzuncu, onuncu, on birinci ve beşinci maddeler yüksek oranda tercih edilen stratejiler arasındadır. En az kullanılan stratejilerin arasında “Özet boyunca özgün metnin yazarına gönderme yaparım.” şeklinde açıklanan strateji olduğu görülmüştür. Az tercih edilen stratejiler arasında “Özet metne konuyla ilgili fikirlerimi de katarım.”, “Özgün metni okumaya başlar başlamaz özet metni yazmaya başlarım.” stratejileri yer almaktadır. “Özgün metnin ana fikrini özet metnin ilk cümlesinde ifade ederim.” stratejisi öğretmen adayları tarafından tercih edilmeyen stratejidir. Öğretmen adaylarının özetleme stratejilerini orta düzeyde tercih ettikleri tespit edilmiştir. Çalışmada cinsiyet değişkenine ilişkin anlamlı bir farklılık tespit edilmemiştir. İngilizce ve Almanca öğretmenliği bölümlerindeki öğrencilerde on ikinci ve on üçüncü maddelerde anlamlı farklılık görülmüştür. Yazılı anlatım ya da Türk dili gibi okuma ve yazmaya yönelik derslerde metin özetleme konusu üzerine hem teorik hem de uygulamaya yönelik çalışmalar yapılmalıdır.
This study aims to examine the use of German (39), English (16), Special Education (42) teaching department 1st class 97 teaching candidates’ summary strategies in the 2019-2020 educational year. It is used in the study of the screening model. The experiment (2009) developed 14 articles "Simplification Strategies Scale" was implemented. According to the results of the study, the seventh, first, second, tenth, ninth, tenth, first and fifth items are among highly preferred strategies. Among the least used strategies, "I'm sending the original text to the author throughout the summary." It is a strategy that has been explained. Among the least favourite strategies, "I also add my ideas about the summary text. “When I begin to read the free text, I begin to write the summary text.” Strategies are in place. "I will summarize the main idea of the free text in the first sentence of the text." The strategy is a strategy that is not preferred by the teacher candidates. Teachers’ candidates have been determined to prefer their summary strategies at the middle level. There was no significant difference in gender variables. Students in the English and German teaching departments have seen significant differences in the second and third subjects. In the lessons aimed at reading and writing, such as written narrative or Turkish language, the subject of text summary should be both theoretical and practical studies.
This study examines the pre-service teachers' preferences of using summarizing strategies in German, English and Special Education Teaching departments in the 2019-2020 academic year in a public university. The study group consisted of 97 pre-service teachers studying in German (39), English (16), and Special Education (42) Teaching departments. Screening model was used in the study. The 14-item “Summarizing Strategies Scale” developed by Deneme (2009) was applied. According to the results of the study, highly preferred strategies included items 7, 1, 2, 13, 9, 10, 11 and 5. These items are important items in the text summarizing strategies, and it was seen that pre-service teachers were successful in this subject. The least preferred strategy is “I refer to the author of the original text throughout the abstract.” (Item 14). It was determined that this item was not preferred by pre-service teachers. Less preferred strategies include the statements “I also add my ideas to the summary text.” (Item 4) and “As soon as I start reading the original text, I start writing the summary text” (Item 6). It was also determined that pre-service teachers did not use item 12 (“I express the main idea of the original text in the first sentence of the abstract.”). In the study, there was no significant difference regarding the gender variable. In the 12th and 13th items, it was found that there was a significant difference between the English and German Language departments. Both theoretical and practical studies should be carried out on the subject of text summarization in reading and writing courses such as written expression or Turkish language.
Alan : Eğitim Bilimleri; Filoloji
Dergi Türü : Uluslararası
Benzer Makaleler | Yazar | # |
---|
Makale | Yazar | # |
---|