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  Citation Number 1
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TÜRKÇE DERSİNDE YARATICI YAZMA UYGULAMALARI
2023
Journal:  
International Journal of Language Academy
Author:  
Abstract:

Bu araştırmada Türkçe öğretmenlerinin derste yaptıkları yaratıcı yazma uygulamalarını ortaya koymak amaçlanmıştır. Bunun için araştırma durum çalışması yöntemine göre yapılmıştır. Çalışma grubundaki Türkçe öğretmenleri ile görüşmeler gerçekleştirilmiş, hazırlanan görüşme formundaki sorular öğretmenlere sorulmuştur. Öğretmenlerden toplanan veriler içerik analizine göre değerlendirilmiştir. Araştırma sonucunda öğretmenlerin her hafta en az bir ya da iki ders saati yazma çalışmalarına zaman ayırdıkları; derslerdeki yazma çalışmalarında metin tamamlama, serbest yazma, duy-yaz yaratıcı yazma, grupla yazma, türe özgü yazma, empatik yaklaşım, kavram havuzundan seçerek yazma, kelimelerden hareketle yazma, akrostiş çalışması, karakterlerden hareketle yazma, yetizleme, istasyon yöntem ve tekniklerini kullanarak farklı metin türlerine yönelik yazma çalışmaları yaptırdıkları belirlenmiştir. Öğretmenlerin metinleri grup, bireysel, öz ve akran değerlendirmesi yaparak öğrencilere dönüt verdikleri bulgulanmıştır. Öğretmenlerin değerlendirme ölçütleri; yazım ve noktalama, yazı planı, türe uygun metin yazımı, sayfa düzeni, üslup, özgünlük, metin tutarlılığı, metnin anlaşılırlığı ve metnin uzunluğudur. Öğrencilerin yaratıcı yazma becerilerini etkileyen etmenler öğrencilerin yazma kaygı ve tutumları, okuma kültürü ve kelime haznesi, öğretim süreci, öğrencilerin yazma süreçleri ve bilgi eksikliği olarak belirlenmiştir. Öğretim sürecinde yaratıcı yazmayı olumsuz etkileyen etmenler; öğretim programında yaratıcı yazmaya ağırlık verilmemesi, yazmaya ayrılan sürenin sınırlı olması, eksik ya da hatalı geri bildirim verilmesi, sınav odaklı öğretim süreci, kullanılan yöntem ve tekniklerin öğrenciler için uygun olmaması, süreç temelli yazma yöntemlerinin bilinmemesi ve ilkokulda yazma çalışmalarının yetersiz olmasıdır.

Keywords:

Creativity in the Turkish lesson
2023
Author:  
Abstract:

This study is aimed at revealing the creative writing practices that Turkish teachers do in the classroom. This is done according to the method of study. Interviews with the Turkish teachers in the working group were conducted, the questions in the prepared interview form were asked to the teachers. The data collected from the teachers were evaluated according to the content analysis. The study found that teachers spent at least one or two hours of writing each week; in the writing studies in the classes, they performed text completion, free writing, sensual-sweet creative writing, group writing, type-specific writing, empathic approach, writing by choice from the concept pool, writing from words by movement, acrostic work, writing from characters by movement, scanning, station methods and techniques, writing work for different types of text. The teachers found that the texts were given to students by making group, individual, self and co-evaluation. Teachers’ assessment criteria are: writing and pointing, writing plan, text writing, page layout, style, originality, text consistency, text understandability and text length. Factors that influence students' creative writing skills are identified as students' writing concerns and attitudes, reading culture and word treasury, teaching process, students' writing processes and lack of knowledge. The factors that negatively affect creative writing in the teaching process are: the lack of weight on creative writing in the teaching program, the limited time dedicated to writing, the lack of or wrong feedback, the exam-focused teaching process, the methods and techniques used are not suitable for students, the lack of knowledge of the process-based writing methods and the lack of writing studies in primary school.

Keywords:

Creative Writing Practices In Turkish Language Class
2023
Author:  
Abstract:

Using the case study approach, the purpose of this study is to reveal the creative writing practices carried out by Turkish language teachers during the lessons. To this end, interviews were conducted with the teachers and the questions in the interview form were addressed. Data yielded by the interviews were analysed through content analysis. The findings showed that the teachers allocated at least one or two hours of lesson to writing activities each week and the practices were as follows: text completion, free writing, listen-and-write creative writing, group writing, genre-specific writing, empathic approach, writing by choosing from the concept pool, writing based on words, acrostic works, character-based writing activities, dissertation and writing different text types through station method and techniques. It was evidenced that teachers provided feedback to the students by making group, individual, self or peer assessment. Teachers’ assessment criteria were spelling and punctuation, text organization, genre-based writing, layout, style, originality, text consistency, comprehensibility and text length. The factors affecting students’ creative writing skills were determined as writing anxiety and attitudes, reading culture, vocabulary, teaching process, students’ writing processes and the lack of knowledge. The factors, however, adversely affecting their creative writing skills were listed as lack of emphasis on creative writing in the curriculum, limited time allocated to writing, incomplete or false feedback, exam-oriented teaching process, inappropriate methods and techniques, lack of knowledge on process-based writing methods and insufficient writing activities in primary school.

Keywords:

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International Journal of Language Academy

Field :   Eğitim Bilimleri; Filoloji

Journal Type :   Uluslararası

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Cite : 1.591
International Journal of Language Academy