Atıf Sayısı
2
Görüntüleme
34
İndirme
10
Öğrendiği dilde duygu ve düşüncelerini anlatım becerilerini kullanarak (sözlü veya yazılı) yeterli ve düzgün ifade edebilen birey o dili öğrenmiş kabul edilmektedir. Yabancı dil olarak Türkçe öğretiminde dört temel dil becerisinin de aynı oranda öğretilmesi hedeflenmektedir. Ancak çalışmalar öğrencilerin anlama becerilerini (okuma ve dinleme) daha kolay geliştirirken anlatma becerilerini (konuşma ve yazma) kazanmada sorun yaşadığını ve geliştirilmesinde en zorlanılan becerinin yazma becerisi olduğunu göstermektedir. Bu çalışmada İstanbul Yabancılar İçin Türkçe Ders Kitabı Yeni İstanbul A1 ve A2 kitaplarındaki yazma konularının Türkçe öğrenen öğrencilerin yazma becerisine etkilerini belirlemek amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır ve çevrimiçi yollarla fotoğraf, Word ve pdf doyası olarak toplanan ödevler içerik analizi yöntemiyle incelenmiştir. Araştırmanın çalışma grubu Bandırma Onyedi Eylül Üniversitesi TÖMER’de 2020-2021 Eğitim-Öğretim yılında uzaktan öğretimle Türkçe öğrenen 42 öğrenciden oluşmaktadır. Araştırma sonucunda öğrencilerin ilgilerini çeken, yaşamlarından örnekler verebildikleri, yaşlarına ve kültürlerine uygun konularda daha istekli oldukları ve daha kapsamlı metinler yazdıkları belirlenmiştir.
The person who is able to express his feelings and thoughts in the language he learns with the ability to describe his feelings and thoughts (oral or written) sufficiently and correctly is considered to have learned that language. The aim is to teach the four basic language skills in the teaching of Turkish as a foreign language. However, studies show that students have trouble acquiring their narrative skills (speaking and writing) while improving their understanding skills (read and listening) more easily, and that the hardest skills to develop is the writing skills. This study aims to determine the effects of the writing subjects in the New Istanbul A1 and A2 books of the Turkish Curriculum for Foreigners on the writing skills of Turkish students learning. The research has used status study from qualitative research methods and the tasks collected in the form of photos, Word and PDF online methods have been studied by the method of content analysis. The study’s work group is Bandırma Onyedi September University in TÖMER 2020-2021 Education-Teaching year consisting of 42 students who learn Turkish with remote teaching. The study found that students were able to draw examples of their lives, be more willing to subjects that fit their age and culture, and write more comprehensive texts.
An individual who can express his feelings and thoughts in the language he has learned adequately and properly (verbally or in writing) is considered to have learned that language. In teaching Turkish as a foreign language, it is aimed to teach all four basic language skills at the same rate. However, studies show that while students develop their comprehension skills (reading and listening) more easily, they have problems in acquiring expression skills (speaking and writing) and that the most difficult skill to develop is writing. In this study, it was aimed to determine the effects of the writing subjects in the Istanbul Turkish Textbook New Istanbul A1 and A2 books on the writing skills of students who learn Turkish. The case study, one of the qualitative research methods, was used in the study and the homework collected as photographs, Word and pdf files were analyzed by content analysis method. The study group of the study consists of 42 students who learn Turkish by distance education in the 2020-2021 academic year at Bandırma Onyedi Eylül University TÖMER. As a result of the research, it was determined that students were able to give examples from their lives, were more enthusiastic about subjects appropriate to their age and culture, and wrote more comprehensive texts.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
Makale Detay 
Atıf Yapanlar
Benzer Makaleler
PDF Görüntüle
Dergi Bilgisi
Eseri Dinleyin
Bu Sayfayı Yazdırın
Paylaş
Mendeley
