An Analysis of Writing Activities in Teaching Turkish as a Foreign Language Textbooks (Yedi Iklim Turkce Sample)

The purpose of this study was to analyze the writing activities in Yedi Iklim Turkce textbook series, that was published to teach Turkish as a foreign language, according to different writing approaches. With this purpose in mind, we analyzed the writing activities in both textbooks and workbooks of this series in terms of the principles of (1) focus on language structures, (2) focus on text functions, (3) focus on creative expression, (4) focus on the writing process, (5) focus on content and (6) focus on reader. We also aimed at discovering how compatible these activities are with the recent writing instruction approaches. As a result of the analysis, many of the writing activities were observed to follow the principles of the traditional writing instruction approaches such as focus on form and focus on text functions. Some of the few writing activities exemplified focus on creative writing. Although students are asked to write on several genres, these writing activities are not done within the principles of focus on reader approach but mostly within the principles of focus on text functions that emphasize language structures and their functions in use

Comments of Prospective Turkish Teachers on Learning Turkish as a Foreign Language

AbstractThis study aims to investigate the views of prospective teachers of Turkish on different aspects of learning Turkish as a foreign language. 120 third-year student teachers at the faculty of education of a Turkish public university participated in the study. They were asked to answer a list of open ended questions and 15 of them were interviewed. The qualitative data were analysed with the content analysis method at the end of which some themes were obtained. The findings could be discussed under the following headings: (1) motives for learning Turkish, (2) challenges of learning Turkish, and (3) identity issues in learning Turkish

New roles for literacy teachers in the age of multiliteracies: A sociocultural perspective

The classical definition of literacy 'the ability to read and write' presupposes that literacy is something individual, static, universal, and solely cognitive. However, the new literacy approach of the post-structuralism underscores the significance of texts in context, differing values, meanings and the notion of multiliteracies. Traditional conception of literacy privileges some and marginalizes some others in the society and in the classroom which is a social space. This study aims at redefining the term literacy and multiliteracies in the postmodern world and presenting new roles for literacy teachers for the practice in Turkish literacy classrooms. © 2009

Effects of the teacher-provided and student-generated keyword methods on the immediate and delayed recall and recognition of vocabulary items under classroom conditions at a Turkish university

Ankara : The Institute of Economics and Social Sciences of Bilkent University, 1995.Thesis (Master's) -- Bilkent University, 1995.Includes bibliographical references leaves 48-51.This experimental study aimed at investigating the effects of a teacher-provided keyword method and a studentgenerated keyword method on recall and recognition of vocabulary items in comparison to a rote rehearsal control group. The study was conducted at Middle East Technical University Department of Basic English. The participants were 47 intermediate-level students in three intact classes. Research questions focused on the differences, if any, among the three groups in terms of recall and recognition of vocabulary items, as well as the differences, if any, with respect to retention of the learned vocabulary after treatment. To answer the research questions, three intact classes were chosen from the Middle East Technical University. One class was instructed in the teacher-provided keyword method and a second in the student-generated keyword method. The third group, which served as the control group, was asked to learn the words by rote rehearsal. Each group was allowed 25 minutes to learn the same 20 target vocabulary items. Before the treatment, each group was given a pretest, and the same test was given as a posttest immediately after treatment to test immediate recall and recognition. To measure long-term retention, that is delayed recall and recognition, the same test was given to the three groups after two weeks. These tests included separate recall and recognition sections. Pretest and posttest scores of recall and recognition were compared to measure acquisition of vocabulary items. Later, the posttest and retention test scores were compared to measure long-term retention. For the analysis, means and standard deviations were calculated and one-way analyses of co-variance were applied for each comparison of both recall and recognition separately to see if any method was significantly different from the others. Results did not show any statistically significant difference among the groups for the three tests of immediate and delayed recall and recognition of vocabulary. Treatment worked equally very well for all groups and posttest scores for all groups were very high. However, those groups did not differ significantly from each other. Findings suggest that the keyword strategy, whether provided by the teacher or generated by the students, is not superior to rote rehearsal for either recall or recognition at immediate or delayed testing in university classroom conditions.Yaylı, DeryaM.S

Public Health Rep

19314137PMCnul

Yabancı dil olarak Türkçe programı öğrencilerinin Türkçeye ve Türkiye’ye ilişkin görüşleri

Problem Statement: Due to the fact that teaching of Turkish as a Foreign Language (TFL) has become widespread all over the world, there have occurred some problems in the implementation. One of the most important problems stated so far is the teaching staff problem. In addition, TFL students suffer from the structure of Turkish language, the inadequacy of well written course books and other teaching materials. The lack of a methodology is another commonly stated problem.Purpose of Study: This study aims at questing for the traces of the problems in the literature among the TFL students by consulting their opinions. The opinions of the TFL students about Turkey as well as Turkish language will contribute to the field of TFL.Method: This research is a qualitative study trying to provide the field TFL with the opinions of students about Turkish and Turkey. The participants are 12 students from Vilnius University, Lithuania enrolled in Lithuanian Philology-Foreign Language (Turkish) program. Data were collected through student compositions and a face to face interview. Data were analyzed qualitatively and commented on with respect to a predetermined framework.Findings: The study showed that there are problems of the structure of Turkish as an agglutinative language, teaching staff, motivation and teaching methods. It also showed that Lithuanian people have some negative thoughts about Turkish language and Turkey owing to lack of knowledge and prejudices and that when students started to study Turkish and visited Turkey after a while their negative thoughts turned positive. The only negative thought they still bear is that Turkey should wait for some time for the European Union membership.Recommendations: Universities and the institutions which assign Turkish lecturers to foreign countries should deal with the problems of teaching staff and teaching methods in cooperation. The different structure of Turkish language should be considered in deciding on teaching methods and techniques. That is why pre-service training is essential for the lecturers of Turkish. Campaigns could make Turkish language and Turkey get better known and the prejudices demolish

İlköğretim ikinci kademe Türkçe ders kitaplarının türler açısından incelenmesi

Literary texts that take place in Turkish course books are an important means for teaching Turkish. The aim of this study is to search 6th, 7th and 8th grade Turkish course books in terms of text types. For this purpose, studies concerned with Turkish course books are discussed shortly. New Turkish curriculum is compared with the previous one. According to the 2006 curriculum reading texts that have to contain special features are discussed and the significance of types of texts is emphasized. In this study, all the texts in six books from four different publishing houses taught in 2008-2009 teaching year are examined, frequency of types used are defined; and finally those findings are discussed and implications are made. But free reading texts are not covered in this study

Hizmet öncesi Türkçe öğretmenlerinin öğretmeye yönelik endişeleri

Teachers develop some concerns on teaching starting from their preservice education period. Research has shown contradictory findings related with the developmental sequence of concerns and the effect of gender. A Turkey-specific issue deal with in this study was the effect of schooling shift (day or evening). Thus, this study aims to find the effects of year group, gender and schooling shift on the concerns of the 432 participants enrolled in Turkish language teaching program of a state university in Turkey. The data from the Teacher Concerns Checklist were analyzed with one-way ANOVA to indicate that year group and gender have significant effects on all three types of concerns (self, task, and impact) whereas the schooling shift does no

The adaptation of the reader self-perception scale to the 4th and 5th grade Turkish students

Problem statement: The affective dimension of reading instruction like self-efficacy has been highly studied, and a need for the assessment of this dimension has emerged in recent years. After some effort, the Reader Self-Perception Scale (RSPS) was developed to meet this need. Purpose of the Study: The purpose of this study is to adapt the RSPS into Turkish to make it available to the researchers and teachers in Turkey. Methods: The original RSPS consists of one general item and thirty-two subsequent items that embody the four scales: Progress, Observational Comparison, Social Feedback and Physiological States. To adapt the 33-item RSPS, the scale was translated into Turkish under the supervision of some scholars from the field of education. Later, a validity and reliability study analysis was carried out. The quantitative data were collected from 629 4th and 5th graders enrolled in five primary schools in Burdur, Denizli and izmir by using the RSPS and the Attitude Scale towards Reading. For the data analysis, the factor structure of the Turkish form of the RSPS, the Cronbach's Alpha coefficients of the scale and the subscales, test-retest and concurrent validity correlations were measured. Findings and Results: The analyses of the collected data indicated some findings. First, the factor analysis revealed the need for excluding two items from the original scale. Second, the exploratory factor analysis, using the principal component analysis and varimax rotation, and the confirmatory factor analysis were conducted. Five independent factors, explaining 51.98% of total variance, with the eigenvalue over 1.00 have been found. The result of the confirmatory factor analysis also confirmed the five-factor model. Third, the Cronbach's Alpha values of the scale and the subscales proved the high reliability for the adapted scale. Fourth, the itemtotal correlations of the scale acceptably ranged between .37 and .68. Finally, the test-retest validity and the concurrent validity with the Attitude Scale displayed significant correlations. Conclusions and Recommendations: Findings suggest that the adapted RSPS is a valid and reliable instrument for researchers and teachers in collecting descriptive data from students. Since the RSPS was tested with only the 4th and 5th grade students, additional studies are required to adapt the scale to other grades and to examine the changes in the 4th and 5th grade students' self-perception levels regarding the reading process