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class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>6</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Thesis-Chapters" data-toggle="tab" href="#thesischapters" role="tab" title="Thesis Chapters"><span>1</span> <span class="ds2-5-body-sm-bold">Thesis Chapters</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Enes Güleç</h3></div><div class="js-work-strip profile--work_container" data-work-id="99077613"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99077613/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_ANLAMA_BECER%C4%B0LER%C4%B0NE_Y%C3%96NEL%C4%B0K_%C3%96Z_YETERL%C4%B0KLER%C4%B0"><img alt="Research paper thumbnail of YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN ÖĞRENCİLERİN ANLAMA BECERİLERİNE YÖNELİK ÖZ YETERLİKLERİ" class="work-thumbnail" src="https://attachments.academia-assets.com/100260141/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99077613/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_ANLAMA_BECER%C4%B0LER%C4%B0NE_Y%C3%96NEL%C4%B0K_%C3%96Z_YETERL%C4%B0KLER%C4%B0">YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN ÖĞRENCİLERİN ANLAMA BECERİLERİNE YÖNELİK ÖZ YETERLİKLERİ</a></div><div class="wp-workCard_item"><span>International Journal of Language Academy</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yaz...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Dinleme, seslere anlam yüklenmesi ile başlayan süreçte öğrencinin yaşam boyu diğer becerilerinin kazanılmasında kilit rol oynamaktadır. Okuma becerisi ise bireyin eğitim hayatına başladığı andan itibaren öğrenmeyi de öğrendiği ilk beceri olmasının yanı sıra hedef dilde ya da günlük yaşantıda görsellerin, sözcüklerin algılanması ve kodların çözülmesi olarak tanımlanabilir. Bu bağlamdan yola çıkarak anlama becerilerinde eğitim-öğretim, ölçme-değerlendirme süreci, bireyin gündelik yaşamında, ana dili eğitiminde ve yabancı dil öğreniminde oldukça önemli rol oynadığı söylenebilir. Ölçme ve değerlendirme süreçlerinde kullanılan klasik test odaklı ölçme yöntemlerinin yanı sıra öğrencilerin de eğitim sonunda kendilerini değerlendirmesi gerekmektedir. Bu da öğrencinin bizzat kendini değerlendirdiği öz yeterlik ölçme yöntemi ile olmaktadır. Öz yeterlik; öğrencinin eğitim aldığı sürecin sonunda o konu hakkında sorulan belirli sorular ile kendisinin ne kadar başarılı olduğunu ifade etmektedir. Buradan amaçla, Yunus Emre Enstitüsünde C1 seviyesinde Türkçe eğitimi alan 75 Kazakistanlı öğrencinin anlama becerilerine yönelik öz yeterlikleri tarama yöntemi ile incelenmiştir. Veriler ise Kişisel Bilgi Formu ve Yabancı Dil Olarak Türkçe Öğrenenlerin Anlama Becerilerine Yönelik Öz Yeterlikleri Ölçeği kullanılarak çevrim içi şekilde Testmoz uygulaması üzerinden toplanmıştır. Yapılan çalışma sonucunda çalışmaya katılan öğrencilerin öz yeterlik açısından farkındalıklarının yüksek olduğu tespit edilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="69b6976647b60fb2749b2ebd882c20a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100260141,"asset_id":99077613,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100260141/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99077613"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99077613"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99077613; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99077613]").text(description); $(".js-view-count[data-work-id=99077613]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99077613; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99077613']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "69b6976647b60fb2749b2ebd882c20a8" } } $('.js-work-strip[data-work-id=99077613]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99077613,"title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN ÖĞRENCİLERİN ANLAMA BECERİLERİNE YÖNELİK ÖZ YETERLİKLERİ","internal_url":"https://www.academia.edu/99077613/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_ANLAMA_BECER%C4%B0LER%C4%B0NE_Y%C3%96NEL%C4%B0K_%C3%96Z_YETERL%C4%B0KLER%C4%B0","owner_id":115656147,"coauthors_can_edit":true,"owner":{"id":115656147,"first_name":"Enes","middle_initials":null,"last_name":"Güleç","page_name":"EnesGüleç","domain_name":"anadolu","created_at":"2019-06-01T10:45:50.828-07:00","display_name":"Enes Güleç","url":"https://anadolu.academia.edu/EnesG%C3%BCle%C3%A7"},"attachments":[{"id":100260141,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100260141/thumbnails/1.jpg","file_name":"Self_Efficacy_of_Learners_of_Turkish_as_a_Foreign_Language_Regarding_Comprehension_Skills.pdf","download_url":"https://www.academia.edu/attachments/100260141/download_file","bulk_download_file_name":"YABANCI_DIL_OLARAK_TURKCE_OGRENEN_OGRENC.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100260141/Self_Efficacy_of_Learners_of_Turkish_as_a_Foreign_Language_Regarding_Comprehension_Skills-libre.pdf?1679758122=\u0026response-content-disposition=attachment%3B+filename%3DYABANCI_DIL_OLARAK_TURKCE_OGRENEN_OGRENC.pdf\u0026Expires=1739815108\u0026Signature=d9zdEN3Yo7uykfTS3Ay7A29v7jptvx4Z03JEQoCO~SNYmc4C5Ja-1maOEAWzKFweydCx8y3mfIPzb0yHc2OnHTwyoLaBrA3f0bSHMaUakLxasz4OZClnUz9XLNaiLIg2-fuUcLGMOmyOY0FGGi6vYx36x1HfLPaQuytnn81mJa28X1DrjMDiOlQDH1JM-SDjpeLyu~YjV9UK3ReZqrRSQW1~VuTRYQiCzzVRMoJa44kF9JxDuglP9ZLJYvvT2W4C6ZbfZ1mmHCKh60-jHKmySc3ke1uCLtKv0YD~uFxEenqRI~S0o~ZB6zBgeiAZVmbUXQ6Zg6~3E0RSYf52K9N1ng__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="54863202"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/54863202/2018_Avrupa_Dilleri_%C3%96%C4%9Fretimi_Ortak_Ba%C5%9Fvuru_Metninin_Program_Geli%C5%9Ftirme_%C3%96l%C3%A7%C3%BCtleri_A%C3%A7%C4%B1s%C4%B1ndan_De%C4%9Ferlendirilmesi"><img alt="Research paper thumbnail of 2018 Avrupa Dilleri Öğretimi Ortak Başvuru Metninin Program Geliştirme Ölçütleri Açısından Değerlendirilmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/71018618/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/54863202/2018_Avrupa_Dilleri_%C3%96%C4%9Fretimi_Ortak_Ba%C5%9Fvuru_Metninin_Program_Geli%C5%9Ftirme_%C3%96l%C3%A7%C3%BCtleri_A%C3%A7%C4%B1s%C4%B1ndan_De%C4%9Ferlendirilmesi">2018 Avrupa Dilleri Öğretimi Ortak Başvuru Metninin Program Geliştirme Ölçütleri Açısından Değerlendirilmesi</a></div><div class="wp-workCard_item"><span>Aydın TÖMER Dil Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Common European Framework of Reference for Languages Teaching (CEFR) was developed in 1971 as...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Common European Framework of Reference for Languages Teaching (CEFR) was developed in 1971 as a continuation of the Council of Europe's work on education. The application framework updates itself in terms of its basic approach. The process, which started with the communicative approach proposed in the mid-1970s, continues with an action-oriented approach in the texts of CEFR (2013 and 2018), depending on the language teaching approaches. It is seen that language competencies are a comprehensive and integrating descriptive framework with the activities of teaching, learning and assessment of CEFR, which was updated by the Council of Europe in 2018. In this context, when the relevant literature was researched, it was determined that the CEFR published in 2018 was not evaluated in terms of curriculum development criteria. The basis of a training program consists of objectives, content, learningteaching process, measurement and evaluation elements. Each of these elements creates a dynamic interaction among themselves and affects the entire program. From this point of view, in this study, it is aimed to evaluate CEFR according to program development criteria. For this purpose, "qualitative case study", one of the qualitative research designs, was used. Depending on the research design, "document analysis method" was used and data were obtained by using content analysis. As a result, the CEFR, updated in 2018, continues the action-oriented approach adopted in 2013. It is seen that new descriptors such as "Pre-A1", "Young Learners" and "Sign Language" have been introduced as content. In addition to the acquisitions aimed at being competent, CEFR offers innovative perspectives as of 2018 in addition to the acquisitions aiming at being competent in four basic language areas (listening, speaking, reading and writing) of language learners or users. It is seen that the titles of reception, production, interaction and mediation are among these.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="abcdbac894eed9b93765e5322f3a12ec" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":71018618,"asset_id":54863202,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/71018618/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="54863202"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="54863202"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 54863202; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=54863202]").text(description); $(".js-view-count[data-work-id=54863202]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 54863202; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='54863202']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "abcdbac894eed9b93765e5322f3a12ec" } } $('.js-work-strip[data-work-id=54863202]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":54863202,"title":"2018 Avrupa Dilleri Öğretimi Ortak Başvuru Metninin Program Geliştirme Ölçütleri Açısından Değerlendirilmesi","internal_url":"https://www.academia.edu/54863202/2018_Avrupa_Dilleri_%C3%96%C4%9Fretimi_Ortak_Ba%C5%9Fvuru_Metninin_Program_Geli%C5%9Ftirme_%C3%96l%C3%A7%C3%BCtleri_A%C3%A7%C4%B1s%C4%B1ndan_De%C4%9Ferlendirilmesi","owner_id":115656147,"coauthors_can_edit":true,"owner":{"id":115656147,"first_name":"Enes","middle_initials":null,"last_name":"Güleç","page_name":"EnesGüleç","domain_name":"anadolu","created_at":"2019-06-01T10:45:50.828-07:00","display_name":"Enes Güleç","url":"https://anadolu.academia.edu/EnesG%C3%BCle%C3%A7"},"attachments":[{"id":71018618,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/71018618/thumbnails/1.jpg","file_name":"2018_Avrupa_Dilleri_Ogretimi_Ortak_Basvuru_Metninin_Program_Gelistirme_Olcutleri_Acisindan_Degerlendirilmesi.pdf","download_url":"https://www.academia.edu/attachments/71018618/download_file","bulk_download_file_name":"2018_Avrupa_Dilleri_Ogretimi_Ortak_Basvu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/71018618/2018_Avrupa_Dilleri_Ogretimi_Ortak_Basvuru_Metninin_Program_Gelistirme_Olcutleri_Ac%C4%B1s%C4%B1ndan_Degerlendirilmesi-libre.pdf?1633205319=\u0026response-content-disposition=attachment%3B+filename%3D2018_Avrupa_Dilleri_Ogretimi_Ortak_Basvu.pdf\u0026Expires=1739815108\u0026Signature=VrS-AEmQJZ2CUNfMHPgKkwX1pMzjpWpiGxR8ayGkpPCbjpevhmLkcueLALRieQDeDGx1b9eVARixkxTAS-d8B04u4kIWGetIlJSIaK85QcxntYCRYqLH4X82ctCOXsocY8aY0QOAyF1shjrgV6966oHHfUTFTHH0CjpHMYPp63VmkKiBHmWc0neaWPCYolGqx4GL8E5cJEyOZpt7Y5lsUwVt6MXOsG6SqzhE2J90KeHwsU61N04m30tW0u55ckuI5xrETVfRE~mJVOxPFBoBDaXxXN7d8Yfqgpe5DwGphsPFY21~AdwkOskCYhmPQZMrTJHMFZD01VnDA5LmhDNkSQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="45612499"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/45612499/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_KAYNAK%C3%87A_%C3%87ALI%C5%9EMASI_II"><img alt="Research paper thumbnail of YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ KAYNAKÇA ÇALIŞMASI – II" class="work-thumbnail" src="https://attachments.academia-assets.com/66099694/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/45612499/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_KAYNAK%C3%87A_%C3%87ALI%C5%9EMASI_II">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ KAYNAKÇA ÇALIŞMASI – II</a></div><div class="wp-workCard_item"><span>Çukurova Araştırmaları Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkçe, Türk tarihi boyunca farklı coğrafi bölgelerde etkili olarak gelişmiş ve Türk milletinin g...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Türkçe, Türk tarihi boyunca farklı coğrafi bölgelerde etkili olarak gelişmiş ve Türk milletinin gelişiminde de rol oynamıştır. Türkler tarih boyunca farklı coğrafyalarda yaşamış, kültürlerini ve dillerini de gittikleri yerlere götürmüşlerdir. Bu etkileşimler sayesinde Türkçe, Asya’da, Avrupa’da ve Afrika’da tercih edilen önemli dillerden biri haline gelmiştir. Yakın tarihimizde dilimiz, dünyanın dört bir yanından insanları çok kısa sürede bir araya getiren teknolojinin yardımıyla birçok farklı millet tarafından öğrenilmiştir. Teknolojinin gücüne ek olarak ülkemizin jeopolitik konumu ve Ortadoğu'daki siyasi gücü de Türkçenin yayılmasında ve birçok ulus tarafından tercih edilmesinde etkili bir rol oynamıştır. Tüm tarih boyunca önemsenmesinin yanı sıra özellikle son yıllarda araştırmacılar, Türkçenin yabancı dil olarak öğretimi alanı üzerinde çalışmalarını arttırmışlardır. Türkçe, günümüzde birçok farklı sebepten dolayı, birçok millet tarafından ülkemiz içinde ve dışında tercih edilen önemli bir dildir. Dolayısıyla dilimizin, yabancılara öğretilmesi konusunda araştırmalar yapılmasına ihtiyaç duyulmaktadır. Bu konuda bu araştırmanın amacı da Türkçenin yabancı dil olarak öğretilmesi üzerine çalışma yapacak araştırmacılar için rehber olmak ve onlara gerekli kaynakları ulaştırmaktır. Bu amaçla son 3 yılda (2017, 2018 ve 2019) oluşturulan araştırmalar (makale ve tezler) bu çalışmada bir araya toplanmıştır. Araştırma, alanyazın taraması şeklinde oluşturulmuştur. Taramada YÖK Tez Ulusal Tez Merkezi, ULAKBİM, Google Scholar, Academia, Research Gate, YÖK Akademik veri tabanları üzerinden veriler toplanmıştır. Yapılan taramalar sonucunda, yabancılara Türkçe öğretimi için hazırlanan 292 (143 makale ve 149 yüksek lisans doktora tezi) çalışma tespit edilmiştir. Yabancı dil olarak Türkçenin öğretimine yönelik son 3 yılda yapılan araştırmaların toplanması ile oluşturulan bu çalışmanın, yabancı dil olarak Türkçe öğretimi üzerine yeni çalışmalar ortaya koyacak araştırmacılar için destekleyici olacağı düşünülmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b8d6ba459598c3639633a7bc85cea54c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66099694,"asset_id":45612499,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66099694/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="45612499"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="45612499"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45612499; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44737080"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44737080/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi_Ders_Kitaplar%C4%B1nda_K%C3%BClt%C3%BCr_Aktar%C4%B1m%C4%B1_Yedi_%C4%B0klim_Seti_C1_Seviyesi_Kitab%C4%B1_%C3%96rne%C4%9Fi"><img alt="Research paper thumbnail of Yabancı Dil Olarak Türkçe Öğretimi Ders Kitaplarında Kültür Aktarımı: Yedi İklim Seti C1 Seviyesi Kitabı Örneği" class="work-thumbnail" src="https://attachments.academia-assets.com/65222542/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44737080/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi_Ders_Kitaplar%C4%B1nda_K%C3%BClt%C3%BCr_Aktar%C4%B1m%C4%B1_Yedi_%C4%B0klim_Seti_C1_Seviyesi_Kitab%C4%B1_%C3%96rne%C4%9Fi">Yabancı Dil Olarak Türkçe Öğretimi Ders Kitaplarında Kültür Aktarımı: Yedi İklim Seti C1 Seviyesi Kitabı Örneği</a></div><div class="wp-workCard_item"><span>Yabancı Dil Olarak Türkçe Öğretimi Ders Kitaplarında Kültür Aktarımı: Yedi İklim Seti C1 Seviyesi Kitabı Örneği</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkler yüzyıllar boyu etkisi devam eden büyük medeniyetler kurmuşlar. Kurmuş oldukları medeniyet...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Türkler yüzyıllar boyu etkisi devam eden büyük medeniyetler kurmuşlar. Kurmuş oldukları medeniyetler sayesinde çok sayıda önemli eserler ortaya koymuşlardır. Eserleri sözlü eserler ve yazılı eserler olarak incelediğimizde sözlü eserler milattan öncelere kadar uzanırken, yazılı eserlerin 7. yüzyılda ortaya çıktığı görülmektedir. Bu uzun tarihsel süreç Türk ve Türkçenin kültür bakımından da çeşitlenmesine olanak sağlamıştır. Bu zenginleşme, ilk sırada ana dili öğretimi olmak üzere yabancı dil olarak Türkçenin öğretimini de etkilemiştir. Yabancı dil olarak Türkçenin öğretimi tarihini, bazı çalışmalar sonucunda Sümerler dönemine kadar dayandığını iddia edilse de çoğu çalışmanın ortak olarak kabul ettiği eser Kâşgarlı Mahmud’un 11. Yüzyılda yazmış olduğu Dîvân-u Lugâti't-Türk eseridir. Araplara Türkçe öğretmek amacıyla yazılan bu eser bilhassa yabancı dil olarak Türkçe öğretimi alanında kaleme alınan ilk eseri temsil etmiş olması sebebiyle oldukça önemlidir. Ancak kurumsal olarak Türkçe öğretilmesi ise ilk defa Ankara Üniversitesi tarafından TÖMER bünyesinde 1980 yılında başlamıştır. Dil öğretimi aynı zamanda bir kültür aktarımıdır. Çünkü dilin önemli işlevlerinden biri olan kültür aktarımı, dil öğretimi sürecinde etkili olmaktadır. Dil, kültürün en önemli koruyucusu ve aktarıcısıdır. Dilin, dilsel ve kültürel bilgilerini aktarmada her ne kadar öğretmenler gerçekleştiriyor gibi görünse de etkili olan diğer bir araç da dil öğretimi için hazırlanmış kitaplardır. Bu sebeple son yıllarda ülkemizde giderek yaygınlaşan yabancılara Türkçe öğretimi alanında çok sayıda eser hazırlanmıştır. Bu bağlamdan yola çıkarak çalışmanın amacı, yabancılara Türkçe öğretiminde Yunus Emre Enstitüsü tarafından hazırlanan Yedi İklim Türkçe Öğretim Set’indeki (C1) Türk kültürüne ait ögelere kültür öğretimine ne derecede katkıda bulunduğunu araştırmak için nitel araştırma yöntemlerinden doküman analizi kullanılarak toplu halde listelenmiştir. Listelendikten sonra diğer çalışmalarla karşılaştırma yapılmıştır. Sonuç olarak, Yedi İklim Türkçe Öğretim Seti C1 seviyesi kitabında toplam 77 öge tespit edilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d8cb86e59815d2b80c6bd2718e546e2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65222542,"asset_id":44737080,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65222542/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44737080"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44737080"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44737080; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43319212"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43319212/Yabanc%C4%B1_dil_olarak_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretiminde_kaynak%C3%A7a_%C3%A7al%C4%B1%C5%9Fmas%C4%B1_I"><img alt="Research paper thumbnail of Yabancı dil olarak Türkçe öğretiminde kaynakça çalışması -I" class="work-thumbnail" src="https://attachments.academia-assets.com/63601263/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43319212/Yabanc%C4%B1_dil_olarak_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretiminde_kaynak%C3%A7a_%C3%A7al%C4%B1%C5%9Fmas%C4%B1_I">Yabancı dil olarak Türkçe öğretiminde kaynakça çalışması -I</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://anadolu.academia.edu/EnesG%C3%BCle%C3%A7">Enes Güleç</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://erciyes.academia.edu/Mustafa%C3%96zdemir">Mustafa Özdemir</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Yabancı dil olarak Türkçe öğretiminin temel amacı, ülkemizde ve yurt dışında Türkçe öğrenmek iste...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Yabancı dil olarak Türkçe öğretiminin temel amacı, ülkemizde ve yurt dışında Türkçe öğrenmek isteyen bireylere Türkçenin en iyi şekilde öğretilmesini sağlamaktır. Geçmişten günümüze kadar gelen Türkçenin yabancılara öğretimi, çok eski zamanlarda başlamıştır. Birçok çalışmada da belirtildiği gibi Kaşgarlı Mahmut’un Divan-ü Lügat-it Türk adlı eseriyle bu alanın temelinin atıldığı varsayılmaktadır. Bununla birlikte bu zaman dilimine kadar birçok çalışma yapılmış ve bu eserden önce de yabancı dil olarak Türkçenin öğretiminin yapıldığına dair bulgulara rastlanılmıştır. Türkçenin yabancı dil olarak öğretimi üzerine birçok çalışma yapılmıştır ancak bu çalışmalar yakın geçmişe kadar ülkemizde yeterli düzeye ulaşmamıştır. Kurumsal olarak yabancılara Türkçe öğretimi, 1980 yılında Ankara Üniversitesinin kurmuş olduğu Türkçe Öğretim Merkezleri ile başlamıştır Özellikle 2000 yılından sonra araştırmacıların bu alan üzerine yoğunlaştıkları görülmektedir. Günümüzde de halen bu alan üzerine yapılan çalışmaların sayısında önemli bir artış vardır. Bunun sebebi de Türkiye’nin siyasi, sosyal, askerî, teknolojik ve kültürel açıdan Orta Doğu’da güçlü bir devlet olmasıdır. Bu çalışmanın amacı da Türkiye’de akademik olarak bu alan üzerinde çalışmak isteyen araştırmacılara son 3 yılda (2017, 2018 ve 2019) oluşturulan ve kaynak olabilecek önemli eserleri (kitaplar ve bildiriler) sunmaktır. Bu çalışma, alan yazın taraması şeklinde oluşturulmuştur. Taramada, YÖK Tez Ulusal Tez Merkezi, ULAKBİM, Google Scholar, Academia, Research Gate, YÖK Akademik veri tabanları ve Pegem, Kesit, Nobel yayınevleri üzerinden veriler toplanmıştır. Bu amaçla yapılan taramalar neticesinde yabancılara Türkçe öğretimi için hazırlanan 317 (7 tek yazarlı kitap, 58 kitap bölümü ve 252 bildiri) çalışma tespit edilmiştir. Son 3 yılda yapılan çalışmaların derlenerek hazırlandığı bu kaynakça çalışmasının, alan yazın üzerinde çalışma yapacak araştırmacılar için faydalı olacağı düşünülmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f9ccadf613660f196d144c5ebe24b894" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63601263,"asset_id":43319212,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63601263/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43319212"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43319212"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43319212; 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People in different places have tried many different ways to learn various languages for many reasons. People have tried to learn various languages by watching live lessons with interactive learning way, using language learning apps in their smartphones or living in that target culture.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b21fe6e2f6efcb2828e8c17609d82ef6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61712733,"asset_id":41554839,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61712733/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41554839"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41554839"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41554839; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Thesis Chapters" id="Thesis Chapters"><h3 class="profile--tab_heading_container">Thesis Chapters by Enes Güleç</h3></div><div class="js-work-strip profile--work_container" data-work-id="114447152"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114447152/T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretim_merkezlerindeki_%C3%B6%C4%9Frencilerin_anlama_becerilerinin_de%C4%9Ferlendirilmesi_%C3%BCzerine_bir_ara%C5%9Ft%C4%B1rma"><img alt="Research paper thumbnail of Türkçe öğretim merkezlerindeki öğrencilerin anlama becerilerinin değerlendirilmesi üzerine bir araştırma" class="work-thumbnail" src="https://attachments.academia-assets.com/111142988/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114447152/T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretim_merkezlerindeki_%C3%B6%C4%9Frencilerin_anlama_becerilerinin_de%C4%9Ferlendirilmesi_%C3%BCzerine_bir_ara%C5%9Ft%C4%B1rma">Türkçe öğretim merkezlerindeki öğrencilerin anlama becerilerinin değerlendirilmesi üzerine bir araştırma</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yaz...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Ancak birey, ana dilini öğrenmek istediği zaman anlama becerileri temel basamağı oluşturmaktadır. Bunun sebebi ise dinleme becerisinin anne karnında altıncı aydan itibaren gelişen bir beceri olmasıdır. Dinleme, seslere anlam yüklenmesi ile başlayan süreçte bireyin yaşam boyu diğer becerilerinin kazanılmasında da kilit rol oynamaktadır. Okuma becerisi ise bireyin eğitim hayatına başladığı andan itibaren göz organıyla öğrenmeyi de öğrendiği ilk beceri olmasının yanı sıra hedef dilde ya da günlük yaşantıda görsellerin, sözcüklerin algılanması ve kodların çözülmesi olarak tanımlanabilir. Bu bağlamdan yola çıkarak anlama becerilerinde eğitim ve öğretim, ölçme ve değerlendirme süreci, bireyin gündelik yaşamında, ana dili eğitiminde ve yabancı dil öğreniminde oldukça önemli rol oynamaktadır. Bu çalışmanın amacı, yabancı dil olarak Türkçe öğretimi alanında eğitim veren Türkçe Öğretim Merkezleri (TÖMER) ve Dil Öğretim Uygulama ve Araştırma Merkezlerinin (DİLMER) B1 seviyesi anlama becerilerindeki ölçme ve değerlendirmesinde başarı durumlarının kurumlar arasındaki tutarlılığının incelenmesidir. Çalışmada nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma yöntem ve yakınsayan paralel karma yöntem deseni kullanılmıştır. Bu doğrultuda anlama becerilerinden birisi olan okuma becerisinde başarı ölçülmesi için "Yabancı Dil Olarak Türkçe Öğrenen B1 Düzeyi Öğrencilere Yönelik Okuduğunu Anlama Başarı Testi", dinleme becerisinde başarı ölçülmesi için "The Development of a Listening Test for Learners of Turkish as a Foreign Language" kullanılmıştır. Sekiz farklı TÖMER'den toplamda okuma ölçeğine 301 kişi, dinleme ölçeğine 323 kişi katılmıştır. Toplanan verilerin düzenlenmesi ve bilgisayar ortamına aktarılması için "Office 365 Excel" ve verilerin istatistiksel analizinde "SPSS 26" (Statistic Package For Social Science) programları kullanılmıştır. Verilerin analizi yapılırken nicelik, yüzde, ortalama, standart sapma frekans analizi, tanımlayıcı istatistikler, bağımsız örneklem t-testi, tek yönlü varyant analizi ve verileri karşılaştırmak için tek yönlü ANOVA testi kullanılmıştır. ANOVA testi sonrası farkı belirlemek için tamamlayıcı post-hoc analizi kullanılmıştır. Analiz sonucunda elde edilen veriler sonuç bölümünde açıklanmış ve bu sonuçlar doğrultusunda çeşitli önerilerde bulunulmuştur. Yapılan bu analizler sonucunda 8 farklı Türkçe öğretim merkezinin okuma ve dinleme becerisine ait başarı testlerindeki sonuçların ortalama olarak birbirlerine yakın olduğu tespit edilmiştir. Çalışma sonucunda elde edilen veriler sayesinde kurumlar arası ölçme ve değerlendirme koordinasyon alanlarına katkı sağlanacağı düşünülmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a8c7a7e49beb622c20e8ae030d0e774" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111142988,"asset_id":114447152,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111142988/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114447152"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114447152"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114447152; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="10025468" id="papers"><div class="js-work-strip profile--work_container" data-work-id="99077613"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99077613/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_ANLAMA_BECER%C4%B0LER%C4%B0NE_Y%C3%96NEL%C4%B0K_%C3%96Z_YETERL%C4%B0KLER%C4%B0"><img alt="Research paper thumbnail of YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN ÖĞRENCİLERİN ANLAMA BECERİLERİNE YÖNELİK ÖZ YETERLİKLERİ" class="work-thumbnail" src="https://attachments.academia-assets.com/100260141/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99077613/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_ANLAMA_BECER%C4%B0LER%C4%B0NE_Y%C3%96NEL%C4%B0K_%C3%96Z_YETERL%C4%B0KLER%C4%B0">YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN ÖĞRENCİLERİN ANLAMA BECERİLERİNE YÖNELİK ÖZ YETERLİKLERİ</a></div><div class="wp-workCard_item"><span>International Journal of Language Academy</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yaz...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Dinleme, seslere anlam yüklenmesi ile başlayan süreçte öğrencinin yaşam boyu diğer becerilerinin kazanılmasında kilit rol oynamaktadır. Okuma becerisi ise bireyin eğitim hayatına başladığı andan itibaren öğrenmeyi de öğrendiği ilk beceri olmasının yanı sıra hedef dilde ya da günlük yaşantıda görsellerin, sözcüklerin algılanması ve kodların çözülmesi olarak tanımlanabilir. Bu bağlamdan yola çıkarak anlama becerilerinde eğitim-öğretim, ölçme-değerlendirme süreci, bireyin gündelik yaşamında, ana dili eğitiminde ve yabancı dil öğreniminde oldukça önemli rol oynadığı söylenebilir. Ölçme ve değerlendirme süreçlerinde kullanılan klasik test odaklı ölçme yöntemlerinin yanı sıra öğrencilerin de eğitim sonunda kendilerini değerlendirmesi gerekmektedir. Bu da öğrencinin bizzat kendini değerlendirdiği öz yeterlik ölçme yöntemi ile olmaktadır. Öz yeterlik; öğrencinin eğitim aldığı sürecin sonunda o konu hakkında sorulan belirli sorular ile kendisinin ne kadar başarılı olduğunu ifade etmektedir. Buradan amaçla, Yunus Emre Enstitüsünde C1 seviyesinde Türkçe eğitimi alan 75 Kazakistanlı öğrencinin anlama becerilerine yönelik öz yeterlikleri tarama yöntemi ile incelenmiştir. Veriler ise Kişisel Bilgi Formu ve Yabancı Dil Olarak Türkçe Öğrenenlerin Anlama Becerilerine Yönelik Öz Yeterlikleri Ölçeği kullanılarak çevrim içi şekilde Testmoz uygulaması üzerinden toplanmıştır. Yapılan çalışma sonucunda çalışmaya katılan öğrencilerin öz yeterlik açısından farkındalıklarının yüksek olduğu tespit edilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="69b6976647b60fb2749b2ebd882c20a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100260141,"asset_id":99077613,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100260141/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99077613"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99077613"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99077613; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="54863202"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/54863202/2018_Avrupa_Dilleri_%C3%96%C4%9Fretimi_Ortak_Ba%C5%9Fvuru_Metninin_Program_Geli%C5%9Ftirme_%C3%96l%C3%A7%C3%BCtleri_A%C3%A7%C4%B1s%C4%B1ndan_De%C4%9Ferlendirilmesi"><img alt="Research paper thumbnail of 2018 Avrupa Dilleri Öğretimi Ortak Başvuru Metninin Program Geliştirme Ölçütleri Açısından Değerlendirilmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/71018618/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/54863202/2018_Avrupa_Dilleri_%C3%96%C4%9Fretimi_Ortak_Ba%C5%9Fvuru_Metninin_Program_Geli%C5%9Ftirme_%C3%96l%C3%A7%C3%BCtleri_A%C3%A7%C4%B1s%C4%B1ndan_De%C4%9Ferlendirilmesi">2018 Avrupa Dilleri Öğretimi Ortak Başvuru Metninin Program Geliştirme Ölçütleri Açısından Değerlendirilmesi</a></div><div class="wp-workCard_item"><span>Aydın TÖMER Dil Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Common European Framework of Reference for Languages Teaching (CEFR) was developed in 1971 as...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Common European Framework of Reference for Languages Teaching (CEFR) was developed in 1971 as a continuation of the Council of Europe's work on education. The application framework updates itself in terms of its basic approach. The process, which started with the communicative approach proposed in the mid-1970s, continues with an action-oriented approach in the texts of CEFR (2013 and 2018), depending on the language teaching approaches. It is seen that language competencies are a comprehensive and integrating descriptive framework with the activities of teaching, learning and assessment of CEFR, which was updated by the Council of Europe in 2018. In this context, when the relevant literature was researched, it was determined that the CEFR published in 2018 was not evaluated in terms of curriculum development criteria. The basis of a training program consists of objectives, content, learningteaching process, measurement and evaluation elements. Each of these elements creates a dynamic interaction among themselves and affects the entire program. From this point of view, in this study, it is aimed to evaluate CEFR according to program development criteria. For this purpose, "qualitative case study", one of the qualitative research designs, was used. Depending on the research design, "document analysis method" was used and data were obtained by using content analysis. As a result, the CEFR, updated in 2018, continues the action-oriented approach adopted in 2013. It is seen that new descriptors such as "Pre-A1", "Young Learners" and "Sign Language" have been introduced as content. In addition to the acquisitions aimed at being competent, CEFR offers innovative perspectives as of 2018 in addition to the acquisitions aiming at being competent in four basic language areas (listening, speaking, reading and writing) of language learners or users. It is seen that the titles of reception, production, interaction and mediation are among these.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="abcdbac894eed9b93765e5322f3a12ec" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":71018618,"asset_id":54863202,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/71018618/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="54863202"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="54863202"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 54863202; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="45612499"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/45612499/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_KAYNAK%C3%87A_%C3%87ALI%C5%9EMASI_II"><img alt="Research paper thumbnail of YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ KAYNAKÇA ÇALIŞMASI – II" class="work-thumbnail" src="https://attachments.academia-assets.com/66099694/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/45612499/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_KAYNAK%C3%87A_%C3%87ALI%C5%9EMASI_II">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ KAYNAKÇA ÇALIŞMASI – II</a></div><div class="wp-workCard_item"><span>Çukurova Araştırmaları Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkçe, Türk tarihi boyunca farklı coğrafi bölgelerde etkili olarak gelişmiş ve Türk milletinin g...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Türkçe, Türk tarihi boyunca farklı coğrafi bölgelerde etkili olarak gelişmiş ve Türk milletinin gelişiminde de rol oynamıştır. Türkler tarih boyunca farklı coğrafyalarda yaşamış, kültürlerini ve dillerini de gittikleri yerlere götürmüşlerdir. Bu etkileşimler sayesinde Türkçe, Asya’da, Avrupa’da ve Afrika’da tercih edilen önemli dillerden biri haline gelmiştir. Yakın tarihimizde dilimiz, dünyanın dört bir yanından insanları çok kısa sürede bir araya getiren teknolojinin yardımıyla birçok farklı millet tarafından öğrenilmiştir. Teknolojinin gücüne ek olarak ülkemizin jeopolitik konumu ve Ortadoğu'daki siyasi gücü de Türkçenin yayılmasında ve birçok ulus tarafından tercih edilmesinde etkili bir rol oynamıştır. Tüm tarih boyunca önemsenmesinin yanı sıra özellikle son yıllarda araştırmacılar, Türkçenin yabancı dil olarak öğretimi alanı üzerinde çalışmalarını arttırmışlardır. Türkçe, günümüzde birçok farklı sebepten dolayı, birçok millet tarafından ülkemiz içinde ve dışında tercih edilen önemli bir dildir. Dolayısıyla dilimizin, yabancılara öğretilmesi konusunda araştırmalar yapılmasına ihtiyaç duyulmaktadır. Bu konuda bu araştırmanın amacı da Türkçenin yabancı dil olarak öğretilmesi üzerine çalışma yapacak araştırmacılar için rehber olmak ve onlara gerekli kaynakları ulaştırmaktır. Bu amaçla son 3 yılda (2017, 2018 ve 2019) oluşturulan araştırmalar (makale ve tezler) bu çalışmada bir araya toplanmıştır. Araştırma, alanyazın taraması şeklinde oluşturulmuştur. Taramada YÖK Tez Ulusal Tez Merkezi, ULAKBİM, Google Scholar, Academia, Research Gate, YÖK Akademik veri tabanları üzerinden veriler toplanmıştır. Yapılan taramalar sonucunda, yabancılara Türkçe öğretimi için hazırlanan 292 (143 makale ve 149 yüksek lisans doktora tezi) çalışma tespit edilmiştir. Yabancı dil olarak Türkçenin öğretimine yönelik son 3 yılda yapılan araştırmaların toplanması ile oluşturulan bu çalışmanın, yabancı dil olarak Türkçe öğretimi üzerine yeni çalışmalar ortaya koyacak araştırmacılar için destekleyici olacağı düşünülmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b8d6ba459598c3639633a7bc85cea54c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66099694,"asset_id":45612499,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66099694/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="45612499"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="45612499"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45612499; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44737080"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44737080/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi_Ders_Kitaplar%C4%B1nda_K%C3%BClt%C3%BCr_Aktar%C4%B1m%C4%B1_Yedi_%C4%B0klim_Seti_C1_Seviyesi_Kitab%C4%B1_%C3%96rne%C4%9Fi"><img alt="Research paper thumbnail of Yabancı Dil Olarak Türkçe Öğretimi Ders Kitaplarında Kültür Aktarımı: Yedi İklim Seti C1 Seviyesi Kitabı Örneği" class="work-thumbnail" src="https://attachments.academia-assets.com/65222542/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44737080/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi_Ders_Kitaplar%C4%B1nda_K%C3%BClt%C3%BCr_Aktar%C4%B1m%C4%B1_Yedi_%C4%B0klim_Seti_C1_Seviyesi_Kitab%C4%B1_%C3%96rne%C4%9Fi">Yabancı Dil Olarak Türkçe Öğretimi Ders Kitaplarında Kültür Aktarımı: Yedi İklim Seti C1 Seviyesi Kitabı Örneği</a></div><div class="wp-workCard_item"><span>Yabancı Dil Olarak Türkçe Öğretimi Ders Kitaplarında Kültür Aktarımı: Yedi İklim Seti C1 Seviyesi Kitabı Örneği</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkler yüzyıllar boyu etkisi devam eden büyük medeniyetler kurmuşlar. Kurmuş oldukları medeniyet...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Türkler yüzyıllar boyu etkisi devam eden büyük medeniyetler kurmuşlar. Kurmuş oldukları medeniyetler sayesinde çok sayıda önemli eserler ortaya koymuşlardır. Eserleri sözlü eserler ve yazılı eserler olarak incelediğimizde sözlü eserler milattan öncelere kadar uzanırken, yazılı eserlerin 7. yüzyılda ortaya çıktığı görülmektedir. Bu uzun tarihsel süreç Türk ve Türkçenin kültür bakımından da çeşitlenmesine olanak sağlamıştır. Bu zenginleşme, ilk sırada ana dili öğretimi olmak üzere yabancı dil olarak Türkçenin öğretimini de etkilemiştir. Yabancı dil olarak Türkçenin öğretimi tarihini, bazı çalışmalar sonucunda Sümerler dönemine kadar dayandığını iddia edilse de çoğu çalışmanın ortak olarak kabul ettiği eser Kâşgarlı Mahmud’un 11. Yüzyılda yazmış olduğu Dîvân-u Lugâti't-Türk eseridir. Araplara Türkçe öğretmek amacıyla yazılan bu eser bilhassa yabancı dil olarak Türkçe öğretimi alanında kaleme alınan ilk eseri temsil etmiş olması sebebiyle oldukça önemlidir. Ancak kurumsal olarak Türkçe öğretilmesi ise ilk defa Ankara Üniversitesi tarafından TÖMER bünyesinde 1980 yılında başlamıştır. Dil öğretimi aynı zamanda bir kültür aktarımıdır. Çünkü dilin önemli işlevlerinden biri olan kültür aktarımı, dil öğretimi sürecinde etkili olmaktadır. Dil, kültürün en önemli koruyucusu ve aktarıcısıdır. Dilin, dilsel ve kültürel bilgilerini aktarmada her ne kadar öğretmenler gerçekleştiriyor gibi görünse de etkili olan diğer bir araç da dil öğretimi için hazırlanmış kitaplardır. Bu sebeple son yıllarda ülkemizde giderek yaygınlaşan yabancılara Türkçe öğretimi alanında çok sayıda eser hazırlanmıştır. Bu bağlamdan yola çıkarak çalışmanın amacı, yabancılara Türkçe öğretiminde Yunus Emre Enstitüsü tarafından hazırlanan Yedi İklim Türkçe Öğretim Set’indeki (C1) Türk kültürüne ait ögelere kültür öğretimine ne derecede katkıda bulunduğunu araştırmak için nitel araştırma yöntemlerinden doküman analizi kullanılarak toplu halde listelenmiştir. Listelendikten sonra diğer çalışmalarla karşılaştırma yapılmıştır. Sonuç olarak, Yedi İklim Türkçe Öğretim Seti C1 seviyesi kitabında toplam 77 öge tespit edilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d8cb86e59815d2b80c6bd2718e546e2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65222542,"asset_id":44737080,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65222542/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44737080"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44737080"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44737080; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43319212"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43319212/Yabanc%C4%B1_dil_olarak_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretiminde_kaynak%C3%A7a_%C3%A7al%C4%B1%C5%9Fmas%C4%B1_I"><img alt="Research paper thumbnail of Yabancı dil olarak Türkçe öğretiminde kaynakça çalışması -I" class="work-thumbnail" src="https://attachments.academia-assets.com/63601263/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43319212/Yabanc%C4%B1_dil_olarak_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretiminde_kaynak%C3%A7a_%C3%A7al%C4%B1%C5%9Fmas%C4%B1_I">Yabancı dil olarak Türkçe öğretiminde kaynakça çalışması -I</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://anadolu.academia.edu/EnesG%C3%BCle%C3%A7">Enes Güleç</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://erciyes.academia.edu/Mustafa%C3%96zdemir">Mustafa Özdemir</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Yabancı dil olarak Türkçe öğretiminin temel amacı, ülkemizde ve yurt dışında Türkçe öğrenmek iste...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Yabancı dil olarak Türkçe öğretiminin temel amacı, ülkemizde ve yurt dışında Türkçe öğrenmek isteyen bireylere Türkçenin en iyi şekilde öğretilmesini sağlamaktır. Geçmişten günümüze kadar gelen Türkçenin yabancılara öğretimi, çok eski zamanlarda başlamıştır. Birçok çalışmada da belirtildiği gibi Kaşgarlı Mahmut’un Divan-ü Lügat-it Türk adlı eseriyle bu alanın temelinin atıldığı varsayılmaktadır. Bununla birlikte bu zaman dilimine kadar birçok çalışma yapılmış ve bu eserden önce de yabancı dil olarak Türkçenin öğretiminin yapıldığına dair bulgulara rastlanılmıştır. Türkçenin yabancı dil olarak öğretimi üzerine birçok çalışma yapılmıştır ancak bu çalışmalar yakın geçmişe kadar ülkemizde yeterli düzeye ulaşmamıştır. Kurumsal olarak yabancılara Türkçe öğretimi, 1980 yılında Ankara Üniversitesinin kurmuş olduğu Türkçe Öğretim Merkezleri ile başlamıştır Özellikle 2000 yılından sonra araştırmacıların bu alan üzerine yoğunlaştıkları görülmektedir. Günümüzde de halen bu alan üzerine yapılan çalışmaların sayısında önemli bir artış vardır. Bunun sebebi de Türkiye’nin siyasi, sosyal, askerî, teknolojik ve kültürel açıdan Orta Doğu’da güçlü bir devlet olmasıdır. Bu çalışmanın amacı da Türkiye’de akademik olarak bu alan üzerinde çalışmak isteyen araştırmacılara son 3 yılda (2017, 2018 ve 2019) oluşturulan ve kaynak olabilecek önemli eserleri (kitaplar ve bildiriler) sunmaktır. Bu çalışma, alan yazın taraması şeklinde oluşturulmuştur. Taramada, YÖK Tez Ulusal Tez Merkezi, ULAKBİM, Google Scholar, Academia, Research Gate, YÖK Akademik veri tabanları ve Pegem, Kesit, Nobel yayınevleri üzerinden veriler toplanmıştır. Bu amaçla yapılan taramalar neticesinde yabancılara Türkçe öğretimi için hazırlanan 317 (7 tek yazarlı kitap, 58 kitap bölümü ve 252 bildiri) çalışma tespit edilmiştir. Son 3 yılda yapılan çalışmaların derlenerek hazırlandığı bu kaynakça çalışmasının, alan yazın üzerinde çalışma yapacak araştırmacılar için faydalı olacağı düşünülmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f9ccadf613660f196d144c5ebe24b894" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63601263,"asset_id":43319212,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63601263/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43319212"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43319212"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43319212; 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People in different places have tried many different ways to learn various languages for many reasons. People have tried to learn various languages by watching live lessons with interactive learning way, using language learning apps in their smartphones or living in that target culture.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b21fe6e2f6efcb2828e8c17609d82ef6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61712733,"asset_id":41554839,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61712733/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41554839"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41554839"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41554839; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="19200043" id="thesischapters"><div class="js-work-strip profile--work_container" data-work-id="114447152"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114447152/T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretim_merkezlerindeki_%C3%B6%C4%9Frencilerin_anlama_becerilerinin_de%C4%9Ferlendirilmesi_%C3%BCzerine_bir_ara%C5%9Ft%C4%B1rma"><img alt="Research paper thumbnail of Türkçe öğretim merkezlerindeki öğrencilerin anlama becerilerinin değerlendirilmesi üzerine bir araştırma" class="work-thumbnail" src="https://attachments.academia-assets.com/111142988/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114447152/T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretim_merkezlerindeki_%C3%B6%C4%9Frencilerin_anlama_becerilerinin_de%C4%9Ferlendirilmesi_%C3%BCzerine_bir_ara%C5%9Ft%C4%B1rma">Türkçe öğretim merkezlerindeki öğrencilerin anlama becerilerinin değerlendirilmesi üzerine bir araştırma</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yaz...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Ancak birey, ana dilini öğrenmek istediği zaman anlama becerileri temel basamağı oluşturmaktadır. Bunun sebebi ise dinleme becerisinin anne karnında altıncı aydan itibaren gelişen bir beceri olmasıdır. Dinleme, seslere anlam yüklenmesi ile başlayan süreçte bireyin yaşam boyu diğer becerilerinin kazanılmasında da kilit rol oynamaktadır. Okuma becerisi ise bireyin eğitim hayatına başladığı andan itibaren göz organıyla öğrenmeyi de öğrendiği ilk beceri olmasının yanı sıra hedef dilde ya da günlük yaşantıda görsellerin, sözcüklerin algılanması ve kodların çözülmesi olarak tanımlanabilir. Bu bağlamdan yola çıkarak anlama becerilerinde eğitim ve öğretim, ölçme ve değerlendirme süreci, bireyin gündelik yaşamında, ana dili eğitiminde ve yabancı dil öğreniminde oldukça önemli rol oynamaktadır. Bu çalışmanın amacı, yabancı dil olarak Türkçe öğretimi alanında eğitim veren Türkçe Öğretim Merkezleri (TÖMER) ve Dil Öğretim Uygulama ve Araştırma Merkezlerinin (DİLMER) B1 seviyesi anlama becerilerindeki ölçme ve değerlendirmesinde başarı durumlarının kurumlar arasındaki tutarlılığının incelenmesidir. Çalışmada nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma yöntem ve yakınsayan paralel karma yöntem deseni kullanılmıştır. Bu doğrultuda anlama becerilerinden birisi olan okuma becerisinde başarı ölçülmesi için "Yabancı Dil Olarak Türkçe Öğrenen B1 Düzeyi Öğrencilere Yönelik Okuduğunu Anlama Başarı Testi", dinleme becerisinde başarı ölçülmesi için "The Development of a Listening Test for Learners of Turkish as a Foreign Language" kullanılmıştır. Sekiz farklı TÖMER'den toplamda okuma ölçeğine 301 kişi, dinleme ölçeğine 323 kişi katılmıştır. Toplanan verilerin düzenlenmesi ve bilgisayar ortamına aktarılması için "Office 365 Excel" ve verilerin istatistiksel analizinde "SPSS 26" (Statistic Package For Social Science) programları kullanılmıştır. Verilerin analizi yapılırken nicelik, yüzde, ortalama, standart sapma frekans analizi, tanımlayıcı istatistikler, bağımsız örneklem t-testi, tek yönlü varyant analizi ve verileri karşılaştırmak için tek yönlü ANOVA testi kullanılmıştır. ANOVA testi sonrası farkı belirlemek için tamamlayıcı post-hoc analizi kullanılmıştır. Analiz sonucunda elde edilen veriler sonuç bölümünde açıklanmış ve bu sonuçlar doğrultusunda çeşitli önerilerde bulunulmuştur. Yapılan bu analizler sonucunda 8 farklı Türkçe öğretim merkezinin okuma ve dinleme becerisine ait başarı testlerindeki sonuçların ortalama olarak birbirlerine yakın olduğu tespit edilmiştir. Çalışma sonucunda elde edilen veriler sayesinde kurumlar arası ölçme ve değerlendirme koordinasyon alanlarına katkı sağlanacağı düşünülmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a8c7a7e49beb622c20e8ae030d0e774" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111142988,"asset_id":114447152,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111142988/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114447152"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114447152"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114447152; 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