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class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Vol 6, No 1 (2018)" id="Vol 6, No 1 (2018)"><h3 class="profile--tab_heading_container">Vol 6, No 1 (2018) by Yusuf KIZILTAŞ</h3></div><div class="js-work-strip profile--work_container" data-work-id="71017727"><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/71017727/Bilingual_Students_Language_Conflict_Language_Culture_Shock_Situations_Faced_by_Teachers_Assigned_to_Eastern_Regions_of_Turkey_%C4%B0ki_Dilli_%C3%96%C4%9Frenciler_Dil_%C3%87at%C4%B1%C5%9Fmas%C4%B1_Dil_K%C3%BClt%C3%BCr_%C5%9Eoku_T%C3%BCrkiye_nin_Do%C4%9Fu_B%C3%B6lgelerine_Atanan_%C3%96%C4%9Fretmenlerin_Y%C3%BCzle%C5%9Ftikleri_Durumlar_"><img alt="Research paper thumbnail of Bilingual Students, Language Conflict, Language - Culture Shock: Situations Faced by Teachers Assigned to Eastern Regions of Turkey (İki Dilli Öğrenciler, Dil Çatışması, Dil - Kültür Şoku: Türkiye’nin Doğu Bölgelerine Atanan Öğretmenlerin Yüzleştikleri Durumlar)" class="work-thumbnail" src="https://attachments.academia-assets.com/80534001/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/71017727/Bilingual_Students_Language_Conflict_Language_Culture_Shock_Situations_Faced_by_Teachers_Assigned_to_Eastern_Regions_of_Turkey_%C4%B0ki_Dilli_%C3%96%C4%9Frenciler_Dil_%C3%87at%C4%B1%C5%9Fmas%C4%B1_Dil_K%C3%BClt%C3%BCr_%C5%9Eoku_T%C3%BCrkiye_nin_Do%C4%9Fu_B%C3%B6lgelerine_Atanan_%C3%96%C4%9Fretmenlerin_Y%C3%BCzle%C5%9Ftikleri_Durumlar_">Bilingual Students, Language Conflict, Language - Culture Shock: Situations Faced by Teachers Assigned to Eastern Regions of Turkey (İki Dilli Öğrenciler, Dil Çatışması, Dil - Kültür Şoku: Türkiye’nin Doğu Bölgelerine Atanan Öğretmenlerin Yüzleştikleri Durumlar)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey exp...</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">Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey experience language conflict in the process of acquiring Turkish. Likewise, teachers appointed to schools where bilingual students are educated, especially from the western regions of Turkey, have problems adapting to the region's culture and language. The problems experienced and seen cause language and culture shock for teachers. At the same time, these problems lead to various negativities on students and teachers in the education process. In this study, language conflict experienced by bilingual students was evaluated according to teacher opinions. Likewise, it is aimed to question the dimensions and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. It was concluded that the students experienced intense language conflict at school. Similarly, it was concluded that the teachers also experienced language and culture shocks in the eastern regions where they were assigned<br /><br />Türkiye’nin Doğu ve Güneydoğusunun kırsal bölgelerinde bulunan okullarda eğitim alan birçok iki dilli<br />öğrenciler Türkçeyi edinme sürecinde dil çatışması yaşamaktadırlar. Aynı şekilde iki dilli öğrencilerin eğitim<br />gördüğü okullara Türkiye’nin özellikle batı bölgelerinden atanan öğretmenler de bölgenin kültürüne ve diline uyum<br />sağlamada sorun yaşamaktadırlar. Yaşanan ve görülen sorunlar öğretmenler için dil ve kültür şokuna neden<br />olmaktadır. Aynı zamanda bu sorunlar, eğitim sürecinde öğrenci ve öğretmenler üzerinde çeşitli olumsuzluklara yol<br />açmaktadır. Bu çalışmada iki dilli öğrencilerde yaşanan dil çatışması öğretmen görüşlerine göre değerlendirilmiştir.<br />Aynı şekilde, öğretmenlerde de dil ve kültür şokunun boyutlarını, sonuçlarını sorgulamak amaçlanmıştır. Van ilçe<br />köylerinde görev yapan farklı branşlardan öğretmenler (n=120) çalışma grubuna dâhil edilmiştir. Araştırma verileri<br />2020-2021 eğitim-öğretim yılı bahar döneminde çevrimiçi anket yoluyla toplanmıştır. Toplanan veriler MaxQDA<br />2020 programı ile analiz edilmiştir. Öğrencilerin okulda yoğun dil çatışması yaşadıkları sonucu ortaya çıkmıştır.<br />Benzer şekilde öğretmenlerin de atandıkları doğu bölgelerinde dil ve kültür şokları yaşadıkları sonucuna varılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5ad78ecf15a19a7a0d270633fc976f89" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":80534001,"asset_id":71017727,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/80534001/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="71017727"><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="71017727"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71017727; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71017727]").text(description); $(".js-view-count[data-work-id=71017727]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71017727; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='71017727']"); 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: "5ad78ecf15a19a7a0d270633fc976f89" } } $('.js-work-strip[data-work-id=71017727]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":71017727,"title":"Bilingual Students, Language Conflict, Language - Culture Shock: Situations Faced by Teachers Assigned to Eastern Regions of Turkey (İki Dilli Öğrenciler, Dil Çatışması, Dil - Kültür Şoku: Türkiye’nin Doğu Bölgelerine Atanan Öğretmenlerin Yüzleştikleri Durumlar)","translated_title":"","metadata":{"doi":"10.30831/akukeg.954364","abstract":"Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey experience language conflict in the process of acquiring Turkish. Likewise, teachers appointed to schools where bilingual students are educated, especially from the western regions of Turkey, have problems adapting to the region's culture and language. The problems experienced and seen cause language and culture shock for teachers. At the same time, these problems lead to various negativities on students and teachers in the education process. In this study, language conflict experienced by bilingual students was evaluated according to teacher opinions. Likewise, it is aimed to question the dimensions and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. It was concluded that the students experienced intense language conflict at school. Similarly, it was concluded that the teachers also experienced language and culture shocks in the eastern regions where they were assigned\n\nTürkiye’nin Doğu ve Güneydoğusunun kırsal bölgelerinde bulunan okullarda eğitim alan birçok iki dilli\nöğrenciler Türkçeyi edinme sürecinde dil çatışması yaşamaktadırlar. Aynı şekilde iki dilli öğrencilerin eğitim\ngördüğü okullara Türkiye’nin özellikle batı bölgelerinden atanan öğretmenler de bölgenin kültürüne ve diline uyum\nsağlamada sorun yaşamaktadırlar. Yaşanan ve görülen sorunlar öğretmenler için dil ve kültür şokuna neden\nolmaktadır. Aynı zamanda bu sorunlar, eğitim sürecinde öğrenci ve öğretmenler üzerinde çeşitli olumsuzluklara yol\naçmaktadır. Bu çalışmada iki dilli öğrencilerde yaşanan dil çatışması öğretmen görüşlerine göre değerlendirilmiştir.\nAynı şekilde, öğretmenlerde de dil ve kültür şokunun boyutlarını, sonuçlarını sorgulamak amaçlanmıştır. Van ilçe\nköylerinde görev yapan farklı branşlardan öğretmenler (n=120) çalışma grubuna dâhil edilmiştir. Araştırma verileri\n2020-2021 eğitim-öğretim yılı bahar döneminde çevrimiçi anket yoluyla toplanmıştır. Toplanan veriler MaxQDA\n2020 programı ile analiz edilmiştir. Öğrencilerin okulda yoğun dil çatışması yaşadıkları sonucu ortaya çıkmıştır.\nBenzer şekilde öğretmenlerin de atandıkları doğu bölgelerinde dil ve kültür şokları yaşadıkları sonucuna varılmıştır.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}}},"translated_abstract":"Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey experience language conflict in the process of acquiring Turkish. Likewise, teachers appointed to schools where bilingual students are educated, especially from the western regions of Turkey, have problems adapting to the region's culture and language. The problems experienced and seen cause language and culture shock for teachers. At the same time, these problems lead to various negativities on students and teachers in the education process. In this study, language conflict experienced by bilingual students was evaluated according to teacher opinions. Likewise, it is aimed to question the dimensions and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. It was concluded that the students experienced intense language conflict at school. Similarly, it was concluded that the teachers also experienced language and culture shocks in the eastern regions where they were assigned\n\nTürkiye’nin Doğu ve Güneydoğusunun kırsal bölgelerinde bulunan okullarda eğitim alan birçok iki dilli\nöğrenciler Türkçeyi edinme sürecinde dil çatışması yaşamaktadırlar. Aynı şekilde iki dilli öğrencilerin eğitim\ngördüğü okullara Türkiye’nin özellikle batı bölgelerinden atanan öğretmenler de bölgenin kültürüne ve diline uyum\nsağlamada sorun yaşamaktadırlar. Yaşanan ve görülen sorunlar öğretmenler için dil ve kültür şokuna neden\nolmaktadır. Aynı zamanda bu sorunlar, eğitim sürecinde öğrenci ve öğretmenler üzerinde çeşitli olumsuzluklara yol\naçmaktadır. Bu çalışmada iki dilli öğrencilerde yaşanan dil çatışması öğretmen görüşlerine göre değerlendirilmiştir.\nAynı şekilde, öğretmenlerde de dil ve kültür şokunun boyutlarını, sonuçlarını sorgulamak amaçlanmıştır. Van ilçe\nköylerinde görev yapan farklı branşlardan öğretmenler (n=120) çalışma grubuna dâhil edilmiştir. Araştırma verileri\n2020-2021 eğitim-öğretim yılı bahar döneminde çevrimiçi anket yoluyla toplanmıştır. Toplanan veriler MaxQDA\n2020 programı ile analiz edilmiştir. Öğrencilerin okulda yoğun dil çatışması yaşadıkları sonucu ortaya çıkmıştır.\nBenzer şekilde öğretmenlerin de atandıkları doğu bölgelerinde dil ve kültür şokları yaşadıkları sonucuna varılmıştır.","internal_url":"https://www.academia.edu/71017727/Bilingual_Students_Language_Conflict_Language_Culture_Shock_Situations_Faced_by_Teachers_Assigned_to_Eastern_Regions_of_Turkey_%C4%B0ki_Dilli_%C3%96%C4%9Frenciler_Dil_%C3%87at%C4%B1%C5%9Fmas%C4%B1_Dil_K%C3%BClt%C3%BCr_%C5%9Eoku_T%C3%BCrkiye_nin_Do%C4%9Fu_B%C3%B6lgelerine_Atanan_%C3%96%C4%9Fretmenlerin_Y%C3%BCzle%C5%9Ftikleri_Durumlar_","translated_internal_url":"","created_at":"2022-02-09T08:47:19.857-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":56549064,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":37654274,"work_id":71017727,"tagging_user_id":56549064,"tagged_user_id":56549064,"co_author_invite_id":7450383,"email":"y***s@gmail.com","display_order":1,"name":"Yusuf KIZILTAŞ","title":"Bilingual Students, Language Conflict, Language - Culture Shock: Situations Faced by Teachers Assigned to Eastern Regions of Turkey (İki Dilli Öğrenciler, Dil Çatışması, Dil - Kültür Şoku: Türkiye’nin Doğu Bölgelerine Atanan Öğretmenlerin Yüzleştikleri Durumlar)"}],"downloadable_attachments":[{"id":80534001,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/80534001/thumbnails/1.jpg","file_name":"10.30831_akukeg.954364_1831631.pdf","download_url":"https://www.academia.edu/attachments/80534001/download_file","bulk_download_file_name":"Bilingual_Students_Language_Conflict_Lan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/80534001/10.30831_akukeg.954364_1831631-libre.pdf?1644425265=\u0026response-content-disposition=attachment%3B+filename%3DBilingual_Students_Language_Conflict_Lan.pdf\u0026Expires=1738785704\u0026Signature=SQ7dSuRlQ3IiNY1vLIS0WL00I0cmpIDtC7eWwkA7TIzAzzYDY-u-9KBEsuXJRlXE5bK-PA8gaamkbU9TMizQ4GHjY4i0rmZRE9gy1Ut~A~oSaZBhJUJMIAibVYxHKePW~PponnSO7-n1yuB9Vby~f~brQl~tlTegOu1eD1L5dWTeoi-L3-MJ7eJj-kdivMe78XRvVNsetT5hKkIc0hHE2fMBKi0mFVKooxdc89Sq53vdrwfd4tHJLjI-MZkuT~hiBoVLBOPPwSlBog64w6hIS4bBUmhPgpvZ-pbnmLzqDf42URPox8yNoAVN2iXQ947iPGfeYRRMjpnF4eeQeWYjaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Bilingual_Students_Language_Conflict_Language_Culture_Shock_Situations_Faced_by_Teachers_Assigned_to_Eastern_Regions_of_Turkey_İki_Dilli_Öğrenciler_Dil_Çatışması_Dil_Kültür_Şoku_Türkiye_nin_Doğu_Bölgelerine_Atanan_Öğretmenlerin_Yüzleştikleri_Durumlar_","translated_slug":"","page_count":25,"language":"en","content_type":"Work","summary":"Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey experience language conflict in the process of acquiring Turkish. Likewise, teachers appointed to schools where bilingual students are educated, especially from the western regions of Turkey, have problems adapting to the region's culture and language. The problems experienced and seen cause language and culture shock for teachers. At the same time, these problems lead to various negativities on students and teachers in the education process. In this study, language conflict experienced by bilingual students was evaluated according to teacher opinions. Likewise, it is aimed to question the dimensions and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. It was concluded that the students experienced intense language conflict at school. Similarly, it was concluded that the teachers also experienced language and culture shocks in the eastern regions where they were assigned\n\nTürkiye’nin Doğu ve Güneydoğusunun kırsal bölgelerinde bulunan okullarda eğitim alan birçok iki dilli\nöğrenciler Türkçeyi edinme sürecinde dil çatışması yaşamaktadırlar. Aynı şekilde iki dilli öğrencilerin eğitim\ngördüğü okullara Türkiye’nin özellikle batı bölgelerinden atanan öğretmenler de bölgenin kültürüne ve diline uyum\nsağlamada sorun yaşamaktadırlar. Yaşanan ve görülen sorunlar öğretmenler için dil ve kültür şokuna neden\nolmaktadır. Aynı zamanda bu sorunlar, eğitim sürecinde öğrenci ve öğretmenler üzerinde çeşitli olumsuzluklara yol\naçmaktadır. Bu çalışmada iki dilli öğrencilerde yaşanan dil çatışması öğretmen görüşlerine göre değerlendirilmiştir.\nAynı şekilde, öğretmenlerde de dil ve kültür şokunun boyutlarını, sonuçlarını sorgulamak amaçlanmıştır. Van ilçe\nköylerinde görev yapan farklı branşlardan öğretmenler (n=120) çalışma grubuna dâhil edilmiştir. Araştırma verileri\n2020-2021 eğitim-öğretim yılı bahar döneminde çevrimiçi anket yoluyla toplanmıştır. Toplanan veriler MaxQDA\n2020 programı ile analiz edilmiştir. Öğrencilerin okulda yoğun dil çatışması yaşadıkları sonucu ortaya çıkmıştır.\nBenzer şekilde öğretmenlerin de atandıkları doğu bölgelerinde dil ve kültür şokları yaşadıkları sonucuna varılmıştır.","owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":80534001,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/80534001/thumbnails/1.jpg","file_name":"10.30831_akukeg.954364_1831631.pdf","download_url":"https://www.academia.edu/attachments/80534001/download_file","bulk_download_file_name":"Bilingual_Students_Language_Conflict_Lan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/80534001/10.30831_akukeg.954364_1831631-libre.pdf?1644425265=\u0026response-content-disposition=attachment%3B+filename%3DBilingual_Students_Language_Conflict_Lan.pdf\u0026Expires=1738785704\u0026Signature=SQ7dSuRlQ3IiNY1vLIS0WL00I0cmpIDtC7eWwkA7TIzAzzYDY-u-9KBEsuXJRlXE5bK-PA8gaamkbU9TMizQ4GHjY4i0rmZRE9gy1Ut~A~oSaZBhJUJMIAibVYxHKePW~PponnSO7-n1yuB9Vby~f~brQl~tlTegOu1eD1L5dWTeoi-L3-MJ7eJj-kdivMe78XRvVNsetT5hKkIc0hHE2fMBKi0mFVKooxdc89Sq53vdrwfd4tHJLjI-MZkuT~hiBoVLBOPPwSlBog64w6hIS4bBUmhPgpvZ-pbnmLzqDf42URPox8yNoAVN2iXQ947iPGfeYRRMjpnF4eeQeWYjaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":982797,"name":"Culture and Conflict","url":"https://www.academia.edu/Documents/in/Culture_and_Conflict"},{"id":1008373,"name":"Language Conflict","url":"https://www.academia.edu/Documents/in/Language_Conflict"},{"id":3626361,"name":"Bilingual Students","url":"https://www.academia.edu/Documents/in/Bilingual_Students"}],"urls":[]}, 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="48971073"><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/48971073/%C4%B0ki_Dilli_%C3%96%C4%9Frencilerin_%C4%B0kinci_Dil_Ediniminde_Etkili_Olan_Fakt%C3%B6rler_ve_Dezavantajl%C4%B1_Gruplara_D%C3%B6n%C3%BC%C5%9Fmeleri_Kuramsal_ve_Derleme_Bir_%C3%87al%C4%B1%C5%9Fma_Factors_Affect%C4%B1ng_the_Second_Language_Acqu%C4%B1s%C4%B1t%C4%B1on_of_B%C4%B1l%C4%B1ngual_Students_and_The%C4%B1r_Transformat%C4%B1on_into_D%C4%B1sadvantaged_Groups_A_Theoret%C4%B1cal_and_Rev%C4%B1ew_Study_"><img alt="Research paper thumbnail of İki Dilli Öğrencilerin İkinci Dil Ediniminde Etkili Olan Faktörler ve Dezavantajlı Gruplara Dönüşmeleri: Kuramsal ve Derleme Bir Çalışma (Factors Affectıng the Second Language Acquısıtıon of Bılıngual Students and Theır Transformatıon into Dısadvantaged Groups: A Theoretıcal and Revıew Study)" class="work-thumbnail" src="https://attachments.academia-assets.com/67362977/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/48971073/%C4%B0ki_Dilli_%C3%96%C4%9Frencilerin_%C4%B0kinci_Dil_Ediniminde_Etkili_Olan_Fakt%C3%B6rler_ve_Dezavantajl%C4%B1_Gruplara_D%C3%B6n%C3%BC%C5%9Fmeleri_Kuramsal_ve_Derleme_Bir_%C3%87al%C4%B1%C5%9Fma_Factors_Affect%C4%B1ng_the_Second_Language_Acqu%C4%B1s%C4%B1t%C4%B1on_of_B%C4%B1l%C4%B1ngual_Students_and_The%C4%B1r_Transformat%C4%B1on_into_D%C4%B1sadvantaged_Groups_A_Theoret%C4%B1cal_and_Rev%C4%B1ew_Study_">İki Dilli Öğrencilerin İkinci Dil Ediniminde Etkili Olan Faktörler ve Dezavantajlı Gruplara Dönüşmeleri: Kuramsal ve Derleme Bir Çalışma (Factors Affectıng the Second Language Acquısıtıon of Bılıngual Students and Theır Transformatıon into Dısadvantaged Groups: A Theoretıcal and Revıew Study)</a></div><div class="wp-workCard_item"><span>Trakya Eğitim Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">İki dillilik dünyanın birçok ülkesinde olduğu gibi Türkiye’de de oldukça yaygındır. Ancak Türkiye...</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">İki dillilik dünyanın birçok ülkesinde olduğu gibi Türkiye’de de oldukça yaygındır. Ancak Türkiye’de, özellikle de sahip olduğu çok kültürlü yapıdan dolayı, doğal, kaçınılmaz kısacası farklı bir iki dillilik söz konusudur. Doğu ve Güneydoğu Anadolu Bölgelerinde bugün ana dili eğitim dilinden farklı ve çeşitli kademelerde öğretimlerine devam eden çok sayıda iki dilli öğrenci bulunmaktadır. Türkiye’de özellikle de belirtilen iki bölgedeki birçok ilde yaşayan iki dilli öğrencinin durumu daha öncelikli ve önemli olarak değerlendirilebilir. Öyle ki bu bölgelerde yaşayan öğrencilerin iki dilli olmalarından kaynaklı bir takım dezavantajların ve sorunların olduğu bilinmektedir. Ortaya çıkan sorunların okul hayatı boyunca daha açık bir şekilde kendini gösterdiği söylenebilir. İki dilli öğrencilerin yaşadıkları dilsel dezavantajların okumaya, okuduğunu anlamaya, devamlılık durumuna ve nihayetinde akademik başarıya olumsuz bir etkide bulunması kaçınılmaz hale gelmektedir. İkinci dil edinimindeki öğrencilerin yaşadıkları sorunlara kaynaklık eden birçok faktörün etkili olduğu ve bunların birçok farklı olumsuz sonuçlar yarattığı bilinmektedir. Türkiye’de yaşayan iki dilli öğrencilerin ikinci dil edinimi üzerinde etkili olan faktörlerin ve bunların yarattığı birtakım sonuçların tartışılmasına ihtiyaç duyulmaktadır. Alan yazında ikinci dil ediniminde genel anlamda etkili olduğu düşünülen faktörler, Türkiye’deki iki dilli öğrencilerle ilişkilendirilerek açıklanmaya çalışılmıştır.<br /><br />Bilingualism, as in many countries of the<br />world is also quite common in Turkey. Due to the<br />multicultural nature to have a natural bilingualism,<br />especially in Turkey said. Today, there are many bilingual<br />students in The Eastern and Southeastern Anatolia Regions<br />of Turkey who are different from the mother tonque (first<br />language) language of education. The teaching process of<br />bilingual students who continue their education in many<br />provinces in rural turkey is worth examining. It is known<br />that there are some disadvantages and problems due to the<br />fact that the students living in these regions are bilingual. It<br />can be said that the problems that arise manifest themselves<br />more clearly, especially during school life. It is inevitable<br />that the linguistic disadvantages experienced by bilingual<br />students have a negative impact on reading, reading<br />comprehension, school continuity status and ultimately<br />academic achievement. It is known that many factors that<br />are the source of the problems experienced by students in<br />second language acquisition are effective. It can be said that<br />these factors also create many different negative<br />consequences. It is needed to maintain bilingual students<br />living in Turkey which acts on acquiring Turkish as a<br />second language and these factors created by the<br />conclusions of the discussion. In the literature, second<br />language acquisition generally thought to be influential<br />factors were explained in relation to bilingual students in<br />Turkey. This research is a theoretical study carried out by<br />systematic review method from review methods. It was<br />concluded that the factors influencing second language<br />acquisition play a serious role in the transformation of<br />bilingual students into disadvantaged groups</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d32e46b0300141bad3ff69ab011d503a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67362977,"asset_id":48971073,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67362977/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="48971073"><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="48971073"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48971073; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=48971073]").text(description); $(".js-view-count[data-work-id=48971073]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 48971073; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='48971073']"); 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: "d32e46b0300141bad3ff69ab011d503a" } } $('.js-work-strip[data-work-id=48971073]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":48971073,"title":"İki Dilli Öğrencilerin İkinci Dil Ediniminde Etkili Olan Faktörler ve Dezavantajlı Gruplara Dönüşmeleri: Kuramsal ve Derleme Bir Çalışma (Factors Affectıng the Second Language Acquısıtıon of Bılıngual Students and Theır Transformatıon into Dısadvantaged Groups: A Theoretıcal and Revıew Study)","translated_title":"","metadata":{"doi":"10.24315/tred.775100","issue":"2","volume":"11","abstract":"İki dillilik dünyanın birçok ülkesinde olduğu gibi Türkiye’de de oldukça yaygındır. Ancak Türkiye’de, özellikle de sahip olduğu çok kültürlü yapıdan dolayı, doğal, kaçınılmaz kısacası farklı bir iki dillilik söz konusudur. Doğu ve Güneydoğu Anadolu Bölgelerinde bugün ana dili eğitim dilinden farklı ve çeşitli kademelerde öğretimlerine devam eden çok sayıda iki dilli öğrenci bulunmaktadır. Türkiye’de özellikle de belirtilen iki bölgedeki birçok ilde yaşayan iki dilli öğrencinin durumu daha öncelikli ve önemli olarak değerlendirilebilir. Öyle ki bu bölgelerde yaşayan öğrencilerin iki dilli olmalarından kaynaklı bir takım dezavantajların ve sorunların olduğu bilinmektedir. Ortaya çıkan sorunların okul hayatı boyunca daha açık bir şekilde kendini gösterdiği söylenebilir. İki dilli öğrencilerin yaşadıkları dilsel dezavantajların okumaya, okuduğunu anlamaya, devamlılık durumuna ve nihayetinde akademik başarıya olumsuz bir etkide bulunması kaçınılmaz hale gelmektedir. İkinci dil edinimindeki öğrencilerin yaşadıkları sorunlara kaynaklık eden birçok faktörün etkili olduğu ve bunların birçok farklı olumsuz sonuçlar yarattığı bilinmektedir. Türkiye’de yaşayan iki dilli öğrencilerin ikinci dil edinimi üzerinde etkili olan faktörlerin ve bunların yarattığı birtakım sonuçların tartışılmasına ihtiyaç duyulmaktadır. Alan yazında ikinci dil ediniminde genel anlamda etkili olduğu düşünülen faktörler, Türkiye’deki iki dilli öğrencilerle ilişkilendirilerek açıklanmaya çalışılmıştır.\n\nBilingualism, as in many countries of the\nworld is also quite common in Turkey. Due to the\nmulticultural nature to have a natural bilingualism,\nespecially in Turkey said. Today, there are many bilingual\nstudents in The Eastern and Southeastern Anatolia Regions\nof Turkey who are different from the mother tonque (first\nlanguage) language of education. The teaching process of\nbilingual students who continue their education in many\nprovinces in rural turkey is worth examining. It is known\nthat there are some disadvantages and problems due to the\nfact that the students living in these regions are bilingual. It\ncan be said that the problems that arise manifest themselves\nmore clearly, especially during school life. It is inevitable\nthat the linguistic disadvantages experienced by bilingual\nstudents have a negative impact on reading, reading\ncomprehension, school continuity status and ultimately\nacademic achievement. It is known that many factors that\nare the source of the problems experienced by students in\nsecond language acquisition are effective. It can be said that\nthese factors also create many different negative\nconsequences. It is needed to maintain bilingual students\nliving in Turkey which acts on acquiring Turkish as a\nsecond language and these factors created by the\nconclusions of the discussion. In the literature, second\nlanguage acquisition generally thought to be influential\nfactors were explained in relation to bilingual students in\nTurkey. This research is a theoretical study carried out by\nsystematic review method from review methods. It was\nconcluded that the factors influencing second language\nacquisition play a serious role in the transformation of\nbilingual students into disadvantaged groups","page_numbers":"1012-1036","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Trakya Eğitim Dergisi"},"translated_abstract":"İki dillilik dünyanın birçok ülkesinde olduğu gibi Türkiye’de de oldukça yaygındır. Ancak Türkiye’de, özellikle de sahip olduğu çok kültürlü yapıdan dolayı, doğal, kaçınılmaz kısacası farklı bir iki dillilik söz konusudur. Doğu ve Güneydoğu Anadolu Bölgelerinde bugün ana dili eğitim dilinden farklı ve çeşitli kademelerde öğretimlerine devam eden çok sayıda iki dilli öğrenci bulunmaktadır. Türkiye’de özellikle de belirtilen iki bölgedeki birçok ilde yaşayan iki dilli öğrencinin durumu daha öncelikli ve önemli olarak değerlendirilebilir. Öyle ki bu bölgelerde yaşayan öğrencilerin iki dilli olmalarından kaynaklı bir takım dezavantajların ve sorunların olduğu bilinmektedir. Ortaya çıkan sorunların okul hayatı boyunca daha açık bir şekilde kendini gösterdiği söylenebilir. İki dilli öğrencilerin yaşadıkları dilsel dezavantajların okumaya, okuduğunu anlamaya, devamlılık durumuna ve nihayetinde akademik başarıya olumsuz bir etkide bulunması kaçınılmaz hale gelmektedir. İkinci dil edinimindeki öğrencilerin yaşadıkları sorunlara kaynaklık eden birçok faktörün etkili olduğu ve bunların birçok farklı olumsuz sonuçlar yarattığı bilinmektedir. Türkiye’de yaşayan iki dilli öğrencilerin ikinci dil edinimi üzerinde etkili olan faktörlerin ve bunların yarattığı birtakım sonuçların tartışılmasına ihtiyaç duyulmaktadır. Alan yazında ikinci dil ediniminde genel anlamda etkili olduğu düşünülen faktörler, Türkiye’deki iki dilli öğrencilerle ilişkilendirilerek açıklanmaya çalışılmıştır.\n\nBilingualism, as in many countries of the\nworld is also quite common in Turkey. Due to the\nmulticultural nature to have a natural bilingualism,\nespecially in Turkey said. Today, there are many bilingual\nstudents in The Eastern and Southeastern Anatolia Regions\nof Turkey who are different from the mother tonque (first\nlanguage) language of education. The teaching process of\nbilingual students who continue their education in many\nprovinces in rural turkey is worth examining. It is known\nthat there are some disadvantages and problems due to the\nfact that the students living in these regions are bilingual. It\ncan be said that the problems that arise manifest themselves\nmore clearly, especially during school life. It is inevitable\nthat the linguistic disadvantages experienced by bilingual\nstudents have a negative impact on reading, reading\ncomprehension, school continuity status and ultimately\nacademic achievement. It is known that many factors that\nare the source of the problems experienced by students in\nsecond language acquisition are effective. It can be said that\nthese factors also create many different negative\nconsequences. It is needed to maintain bilingual students\nliving in Turkey which acts on acquiring Turkish as a\nsecond language and these factors created by the\nconclusions of the discussion. In the literature, second\nlanguage acquisition generally thought to be influential\nfactors were explained in relation to bilingual students in\nTurkey. This research is a theoretical study carried out by\nsystematic review method from review methods. It was\nconcluded that the factors influencing second language\nacquisition play a serious role in the transformation of\nbilingual students into disadvantaged groups","internal_url":"https://www.academia.edu/48971073/%C4%B0ki_Dilli_%C3%96%C4%9Frencilerin_%C4%B0kinci_Dil_Ediniminde_Etkili_Olan_Fakt%C3%B6rler_ve_Dezavantajl%C4%B1_Gruplara_D%C3%B6n%C3%BC%C5%9Fmeleri_Kuramsal_ve_Derleme_Bir_%C3%87al%C4%B1%C5%9Fma_Factors_Affect%C4%B1ng_the_Second_Language_Acqu%C4%B1s%C4%B1t%C4%B1on_of_B%C4%B1l%C4%B1ngual_Students_and_The%C4%B1r_Transformat%C4%B1on_into_D%C4%B1sadvantaged_Groups_A_Theoret%C4%B1cal_and_Rev%C4%B1ew_Study_","translated_internal_url":"","created_at":"2021-05-18T08:38:41.403-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":56549064,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":67362977,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67362977/thumbnails/1.jpg","file_name":"IKI_DILLI_OGRENCILERIN_IKINCI_DIL_EDINIMINDE_ETKILI_OLAN.pdf","download_url":"https://www.academia.edu/attachments/67362977/download_file","bulk_download_file_name":"Iki_Dilli_Ogrencilerin_Ikinci_Dil_Edinim.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67362977/IKI_DILLI_OGRENCILERIN_IKINCI_DIL_EDINIMINDE_ETKILI_OLAN-libre.pdf?1621352725=\u0026response-content-disposition=attachment%3B+filename%3DIki_Dilli_Ogrencilerin_Ikinci_Dil_Edinim.pdf\u0026Expires=1738785704\u0026Signature=SV-apbuXRwf1EYoUzVqk79XYjYCzK04dPnTBSpwljwUoWdAUGknuYguLPsALEDDRNqW0zHk7I-NRs3E~E0xGSMyhflNZkuOcdvZzF9df1hDM5v~kZ7Qlnqa3DUa~o2Vzorrx3XE2iHJju84r8-uZ8KoG7znkAacf9DAM0eAgtBl9AzsI8z64PsMEAkmsB9XJSDECa-AujF~4hMplJ~61Od~NsW0ZeyOfcRt2GnMOZggYZoa1Sh0dEb5T7VgGKqj9vADzQSpa6w6pOhlAyZX~jvalpgnE3i86FQUeBBj0YvlyqXRTbd2TvQTv6cITzydafpGOS8VuZDkJN7tv4TzENg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"İki_Dilli_Öğrencilerin_İkinci_Dil_Ediniminde_Etkili_Olan_Faktörler_ve_Dezavantajlı_Gruplara_Dönüşmeleri_Kuramsal_ve_Derleme_Bir_Çalışma_Factors_Affectıng_the_Second_Language_Acquısıtıon_of_Bılıngual_Students_and_Theır_Transformatıon_into_Dısadvantaged_Groups_A_Theoretıcal_and_Revıew_Study_","translated_slug":"","page_count":25,"language":"tr","content_type":"Work","summary":"İki dillilik dünyanın birçok ülkesinde olduğu gibi Türkiye’de de oldukça yaygındır. Ancak Türkiye’de, özellikle de sahip olduğu çok kültürlü yapıdan dolayı, doğal, kaçınılmaz kısacası farklı bir iki dillilik söz konusudur. Doğu ve Güneydoğu Anadolu Bölgelerinde bugün ana dili eğitim dilinden farklı ve çeşitli kademelerde öğretimlerine devam eden çok sayıda iki dilli öğrenci bulunmaktadır. Türkiye’de özellikle de belirtilen iki bölgedeki birçok ilde yaşayan iki dilli öğrencinin durumu daha öncelikli ve önemli olarak değerlendirilebilir. Öyle ki bu bölgelerde yaşayan öğrencilerin iki dilli olmalarından kaynaklı bir takım dezavantajların ve sorunların olduğu bilinmektedir. Ortaya çıkan sorunların okul hayatı boyunca daha açık bir şekilde kendini gösterdiği söylenebilir. İki dilli öğrencilerin yaşadıkları dilsel dezavantajların okumaya, okuduğunu anlamaya, devamlılık durumuna ve nihayetinde akademik başarıya olumsuz bir etkide bulunması kaçınılmaz hale gelmektedir. İkinci dil edinimindeki öğrencilerin yaşadıkları sorunlara kaynaklık eden birçok faktörün etkili olduğu ve bunların birçok farklı olumsuz sonuçlar yarattığı bilinmektedir. Türkiye’de yaşayan iki dilli öğrencilerin ikinci dil edinimi üzerinde etkili olan faktörlerin ve bunların yarattığı birtakım sonuçların tartışılmasına ihtiyaç duyulmaktadır. Alan yazında ikinci dil ediniminde genel anlamda etkili olduğu düşünülen faktörler, Türkiye’deki iki dilli öğrencilerle ilişkilendirilerek açıklanmaya çalışılmıştır.\n\nBilingualism, as in many countries of the\nworld is also quite common in Turkey. Due to the\nmulticultural nature to have a natural bilingualism,\nespecially in Turkey said. Today, there are many bilingual\nstudents in The Eastern and Southeastern Anatolia Regions\nof Turkey who are different from the mother tonque (first\nlanguage) language of education. The teaching process of\nbilingual students who continue their education in many\nprovinces in rural turkey is worth examining. It is known\nthat there are some disadvantages and problems due to the\nfact that the students living in these regions are bilingual. It\ncan be said that the problems that arise manifest themselves\nmore clearly, especially during school life. It is inevitable\nthat the linguistic disadvantages experienced by bilingual\nstudents have a negative impact on reading, reading\ncomprehension, school continuity status and ultimately\nacademic achievement. It is known that many factors that\nare the source of the problems experienced by students in\nsecond language acquisition are effective. It can be said that\nthese factors also create many different negative\nconsequences. It is needed to maintain bilingual students\nliving in Turkey which acts on acquiring Turkish as a\nsecond language and these factors created by the\nconclusions of the discussion. In the literature, second\nlanguage acquisition generally thought to be influential\nfactors were explained in relation to bilingual students in\nTurkey. This research is a theoretical study carried out by\nsystematic review method from review methods. It was\nconcluded that the factors influencing second language\nacquisition play a serious role in the transformation of\nbilingual students into disadvantaged groups","owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":67362977,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67362977/thumbnails/1.jpg","file_name":"IKI_DILLI_OGRENCILERIN_IKINCI_DIL_EDINIMINDE_ETKILI_OLAN.pdf","download_url":"https://www.academia.edu/attachments/67362977/download_file","bulk_download_file_name":"Iki_Dilli_Ogrencilerin_Ikinci_Dil_Edinim.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67362977/IKI_DILLI_OGRENCILERIN_IKINCI_DIL_EDINIMINDE_ETKILI_OLAN-libre.pdf?1621352725=\u0026response-content-disposition=attachment%3B+filename%3DIki_Dilli_Ogrencilerin_Ikinci_Dil_Edinim.pdf\u0026Expires=1738785704\u0026Signature=SV-apbuXRwf1EYoUzVqk79XYjYCzK04dPnTBSpwljwUoWdAUGknuYguLPsALEDDRNqW0zHk7I-NRs3E~E0xGSMyhflNZkuOcdvZzF9df1hDM5v~kZ7Qlnqa3DUa~o2Vzorrx3XE2iHJju84r8-uZ8KoG7znkAacf9DAM0eAgtBl9AzsI8z64PsMEAkmsB9XJSDECa-AujF~4hMplJ~61Od~NsW0ZeyOfcRt2GnMOZggYZoa1Sh0dEb5T7VgGKqj9vADzQSpa6w6pOhlAyZX~jvalpgnE3i86FQUeBBj0YvlyqXRTbd2TvQTv6cITzydafpGOS8VuZDkJN7tv4TzENg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition"},{"id":104898,"name":"Education of Disadvantaged Groups","url":"https://www.academia.edu/Documents/in/Education_of_Disadvantaged_Groups"},{"id":822472,"name":"Bilingulism","url":"https://www.academia.edu/Documents/in/Bilingulism"}],"urls":[]}, 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="45084077"><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/45084077/T%C3%9CRK%C3%87EY%C4%B0_%C4%B0K%C4%B0NC%C4%B0_D%C4%B0L_OLARAK_ED%C4%B0NEN_%C4%B0K%C4%B0_D%C4%B0LL%C4%B0_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_PERSPEKT%C4%B0F%C4%B0NDE_%C4%B0LET%C4%B0%C5%9E%C4%B0MSEL_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0_YAKLA%C5%9EIMI"><img alt="Research paper thumbnail of TÜRKÇEYİ İKİNCİ DİL OLARAK EDİNEN İKİ DİLLİ ÖĞRENCİLERİN PERSPEKTİFİNDE İLETİŞİMSEL DİL ÖĞRETİMİ YAKLAŞIMI" class="work-thumbnail" src="https://attachments.academia-assets.com/65643634/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/45084077/T%C3%9CRK%C3%87EY%C4%B0_%C4%B0K%C4%B0NC%C4%B0_D%C4%B0L_OLARAK_ED%C4%B0NEN_%C4%B0K%C4%B0_D%C4%B0LL%C4%B0_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_PERSPEKT%C4%B0F%C4%B0NDE_%C4%B0LET%C4%B0%C5%9E%C4%B0MSEL_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0_YAKLA%C5%9EIMI">TÜRKÇEYİ İKİNCİ DİL OLARAK EDİNEN İKİ DİLLİ ÖĞRENCİLERİN PERSPEKTİFİNDE İLETİŞİMSEL DİL ÖĞRETİMİ YAKLAŞIMI</a></div><div class="wp-workCard_item"><span>EĞITIM BILIMLERI ALANINDA ULUSLARARASI ARAŞTIRMALAR</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkiye’de yaşayan ana dili eğitim dilinden farklı iki dilli öğrencilerin Türkçeyi ikinci dil ola...</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">Türkiye’de yaşayan ana dili eğitim dilinden farklı iki dilli<br />öğrencilerin Türkçeyi ikinci dil olarak edindikleri bilinmektedir.<br />Ancak zamanla Türkçe sadece öğretimin değil hayatın<br />da merkezinde yer almaktadır. Bu durum da ana dili eğitim<br />dilinden farklı iki dilli öğrencilerin ana dilini zamanla Türkçe<br />yapmaktadır. Buna karşın ikinci dili edinme süreci özellikle<br />iki dilli öğrencilerin yaşadıkları kırsal bölgelerde zorluklarla<br />gerçekleşmektedir. Her ne kadar kırsalda yaşayan bazı iki<br />dilli öğrenciler okula gelmeden evvel Türkçe konuşma konusunda<br />belirli bir seviyeyi aşmış olsalar da dildeki yeterlik<br />istenen düzeyde değildir. İki dilli öğrencilerde Türkçe yeterlik<br />seviyesini yükseltmek adına ayrı ve özel eğitim programları,<br />tedbirler bulunmamaktadır. Daha da önemlisi yeterlik bağlamında<br />dezavantajlı bazı iki dilli öğrenciler, tek dilli ve ana<br />dile (Türkçe) hâkim öğrencilerle aynı sistemde, aynı ders kitapları<br />ile eğitime devam etmektedirler. Bu da okullar-bölgeler<br />arasındaki açığı daha da büyütmektedir. Nihayetinde kırsal<br />bölgelerde yer alan iki dilli öğrencilerin başarısızlıklarının bir kaynağı da dilsel dezavantajlara bağlanmaktadır. İki dilli öğrencilerin<br />ikinci dil edinme süreçlerini geliştirmeye referans<br />olacak özgün etkinliklerin, materyallerin ve bir yaklaşımın olmadığı<br />söylenebilir. Bu bölümde ikinci dil edinimi konusunda<br />yeterliği geliştirmeyi ön plana alarak dilde belirli bir düzeyde<br />akıcılığı ve nihayetinde anlamayı hedefleyen iletişimsel<br />dil öğretimi yaklaşımı irdelenmiştir. İletişimsel dil öğretimi<br />yaklaşımının doğasına uygun materyallerin, etkinliklerin ve<br />bu yaklaşımın ilkelerinin, Türkiye’deki iki dilli öğrencilerin<br />yer aldığı sınıflardaki uygulanabilirlik boyutu sorgulanmıştır.<br />İletişimsel dil öğretimi yaklaşımının sunduğu etkinliklerin,<br />materyallerin; iki dilli öğrencilerin yer aldığı sınıflarda uygun<br />olduğu söylenebilir. Ancak iletişimsel dil öğretimi yaklaşımının<br />ikinci dili edinme sürecinde öğrencilerin ana dillerinden<br />faydalanması yönündeki gibi birtakım ilkelerinin Türkiye’de<br />uygulanabilirlik boyutunun olmadığının da dikkate alınması<br />gerekir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d503bbd1b9adc5103f7b9a33efb7f3bc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65643634,"asset_id":45084077,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65643634/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="45084077"><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="45084077"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45084077; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45084077]").text(description); $(".js-view-count[data-work-id=45084077]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45084077; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='45084077']"); 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: "d503bbd1b9adc5103f7b9a33efb7f3bc" } } $('.js-work-strip[data-work-id=45084077]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":45084077,"title":"TÜRKÇEYİ İKİNCİ DİL OLARAK EDİNEN İKİ DİLLİ\nÖĞRENCİLERİN PERSPEKTİFİNDE İLETİŞİMSEL DİL\nÖĞRETİMİ YAKLAŞIMI","translated_title":"","metadata":{"abstract":"Türkiye’de yaşayan ana dili eğitim dilinden farklı iki dilli\nöğrencilerin Türkçeyi ikinci dil olarak edindikleri bilinmektedir.\nAncak zamanla Türkçe sadece öğretimin değil hayatın\nda merkezinde yer almaktadır. Bu durum da ana dili eğitim\ndilinden farklı iki dilli öğrencilerin ana dilini zamanla Türkçe\nyapmaktadır. Buna karşın ikinci dili edinme süreci özellikle\niki dilli öğrencilerin yaşadıkları kırsal bölgelerde zorluklarla\ngerçekleşmektedir. Her ne kadar kırsalda yaşayan bazı iki\ndilli öğrenciler okula gelmeden evvel Türkçe konuşma konusunda\nbelirli bir seviyeyi aşmış olsalar da dildeki yeterlik\nistenen düzeyde değildir. İki dilli öğrencilerde Türkçe yeterlik\nseviyesini yükseltmek adına ayrı ve özel eğitim programları,\ntedbirler bulunmamaktadır. Daha da önemlisi yeterlik bağlamında\ndezavantajlı bazı iki dilli öğrenciler, tek dilli ve ana\ndile (Türkçe) hâkim öğrencilerle aynı sistemde, aynı ders kitapları\nile eğitime devam etmektedirler. Bu da okullar-bölgeler\narasındaki açığı daha da büyütmektedir. Nihayetinde kırsal\nbölgelerde yer alan iki dilli öğrencilerin başarısızlıklarının bir kaynağı da dilsel dezavantajlara bağlanmaktadır. İki dilli öğrencilerin\nikinci dil edinme süreçlerini geliştirmeye referans\nolacak özgün etkinliklerin, materyallerin ve bir yaklaşımın olmadığı\nsöylenebilir. Bu bölümde ikinci dil edinimi konusunda\nyeterliği geliştirmeyi ön plana alarak dilde belirli bir düzeyde\nakıcılığı ve nihayetinde anlamayı hedefleyen iletişimsel\ndil öğretimi yaklaşımı irdelenmiştir. İletişimsel dil öğretimi\nyaklaşımının doğasına uygun materyallerin, etkinliklerin ve\nbu yaklaşımın ilkelerinin, Türkiye’deki iki dilli öğrencilerin\nyer aldığı sınıflardaki uygulanabilirlik boyutu sorgulanmıştır.\nİletişimsel dil öğretimi yaklaşımının sunduğu etkinliklerin,\nmateryallerin; iki dilli öğrencilerin yer aldığı sınıflarda uygun\nolduğu söylenebilir. Ancak iletişimsel dil öğretimi yaklaşımının\nikinci dili edinme sürecinde öğrencilerin ana dillerinden\nfaydalanması yönündeki gibi birtakım ilkelerinin Türkiye’de\nuygulanabilirlik boyutunun olmadığının da dikkate alınması\ngerekir.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"EĞITIM BILIMLERI ALANINDA ULUSLARARASI ARAŞTIRMALAR"},"translated_abstract":"Türkiye’de yaşayan ana dili eğitim dilinden farklı iki dilli\nöğrencilerin Türkçeyi ikinci dil olarak edindikleri bilinmektedir.\nAncak zamanla Türkçe sadece öğretimin değil hayatın\nda merkezinde yer almaktadır. Bu durum da ana dili eğitim\ndilinden farklı iki dilli öğrencilerin ana dilini zamanla Türkçe\nyapmaktadır. Buna karşın ikinci dili edinme süreci özellikle\niki dilli öğrencilerin yaşadıkları kırsal bölgelerde zorluklarla\ngerçekleşmektedir. Her ne kadar kırsalda yaşayan bazı iki\ndilli öğrenciler okula gelmeden evvel Türkçe konuşma konusunda\nbelirli bir seviyeyi aşmış olsalar da dildeki yeterlik\nistenen düzeyde değildir. İki dilli öğrencilerde Türkçe yeterlik\nseviyesini yükseltmek adına ayrı ve özel eğitim programları,\ntedbirler bulunmamaktadır. Daha da önemlisi yeterlik bağlamında\ndezavantajlı bazı iki dilli öğrenciler, tek dilli ve ana\ndile (Türkçe) hâkim öğrencilerle aynı sistemde, aynı ders kitapları\nile eğitime devam etmektedirler. Bu da okullar-bölgeler\narasındaki açığı daha da büyütmektedir. Nihayetinde kırsal\nbölgelerde yer alan iki dilli öğrencilerin başarısızlıklarının bir kaynağı da dilsel dezavantajlara bağlanmaktadır. İki dilli öğrencilerin\nikinci dil edinme süreçlerini geliştirmeye referans\nolacak özgün etkinliklerin, materyallerin ve bir yaklaşımın olmadığı\nsöylenebilir. Bu bölümde ikinci dil edinimi konusunda\nyeterliği geliştirmeyi ön plana alarak dilde belirli bir düzeyde\nakıcılığı ve nihayetinde anlamayı hedefleyen iletişimsel\ndil öğretimi yaklaşımı irdelenmiştir. İletişimsel dil öğretimi\nyaklaşımının doğasına uygun materyallerin, etkinliklerin ve\nbu yaklaşımın ilkelerinin, Türkiye’deki iki dilli öğrencilerin\nyer aldığı sınıflardaki uygulanabilirlik boyutu sorgulanmıştır.\nİletişimsel dil öğretimi yaklaşımının sunduğu etkinliklerin,\nmateryallerin; iki dilli öğrencilerin yer aldığı sınıflarda uygun\nolduğu söylenebilir. Ancak iletişimsel dil öğretimi yaklaşımının\nikinci dili edinme sürecinde öğrencilerin ana dillerinden\nfaydalanması yönündeki gibi birtakım ilkelerinin Türkiye’de\nuygulanabilirlik boyutunun olmadığının da dikkate alınması\ngerekir.","internal_url":"https://www.academia.edu/45084077/T%C3%9CRK%C3%87EY%C4%B0_%C4%B0K%C4%B0NC%C4%B0_D%C4%B0L_OLARAK_ED%C4%B0NEN_%C4%B0K%C4%B0_D%C4%B0LL%C4%B0_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_PERSPEKT%C4%B0F%C4%B0NDE_%C4%B0LET%C4%B0%C5%9E%C4%B0MSEL_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0_YAKLA%C5%9EIMI","translated_internal_url":"","created_at":"2021-02-09T02:00:26.622-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":56549064,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":65643634,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65643634/thumbnails/1.jpg","file_name":"Turkceyi_Ikinci_Dil_Olarak_Edinen_Iki_Dilli_Ogrencilerin_Perspektifinde_Iletisimsel_Dil_Ogretimi_Yaklasimi.pdf","download_url":"https://www.academia.edu/attachments/65643634/download_file","bulk_download_file_name":"TURKCEYI_IKINCI_DIL_OLARAK_EDINEN_IKI_DI.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65643634/Turkceyi_Ikinci_Dil_Olarak_Edinen_Iki_Dilli_Ogrencilerin_Perspektifinde_Iletisimsel_Dil_Ogretimi_Yaklas%C4%B1m%C4%B1-libre.pdf?1612868360=\u0026response-content-disposition=attachment%3B+filename%3DTURKCEYI_IKINCI_DIL_OLARAK_EDINEN_IKI_DI.pdf\u0026Expires=1738785704\u0026Signature=CYttnJEAQNg8ifzdR4vopnKNWWdQDwNaXRBOzbcO42DfsNg1YkBhweg0OibWEBsCeWuHteFvsMmdWmvO1FgTMh339H08AI33L-LExLLGrzoZevcYKZ9tt~Cjm7Cl0q1cIXuVnHffsVoiZHOTW4UaUIdtIV1LQcTWXD-QDTAjGw~tKCWW8QrjJn3ul7ihW2NaNoO3eWwAr7eATEr~pjxIDNTmdpz6s8U-mgC8MyjN7wXI1MpsYzpgYEBmCH2UgW20V1c4AIDr4J-9zZrR2Mawrjp2NkouobNv3Gay2F~-Q-g32-pvBaKPQgq2HNh2D~~vF~o4ZtjaHka3O6MfQLSdcQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"TÜRKÇEYİ_İKİNCİ_DİL_OLARAK_EDİNEN_İKİ_DİLLİ_ÖĞRENCİLERİN_PERSPEKTİFİNDE_İLETİŞİMSEL_DİL_ÖĞRETİMİ_YAKLAŞIMI","translated_slug":"","page_count":37,"language":"tr","content_type":"Work","summary":"Türkiye’de yaşayan ana dili eğitim dilinden farklı iki dilli\nöğrencilerin Türkçeyi ikinci dil olarak edindikleri bilinmektedir.\nAncak zamanla Türkçe sadece öğretimin değil hayatın\nda merkezinde yer almaktadır. Bu durum da ana dili eğitim\ndilinden farklı iki dilli öğrencilerin ana dilini zamanla Türkçe\nyapmaktadır. Buna karşın ikinci dili edinme süreci özellikle\niki dilli öğrencilerin yaşadıkları kırsal bölgelerde zorluklarla\ngerçekleşmektedir. Her ne kadar kırsalda yaşayan bazı iki\ndilli öğrenciler okula gelmeden evvel Türkçe konuşma konusunda\nbelirli bir seviyeyi aşmış olsalar da dildeki yeterlik\nistenen düzeyde değildir. İki dilli öğrencilerde Türkçe yeterlik\nseviyesini yükseltmek adına ayrı ve özel eğitim programları,\ntedbirler bulunmamaktadır. Daha da önemlisi yeterlik bağlamında\ndezavantajlı bazı iki dilli öğrenciler, tek dilli ve ana\ndile (Türkçe) hâkim öğrencilerle aynı sistemde, aynı ders kitapları\nile eğitime devam etmektedirler. Bu da okullar-bölgeler\narasındaki açığı daha da büyütmektedir. Nihayetinde kırsal\nbölgelerde yer alan iki dilli öğrencilerin başarısızlıklarının bir kaynağı da dilsel dezavantajlara bağlanmaktadır. İki dilli öğrencilerin\nikinci dil edinme süreçlerini geliştirmeye referans\nolacak özgün etkinliklerin, materyallerin ve bir yaklaşımın olmadığı\nsöylenebilir. Bu bölümde ikinci dil edinimi konusunda\nyeterliği geliştirmeyi ön plana alarak dilde belirli bir düzeyde\nakıcılığı ve nihayetinde anlamayı hedefleyen iletişimsel\ndil öğretimi yaklaşımı irdelenmiştir. İletişimsel dil öğretimi\nyaklaşımının doğasına uygun materyallerin, etkinliklerin ve\nbu yaklaşımın ilkelerinin, Türkiye’deki iki dilli öğrencilerin\nyer aldığı sınıflardaki uygulanabilirlik boyutu sorgulanmıştır.\nİletişimsel dil öğretimi yaklaşımının sunduğu etkinliklerin,\nmateryallerin; iki dilli öğrencilerin yer aldığı sınıflarda uygun\nolduğu söylenebilir. Ancak iletişimsel dil öğretimi yaklaşımının\nikinci dili edinme sürecinde öğrencilerin ana dillerinden\nfaydalanması yönündeki gibi birtakım ilkelerinin Türkiye’de\nuygulanabilirlik boyutunun olmadığının da dikkate alınması\ngerekir.","owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":65643634,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65643634/thumbnails/1.jpg","file_name":"Turkceyi_Ikinci_Dil_Olarak_Edinen_Iki_Dilli_Ogrencilerin_Perspektifinde_Iletisimsel_Dil_Ogretimi_Yaklasimi.pdf","download_url":"https://www.academia.edu/attachments/65643634/download_file","bulk_download_file_name":"TURKCEYI_IKINCI_DIL_OLARAK_EDINEN_IKI_DI.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65643634/Turkceyi_Ikinci_Dil_Olarak_Edinen_Iki_Dilli_Ogrencilerin_Perspektifinde_Iletisimsel_Dil_Ogretimi_Yaklas%C4%B1m%C4%B1-libre.pdf?1612868360=\u0026response-content-disposition=attachment%3B+filename%3DTURKCEYI_IKINCI_DIL_OLARAK_EDINEN_IKI_DI.pdf\u0026Expires=1738785704\u0026Signature=CYttnJEAQNg8ifzdR4vopnKNWWdQDwNaXRBOzbcO42DfsNg1YkBhweg0OibWEBsCeWuHteFvsMmdWmvO1FgTMh339H08AI33L-LExLLGrzoZevcYKZ9tt~Cjm7Cl0q1cIXuVnHffsVoiZHOTW4UaUIdtIV1LQcTWXD-QDTAjGw~tKCWW8QrjJn3ul7ihW2NaNoO3eWwAr7eATEr~pjxIDNTmdpz6s8U-mgC8MyjN7wXI1MpsYzpgYEBmCH2UgW20V1c4AIDr4J-9zZrR2Mawrjp2NkouobNv3Gay2F~-Q-g32-pvBaKPQgq2HNh2D~~vF~o4ZtjaHka3O6MfQLSdcQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition"}],"urls":[]}, 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="44734071"><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/44734071/T%C3%BCrkiye_de_Ya%C5%9Fayan_%C4%B0ki_Dilli_%C3%96%C4%9Frenciler_Ba%C4%9Flam%C4%B1nda_%C4%B0kinci_Dil_Edinimi_%C4%B0le_%C4%B0lgili_Temel_Yakla%C5%9F%C4%B1mlar%C4%B1n_De%C4%9Ferlendirilmesi"><img alt="Research paper thumbnail of Türkiye’de Yaşayan İki Dilli Öğrenciler Bağlamında İkinci Dil Edinimi İle İlgili Temel Yaklaşımların Değerlendirilmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/65218859/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/44734071/T%C3%BCrkiye_de_Ya%C5%9Fayan_%C4%B0ki_Dilli_%C3%96%C4%9Frenciler_Ba%C4%9Flam%C4%B1nda_%C4%B0kinci_Dil_Edinimi_%C4%B0le_%C4%B0lgili_Temel_Yakla%C5%9F%C4%B1mlar%C4%B1n_De%C4%9Ferlendirilmesi">Türkiye’de Yaşayan İki Dilli Öğrenciler Bağlamında İkinci Dil Edinimi İle İlgili Temel Yaklaşımların Değerlendirilmesi</a></div><div class="wp-workCard_item"><span>TÜRKİYE’DE YAŞAYAN İKİ DİLLİ ÖĞRENCİLER BAĞLAMINDA İKİNCİ DİL EDİNİMİ İLE İLGİLİ TEMEL YAKLAŞIMLARIN DEĞERLENDİRİLMESİ</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkiye’de ana dili eğitim dilinden farklı iki dilli öğrenciler Türkçeyi ikinci dil edinme süreçl...</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">Türkiye’de ana dili eğitim dilinden farklı iki dilli öğrenciler Türkçeyi ikinci dil edinme süreçlerinde zaman<br />zaman zorlayıcı bir sürecin içerisine girmektedirler. Çoğu zaman okula başlamadan önce Türkçe konusunda<br />belirli bir olgunluğa sahip olsalar da bu sürecin informal bir özellik taşıdığı söylenebilir. İki dilli öğrencilerde<br />ikinci dil edinimi başarılı bir şekilde gerçekleşmediği zaman birtakım olumsuzluklar ortaya çıkabilmektedir. Bu<br />çalışmada ikinci dil edinimi ile ilgili temel yaklaşımların ilkeleri dikkate alınarak iki dilli öğrencilerle ilgili genel bir<br />değerlendirme yapılmıştır. Yapılan değerlendirmede davranışçı, bilişsel, doğuştancı ve etkileşimci yaklaşımların<br />ikinci dil edinimi ile ilgili ortaya attıkları görüşler tartışılmıştır. Bu tartışma yapılırken Türkiye’de yaşayan iki dilli<br />öğrencilerle ilgili de bir ilişkilendirme yoluna gidilmiştir. İkinci dil edinimi ile ilgili birtakım ilkeleri paylaşan<br />yaklaşımların içeriğine bakıldığında Türkiye’de iki dilli öğrencilerin dil edinme süreçlerindeki bazı hususlara<br />açıklık getirilmeye çalışılmıştır. İki dilli öğrencilerin ikinci dil edinimlerinde çevre ile etkileşimlerinin, anlaşılır<br />dil girdilerine maruz kalmanın önemli olduğu belirlenmiştir. Benzer şekilde ikinci dil edinmede taklitin, tekrarın<br />yeterli olmadığı da anlaşılmaktadır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dadf00894698a6b7bd1f3214b5b67053" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65218859,"asset_id":44734071,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65218859/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="44734071"><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="44734071"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44734071; 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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="44734046"><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/44734046/%C4%B0kinci_Dil_Edinimindeki_%C4%B0lkokul_%C3%96%C4%9Frencileri_Stephen_Krashen_in_Monit%C3%B6r_Hipotezi_Perspektifinden_Kuramsal_Bir_De%C4%9Ferlendirme"><img alt="Research paper thumbnail of İkinci Dil Edinimindeki İlkokul Öğrencileri: Stephen Krashen’in Monitör Hipotezi Perspektifinden Kuramsal Bir Değerlendirme" class="work-thumbnail" src="https://attachments.academia-assets.com/65218835/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/44734046/%C4%B0kinci_Dil_Edinimindeki_%C4%B0lkokul_%C3%96%C4%9Frencileri_Stephen_Krashen_in_Monit%C3%B6r_Hipotezi_Perspektifinden_Kuramsal_Bir_De%C4%9Ferlendirme">İkinci Dil Edinimindeki İlkokul Öğrencileri: Stephen Krashen’in Monitör Hipotezi Perspektifinden Kuramsal Bir Değerlendirme</a></div><div class="wp-workCard_item"><span>İKİNCİ DİL EDİNİMİNDEKİ İLKOKUL ÖĞRENCİLERİ: STEPHEN KRASHEN’İN MONİTÖR HİPOTEZİ PERSPEKTİFİNDEN KURAMSAL BİR DEĞERLENDİRME</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkiye’de ana dili eğitim dilinden farklı iki dilli öğrencilerin Türkçeyi ikinci dil olarak edin...</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">Türkiye’de ana dili eğitim dilinden farklı iki dilli öğrencilerin Türkçeyi ikinci dil olarak edindikleri bilinmektedir.<br />Türkçe aynı zamanda Türkiye’de resmi dil olarak kabul edildiği ve günlük hayatta daha yoğun kullanıldığı için<br />ikinci dil ediniminde olan iki dilli öğrenciler için ana dil zamanla Türkçe olmaya başlamaktadır. Türkçe’nin<br />ikinci dil edinme sürecinin başarılı bir şekilde gerçekleşememesi beraberinde birtakım olumsuz sonuçları da<br />getirmektedir. Okuduğunu anlayamama, akıcı okuyamama vb. okuma sorunları bu olumsuzluklar arasında yer<br />almaktadır. Bu olumsuzluklar nihayetinde ulusal ve uluslararası sınav sonuçlarına da yansımaktadır. Öyle ki iki dilli<br />öğrencilerin yoğun düzeyde yaşadıkları Doğu ve Güney Doğu Anadolu bölgelerinde bu sorunların günümüzde<br />hala devam ettiği söylenebilir. O bakımdan söz konusu sorunlar ikinci dil edinme sürecinin irdelenmesi ihtiyacını<br />gündeme getirmektedir. Bu çalışmada ikinci dil edinme sürecinin nasıl bir seyir izlediği, iki dilli öğrencilerin ne<br />tür zorluklarla karşılaştıkları, kimlerin ne gibi sorumluluklar üstlenmesi gerektiği Stephen Krashen’in monitör<br />hipotezi bağlamında değerlendirilmiştir. Krashen’e göre ikinci dil ediniminde doğal bir düzen söz konusu olduğu<br />için ihmal edilen ve dikkate alınmayan hususlar olduğunda birtakım olumsuzluklar ortaya çıkabilmektedir.<br />Özellikle de ikinci dil ediniminde öğretmenlerin bu süreçte kritik bir role sahip olduğu vurgulanmaktadır. Bu<br />hipotez; ikinci dil ediniminde dilbilgisini arka planda tutmaktadır. Daha da önemlisi anlamanın, ikinci dile ait<br />anlaşılır girdiye daha çok maruz kalmanın önemine dikkat çekmektedir. Nitekim Türkiye’de de anlamaya dayalı<br />değil dilbilgisi ağırlıklı ikinci dil ediniminin öncelikli olduğu bilinmektedir. Bu durumda da iki dilli öğrencilerin<br />ikinci dil edinimlerinde yaşanan zorluklar uzun vadede başka sorunlara yol açmaktadır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f8d73f4a8f3f306b3984db9b5b45182f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65218835,"asset_id":44734046,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65218835/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="44734046"><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="44734046"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44734046; 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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="44626703"><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/44626703/The_study_of_reading_fluency_and_reading_comprehension_skills_of_primary_school_students_whose_mother_tongue_is_different"><img alt="Research paper thumbnail of The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different" class="work-thumbnail" src="https://attachments.academia-assets.com/65095934/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/44626703/The_study_of_reading_fluency_and_reading_comprehension_skills_of_primary_school_students_whose_mother_tongue_is_different">The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different</a></div><div class="wp-workCard_item"><span>The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this research is to analyse reading fluency and comprehension skills of different ...</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 purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those  whose  mother  tongue  is Turkish,  and  those  who  is  Kurdish.  As  a  result  of  the  research,  it  was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b893eff5f5dd9ddba91456387ef8b41f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65095934,"asset_id":44626703,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65095934/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="44626703"><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="44626703"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44626703; 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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="44098491"><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/44098491/The_Evaluation_of_a_Book_Planned_For_Primary_School_Second_Year_Students_Whose_Native_Language_Different_From_Language_of_Educat%C4%B1on"><img alt="Research paper thumbnail of The Evaluation of a Book Planned For Primary School Second Year Students Whose Native Language Different From Language of Educatıon" class="work-thumbnail" src="https://attachments.academia-assets.com/64445685/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/44098491/The_Evaluation_of_a_Book_Planned_For_Primary_School_Second_Year_Students_Whose_Native_Language_Different_From_Language_of_Educat%C4%B1on">The Evaluation of a Book Planned For Primary School Second Year Students Whose Native Language Different From Language of Educatıon</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Çalışmanın amacı; ana dili eğitim dilinden farklı ilkokul ikinci sınıf öğrencileri için tasarlana...</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">Çalışmanın amacı; ana dili eğitim dilinden farklı ilkokul ikinci sınıf öğrencileri için tasarlanan kitabın içerik, resimleme, anlama ve anlatma becerileri açısından değerlendirilmesidir. Amaç kapsamında araştırmacılar tarafından geliştirilen resimli çocuk kitabı ikinci sınıf öğrencilerine uygulanmıştır. Araştırmaya Van ilinde bulunan bir ilkokulda 31 kız ve 25 erkekten oluşan toplam 56 öğrenci katılmıştır. Kitabın içerik ve resimleme açısından incelenmesi için Gönen, vd., (2016) tarafından geliştirilen resimli çocuk kitapları inceleme formu kullanılmıştır. İlkokul ikinci sınıf öğrencilerinin sözlü anlatım ve tepkilerini belirlemek için Ulusoy (2017) tarafından geliştirilen 'Sözlü Anlatım ve Tepkileri Gözlem Formu' uygulanmıştır. Ayrıca öğrencilerin anlama becerilerini ölçmek amacıyla araştırmacılar tarafından geliştirilen 6 adet anlamaya yönelik soru kullanılmıştır. Kitap, anlama ve anlatma becerileri açısından incelendiğinde içeriğin öğrenciler tarafından anlaşıldığı ve öğrencilerin içeriği sözlü olarak ifade edebildikleri sonucuna varılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c529f167184de76897ef2df4d6647328" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64445685,"asset_id":44098491,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64445685/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="44098491"><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="44098491"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44098491; 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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="42767112"><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/42767112/Investigation_of_Reading_Anxiety_of_Bilingual_Students"><img alt="Research paper thumbnail of Investigation of Reading Anxiety of Bilingual Students" class="work-thumbnail" src="https://attachments.academia-assets.com/62989755/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/42767112/Investigation_of_Reading_Anxiety_of_Bilingual_Students">Investigation of Reading Anxiety of Bilingual Students</a></div><div class="wp-workCard_item"><span>Investigation of Reading Anxiety of Bilingual Students</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In Turkey, there are bilingual students who are mother tongue is different from the language of e...</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">In Turkey, there are bilingual students who are mother tongue is<br />different from the language of education. These students can use<br />their mother tongue freely in their daily lives. On the other hand,<br />when they meet the offical language (Turkish) education in the<br />education process, they often have difficulties. It should be noted<br />that some problems have arisen as a result of the difficulties<br />experienced. We can say that the problems seen in bilingual students<br />are concentrated around reading. In such a situation, anxiety<br />becomes inevitable for bilingual students. The aim of this study;<br />mother tongue education is different from the language of bilingual<br />secondary school 5., 6., 7. and 8. class students read their concerns;<br />gender, grade level, and according to the socio-economic level<br />variable is to examine whether differentiating differentiation. The<br />criteria from the province of Van, the survey sampling via 315<br />selected schools bilingual (146, male 179) student. In the study,<br />‘Reading Anxiety Scale’ developed by Çeliktürk and Yamaç (2015)<br />was used to determine the reading anxiety of bilingual secondary<br />school students. According to the results of the study, the Cronbach's<br />Alpha coefficient calculated for the whole Reading Anxiety Scale was<br />found to be 0.95. Findings obtained at the end of the study showed<br />that female and male students' reading anxiety levels were similar. It<br />was also concluded that 5th grade students had lower levels of<br />anxiety for reading. In other words, as the grade level increases, the<br />level of reading anxiety increases in bilingual students. In addition,<br />as the socio-economic level was poor, students' anxiety about<br />reading was high.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="02f33c8ff8c0f5c2293715bec0d2e8a1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62989755,"asset_id":42767112,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62989755/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="42767112"><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="42767112"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42767112; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "02f33c8ff8c0f5c2293715bec0d2e8a1" } } $('.js-work-strip[data-work-id=42767112]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42767112,"title":"Investigation of Reading Anxiety of Bilingual Students","internal_url":"https://www.academia.edu/42767112/Investigation_of_Reading_Anxiety_of_Bilingual_Students","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":62989755,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/62989755/thumbnails/1.jpg","file_name":"Iki_dilli_ogrencilerin_okuma_kaygilarinin_incelenmesi20200417-25007-1x59fvu.pdf","download_url":"https://www.academia.edu/attachments/62989755/download_file","bulk_download_file_name":"Investigation_of_Reading_Anxiety_of_Bili.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/62989755/Iki_dilli_ogrencilerin_okuma_kaygilarinin_incelenmesi20200417-25007-1x59fvu-libre.pdf?1587138406=\u0026response-content-disposition=attachment%3B+filename%3DInvestigation_of_Reading_Anxiety_of_Bili.pdf\u0026Expires=1741301404\u0026Signature=UF6qTsGr6eh7TqoDwclYjtu7RxzWgApycmqKu2BSv76bpzPezWeKtaQVprZmXVksFg5D3OsX1ElXEmFjQlOu1uKV-Vw4Cu8OFKo-TL6dHiABYl4vt-DdKWtXlAObSjct0yCGtBFWZrz60krzo5N0ZlTNXhXtLd7s-RNXrNMfQUaOjU98iaZQiqk5qdNDhS0wl7lLVfGQ6qpgzkXY~F-oWGh-FA4YET9p~cJeNJzOY2PgzVbv1HKYMI-inGFuR2BHVBEIZQ0ErvT0HPPEiF-hzUv-F-XltWLzQKKM7L34h8VoXHDlVE9kpc5QrCTBLArV7SKfaslTV93QznvbbxBgzg__\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="38069326"><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/38069326/INVESTIGATION_OF_READING_ATTITUDES_OF_4TH_GRADE_STUDENTS_OF_THE_PRIMARY_SCHOOL_ACCORDING_TO_VARIOUS_VARIABLES"><img alt="Research paper thumbnail of INVESTIGATION OF READING ATTITUDES OF 4TH GRADE STUDENTS OF THE PRIMARY SCHOOL ACCORDING TO VARIOUS VARIABLES" class="work-thumbnail" src="https://attachments.academia-assets.com/58094375/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/38069326/INVESTIGATION_OF_READING_ATTITUDES_OF_4TH_GRADE_STUDENTS_OF_THE_PRIMARY_SCHOOL_ACCORDING_TO_VARIOUS_VARIABLES">INVESTIGATION OF READING ATTITUDES OF 4TH GRADE STUDENTS OF THE PRIMARY SCHOOL ACCORDING TO VARIOUS VARIABLES</a></div><div class="wp-workCard_item"><span>İLKOKUL 4. SINIF ÖĞRENCİLERİNİN OKUMA TUTUMLARININ ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ÖZET Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez...</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">ÖZET Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez fakat tutumun yarattığı sonuçları görmek mümkündür. Tutum ile okuma arasında da doğrudan bir ilişki olduğu söyleyebiliriz. Bu manada okuma tutumunun da arz ettiği anlamı ve önemi iyi sorgulamak gerekir. Okuma tutumu da öğrencilerin okumaya dair süreçlerinde yarattığı sonuç bakımdan, ayrı bir öneme sahiptir. Öğrencilerin okumaya karşı olan hislerini ve tepkilerini kapsamaktadır. Bu çalışmanın amacı; ilkokul 4. sınıf öğrencilerinin okuma tutumlarının cinsiyet, sosyo-ekonomik düzey gibi değişkenlere göre farklılaşıp farklılaşmadığını incelemektir. Araştırmaya Van ilinde tabakalı örneklem yöntemi yolu ile seçilen okullardan 340 (kız 184, erkek 156) öğrenci katılmıştır. Araştırmada ilkokul öğrencilerinin okuma tutumlarını belirlemek için McKenna ve Kear (1990) tarafından geliştirilen, Kocaarslan(2016) tarafından Türkçeye uyarlanan 'Garfield Görselli Okuma Tutumu Ölçeği' kullanılmıştır. Garfield Görselli Okuma Tutumu Ölçeğine ilişkin olarak hesaplanan Cronbach alfa katsayısı 0.77 olarak bulunmuştur. Verilerin analizinde tek yönlü MANOVA; iki grubun ortalamalarını karşılaştırarak aralarında anlamlı bir fark olup olmadığını belirlemek için t-testi, ikiden fazla grubun karşılaştırılması için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre; kız öğrenciler ile erkek öğrencilerin okuma tutumları puanlarında, kız öğrencilerin lehine anlamlı farklılıklar ortaya çıkmıştır. Sosyo-ekonomik düzey bakımından bakıldığında ise üst sosyo-ekonomik düzeyde yer alan öğrencilerin okuma tutumlarının daha yüksek çıktığı görülmektedir.<br /><br />ABSTRACT<br />Attitude has a significant impact on behavior and success.<br />Attitude cannot be observed directly but it is possible to see the results<br />of an attitude. We can say that there is a direct relationship between<br />attitude and reading. In this sense, it is necessary to question the<br />meaning and importance of reading attitude. Reading attitude also has<br />a special importance in terms of results of the students in reading<br />processes. It includes the feelings and reactions of the students towards<br />reading. The aim of this study is to examine whether the reading<br />attitudes of the 4th grade students differ according to variables such as<br />gender and socio-economic level. 340 students (184 of them are girls,<br />156 of them are boys) were enrolled in this study and they were selected<br />by stratified sampling method. In order to determine the reading<br />attitudes of primary school students Garfield Visual Reading Attitude<br />Scale that was developed by McKenna and Kear (1990) and adapted to<br />Turkish by Kocaarslan (2016) was used. The Cronbach’s alpha<br />coefficient was calculated as 0.77 for the Garfield Visual Reading<br />Attitude Scale. In data analysis one way MANOVA was used; t-test was<br />used to determine whether there was a significant difference between<br />two groups and one-way analysis of variance (ANOVA) was used to<br />compare more than two groups. According to findings of the study;<br />there were significant differences between the reading attitude scores of<br />the female students and male students in favor of the female students.<br />In terms of socio-economic level, it is observed that the reading<br />attitudes of the students in upper socio-economic level are higher.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="531d9edb2784d82ac4f7ebf35dcb64bf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58094375,"asset_id":38069326,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58094375/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="38069326"><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="38069326"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38069326; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38069326]").text(description); $(".js-view-count[data-work-id=38069326]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38069326; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38069326']"); 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: "531d9edb2784d82ac4f7ebf35dcb64bf" } } $('.js-work-strip[data-work-id=38069326]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38069326,"title":"INVESTIGATION OF READING ATTITUDES OF 4TH GRADE\nSTUDENTS OF THE PRIMARY SCHOOL ACCORDING TO\nVARIOUS VARIABLES","translated_title":"","metadata":{"doi":"10.7827/TurkishStudies.14352","issue":"27","volume":"13","abstract":"ÖZET Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez fakat tutumun yarattığı sonuçları görmek mümkündür. Tutum ile okuma arasında da doğrudan bir ilişki olduğu söyleyebiliriz. Bu manada okuma tutumunun da arz ettiği anlamı ve önemi iyi sorgulamak gerekir. Okuma tutumu da öğrencilerin okumaya dair süreçlerinde yarattığı sonuç bakımdan, ayrı bir öneme sahiptir. Öğrencilerin okumaya karşı olan hislerini ve tepkilerini kapsamaktadır. Bu çalışmanın amacı; ilkokul 4. sınıf öğrencilerinin okuma tutumlarının cinsiyet, sosyo-ekonomik düzey gibi değişkenlere göre farklılaşıp farklılaşmadığını incelemektir. Araştırmaya Van ilinde tabakalı örneklem yöntemi yolu ile seçilen okullardan 340 (kız 184, erkek 156) öğrenci katılmıştır. Araştırmada ilkokul öğrencilerinin okuma tutumlarını belirlemek için McKenna ve Kear (1990) tarafından geliştirilen, Kocaarslan(2016) tarafından Türkçeye uyarlanan 'Garfield Görselli Okuma Tutumu Ölçeği' kullanılmıştır. Garfield Görselli Okuma Tutumu Ölçeğine ilişkin olarak hesaplanan Cronbach alfa katsayısı 0.77 olarak bulunmuştur. Verilerin analizinde tek yönlü MANOVA; iki grubun ortalamalarını karşılaştırarak aralarında anlamlı bir fark olup olmadığını belirlemek için t-testi, ikiden fazla grubun karşılaştırılması için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre; kız öğrenciler ile erkek öğrencilerin okuma tutumları puanlarında, kız öğrencilerin lehine anlamlı farklılıklar ortaya çıkmıştır. Sosyo-ekonomik düzey bakımından bakıldığında ise üst sosyo-ekonomik düzeyde yer alan öğrencilerin okuma tutumlarının daha yüksek çıktığı görülmektedir.\n\nABSTRACT\nAttitude has a significant impact on behavior and success.\nAttitude cannot be observed directly but it is possible to see the results\nof an attitude. We can say that there is a direct relationship between\nattitude and reading. In this sense, it is necessary to question the\nmeaning and importance of reading attitude. Reading attitude also has\na special importance in terms of results of the students in reading\nprocesses. It includes the feelings and reactions of the students towards\nreading. The aim of this study is to examine whether the reading\nattitudes of the 4th grade students differ according to variables such as\ngender and socio-economic level. 340 students (184 of them are girls,\n156 of them are boys) were enrolled in this study and they were selected\nby stratified sampling method. In order to determine the reading\nattitudes of primary school students Garfield Visual Reading Attitude\nScale that was developed by McKenna and Kear (1990) and adapted to\nTurkish by Kocaarslan (2016) was used. The Cronbach’s alpha\ncoefficient was calculated as 0.77 for the Garfield Visual Reading\nAttitude Scale. In data analysis one way MANOVA was used; t-test was\nused to determine whether there was a significant difference between\ntwo groups and one-way analysis of variance (ANOVA) was used to\ncompare more than two groups. According to findings of the study;\nthere were significant differences between the reading attitude scores of\nthe female students and male students in favor of the female students.\nIn terms of socio-economic level, it is observed that the reading\nattitudes of the students in upper socio-economic level are higher. ","page_numbers":"1767-1783","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"İLKOKUL 4. SINIF ÖĞRENCİLERİNİN OKUMA TUTUMLARININ ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ"},"translated_abstract":"ÖZET Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez fakat tutumun yarattığı sonuçları görmek mümkündür. Tutum ile okuma arasında da doğrudan bir ilişki olduğu söyleyebiliriz. Bu manada okuma tutumunun da arz ettiği anlamı ve önemi iyi sorgulamak gerekir. Okuma tutumu da öğrencilerin okumaya dair süreçlerinde yarattığı sonuç bakımdan, ayrı bir öneme sahiptir. Öğrencilerin okumaya karşı olan hislerini ve tepkilerini kapsamaktadır. Bu çalışmanın amacı; ilkokul 4. sınıf öğrencilerinin okuma tutumlarının cinsiyet, sosyo-ekonomik düzey gibi değişkenlere göre farklılaşıp farklılaşmadığını incelemektir. Araştırmaya Van ilinde tabakalı örneklem yöntemi yolu ile seçilen okullardan 340 (kız 184, erkek 156) öğrenci katılmıştır. Araştırmada ilkokul öğrencilerinin okuma tutumlarını belirlemek için McKenna ve Kear (1990) tarafından geliştirilen, Kocaarslan(2016) tarafından Türkçeye uyarlanan 'Garfield Görselli Okuma Tutumu Ölçeği' kullanılmıştır. Garfield Görselli Okuma Tutumu Ölçeğine ilişkin olarak hesaplanan Cronbach alfa katsayısı 0.77 olarak bulunmuştur. Verilerin analizinde tek yönlü MANOVA; iki grubun ortalamalarını karşılaştırarak aralarında anlamlı bir fark olup olmadığını belirlemek için t-testi, ikiden fazla grubun karşılaştırılması için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre; kız öğrenciler ile erkek öğrencilerin okuma tutumları puanlarında, kız öğrencilerin lehine anlamlı farklılıklar ortaya çıkmıştır. Sosyo-ekonomik düzey bakımından bakıldığında ise üst sosyo-ekonomik düzeyde yer alan öğrencilerin okuma tutumlarının daha yüksek çıktığı görülmektedir.\n\nABSTRACT\nAttitude has a significant impact on behavior and success.\nAttitude cannot be observed directly but it is possible to see the results\nof an attitude. We can say that there is a direct relationship between\nattitude and reading. In this sense, it is necessary to question the\nmeaning and importance of reading attitude. Reading attitude also has\na special importance in terms of results of the students in reading\nprocesses. It includes the feelings and reactions of the students towards\nreading. The aim of this study is to examine whether the reading\nattitudes of the 4th grade students differ according to variables such as\ngender and socio-economic level. 340 students (184 of them are girls,\n156 of them are boys) were enrolled in this study and they were selected\nby stratified sampling method. In order to determine the reading\nattitudes of primary school students Garfield Visual Reading Attitude\nScale that was developed by McKenna and Kear (1990) and adapted to\nTurkish by Kocaarslan (2016) was used. The Cronbach’s alpha\ncoefficient was calculated as 0.77 for the Garfield Visual Reading\nAttitude Scale. In data analysis one way MANOVA was used; t-test was\nused to determine whether there was a significant difference between\ntwo groups and one-way analysis of variance (ANOVA) was used to\ncompare more than two groups. According to findings of the study;\nthere were significant differences between the reading attitude scores of\nthe female students and male students in favor of the female students.\nIn terms of socio-economic level, it is observed that the reading\nattitudes of the students in upper socio-economic level are higher. ","internal_url":"https://www.academia.edu/38069326/INVESTIGATION_OF_READING_ATTITUDES_OF_4TH_GRADE_STUDENTS_OF_THE_PRIMARY_SCHOOL_ACCORDING_TO_VARIOUS_VARIABLES","translated_internal_url":"","created_at":"2019-01-01T06:54:59.328-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":56549064,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":58094375,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58094375/thumbnails/1.jpg","file_name":"1303735200_93YusufKiziltas-egt-1767-1783.pdf","download_url":"https://www.academia.edu/attachments/58094375/download_file","bulk_download_file_name":"INVESTIGATION_OF_READING_ATTITUDES_OF_4T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58094375/1303735200_93YusufKiziltas-egt-1767-1783-libre.pdf?1546354712=\u0026response-content-disposition=attachment%3B+filename%3DINVESTIGATION_OF_READING_ATTITUDES_OF_4T.pdf\u0026Expires=1738785705\u0026Signature=OPb3IG9q7cEcuaz-9FT8Zln4apG5QkebCzMGIWSunxFES9lKwnc8J~At~ZxwAXgXMDNNttAJM7Qa6agZZpIhU51Psqk~xCBnR-SJbImx2vjmetU~O~IaPBJ6i2v0w18wVPzzXdLGuUcZc7TJg6iwCnVrj0DcLxbOuZaC8kqC94aJdiwrhE0KnAxknt1DlMZ8lCXWx3DKK2W34pkRAncbZ-JPMkCjIhfwE75-wO3Ll3Ift5ZoPmdZC9sQcycReBl-gcqaonidqgTR7w~fap7tyfdwrN9mxX79FAdglY9uRuJEO7JwDe7iit-hEp4DFrs7IkU4V17iD86C0xnqvq-~Yg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"INVESTIGATION_OF_READING_ATTITUDES_OF_4TH_GRADE_STUDENTS_OF_THE_PRIMARY_SCHOOL_ACCORDING_TO_VARIOUS_VARIABLES","translated_slug":"","page_count":17,"language":"tr","content_type":"Work","summary":"ÖZET Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez fakat tutumun yarattığı sonuçları görmek mümkündür. Tutum ile okuma arasında da doğrudan bir ilişki olduğu söyleyebiliriz. Bu manada okuma tutumunun da arz ettiği anlamı ve önemi iyi sorgulamak gerekir. Okuma tutumu da öğrencilerin okumaya dair süreçlerinde yarattığı sonuç bakımdan, ayrı bir öneme sahiptir. Öğrencilerin okumaya karşı olan hislerini ve tepkilerini kapsamaktadır. Bu çalışmanın amacı; ilkokul 4. sınıf öğrencilerinin okuma tutumlarının cinsiyet, sosyo-ekonomik düzey gibi değişkenlere göre farklılaşıp farklılaşmadığını incelemektir. Araştırmaya Van ilinde tabakalı örneklem yöntemi yolu ile seçilen okullardan 340 (kız 184, erkek 156) öğrenci katılmıştır. Araştırmada ilkokul öğrencilerinin okuma tutumlarını belirlemek için McKenna ve Kear (1990) tarafından geliştirilen, Kocaarslan(2016) tarafından Türkçeye uyarlanan 'Garfield Görselli Okuma Tutumu Ölçeği' kullanılmıştır. Garfield Görselli Okuma Tutumu Ölçeğine ilişkin olarak hesaplanan Cronbach alfa katsayısı 0.77 olarak bulunmuştur. Verilerin analizinde tek yönlü MANOVA; iki grubun ortalamalarını karşılaştırarak aralarında anlamlı bir fark olup olmadığını belirlemek için t-testi, ikiden fazla grubun karşılaştırılması için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre; kız öğrenciler ile erkek öğrencilerin okuma tutumları puanlarında, kız öğrencilerin lehine anlamlı farklılıklar ortaya çıkmıştır. Sosyo-ekonomik düzey bakımından bakıldığında ise üst sosyo-ekonomik düzeyde yer alan öğrencilerin okuma tutumlarının daha yüksek çıktığı görülmektedir.\n\nABSTRACT\nAttitude has a significant impact on behavior and success.\nAttitude cannot be observed directly but it is possible to see the results\nof an attitude. We can say that there is a direct relationship between\nattitude and reading. In this sense, it is necessary to question the\nmeaning and importance of reading attitude. Reading attitude also has\na special importance in terms of results of the students in reading\nprocesses. It includes the feelings and reactions of the students towards\nreading. The aim of this study is to examine whether the reading\nattitudes of the 4th grade students differ according to variables such as\ngender and socio-economic level. 340 students (184 of them are girls,\n156 of them are boys) were enrolled in this study and they were selected\nby stratified sampling method. In order to determine the reading\nattitudes of primary school students Garfield Visual Reading Attitude\nScale that was developed by McKenna and Kear (1990) and adapted to\nTurkish by Kocaarslan (2016) was used. The Cronbach’s alpha\ncoefficient was calculated as 0.77 for the Garfield Visual Reading\nAttitude Scale. In data analysis one way MANOVA was used; t-test was\nused to determine whether there was a significant difference between\ntwo groups and one-way analysis of variance (ANOVA) was used to\ncompare more than two groups. According to findings of the study;\nthere were significant differences between the reading attitude scores of\nthe female students and male students in favor of the female students.\nIn terms of socio-economic level, it is observed that the reading\nattitudes of the students in upper socio-economic level are higher. ","owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":58094375,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58094375/thumbnails/1.jpg","file_name":"1303735200_93YusufKiziltas-egt-1767-1783.pdf","download_url":"https://www.academia.edu/attachments/58094375/download_file","bulk_download_file_name":"INVESTIGATION_OF_READING_ATTITUDES_OF_4T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58094375/1303735200_93YusufKiziltas-egt-1767-1783-libre.pdf?1546354712=\u0026response-content-disposition=attachment%3B+filename%3DINVESTIGATION_OF_READING_ATTITUDES_OF_4T.pdf\u0026Expires=1738785705\u0026Signature=OPb3IG9q7cEcuaz-9FT8Zln4apG5QkebCzMGIWSunxFES9lKwnc8J~At~ZxwAXgXMDNNttAJM7Qa6agZZpIhU51Psqk~xCBnR-SJbImx2vjmetU~O~IaPBJ6i2v0w18wVPzzXdLGuUcZc7TJg6iwCnVrj0DcLxbOuZaC8kqC94aJdiwrhE0KnAxknt1DlMZ8lCXWx3DKK2W34pkRAncbZ-JPMkCjIhfwE75-wO3Ll3Ift5ZoPmdZC9sQcycReBl-gcqaonidqgTR7w~fap7tyfdwrN9mxX79FAdglY9uRuJEO7JwDe7iit-hEp4DFrs7IkU4V17iD86C0xnqvq-~Yg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2033940,"name":"Okuma Tutumu","url":"https://www.academia.edu/Documents/in/Okuma_Tutumu"}],"urls":[]}, 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="36058789"><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/36058789/The_Attitudes_of_Secondary_School_Students_Toward_School_And_Reading_A_Comparison_In_Terms_of_Mother_Tongue_Gender_And_Class_Level"><img alt="Research paper thumbnail of The Attitudes of Secondary School Students Toward School And Reading: A Comparison In Terms of Mother Tongue, Gender And Class Level" class="work-thumbnail" src="https://attachments.academia-assets.com/55944297/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/36058789/The_Attitudes_of_Secondary_School_Students_Toward_School_And_Reading_A_Comparison_In_Terms_of_Mother_Tongue_Gender_And_Class_Level">The Attitudes of Secondary School Students Toward School And Reading: A Comparison In Terms of Mother Tongue, Gender And Class Level</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://independent.academia.edu/IJELS">International Journal of Education & Literacy Studies [IJELS]</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/YKIZILTA%C5%9E">Yusuf KIZILTAŞ</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It is important to determine whether the school attitude of secondary school students has an infl...</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">It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is to examine the relationship between the attitudes of 5 th , 6 th , 7 th and 8 th grade secondary school students toward the school and reading. In addition, the study also examines whether the attitude towards reading and school differs according to gender, class, and mother tongue variables. A total of 513 students (235 females, 278 males) attending secondary school in the province of Van in Turkeyparticipated in the research. In the study, Attitude Scale toward Reading developed by Alıcı (2013) is used in order to measure the attitudes of the students towards the school. Additionally, Reading Attitude Scale for Elementary Second Grade Students developed by Özbay and Uyar (2009) isused to measure the students' attitudes towards reading. According to the results, there is a moderate significant relation between students' attitudes toward the school and attitudes toward reading. According to the findings obtained from the study,it is seen that the attitudes of female students toward the school are more positive than those of male students. It is concluded that the attitudes of 5 th grade students toward the school are more positive than those of the other students. Furthermore, students whose mother tongue is Turkish have more positive reading attitudes than the students whose mother tongue is Kurdish or one of other languages (Arabic, Persian, and so on).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b967859fd8914aac33693ee14285f32b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55944297,"asset_id":36058789,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55944297/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="36058789"><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="36058789"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36058789; 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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="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Yusuf KIZILTAŞ</h3></div><div class="js-work-strip profile--work_container" data-work-id="104124418"><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/104124418/A_MODERN_PROBLEM_FACED_BY_PRIMARY_SCHOOL_STUDENTS_IN_DISADVANTAGED_REGIONS_THE_TEACHER_INFLUENCER"><img alt="Research paper thumbnail of A MODERN PROBLEM FACED BY PRIMARY SCHOOL STUDENTS IN DISADVANTAGED REGIONS: THE TEACHER INFLUENCER" class="work-thumbnail" src="https://attachments.academia-assets.com/103934754/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/104124418/A_MODERN_PROBLEM_FACED_BY_PRIMARY_SCHOOL_STUDENTS_IN_DISADVANTAGED_REGIONS_THE_TEACHER_INFLUENCER">A MODERN PROBLEM FACED BY PRIMARY SCHOOL STUDENTS IN DISADVANTAGED REGIONS: THE TEACHER INFLUENCER</a></div><div class="wp-workCard_item"><span>A MODERN PROBLEM FACED BY PRIMARY SCHOOL STUDENTS IN DISADVANTAGED REGIONS: THE TEACHER INFLUENCER</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Some young and inexperienced teachers working in rural and disadvantaged areas in the city center...</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">Some young and inexperienced teachers working in rural and disadvantaged areas in the city center of Turkey have the habit of constantly producing digital content and sharing virtual videos in classrooms/schools. Thus, the students become the material of virtual trade. The process of becoming a teacher influencer and its effects on the students were examined in detail. The research had a phenomenology design as one of the qualitative methods. The data were collected from the teachers of various teaching areas (n=201). According to the findings, the majority of the teachers participating in the research thought that being a teacher influencer, and teacher influencers caused damage to the students and violated children's rights.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="656a0f3461cd8be9d033c33d92d204c9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103934754,"asset_id":104124418,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103934754/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="104124418"><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="104124418"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104124418; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "656a0f3461cd8be9d033c33d92d204c9" } } $('.js-work-strip[data-work-id=104124418]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104124418,"title":"A MODERN PROBLEM FACED BY PRIMARY SCHOOL STUDENTS IN DISADVANTAGED REGIONS: THE TEACHER INFLUENCER","internal_url":"https://www.academia.edu/104124418/A_MODERN_PROBLEM_FACED_BY_PRIMARY_SCHOOL_STUDENTS_IN_DISADVANTAGED_REGIONS_THE_TEACHER_INFLUENCER","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":103934754,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103934754/thumbnails/1.jpg","file_name":"10.55020_iojpe.1136991_2511923.pdf","download_url":"https://www.academia.edu/attachments/103934754/download_file","bulk_download_file_name":"A_MODERN_PROBLEM_FACED_BY_PRIMARY_SCHOOL.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103934754/10.55020_iojpe.1136991_2511923-libre.pdf?1688240457=\u0026response-content-disposition=attachment%3B+filename%3DA_MODERN_PROBLEM_FACED_BY_PRIMARY_SCHOOL.pdf\u0026Expires=1741301404\u0026Signature=YVjvtNGPS~2u6Lm5N8gkSrDBfaU~WaTtJJkStRHxiq267MImxBNx7gndUYo5jkX5VCcm3BvwdmSlplkHeE7V4BWwpDxbQMwXAddsNWR3yr3ezqkZrrpuxwwgDiZFeexJ8iJK8WcdLQM2K9FauH4BP2L78r9~gkuwV-fVULXAe3jCOwWSJydphWOkX6DJSx4J0n-aKo1WO-YvCv7FmzOqNfp3qX78Vu32KWHCde37VSgY0933~Kifcb1E-5WbvHMAmcHU01l8lsSiLvzEK675DEnDRI3UG4D5Fhactg-5KE9xX9x~TFG8yVENx0-tJtn6yMCpeMFHYyKCr8uscOnVog__\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="99638442"><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/99638442/Cumhuriyet_International_Journal_of_Education"><img alt="Research paper thumbnail of Cumhuriyet International Journal of Education" class="work-thumbnail" src="https://attachments.academia-assets.com/100674717/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/99638442/Cumhuriyet_International_Journal_of_Education">Cumhuriyet International Journal of Education</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://independent.academia.edu/YKIZILTA%C5%9E">Yusuf KIZILTAŞ</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/EKultas">Emrah Kultas</a></span></div><div class="wp-workCard_item"><span>The Effect of Narrative Texts Written by Students on Comprehension of Story Elements</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this research was to determine whether there was a change in the level of understa...</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 purpose of this research was to determine whether there was a change in the level of understanding of the<br />story elements as a result of the process of writing a narrative text that the students have constructed<br />themselves. The study adapted one group pretest-posttest design. The participants consisted of 25 first grade<br />students studying in a primary school in Edremit district of Van province in the spring semester of the 2021-2022<br />academic year. The study, which lasted for 4 weeks, used narrative text writing activities with students by<br />following the Process-Based Writing Approach processes suggested by Tompkins (1998) and Jones (2002). In the<br />pre-test and post-test process of the research, the success of the students in the comprehension questions about<br />the story map was measured by reading two separate children's picture books written by professional authors<br />and then using the "Story Map Questions" developed by Baumann and Bergeron (1993). Percentage, frequency,<br />arithmetic mean, eta-square effect size correlation coefficient and T-Test were used in the analysis of the<br />research data. The research concluded that there was a significant difference in favor of the post-test in terms<br />of the students' comprehension questions about the story map, there was a score increase in the last<br />measurement compared to the first measurement in terms of knowing/finding the elements of the story by the<br />students, and there was a significant increase in points<br /><br /><br /><br />Bu araştırmanın amacı, öğrencilerin kurgulamış oldukları bir hikâye edici metin yazma süreci sonucunda hikâye<br />unsurlarını anlama seviyelerinde bir değişikliğin olup olmadığını belirlemektir. Araştırmanın modeli olarak<br />deneysel araştırma türlerinden tek grup ön test - son test desen kullanılmıştır. Araştırmanın çalışma grubunu,<br />2021-2022 eğitim ve öğretim yılı bahar yarıyılında Van ili, Edremit ilçesindeki bir ilkokulda öğrenim gören 25<br />birinci sınıf öğrencisi oluşturmaktadır. 4 hafta süren araştırmada, Tompkins (1998) ve Jones (2002) tarafından<br />öne sürülen Sürece Dayalı Yazma Yaklaşımı süreçleri takip edilerek öğrencilerle hikâye edici metin yazma<br />çalışmaları gerçekleştirilmiştir. Araştırmanın ön test ve son test sürecinde, profesyonel yazarlar tarafından<br />yazılan iki ayrı resimli çocuk kitabı okutularak ve ardından Baumann ve Bergeron (1993) tarafından geliştirilmiş<br />olan “Hikâye Haritası Soruları” kullanılarak öğrencilerin hikâye haritası ile ilgili anlama sorularındaki başarıları<br />ölçülmüştür. Araştırma verilerinin analizinde yüzde, frekans, aritmetik ortalama, eta-kare etki büyüklüğü<br />korelasyon katsayısı ve T-Testi kullanılmıştır. Araştırmanın sonunda; öğrencilerin hikâye haritası ile ilgili anlama<br />soruları açısından son test lehine anlamlı bir fark oluştuğu ve hikâyenin unsurlarının öğrenciler taraf</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e85bba262b9fd8a7ef4d081d502e2ca2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100674717,"asset_id":99638442,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100674717/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="99638442"><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="99638442"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99638442; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99638442]").text(description); $(".js-view-count[data-work-id=99638442]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99638442; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99638442']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(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="99638373"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/99638373/The_Destruction_Seen_in_Disadvantaged_Bilingual_Students_in_Rural_Regions_of_Turkey_A_Theoretical_Study_of_Sad_Portraits"><img alt="Research paper thumbnail of The Destruction Seen in Disadvantaged Bilingual Students in Rural Regions of Turkey: A Theoretical Study of Sad Portraits" class="work-thumbnail" src="https://attachments.academia-assets.com/100674678/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" rel="nofollow" href="https://www.academia.edu/99638373/The_Destruction_Seen_in_Disadvantaged_Bilingual_Students_in_Rural_Regions_of_Turkey_A_Theoretical_Study_of_Sad_Portraits">The Destruction Seen in Disadvantaged Bilingual Students in Rural Regions of Turkey: A Theoretical Study of Sad Portraits</a></div><div class="wp-workCard_item"><span>The Destruction Seen in Disadvantaged Bilingual Students in Rural Regions of Turkey: A Theoretical Study of Sad Portraits</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There are significant numbers of disadvantaged bilingual students in rural areas of Turkey, such ...</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">There are significant numbers of disadvantaged bilingual students in rural areas of Turkey, such as Southeastern and Eastern Anatolia. These students face various problems, especially while acquiring Turkish as a second language. Each of the emerging problems represents a sad portrait. So much so that almost all of these portraits reflect some harsh truths in our faces. Revealing sad portraits is very important. Because most of these situations lead to irreparable results, the effects of the damage they cause cannot be erased. Purposes such as better explaining the distinction between looking and seeing, presenting the traumas and destructions inherent in this narrative, and revealing the realities and results boldly make the study meaningful. So as to achieve this aim, a literature review was conducted on disadvantaged bilingual students. Then, the studies on this subject were examined and the relevant information was revealed and evaluated. In this theoretical research, which is a first in the context of literature in Turkey, sad portraits representing disadvantaged bilingual students in rural areas are discussed. Sad portraits; absenteeism and early school leaving, child marriages, uninsured child labor, juvenile delinquency, substance abuse, academic failure. Each sad portrait causes serious problems in the long run.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e93847c506b05e135cc544bbbbf5b680" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100674678,"asset_id":99638373,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100674678/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="99638373"><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="99638373"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99638373; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99638373]").text(description); $(".js-view-count[data-work-id=99638373]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99638373; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99638373']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(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="92766881"><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/92766881/Written_Expression_Skills_of_Both_Monoliterate_and_Emergent_Bilingual_Primary_School_Students_A_Comparison_with_Monolingual_Students"><img alt="Research paper thumbnail of Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students" class="work-thumbnail" src="https://attachments.academia-assets.com/95688794/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/92766881/Written_Expression_Skills_of_Both_Monoliterate_and_Emergent_Bilingual_Primary_School_Students_A_Comparison_with_Monolingual_Students">Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students</a></div><div class="wp-workCard_item"><span>Educational Policy Analysis and Strategic Research</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many students learn Turkish as a second language in Turkey. These students, whose first language ...</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">Many students learn Turkish as a second language in Turkey. These students, whose first language is Kurdish, learn Turkish at a certain level before starting school. As a result, these students become emergent bilinguals along with school life. On the other hand, some of these students almost do not use Kurdish in their lives and wholly turn to Turkish. Ultimately, all students whose first language is Kurdish continue their education in the same environment with students whose first language is Turkish. As a result, these children lag behind students whose first language is Turkish in many respects. They even lag behind students whose dominant language is Turkish and Kurdish as their first language. This research it is aimed to reveal the differences between the two student groups in the context of written expression skills. The effect of the dominant language difference, preschool education status and socioeconomic level on the written expression skills of primary school students were examined. The research group of 428 primary school fourth-grade students (girl: 201, boy:227) was determined by criterion sampling method. As a result of the research, it was revealed that the written expression skills of the students whose dominant language is Kurdish remained at a deficient level, and they made more spelling mistakes</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5190886e5f857a75056d818524bdba3f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95688794,"asset_id":92766881,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95688794/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="92766881"><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="92766881"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92766881; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92766881]").text(description); $(".js-view-count[data-work-id=92766881]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92766881; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92766881']"); 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: "5190886e5f857a75056d818524bdba3f" } } $('.js-work-strip[data-work-id=92766881]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92766881,"title":"Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students","internal_url":"https://www.academia.edu/92766881/Written_Expression_Skills_of_Both_Monoliterate_and_Emergent_Bilingual_Primary_School_Students_A_Comparison_with_Monolingual_Students","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":95688794,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95688794/thumbnails/1.jpg","file_name":"epasr_3196_manuscript_023437.pdf","download_url":"https://www.academia.edu/attachments/95688794/download_file","bulk_download_file_name":"Written_Expression_Skills_of_Both_Monoli.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95688794/epasr_3196_manuscript_023437-libre.pdf?1670929017=\u0026response-content-disposition=attachment%3B+filename%3DWritten_Expression_Skills_of_Both_Monoli.pdf\u0026Expires=1741301404\u0026Signature=V7uIKJvcjfRrvsQddM2Lev~Uj54cB63mKTSMLA6D4IKi9xl4tIqCNrOk2lSZzw-ZumIcVSy00GwJIiIWWKS0k0pRTN5fm7nuA0VnuMpPIfcWcveGU6gLwm3tMylVIMz9vZwpzbEgn1jcmxfqZpGRkgKihiWQdZkwmEiKC6dG9ucMov984~fCmvM3mHX9UG9ayykKPrgsKPYnxuElb9tvZDMKfOrv50VI6D3VDalpsclDMrK0QZP2oJbDkBAyg8u5tr3~hZwnPmC3hHbnUJCVoM3hoCr8Gt3CMx~01f0wuTHwbAdStjvK4fnk11Sp7JnMqaHdcvtZ7Fcuh51xpOFWJw__\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="92766876"><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/92766876/Language_Conflict_Language_and_Culture_Shock_in_The_Context_of_Bilingual_Primary_School_Students"><img alt="Research paper thumbnail of Language Conflict, Language and Culture Shock in The Context of Bilingual Primary School Students" class="work-thumbnail" src="https://attachments.academia-assets.com/95688795/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/92766876/Language_Conflict_Language_and_Culture_Shock_in_The_Context_of_Bilingual_Primary_School_Students">Language Conflict, Language and Culture Shock in The Context of Bilingual Primary School Students</a></div><div class="wp-workCard_item"><span>Kuramsal Eğitimbilim</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey exp...</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">Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey experience language conflict in the process of acquiring Turkish. Likewise, teachers appointed to schools where bilingual students are educated, especially from the western regions of Turkey, have problems adapting to the region's culture and language. The problems experienced and seen cause language and culture shock for teachers. At the same time, these problems lead to various negativities on students and teachers in the education process. In this study, language conflict experienced by bilingual students was evaluated according to teacher opinions. Likewise, it is aimed to question the dimensions and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. It was concluded that the students experienced intense language conflict at school. Similarly, it was concluded that the teachers also experienced language and culture shocks in the eastern regions where they were assigned.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a526911efe265bc52d595400740276d9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95688795,"asset_id":92766876,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95688795/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="92766876"><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="92766876"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92766876; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92766876]").text(description); $(".js-view-count[data-work-id=92766876]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92766876; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92766876']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(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="86506063"><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/86506063/Reading_motivation_levels_of_bilingual_primary_school_students_Suggestions_for_increasing_reading_motivation"><img alt="Research paper thumbnail of Reading motivation levels of bilingual primary school students: Suggestions for increasing reading motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/90942549/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/86506063/Reading_motivation_levels_of_bilingual_primary_school_students_Suggestions_for_increasing_reading_motivation">Reading motivation levels of bilingual primary school students: Suggestions for increasing reading motivation</a></div><div class="wp-workCard_item"><span>International Journal of Curriculum and Instruction (IJCI)</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">One of the difficulties bilingual primary school students in Turkey face in acquiring a second la...</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">One of the difficulties bilingual primary school students in Turkey face in acquiring a second language (Turkish) is reading skills. Bilingual students who cannot read the second language texts fluency for various reasons cannot understand what they read. Reading turns from being a temptation to a challenge for bilingual learners. In such cases, bilingual students begin to feel the need to be motivated to read. The research aims to determine bilingual students' reading motivation levels, discuss it in the context of various variables, and develop solutions to increase reading motivation. Consisting of bilingual students (n=256) and primary school teachers (n=32) teaching bilingual students, this research was carried out with a mixed method. The study group of the research was determined by the criterion sampling method. As a result of the research; Gender and preschool education were effective on bilingual student reading motivation. It has been stated that there is a consensus on increasing the capacity of primary school teachers to increase the reading motivation of bilingual students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10babd4791152ba1bf6980119fc17a5c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90942549,"asset_id":86506063,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90942549/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="86506063"><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="86506063"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86506063; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86506063]").text(description); $(".js-view-count[data-work-id=86506063]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86506063; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86506063']"); 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: "10babd4791152ba1bf6980119fc17a5c" } } $('.js-work-strip[data-work-id=86506063]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86506063,"title":"Reading motivation levels of bilingual primary school students: Suggestions for increasing reading motivation","internal_url":"https://www.academia.edu/86506063/Reading_motivation_levels_of_bilingual_primary_school_students_Suggestions_for_increasing_reading_motivation","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":90942549,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/90942549/thumbnails/1.jpg","file_name":"Reading_motivation_levels_of_bilingual_primary_school_students.pdf","download_url":"https://www.academia.edu/attachments/90942549/download_file","bulk_download_file_name":"Reading_motivation_levels_of_bilingual_p.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/90942549/Reading_motivation_levels_of_bilingual_primary_school_students-libre.pdf?1662978161=\u0026response-content-disposition=attachment%3B+filename%3DReading_motivation_levels_of_bilingual_p.pdf\u0026Expires=1741301404\u0026Signature=fDIAHZC8~0-ciDe7Ine5ePJ-QivQYYmS3uh6UxHyxBtUF0Z3RoId2FCLs~J~c7Cw4kLL3c9hU5WdG9u-eWlLbHNeG09smfC-RPG1MK4aQk4vl3Unbs728olnzQD85qNiEOtqgbpBjWm71WUUKAyoJ5QghM5IGpNudhmNBTKH60zhkMIggeLk9DDh5h95MprTBibZuGDFMEZsBzmXizeIBYjKy-I4kHkcdq5qXbOYZqjnKDJGXyxKow3Qqmk9~6vfFghmE7W89pEOXC~WTRE6t2bDNzW3Brwgu8qmFT~Hvk-VbxI4yN4QxrQ9PLuVPtsDmhVBQdkk9rST-7EhFLPPmA__\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="86505886"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/86505886/Written_Expression_Skills_of_Both_Monoliterate_and_Emergent_Bilingual_Primary_School_Students_A_Comparison_with_Monolingual_Students"><img alt="Research paper thumbnail of Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students" class="work-thumbnail" src="https://attachments.academia-assets.com/90942395/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" rel="nofollow" href="https://www.academia.edu/86505886/Written_Expression_Skills_of_Both_Monoliterate_and_Emergent_Bilingual_Primary_School_Students_A_Comparison_with_Monolingual_Students">Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students</a></div><div class="wp-workCard_item"><span>Educational Policy Analysis and Strategic Research</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many students learn Turkish as a second language in Turkey. These students, whose first language ...</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">Many students learn Turkish as a second language in Turkey. These students, whose first language is<br />Kurdish, learn Turkish at a certain level before starting school. As a result, these students become<br />emergent bilinguals along with school life. On the other hand, some of these students almost do not<br />use Kurdish in their lives and wholly turn to Turkish. Ultimately, all students whose first language is<br />Kurdish continue their education in the same environment with students whose first language is<br />Turkish. As a result, these children lag behind students whose first language is Turkish in many<br />respects. They even lag behind students whose dominant language is Turkish and Kurdish as their<br />first language. This research it is aimed to reveal the differences between the two student groups in<br />the context of written expression skills. The effect of the dominant language difference, preschool<br />education status and socioeconomic level on the written expression skills of primary school students<br />were examined. The research group of 428 primary school fourth-grade students (girl: 201, boy:227)<br />was determined by criterion sampling method. As a result of the research, it was revealed that the<br />written expression skills of the students whose dominant language is Kurdish remained at a deficient<br />level, and they made more spelling mistakes</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5651ee76b315fcf6dc94d26a066eafac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90942395,"asset_id":86505886,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90942395/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="86505886"><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="86505886"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86505886; 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81835358]").text(description); $(".js-view-count[data-work-id=81835358]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81835358; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81835358']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(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="76927738"><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/76927738/The_study_of_reading_fluency_and_reading_comprehension_skills_of_primary_school_students_whose_mother_tongue_is_different"><img alt="Research paper thumbnail of The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different" class="work-thumbnail" src="https://attachments.academia-assets.com/84455324/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/76927738/The_study_of_reading_fluency_and_reading_comprehension_skills_of_primary_school_students_whose_mother_tongue_is_different">The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different</a></div><div class="wp-workCard_item"><span>Waikato Journal of Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this research is to analyse reading fluency and comprehension skills of different ...</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 purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="48195ca35f36aeb64426f4192e115ffc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84455324,"asset_id":76927738,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84455324/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="76927738"><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="76927738"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76927738; 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} }); $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="8060616" id="vol6no12018"><div class="js-work-strip profile--work_container" data-work-id="71017727"><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/71017727/Bilingual_Students_Language_Conflict_Language_Culture_Shock_Situations_Faced_by_Teachers_Assigned_to_Eastern_Regions_of_Turkey_%C4%B0ki_Dilli_%C3%96%C4%9Frenciler_Dil_%C3%87at%C4%B1%C5%9Fmas%C4%B1_Dil_K%C3%BClt%C3%BCr_%C5%9Eoku_T%C3%BCrkiye_nin_Do%C4%9Fu_B%C3%B6lgelerine_Atanan_%C3%96%C4%9Fretmenlerin_Y%C3%BCzle%C5%9Ftikleri_Durumlar_"><img alt="Research paper thumbnail of Bilingual Students, Language Conflict, Language - Culture Shock: Situations Faced by Teachers Assigned to Eastern Regions of Turkey (İki Dilli Öğrenciler, Dil Çatışması, Dil - Kültür Şoku: Türkiye’nin Doğu Bölgelerine Atanan Öğretmenlerin Yüzleştikleri Durumlar)" class="work-thumbnail" src="https://attachments.academia-assets.com/80534001/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/71017727/Bilingual_Students_Language_Conflict_Language_Culture_Shock_Situations_Faced_by_Teachers_Assigned_to_Eastern_Regions_of_Turkey_%C4%B0ki_Dilli_%C3%96%C4%9Frenciler_Dil_%C3%87at%C4%B1%C5%9Fmas%C4%B1_Dil_K%C3%BClt%C3%BCr_%C5%9Eoku_T%C3%BCrkiye_nin_Do%C4%9Fu_B%C3%B6lgelerine_Atanan_%C3%96%C4%9Fretmenlerin_Y%C3%BCzle%C5%9Ftikleri_Durumlar_">Bilingual Students, Language Conflict, Language - Culture Shock: Situations Faced by Teachers Assigned to Eastern Regions of Turkey (İki Dilli Öğrenciler, Dil Çatışması, Dil - Kültür Şoku: Türkiye’nin Doğu Bölgelerine Atanan Öğretmenlerin Yüzleştikleri Durumlar)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey exp...</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">Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey experience language conflict in the process of acquiring Turkish. Likewise, teachers appointed to schools where bilingual students are educated, especially from the western regions of Turkey, have problems adapting to the region's culture and language. The problems experienced and seen cause language and culture shock for teachers. At the same time, these problems lead to various negativities on students and teachers in the education process. In this study, language conflict experienced by bilingual students was evaluated according to teacher opinions. Likewise, it is aimed to question the dimensions and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. It was concluded that the students experienced intense language conflict at school. Similarly, it was concluded that the teachers also experienced language and culture shocks in the eastern regions where they were assigned<br /><br />Türkiye’nin Doğu ve Güneydoğusunun kırsal bölgelerinde bulunan okullarda eğitim alan birçok iki dilli<br />öğrenciler Türkçeyi edinme sürecinde dil çatışması yaşamaktadırlar. Aynı şekilde iki dilli öğrencilerin eğitim<br />gördüğü okullara Türkiye’nin özellikle batı bölgelerinden atanan öğretmenler de bölgenin kültürüne ve diline uyum<br />sağlamada sorun yaşamaktadırlar. Yaşanan ve görülen sorunlar öğretmenler için dil ve kültür şokuna neden<br />olmaktadır. Aynı zamanda bu sorunlar, eğitim sürecinde öğrenci ve öğretmenler üzerinde çeşitli olumsuzluklara yol<br />açmaktadır. Bu çalışmada iki dilli öğrencilerde yaşanan dil çatışması öğretmen görüşlerine göre değerlendirilmiştir.<br />Aynı şekilde, öğretmenlerde de dil ve kültür şokunun boyutlarını, sonuçlarını sorgulamak amaçlanmıştır. Van ilçe<br />köylerinde görev yapan farklı branşlardan öğretmenler (n=120) çalışma grubuna dâhil edilmiştir. Araştırma verileri<br />2020-2021 eğitim-öğretim yılı bahar döneminde çevrimiçi anket yoluyla toplanmıştır. Toplanan veriler MaxQDA<br />2020 programı ile analiz edilmiştir. Öğrencilerin okulda yoğun dil çatışması yaşadıkları sonucu ortaya çıkmıştır.<br />Benzer şekilde öğretmenlerin de atandıkları doğu bölgelerinde dil ve kültür şokları yaşadıkları sonucuna varılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5ad78ecf15a19a7a0d270633fc976f89" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":80534001,"asset_id":71017727,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/80534001/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="71017727"><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="71017727"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71017727; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71017727]").text(description); $(".js-view-count[data-work-id=71017727]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71017727; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='71017727']"); 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: "5ad78ecf15a19a7a0d270633fc976f89" } } $('.js-work-strip[data-work-id=71017727]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":71017727,"title":"Bilingual Students, Language Conflict, Language - Culture Shock: Situations Faced by Teachers Assigned to Eastern Regions of Turkey (İki Dilli Öğrenciler, Dil Çatışması, Dil - Kültür Şoku: Türkiye’nin Doğu Bölgelerine Atanan Öğretmenlerin Yüzleştikleri Durumlar)","translated_title":"","metadata":{"doi":"10.30831/akukeg.954364","abstract":"Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey experience language conflict in the process of acquiring Turkish. Likewise, teachers appointed to schools where bilingual students are educated, especially from the western regions of Turkey, have problems adapting to the region's culture and language. The problems experienced and seen cause language and culture shock for teachers. At the same time, these problems lead to various negativities on students and teachers in the education process. In this study, language conflict experienced by bilingual students was evaluated according to teacher opinions. Likewise, it is aimed to question the dimensions and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. It was concluded that the students experienced intense language conflict at school. Similarly, it was concluded that the teachers also experienced language and culture shocks in the eastern regions where they were assigned\n\nTürkiye’nin Doğu ve Güneydoğusunun kırsal bölgelerinde bulunan okullarda eğitim alan birçok iki dilli\nöğrenciler Türkçeyi edinme sürecinde dil çatışması yaşamaktadırlar. Aynı şekilde iki dilli öğrencilerin eğitim\ngördüğü okullara Türkiye’nin özellikle batı bölgelerinden atanan öğretmenler de bölgenin kültürüne ve diline uyum\nsağlamada sorun yaşamaktadırlar. Yaşanan ve görülen sorunlar öğretmenler için dil ve kültür şokuna neden\nolmaktadır. Aynı zamanda bu sorunlar, eğitim sürecinde öğrenci ve öğretmenler üzerinde çeşitli olumsuzluklara yol\naçmaktadır. Bu çalışmada iki dilli öğrencilerde yaşanan dil çatışması öğretmen görüşlerine göre değerlendirilmiştir.\nAynı şekilde, öğretmenlerde de dil ve kültür şokunun boyutlarını, sonuçlarını sorgulamak amaçlanmıştır. Van ilçe\nköylerinde görev yapan farklı branşlardan öğretmenler (n=120) çalışma grubuna dâhil edilmiştir. Araştırma verileri\n2020-2021 eğitim-öğretim yılı bahar döneminde çevrimiçi anket yoluyla toplanmıştır. Toplanan veriler MaxQDA\n2020 programı ile analiz edilmiştir. Öğrencilerin okulda yoğun dil çatışması yaşadıkları sonucu ortaya çıkmıştır.\nBenzer şekilde öğretmenlerin de atandıkları doğu bölgelerinde dil ve kültür şokları yaşadıkları sonucuna varılmıştır.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}}},"translated_abstract":"Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey experience language conflict in the process of acquiring Turkish. Likewise, teachers appointed to schools where bilingual students are educated, especially from the western regions of Turkey, have problems adapting to the region's culture and language. The problems experienced and seen cause language and culture shock for teachers. At the same time, these problems lead to various negativities on students and teachers in the education process. In this study, language conflict experienced by bilingual students was evaluated according to teacher opinions. Likewise, it is aimed to question the dimensions and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. It was concluded that the students experienced intense language conflict at school. Similarly, it was concluded that the teachers also experienced language and culture shocks in the eastern regions where they were assigned\n\nTürkiye’nin Doğu ve Güneydoğusunun kırsal bölgelerinde bulunan okullarda eğitim alan birçok iki dilli\nöğrenciler Türkçeyi edinme sürecinde dil çatışması yaşamaktadırlar. Aynı şekilde iki dilli öğrencilerin eğitim\ngördüğü okullara Türkiye’nin özellikle batı bölgelerinden atanan öğretmenler de bölgenin kültürüne ve diline uyum\nsağlamada sorun yaşamaktadırlar. Yaşanan ve görülen sorunlar öğretmenler için dil ve kültür şokuna neden\nolmaktadır. Aynı zamanda bu sorunlar, eğitim sürecinde öğrenci ve öğretmenler üzerinde çeşitli olumsuzluklara yol\naçmaktadır. Bu çalışmada iki dilli öğrencilerde yaşanan dil çatışması öğretmen görüşlerine göre değerlendirilmiştir.\nAynı şekilde, öğretmenlerde de dil ve kültür şokunun boyutlarını, sonuçlarını sorgulamak amaçlanmıştır. Van ilçe\nköylerinde görev yapan farklı branşlardan öğretmenler (n=120) çalışma grubuna dâhil edilmiştir. Araştırma verileri\n2020-2021 eğitim-öğretim yılı bahar döneminde çevrimiçi anket yoluyla toplanmıştır. Toplanan veriler MaxQDA\n2020 programı ile analiz edilmiştir. Öğrencilerin okulda yoğun dil çatışması yaşadıkları sonucu ortaya çıkmıştır.\nBenzer şekilde öğretmenlerin de atandıkları doğu bölgelerinde dil ve kültür şokları yaşadıkları sonucuna varılmıştır.","internal_url":"https://www.academia.edu/71017727/Bilingual_Students_Language_Conflict_Language_Culture_Shock_Situations_Faced_by_Teachers_Assigned_to_Eastern_Regions_of_Turkey_%C4%B0ki_Dilli_%C3%96%C4%9Frenciler_Dil_%C3%87at%C4%B1%C5%9Fmas%C4%B1_Dil_K%C3%BClt%C3%BCr_%C5%9Eoku_T%C3%BCrkiye_nin_Do%C4%9Fu_B%C3%B6lgelerine_Atanan_%C3%96%C4%9Fretmenlerin_Y%C3%BCzle%C5%9Ftikleri_Durumlar_","translated_internal_url":"","created_at":"2022-02-09T08:47:19.857-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":56549064,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":37654274,"work_id":71017727,"tagging_user_id":56549064,"tagged_user_id":56549064,"co_author_invite_id":7450383,"email":"y***s@gmail.com","display_order":1,"name":"Yusuf KIZILTAŞ","title":"Bilingual Students, Language Conflict, Language - Culture Shock: Situations Faced by Teachers Assigned to Eastern Regions of Turkey (İki Dilli Öğrenciler, Dil Çatışması, Dil - Kültür Şoku: Türkiye’nin Doğu Bölgelerine Atanan Öğretmenlerin Yüzleştikleri Durumlar)"}],"downloadable_attachments":[{"id":80534001,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/80534001/thumbnails/1.jpg","file_name":"10.30831_akukeg.954364_1831631.pdf","download_url":"https://www.academia.edu/attachments/80534001/download_file","bulk_download_file_name":"Bilingual_Students_Language_Conflict_Lan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/80534001/10.30831_akukeg.954364_1831631-libre.pdf?1644425265=\u0026response-content-disposition=attachment%3B+filename%3DBilingual_Students_Language_Conflict_Lan.pdf\u0026Expires=1738785704\u0026Signature=SQ7dSuRlQ3IiNY1vLIS0WL00I0cmpIDtC7eWwkA7TIzAzzYDY-u-9KBEsuXJRlXE5bK-PA8gaamkbU9TMizQ4GHjY4i0rmZRE9gy1Ut~A~oSaZBhJUJMIAibVYxHKePW~PponnSO7-n1yuB9Vby~f~brQl~tlTegOu1eD1L5dWTeoi-L3-MJ7eJj-kdivMe78XRvVNsetT5hKkIc0hHE2fMBKi0mFVKooxdc89Sq53vdrwfd4tHJLjI-MZkuT~hiBoVLBOPPwSlBog64w6hIS4bBUmhPgpvZ-pbnmLzqDf42URPox8yNoAVN2iXQ947iPGfeYRRMjpnF4eeQeWYjaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Bilingual_Students_Language_Conflict_Language_Culture_Shock_Situations_Faced_by_Teachers_Assigned_to_Eastern_Regions_of_Turkey_İki_Dilli_Öğrenciler_Dil_Çatışması_Dil_Kültür_Şoku_Türkiye_nin_Doğu_Bölgelerine_Atanan_Öğretmenlerin_Yüzleştikleri_Durumlar_","translated_slug":"","page_count":25,"language":"en","content_type":"Work","summary":"Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey experience language conflict in the process of acquiring Turkish. Likewise, teachers appointed to schools where bilingual students are educated, especially from the western regions of Turkey, have problems adapting to the region's culture and language. The problems experienced and seen cause language and culture shock for teachers. At the same time, these problems lead to various negativities on students and teachers in the education process. In this study, language conflict experienced by bilingual students was evaluated according to teacher opinions. Likewise, it is aimed to question the dimensions and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. It was concluded that the students experienced intense language conflict at school. Similarly, it was concluded that the teachers also experienced language and culture shocks in the eastern regions where they were assigned\n\nTürkiye’nin Doğu ve Güneydoğusunun kırsal bölgelerinde bulunan okullarda eğitim alan birçok iki dilli\nöğrenciler Türkçeyi edinme sürecinde dil çatışması yaşamaktadırlar. Aynı şekilde iki dilli öğrencilerin eğitim\ngördüğü okullara Türkiye’nin özellikle batı bölgelerinden atanan öğretmenler de bölgenin kültürüne ve diline uyum\nsağlamada sorun yaşamaktadırlar. Yaşanan ve görülen sorunlar öğretmenler için dil ve kültür şokuna neden\nolmaktadır. Aynı zamanda bu sorunlar, eğitim sürecinde öğrenci ve öğretmenler üzerinde çeşitli olumsuzluklara yol\naçmaktadır. Bu çalışmada iki dilli öğrencilerde yaşanan dil çatışması öğretmen görüşlerine göre değerlendirilmiştir.\nAynı şekilde, öğretmenlerde de dil ve kültür şokunun boyutlarını, sonuçlarını sorgulamak amaçlanmıştır. Van ilçe\nköylerinde görev yapan farklı branşlardan öğretmenler (n=120) çalışma grubuna dâhil edilmiştir. Araştırma verileri\n2020-2021 eğitim-öğretim yılı bahar döneminde çevrimiçi anket yoluyla toplanmıştır. Toplanan veriler MaxQDA\n2020 programı ile analiz edilmiştir. Öğrencilerin okulda yoğun dil çatışması yaşadıkları sonucu ortaya çıkmıştır.\nBenzer şekilde öğretmenlerin de atandıkları doğu bölgelerinde dil ve kültür şokları yaşadıkları sonucuna varılmıştır.","owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":80534001,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/80534001/thumbnails/1.jpg","file_name":"10.30831_akukeg.954364_1831631.pdf","download_url":"https://www.academia.edu/attachments/80534001/download_file","bulk_download_file_name":"Bilingual_Students_Language_Conflict_Lan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/80534001/10.30831_akukeg.954364_1831631-libre.pdf?1644425265=\u0026response-content-disposition=attachment%3B+filename%3DBilingual_Students_Language_Conflict_Lan.pdf\u0026Expires=1738785704\u0026Signature=SQ7dSuRlQ3IiNY1vLIS0WL00I0cmpIDtC7eWwkA7TIzAzzYDY-u-9KBEsuXJRlXE5bK-PA8gaamkbU9TMizQ4GHjY4i0rmZRE9gy1Ut~A~oSaZBhJUJMIAibVYxHKePW~PponnSO7-n1yuB9Vby~f~brQl~tlTegOu1eD1L5dWTeoi-L3-MJ7eJj-kdivMe78XRvVNsetT5hKkIc0hHE2fMBKi0mFVKooxdc89Sq53vdrwfd4tHJLjI-MZkuT~hiBoVLBOPPwSlBog64w6hIS4bBUmhPgpvZ-pbnmLzqDf42URPox8yNoAVN2iXQ947iPGfeYRRMjpnF4eeQeWYjaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":982797,"name":"Culture and Conflict","url":"https://www.academia.edu/Documents/in/Culture_and_Conflict"},{"id":1008373,"name":"Language Conflict","url":"https://www.academia.edu/Documents/in/Language_Conflict"},{"id":3626361,"name":"Bilingual Students","url":"https://www.academia.edu/Documents/in/Bilingual_Students"}],"urls":[]}, 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="48971073"><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/48971073/%C4%B0ki_Dilli_%C3%96%C4%9Frencilerin_%C4%B0kinci_Dil_Ediniminde_Etkili_Olan_Fakt%C3%B6rler_ve_Dezavantajl%C4%B1_Gruplara_D%C3%B6n%C3%BC%C5%9Fmeleri_Kuramsal_ve_Derleme_Bir_%C3%87al%C4%B1%C5%9Fma_Factors_Affect%C4%B1ng_the_Second_Language_Acqu%C4%B1s%C4%B1t%C4%B1on_of_B%C4%B1l%C4%B1ngual_Students_and_The%C4%B1r_Transformat%C4%B1on_into_D%C4%B1sadvantaged_Groups_A_Theoret%C4%B1cal_and_Rev%C4%B1ew_Study_"><img alt="Research paper thumbnail of İki Dilli Öğrencilerin İkinci Dil Ediniminde Etkili Olan Faktörler ve Dezavantajlı Gruplara Dönüşmeleri: Kuramsal ve Derleme Bir Çalışma (Factors Affectıng the Second Language Acquısıtıon of Bılıngual Students and Theır Transformatıon into Dısadvantaged Groups: A Theoretıcal and Revıew Study)" class="work-thumbnail" src="https://attachments.academia-assets.com/67362977/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/48971073/%C4%B0ki_Dilli_%C3%96%C4%9Frencilerin_%C4%B0kinci_Dil_Ediniminde_Etkili_Olan_Fakt%C3%B6rler_ve_Dezavantajl%C4%B1_Gruplara_D%C3%B6n%C3%BC%C5%9Fmeleri_Kuramsal_ve_Derleme_Bir_%C3%87al%C4%B1%C5%9Fma_Factors_Affect%C4%B1ng_the_Second_Language_Acqu%C4%B1s%C4%B1t%C4%B1on_of_B%C4%B1l%C4%B1ngual_Students_and_The%C4%B1r_Transformat%C4%B1on_into_D%C4%B1sadvantaged_Groups_A_Theoret%C4%B1cal_and_Rev%C4%B1ew_Study_">İki Dilli Öğrencilerin İkinci Dil Ediniminde Etkili Olan Faktörler ve Dezavantajlı Gruplara Dönüşmeleri: Kuramsal ve Derleme Bir Çalışma (Factors Affectıng the Second Language Acquısıtıon of Bılıngual Students and Theır Transformatıon into Dısadvantaged Groups: A Theoretıcal and Revıew Study)</a></div><div class="wp-workCard_item"><span>Trakya Eğitim Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">İki dillilik dünyanın birçok ülkesinde olduğu gibi Türkiye’de de oldukça yaygındır. Ancak Türkiye...</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">İki dillilik dünyanın birçok ülkesinde olduğu gibi Türkiye’de de oldukça yaygındır. Ancak Türkiye’de, özellikle de sahip olduğu çok kültürlü yapıdan dolayı, doğal, kaçınılmaz kısacası farklı bir iki dillilik söz konusudur. Doğu ve Güneydoğu Anadolu Bölgelerinde bugün ana dili eğitim dilinden farklı ve çeşitli kademelerde öğretimlerine devam eden çok sayıda iki dilli öğrenci bulunmaktadır. Türkiye’de özellikle de belirtilen iki bölgedeki birçok ilde yaşayan iki dilli öğrencinin durumu daha öncelikli ve önemli olarak değerlendirilebilir. Öyle ki bu bölgelerde yaşayan öğrencilerin iki dilli olmalarından kaynaklı bir takım dezavantajların ve sorunların olduğu bilinmektedir. Ortaya çıkan sorunların okul hayatı boyunca daha açık bir şekilde kendini gösterdiği söylenebilir. İki dilli öğrencilerin yaşadıkları dilsel dezavantajların okumaya, okuduğunu anlamaya, devamlılık durumuna ve nihayetinde akademik başarıya olumsuz bir etkide bulunması kaçınılmaz hale gelmektedir. İkinci dil edinimindeki öğrencilerin yaşadıkları sorunlara kaynaklık eden birçok faktörün etkili olduğu ve bunların birçok farklı olumsuz sonuçlar yarattığı bilinmektedir. Türkiye’de yaşayan iki dilli öğrencilerin ikinci dil edinimi üzerinde etkili olan faktörlerin ve bunların yarattığı birtakım sonuçların tartışılmasına ihtiyaç duyulmaktadır. Alan yazında ikinci dil ediniminde genel anlamda etkili olduğu düşünülen faktörler, Türkiye’deki iki dilli öğrencilerle ilişkilendirilerek açıklanmaya çalışılmıştır.<br /><br />Bilingualism, as in many countries of the<br />world is also quite common in Turkey. Due to the<br />multicultural nature to have a natural bilingualism,<br />especially in Turkey said. Today, there are many bilingual<br />students in The Eastern and Southeastern Anatolia Regions<br />of Turkey who are different from the mother tonque (first<br />language) language of education. The teaching process of<br />bilingual students who continue their education in many<br />provinces in rural turkey is worth examining. It is known<br />that there are some disadvantages and problems due to the<br />fact that the students living in these regions are bilingual. It<br />can be said that the problems that arise manifest themselves<br />more clearly, especially during school life. It is inevitable<br />that the linguistic disadvantages experienced by bilingual<br />students have a negative impact on reading, reading<br />comprehension, school continuity status and ultimately<br />academic achievement. It is known that many factors that<br />are the source of the problems experienced by students in<br />second language acquisition are effective. It can be said that<br />these factors also create many different negative<br />consequences. It is needed to maintain bilingual students<br />living in Turkey which acts on acquiring Turkish as a<br />second language and these factors created by the<br />conclusions of the discussion. In the literature, second<br />language acquisition generally thought to be influential<br />factors were explained in relation to bilingual students in<br />Turkey. This research is a theoretical study carried out by<br />systematic review method from review methods. It was<br />concluded that the factors influencing second language<br />acquisition play a serious role in the transformation of<br />bilingual students into disadvantaged groups</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d32e46b0300141bad3ff69ab011d503a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67362977,"asset_id":48971073,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67362977/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="48971073"><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="48971073"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48971073; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=48971073]").text(description); $(".js-view-count[data-work-id=48971073]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 48971073; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='48971073']"); 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: "d32e46b0300141bad3ff69ab011d503a" } } $('.js-work-strip[data-work-id=48971073]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":48971073,"title":"İki Dilli Öğrencilerin İkinci Dil Ediniminde Etkili Olan Faktörler ve Dezavantajlı Gruplara Dönüşmeleri: Kuramsal ve Derleme Bir Çalışma (Factors Affectıng the Second Language Acquısıtıon of Bılıngual Students and Theır Transformatıon into Dısadvantaged Groups: A Theoretıcal and Revıew Study)","translated_title":"","metadata":{"doi":"10.24315/tred.775100","issue":"2","volume":"11","abstract":"İki dillilik dünyanın birçok ülkesinde olduğu gibi Türkiye’de de oldukça yaygındır. Ancak Türkiye’de, özellikle de sahip olduğu çok kültürlü yapıdan dolayı, doğal, kaçınılmaz kısacası farklı bir iki dillilik söz konusudur. Doğu ve Güneydoğu Anadolu Bölgelerinde bugün ana dili eğitim dilinden farklı ve çeşitli kademelerde öğretimlerine devam eden çok sayıda iki dilli öğrenci bulunmaktadır. Türkiye’de özellikle de belirtilen iki bölgedeki birçok ilde yaşayan iki dilli öğrencinin durumu daha öncelikli ve önemli olarak değerlendirilebilir. Öyle ki bu bölgelerde yaşayan öğrencilerin iki dilli olmalarından kaynaklı bir takım dezavantajların ve sorunların olduğu bilinmektedir. Ortaya çıkan sorunların okul hayatı boyunca daha açık bir şekilde kendini gösterdiği söylenebilir. İki dilli öğrencilerin yaşadıkları dilsel dezavantajların okumaya, okuduğunu anlamaya, devamlılık durumuna ve nihayetinde akademik başarıya olumsuz bir etkide bulunması kaçınılmaz hale gelmektedir. İkinci dil edinimindeki öğrencilerin yaşadıkları sorunlara kaynaklık eden birçok faktörün etkili olduğu ve bunların birçok farklı olumsuz sonuçlar yarattığı bilinmektedir. Türkiye’de yaşayan iki dilli öğrencilerin ikinci dil edinimi üzerinde etkili olan faktörlerin ve bunların yarattığı birtakım sonuçların tartışılmasına ihtiyaç duyulmaktadır. Alan yazında ikinci dil ediniminde genel anlamda etkili olduğu düşünülen faktörler, Türkiye’deki iki dilli öğrencilerle ilişkilendirilerek açıklanmaya çalışılmıştır.\n\nBilingualism, as in many countries of the\nworld is also quite common in Turkey. Due to the\nmulticultural nature to have a natural bilingualism,\nespecially in Turkey said. Today, there are many bilingual\nstudents in The Eastern and Southeastern Anatolia Regions\nof Turkey who are different from the mother tonque (first\nlanguage) language of education. The teaching process of\nbilingual students who continue their education in many\nprovinces in rural turkey is worth examining. It is known\nthat there are some disadvantages and problems due to the\nfact that the students living in these regions are bilingual. It\ncan be said that the problems that arise manifest themselves\nmore clearly, especially during school life. It is inevitable\nthat the linguistic disadvantages experienced by bilingual\nstudents have a negative impact on reading, reading\ncomprehension, school continuity status and ultimately\nacademic achievement. It is known that many factors that\nare the source of the problems experienced by students in\nsecond language acquisition are effective. It can be said that\nthese factors also create many different negative\nconsequences. It is needed to maintain bilingual students\nliving in Turkey which acts on acquiring Turkish as a\nsecond language and these factors created by the\nconclusions of the discussion. In the literature, second\nlanguage acquisition generally thought to be influential\nfactors were explained in relation to bilingual students in\nTurkey. This research is a theoretical study carried out by\nsystematic review method from review methods. It was\nconcluded that the factors influencing second language\nacquisition play a serious role in the transformation of\nbilingual students into disadvantaged groups","page_numbers":"1012-1036","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Trakya Eğitim Dergisi"},"translated_abstract":"İki dillilik dünyanın birçok ülkesinde olduğu gibi Türkiye’de de oldukça yaygındır. Ancak Türkiye’de, özellikle de sahip olduğu çok kültürlü yapıdan dolayı, doğal, kaçınılmaz kısacası farklı bir iki dillilik söz konusudur. Doğu ve Güneydoğu Anadolu Bölgelerinde bugün ana dili eğitim dilinden farklı ve çeşitli kademelerde öğretimlerine devam eden çok sayıda iki dilli öğrenci bulunmaktadır. Türkiye’de özellikle de belirtilen iki bölgedeki birçok ilde yaşayan iki dilli öğrencinin durumu daha öncelikli ve önemli olarak değerlendirilebilir. Öyle ki bu bölgelerde yaşayan öğrencilerin iki dilli olmalarından kaynaklı bir takım dezavantajların ve sorunların olduğu bilinmektedir. Ortaya çıkan sorunların okul hayatı boyunca daha açık bir şekilde kendini gösterdiği söylenebilir. İki dilli öğrencilerin yaşadıkları dilsel dezavantajların okumaya, okuduğunu anlamaya, devamlılık durumuna ve nihayetinde akademik başarıya olumsuz bir etkide bulunması kaçınılmaz hale gelmektedir. İkinci dil edinimindeki öğrencilerin yaşadıkları sorunlara kaynaklık eden birçok faktörün etkili olduğu ve bunların birçok farklı olumsuz sonuçlar yarattığı bilinmektedir. Türkiye’de yaşayan iki dilli öğrencilerin ikinci dil edinimi üzerinde etkili olan faktörlerin ve bunların yarattığı birtakım sonuçların tartışılmasına ihtiyaç duyulmaktadır. Alan yazında ikinci dil ediniminde genel anlamda etkili olduğu düşünülen faktörler, Türkiye’deki iki dilli öğrencilerle ilişkilendirilerek açıklanmaya çalışılmıştır.\n\nBilingualism, as in many countries of the\nworld is also quite common in Turkey. Due to the\nmulticultural nature to have a natural bilingualism,\nespecially in Turkey said. Today, there are many bilingual\nstudents in The Eastern and Southeastern Anatolia Regions\nof Turkey who are different from the mother tonque (first\nlanguage) language of education. The teaching process of\nbilingual students who continue their education in many\nprovinces in rural turkey is worth examining. It is known\nthat there are some disadvantages and problems due to the\nfact that the students living in these regions are bilingual. It\ncan be said that the problems that arise manifest themselves\nmore clearly, especially during school life. It is inevitable\nthat the linguistic disadvantages experienced by bilingual\nstudents have a negative impact on reading, reading\ncomprehension, school continuity status and ultimately\nacademic achievement. It is known that many factors that\nare the source of the problems experienced by students in\nsecond language acquisition are effective. It can be said that\nthese factors also create many different negative\nconsequences. It is needed to maintain bilingual students\nliving in Turkey which acts on acquiring Turkish as a\nsecond language and these factors created by the\nconclusions of the discussion. In the literature, second\nlanguage acquisition generally thought to be influential\nfactors were explained in relation to bilingual students in\nTurkey. This research is a theoretical study carried out by\nsystematic review method from review methods. It was\nconcluded that the factors influencing second language\nacquisition play a serious role in the transformation of\nbilingual students into disadvantaged groups","internal_url":"https://www.academia.edu/48971073/%C4%B0ki_Dilli_%C3%96%C4%9Frencilerin_%C4%B0kinci_Dil_Ediniminde_Etkili_Olan_Fakt%C3%B6rler_ve_Dezavantajl%C4%B1_Gruplara_D%C3%B6n%C3%BC%C5%9Fmeleri_Kuramsal_ve_Derleme_Bir_%C3%87al%C4%B1%C5%9Fma_Factors_Affect%C4%B1ng_the_Second_Language_Acqu%C4%B1s%C4%B1t%C4%B1on_of_B%C4%B1l%C4%B1ngual_Students_and_The%C4%B1r_Transformat%C4%B1on_into_D%C4%B1sadvantaged_Groups_A_Theoret%C4%B1cal_and_Rev%C4%B1ew_Study_","translated_internal_url":"","created_at":"2021-05-18T08:38:41.403-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":56549064,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":67362977,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67362977/thumbnails/1.jpg","file_name":"IKI_DILLI_OGRENCILERIN_IKINCI_DIL_EDINIMINDE_ETKILI_OLAN.pdf","download_url":"https://www.academia.edu/attachments/67362977/download_file","bulk_download_file_name":"Iki_Dilli_Ogrencilerin_Ikinci_Dil_Edinim.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67362977/IKI_DILLI_OGRENCILERIN_IKINCI_DIL_EDINIMINDE_ETKILI_OLAN-libre.pdf?1621352725=\u0026response-content-disposition=attachment%3B+filename%3DIki_Dilli_Ogrencilerin_Ikinci_Dil_Edinim.pdf\u0026Expires=1738785704\u0026Signature=SV-apbuXRwf1EYoUzVqk79XYjYCzK04dPnTBSpwljwUoWdAUGknuYguLPsALEDDRNqW0zHk7I-NRs3E~E0xGSMyhflNZkuOcdvZzF9df1hDM5v~kZ7Qlnqa3DUa~o2Vzorrx3XE2iHJju84r8-uZ8KoG7znkAacf9DAM0eAgtBl9AzsI8z64PsMEAkmsB9XJSDECa-AujF~4hMplJ~61Od~NsW0ZeyOfcRt2GnMOZggYZoa1Sh0dEb5T7VgGKqj9vADzQSpa6w6pOhlAyZX~jvalpgnE3i86FQUeBBj0YvlyqXRTbd2TvQTv6cITzydafpGOS8VuZDkJN7tv4TzENg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"İki_Dilli_Öğrencilerin_İkinci_Dil_Ediniminde_Etkili_Olan_Faktörler_ve_Dezavantajlı_Gruplara_Dönüşmeleri_Kuramsal_ve_Derleme_Bir_Çalışma_Factors_Affectıng_the_Second_Language_Acquısıtıon_of_Bılıngual_Students_and_Theır_Transformatıon_into_Dısadvantaged_Groups_A_Theoretıcal_and_Revıew_Study_","translated_slug":"","page_count":25,"language":"tr","content_type":"Work","summary":"İki dillilik dünyanın birçok ülkesinde olduğu gibi Türkiye’de de oldukça yaygındır. Ancak Türkiye’de, özellikle de sahip olduğu çok kültürlü yapıdan dolayı, doğal, kaçınılmaz kısacası farklı bir iki dillilik söz konusudur. Doğu ve Güneydoğu Anadolu Bölgelerinde bugün ana dili eğitim dilinden farklı ve çeşitli kademelerde öğretimlerine devam eden çok sayıda iki dilli öğrenci bulunmaktadır. Türkiye’de özellikle de belirtilen iki bölgedeki birçok ilde yaşayan iki dilli öğrencinin durumu daha öncelikli ve önemli olarak değerlendirilebilir. Öyle ki bu bölgelerde yaşayan öğrencilerin iki dilli olmalarından kaynaklı bir takım dezavantajların ve sorunların olduğu bilinmektedir. Ortaya çıkan sorunların okul hayatı boyunca daha açık bir şekilde kendini gösterdiği söylenebilir. İki dilli öğrencilerin yaşadıkları dilsel dezavantajların okumaya, okuduğunu anlamaya, devamlılık durumuna ve nihayetinde akademik başarıya olumsuz bir etkide bulunması kaçınılmaz hale gelmektedir. İkinci dil edinimindeki öğrencilerin yaşadıkları sorunlara kaynaklık eden birçok faktörün etkili olduğu ve bunların birçok farklı olumsuz sonuçlar yarattığı bilinmektedir. Türkiye’de yaşayan iki dilli öğrencilerin ikinci dil edinimi üzerinde etkili olan faktörlerin ve bunların yarattığı birtakım sonuçların tartışılmasına ihtiyaç duyulmaktadır. Alan yazında ikinci dil ediniminde genel anlamda etkili olduğu düşünülen faktörler, Türkiye’deki iki dilli öğrencilerle ilişkilendirilerek açıklanmaya çalışılmıştır.\n\nBilingualism, as in many countries of the\nworld is also quite common in Turkey. Due to the\nmulticultural nature to have a natural bilingualism,\nespecially in Turkey said. Today, there are many bilingual\nstudents in The Eastern and Southeastern Anatolia Regions\nof Turkey who are different from the mother tonque (first\nlanguage) language of education. The teaching process of\nbilingual students who continue their education in many\nprovinces in rural turkey is worth examining. It is known\nthat there are some disadvantages and problems due to the\nfact that the students living in these regions are bilingual. It\ncan be said that the problems that arise manifest themselves\nmore clearly, especially during school life. It is inevitable\nthat the linguistic disadvantages experienced by bilingual\nstudents have a negative impact on reading, reading\ncomprehension, school continuity status and ultimately\nacademic achievement. It is known that many factors that\nare the source of the problems experienced by students in\nsecond language acquisition are effective. It can be said that\nthese factors also create many different negative\nconsequences. It is needed to maintain bilingual students\nliving in Turkey which acts on acquiring Turkish as a\nsecond language and these factors created by the\nconclusions of the discussion. In the literature, second\nlanguage acquisition generally thought to be influential\nfactors were explained in relation to bilingual students in\nTurkey. This research is a theoretical study carried out by\nsystematic review method from review methods. It was\nconcluded that the factors influencing second language\nacquisition play a serious role in the transformation of\nbilingual students into disadvantaged groups","owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":67362977,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67362977/thumbnails/1.jpg","file_name":"IKI_DILLI_OGRENCILERIN_IKINCI_DIL_EDINIMINDE_ETKILI_OLAN.pdf","download_url":"https://www.academia.edu/attachments/67362977/download_file","bulk_download_file_name":"Iki_Dilli_Ogrencilerin_Ikinci_Dil_Edinim.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67362977/IKI_DILLI_OGRENCILERIN_IKINCI_DIL_EDINIMINDE_ETKILI_OLAN-libre.pdf?1621352725=\u0026response-content-disposition=attachment%3B+filename%3DIki_Dilli_Ogrencilerin_Ikinci_Dil_Edinim.pdf\u0026Expires=1738785704\u0026Signature=SV-apbuXRwf1EYoUzVqk79XYjYCzK04dPnTBSpwljwUoWdAUGknuYguLPsALEDDRNqW0zHk7I-NRs3E~E0xGSMyhflNZkuOcdvZzF9df1hDM5v~kZ7Qlnqa3DUa~o2Vzorrx3XE2iHJju84r8-uZ8KoG7znkAacf9DAM0eAgtBl9AzsI8z64PsMEAkmsB9XJSDECa-AujF~4hMplJ~61Od~NsW0ZeyOfcRt2GnMOZggYZoa1Sh0dEb5T7VgGKqj9vADzQSpa6w6pOhlAyZX~jvalpgnE3i86FQUeBBj0YvlyqXRTbd2TvQTv6cITzydafpGOS8VuZDkJN7tv4TzENg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition"},{"id":104898,"name":"Education of Disadvantaged Groups","url":"https://www.academia.edu/Documents/in/Education_of_Disadvantaged_Groups"},{"id":822472,"name":"Bilingulism","url":"https://www.academia.edu/Documents/in/Bilingulism"}],"urls":[]}, 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="45084077"><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/45084077/T%C3%9CRK%C3%87EY%C4%B0_%C4%B0K%C4%B0NC%C4%B0_D%C4%B0L_OLARAK_ED%C4%B0NEN_%C4%B0K%C4%B0_D%C4%B0LL%C4%B0_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_PERSPEKT%C4%B0F%C4%B0NDE_%C4%B0LET%C4%B0%C5%9E%C4%B0MSEL_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0_YAKLA%C5%9EIMI"><img alt="Research paper thumbnail of TÜRKÇEYİ İKİNCİ DİL OLARAK EDİNEN İKİ DİLLİ ÖĞRENCİLERİN PERSPEKTİFİNDE İLETİŞİMSEL DİL ÖĞRETİMİ YAKLAŞIMI" class="work-thumbnail" src="https://attachments.academia-assets.com/65643634/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/45084077/T%C3%9CRK%C3%87EY%C4%B0_%C4%B0K%C4%B0NC%C4%B0_D%C4%B0L_OLARAK_ED%C4%B0NEN_%C4%B0K%C4%B0_D%C4%B0LL%C4%B0_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_PERSPEKT%C4%B0F%C4%B0NDE_%C4%B0LET%C4%B0%C5%9E%C4%B0MSEL_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0_YAKLA%C5%9EIMI">TÜRKÇEYİ İKİNCİ DİL OLARAK EDİNEN İKİ DİLLİ ÖĞRENCİLERİN PERSPEKTİFİNDE İLETİŞİMSEL DİL ÖĞRETİMİ YAKLAŞIMI</a></div><div class="wp-workCard_item"><span>EĞITIM BILIMLERI ALANINDA ULUSLARARASI ARAŞTIRMALAR</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkiye’de yaşayan ana dili eğitim dilinden farklı iki dilli öğrencilerin Türkçeyi ikinci dil ola...</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">Türkiye’de yaşayan ana dili eğitim dilinden farklı iki dilli<br />öğrencilerin Türkçeyi ikinci dil olarak edindikleri bilinmektedir.<br />Ancak zamanla Türkçe sadece öğretimin değil hayatın<br />da merkezinde yer almaktadır. Bu durum da ana dili eğitim<br />dilinden farklı iki dilli öğrencilerin ana dilini zamanla Türkçe<br />yapmaktadır. Buna karşın ikinci dili edinme süreci özellikle<br />iki dilli öğrencilerin yaşadıkları kırsal bölgelerde zorluklarla<br />gerçekleşmektedir. Her ne kadar kırsalda yaşayan bazı iki<br />dilli öğrenciler okula gelmeden evvel Türkçe konuşma konusunda<br />belirli bir seviyeyi aşmış olsalar da dildeki yeterlik<br />istenen düzeyde değildir. İki dilli öğrencilerde Türkçe yeterlik<br />seviyesini yükseltmek adına ayrı ve özel eğitim programları,<br />tedbirler bulunmamaktadır. Daha da önemlisi yeterlik bağlamında<br />dezavantajlı bazı iki dilli öğrenciler, tek dilli ve ana<br />dile (Türkçe) hâkim öğrencilerle aynı sistemde, aynı ders kitapları<br />ile eğitime devam etmektedirler. Bu da okullar-bölgeler<br />arasındaki açığı daha da büyütmektedir. Nihayetinde kırsal<br />bölgelerde yer alan iki dilli öğrencilerin başarısızlıklarının bir kaynağı da dilsel dezavantajlara bağlanmaktadır. İki dilli öğrencilerin<br />ikinci dil edinme süreçlerini geliştirmeye referans<br />olacak özgün etkinliklerin, materyallerin ve bir yaklaşımın olmadığı<br />söylenebilir. Bu bölümde ikinci dil edinimi konusunda<br />yeterliği geliştirmeyi ön plana alarak dilde belirli bir düzeyde<br />akıcılığı ve nihayetinde anlamayı hedefleyen iletişimsel<br />dil öğretimi yaklaşımı irdelenmiştir. İletişimsel dil öğretimi<br />yaklaşımının doğasına uygun materyallerin, etkinliklerin ve<br />bu yaklaşımın ilkelerinin, Türkiye’deki iki dilli öğrencilerin<br />yer aldığı sınıflardaki uygulanabilirlik boyutu sorgulanmıştır.<br />İletişimsel dil öğretimi yaklaşımının sunduğu etkinliklerin,<br />materyallerin; iki dilli öğrencilerin yer aldığı sınıflarda uygun<br />olduğu söylenebilir. Ancak iletişimsel dil öğretimi yaklaşımının<br />ikinci dili edinme sürecinde öğrencilerin ana dillerinden<br />faydalanması yönündeki gibi birtakım ilkelerinin Türkiye’de<br />uygulanabilirlik boyutunun olmadığının da dikkate alınması<br />gerekir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d503bbd1b9adc5103f7b9a33efb7f3bc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65643634,"asset_id":45084077,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65643634/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="45084077"><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="45084077"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45084077; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45084077]").text(description); $(".js-view-count[data-work-id=45084077]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45084077; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='45084077']"); 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: "d503bbd1b9adc5103f7b9a33efb7f3bc" } } $('.js-work-strip[data-work-id=45084077]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":45084077,"title":"TÜRKÇEYİ İKİNCİ DİL OLARAK EDİNEN İKİ DİLLİ\nÖĞRENCİLERİN PERSPEKTİFİNDE İLETİŞİMSEL DİL\nÖĞRETİMİ YAKLAŞIMI","translated_title":"","metadata":{"abstract":"Türkiye’de yaşayan ana dili eğitim dilinden farklı iki dilli\nöğrencilerin Türkçeyi ikinci dil olarak edindikleri bilinmektedir.\nAncak zamanla Türkçe sadece öğretimin değil hayatın\nda merkezinde yer almaktadır. Bu durum da ana dili eğitim\ndilinden farklı iki dilli öğrencilerin ana dilini zamanla Türkçe\nyapmaktadır. Buna karşın ikinci dili edinme süreci özellikle\niki dilli öğrencilerin yaşadıkları kırsal bölgelerde zorluklarla\ngerçekleşmektedir. Her ne kadar kırsalda yaşayan bazı iki\ndilli öğrenciler okula gelmeden evvel Türkçe konuşma konusunda\nbelirli bir seviyeyi aşmış olsalar da dildeki yeterlik\nistenen düzeyde değildir. İki dilli öğrencilerde Türkçe yeterlik\nseviyesini yükseltmek adına ayrı ve özel eğitim programları,\ntedbirler bulunmamaktadır. Daha da önemlisi yeterlik bağlamında\ndezavantajlı bazı iki dilli öğrenciler, tek dilli ve ana\ndile (Türkçe) hâkim öğrencilerle aynı sistemde, aynı ders kitapları\nile eğitime devam etmektedirler. Bu da okullar-bölgeler\narasındaki açığı daha da büyütmektedir. Nihayetinde kırsal\nbölgelerde yer alan iki dilli öğrencilerin başarısızlıklarının bir kaynağı da dilsel dezavantajlara bağlanmaktadır. İki dilli öğrencilerin\nikinci dil edinme süreçlerini geliştirmeye referans\nolacak özgün etkinliklerin, materyallerin ve bir yaklaşımın olmadığı\nsöylenebilir. Bu bölümde ikinci dil edinimi konusunda\nyeterliği geliştirmeyi ön plana alarak dilde belirli bir düzeyde\nakıcılığı ve nihayetinde anlamayı hedefleyen iletişimsel\ndil öğretimi yaklaşımı irdelenmiştir. İletişimsel dil öğretimi\nyaklaşımının doğasına uygun materyallerin, etkinliklerin ve\nbu yaklaşımın ilkelerinin, Türkiye’deki iki dilli öğrencilerin\nyer aldığı sınıflardaki uygulanabilirlik boyutu sorgulanmıştır.\nİletişimsel dil öğretimi yaklaşımının sunduğu etkinliklerin,\nmateryallerin; iki dilli öğrencilerin yer aldığı sınıflarda uygun\nolduğu söylenebilir. Ancak iletişimsel dil öğretimi yaklaşımının\nikinci dili edinme sürecinde öğrencilerin ana dillerinden\nfaydalanması yönündeki gibi birtakım ilkelerinin Türkiye’de\nuygulanabilirlik boyutunun olmadığının da dikkate alınması\ngerekir.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"EĞITIM BILIMLERI ALANINDA ULUSLARARASI ARAŞTIRMALAR"},"translated_abstract":"Türkiye’de yaşayan ana dili eğitim dilinden farklı iki dilli\nöğrencilerin Türkçeyi ikinci dil olarak edindikleri bilinmektedir.\nAncak zamanla Türkçe sadece öğretimin değil hayatın\nda merkezinde yer almaktadır. Bu durum da ana dili eğitim\ndilinden farklı iki dilli öğrencilerin ana dilini zamanla Türkçe\nyapmaktadır. Buna karşın ikinci dili edinme süreci özellikle\niki dilli öğrencilerin yaşadıkları kırsal bölgelerde zorluklarla\ngerçekleşmektedir. Her ne kadar kırsalda yaşayan bazı iki\ndilli öğrenciler okula gelmeden evvel Türkçe konuşma konusunda\nbelirli bir seviyeyi aşmış olsalar da dildeki yeterlik\nistenen düzeyde değildir. İki dilli öğrencilerde Türkçe yeterlik\nseviyesini yükseltmek adına ayrı ve özel eğitim programları,\ntedbirler bulunmamaktadır. Daha da önemlisi yeterlik bağlamında\ndezavantajlı bazı iki dilli öğrenciler, tek dilli ve ana\ndile (Türkçe) hâkim öğrencilerle aynı sistemde, aynı ders kitapları\nile eğitime devam etmektedirler. Bu da okullar-bölgeler\narasındaki açığı daha da büyütmektedir. Nihayetinde kırsal\nbölgelerde yer alan iki dilli öğrencilerin başarısızlıklarının bir kaynağı da dilsel dezavantajlara bağlanmaktadır. İki dilli öğrencilerin\nikinci dil edinme süreçlerini geliştirmeye referans\nolacak özgün etkinliklerin, materyallerin ve bir yaklaşımın olmadığı\nsöylenebilir. Bu bölümde ikinci dil edinimi konusunda\nyeterliği geliştirmeyi ön plana alarak dilde belirli bir düzeyde\nakıcılığı ve nihayetinde anlamayı hedefleyen iletişimsel\ndil öğretimi yaklaşımı irdelenmiştir. İletişimsel dil öğretimi\nyaklaşımının doğasına uygun materyallerin, etkinliklerin ve\nbu yaklaşımın ilkelerinin, Türkiye’deki iki dilli öğrencilerin\nyer aldığı sınıflardaki uygulanabilirlik boyutu sorgulanmıştır.\nİletişimsel dil öğretimi yaklaşımının sunduğu etkinliklerin,\nmateryallerin; iki dilli öğrencilerin yer aldığı sınıflarda uygun\nolduğu söylenebilir. Ancak iletişimsel dil öğretimi yaklaşımının\nikinci dili edinme sürecinde öğrencilerin ana dillerinden\nfaydalanması yönündeki gibi birtakım ilkelerinin Türkiye’de\nuygulanabilirlik boyutunun olmadığının da dikkate alınması\ngerekir.","internal_url":"https://www.academia.edu/45084077/T%C3%9CRK%C3%87EY%C4%B0_%C4%B0K%C4%B0NC%C4%B0_D%C4%B0L_OLARAK_ED%C4%B0NEN_%C4%B0K%C4%B0_D%C4%B0LL%C4%B0_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_PERSPEKT%C4%B0F%C4%B0NDE_%C4%B0LET%C4%B0%C5%9E%C4%B0MSEL_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0_YAKLA%C5%9EIMI","translated_internal_url":"","created_at":"2021-02-09T02:00:26.622-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":56549064,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":65643634,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65643634/thumbnails/1.jpg","file_name":"Turkceyi_Ikinci_Dil_Olarak_Edinen_Iki_Dilli_Ogrencilerin_Perspektifinde_Iletisimsel_Dil_Ogretimi_Yaklasimi.pdf","download_url":"https://www.academia.edu/attachments/65643634/download_file","bulk_download_file_name":"TURKCEYI_IKINCI_DIL_OLARAK_EDINEN_IKI_DI.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65643634/Turkceyi_Ikinci_Dil_Olarak_Edinen_Iki_Dilli_Ogrencilerin_Perspektifinde_Iletisimsel_Dil_Ogretimi_Yaklas%C4%B1m%C4%B1-libre.pdf?1612868360=\u0026response-content-disposition=attachment%3B+filename%3DTURKCEYI_IKINCI_DIL_OLARAK_EDINEN_IKI_DI.pdf\u0026Expires=1738785704\u0026Signature=CYttnJEAQNg8ifzdR4vopnKNWWdQDwNaXRBOzbcO42DfsNg1YkBhweg0OibWEBsCeWuHteFvsMmdWmvO1FgTMh339H08AI33L-LExLLGrzoZevcYKZ9tt~Cjm7Cl0q1cIXuVnHffsVoiZHOTW4UaUIdtIV1LQcTWXD-QDTAjGw~tKCWW8QrjJn3ul7ihW2NaNoO3eWwAr7eATEr~pjxIDNTmdpz6s8U-mgC8MyjN7wXI1MpsYzpgYEBmCH2UgW20V1c4AIDr4J-9zZrR2Mawrjp2NkouobNv3Gay2F~-Q-g32-pvBaKPQgq2HNh2D~~vF~o4ZtjaHka3O6MfQLSdcQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"TÜRKÇEYİ_İKİNCİ_DİL_OLARAK_EDİNEN_İKİ_DİLLİ_ÖĞRENCİLERİN_PERSPEKTİFİNDE_İLETİŞİMSEL_DİL_ÖĞRETİMİ_YAKLAŞIMI","translated_slug":"","page_count":37,"language":"tr","content_type":"Work","summary":"Türkiye’de yaşayan ana dili eğitim dilinden farklı iki dilli\nöğrencilerin Türkçeyi ikinci dil olarak edindikleri bilinmektedir.\nAncak zamanla Türkçe sadece öğretimin değil hayatın\nda merkezinde yer almaktadır. Bu durum da ana dili eğitim\ndilinden farklı iki dilli öğrencilerin ana dilini zamanla Türkçe\nyapmaktadır. Buna karşın ikinci dili edinme süreci özellikle\niki dilli öğrencilerin yaşadıkları kırsal bölgelerde zorluklarla\ngerçekleşmektedir. Her ne kadar kırsalda yaşayan bazı iki\ndilli öğrenciler okula gelmeden evvel Türkçe konuşma konusunda\nbelirli bir seviyeyi aşmış olsalar da dildeki yeterlik\nistenen düzeyde değildir. İki dilli öğrencilerde Türkçe yeterlik\nseviyesini yükseltmek adına ayrı ve özel eğitim programları,\ntedbirler bulunmamaktadır. Daha da önemlisi yeterlik bağlamında\ndezavantajlı bazı iki dilli öğrenciler, tek dilli ve ana\ndile (Türkçe) hâkim öğrencilerle aynı sistemde, aynı ders kitapları\nile eğitime devam etmektedirler. Bu da okullar-bölgeler\narasındaki açığı daha da büyütmektedir. Nihayetinde kırsal\nbölgelerde yer alan iki dilli öğrencilerin başarısızlıklarının bir kaynağı da dilsel dezavantajlara bağlanmaktadır. İki dilli öğrencilerin\nikinci dil edinme süreçlerini geliştirmeye referans\nolacak özgün etkinliklerin, materyallerin ve bir yaklaşımın olmadığı\nsöylenebilir. Bu bölümde ikinci dil edinimi konusunda\nyeterliği geliştirmeyi ön plana alarak dilde belirli bir düzeyde\nakıcılığı ve nihayetinde anlamayı hedefleyen iletişimsel\ndil öğretimi yaklaşımı irdelenmiştir. İletişimsel dil öğretimi\nyaklaşımının doğasına uygun materyallerin, etkinliklerin ve\nbu yaklaşımın ilkelerinin, Türkiye’deki iki dilli öğrencilerin\nyer aldığı sınıflardaki uygulanabilirlik boyutu sorgulanmıştır.\nİletişimsel dil öğretimi yaklaşımının sunduğu etkinliklerin,\nmateryallerin; iki dilli öğrencilerin yer aldığı sınıflarda uygun\nolduğu söylenebilir. Ancak iletişimsel dil öğretimi yaklaşımının\nikinci dili edinme sürecinde öğrencilerin ana dillerinden\nfaydalanması yönündeki gibi birtakım ilkelerinin Türkiye’de\nuygulanabilirlik boyutunun olmadığının da dikkate alınması\ngerekir.","owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":65643634,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65643634/thumbnails/1.jpg","file_name":"Turkceyi_Ikinci_Dil_Olarak_Edinen_Iki_Dilli_Ogrencilerin_Perspektifinde_Iletisimsel_Dil_Ogretimi_Yaklasimi.pdf","download_url":"https://www.academia.edu/attachments/65643634/download_file","bulk_download_file_name":"TURKCEYI_IKINCI_DIL_OLARAK_EDINEN_IKI_DI.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65643634/Turkceyi_Ikinci_Dil_Olarak_Edinen_Iki_Dilli_Ogrencilerin_Perspektifinde_Iletisimsel_Dil_Ogretimi_Yaklas%C4%B1m%C4%B1-libre.pdf?1612868360=\u0026response-content-disposition=attachment%3B+filename%3DTURKCEYI_IKINCI_DIL_OLARAK_EDINEN_IKI_DI.pdf\u0026Expires=1738785704\u0026Signature=CYttnJEAQNg8ifzdR4vopnKNWWdQDwNaXRBOzbcO42DfsNg1YkBhweg0OibWEBsCeWuHteFvsMmdWmvO1FgTMh339H08AI33L-LExLLGrzoZevcYKZ9tt~Cjm7Cl0q1cIXuVnHffsVoiZHOTW4UaUIdtIV1LQcTWXD-QDTAjGw~tKCWW8QrjJn3ul7ihW2NaNoO3eWwAr7eATEr~pjxIDNTmdpz6s8U-mgC8MyjN7wXI1MpsYzpgYEBmCH2UgW20V1c4AIDr4J-9zZrR2Mawrjp2NkouobNv3Gay2F~-Q-g32-pvBaKPQgq2HNh2D~~vF~o4ZtjaHka3O6MfQLSdcQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition"}],"urls":[]}, 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="44734071"><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/44734071/T%C3%BCrkiye_de_Ya%C5%9Fayan_%C4%B0ki_Dilli_%C3%96%C4%9Frenciler_Ba%C4%9Flam%C4%B1nda_%C4%B0kinci_Dil_Edinimi_%C4%B0le_%C4%B0lgili_Temel_Yakla%C5%9F%C4%B1mlar%C4%B1n_De%C4%9Ferlendirilmesi"><img alt="Research paper thumbnail of Türkiye’de Yaşayan İki Dilli Öğrenciler Bağlamında İkinci Dil Edinimi İle İlgili Temel Yaklaşımların Değerlendirilmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/65218859/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/44734071/T%C3%BCrkiye_de_Ya%C5%9Fayan_%C4%B0ki_Dilli_%C3%96%C4%9Frenciler_Ba%C4%9Flam%C4%B1nda_%C4%B0kinci_Dil_Edinimi_%C4%B0le_%C4%B0lgili_Temel_Yakla%C5%9F%C4%B1mlar%C4%B1n_De%C4%9Ferlendirilmesi">Türkiye’de Yaşayan İki Dilli Öğrenciler Bağlamında İkinci Dil Edinimi İle İlgili Temel Yaklaşımların Değerlendirilmesi</a></div><div class="wp-workCard_item"><span>TÜRKİYE’DE YAŞAYAN İKİ DİLLİ ÖĞRENCİLER BAĞLAMINDA İKİNCİ DİL EDİNİMİ İLE İLGİLİ TEMEL YAKLAŞIMLARIN DEĞERLENDİRİLMESİ</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkiye’de ana dili eğitim dilinden farklı iki dilli öğrenciler Türkçeyi ikinci dil edinme süreçl...</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">Türkiye’de ana dili eğitim dilinden farklı iki dilli öğrenciler Türkçeyi ikinci dil edinme süreçlerinde zaman<br />zaman zorlayıcı bir sürecin içerisine girmektedirler. Çoğu zaman okula başlamadan önce Türkçe konusunda<br />belirli bir olgunluğa sahip olsalar da bu sürecin informal bir özellik taşıdığı söylenebilir. İki dilli öğrencilerde<br />ikinci dil edinimi başarılı bir şekilde gerçekleşmediği zaman birtakım olumsuzluklar ortaya çıkabilmektedir. Bu<br />çalışmada ikinci dil edinimi ile ilgili temel yaklaşımların ilkeleri dikkate alınarak iki dilli öğrencilerle ilgili genel bir<br />değerlendirme yapılmıştır. Yapılan değerlendirmede davranışçı, bilişsel, doğuştancı ve etkileşimci yaklaşımların<br />ikinci dil edinimi ile ilgili ortaya attıkları görüşler tartışılmıştır. Bu tartışma yapılırken Türkiye’de yaşayan iki dilli<br />öğrencilerle ilgili de bir ilişkilendirme yoluna gidilmiştir. İkinci dil edinimi ile ilgili birtakım ilkeleri paylaşan<br />yaklaşımların içeriğine bakıldığında Türkiye’de iki dilli öğrencilerin dil edinme süreçlerindeki bazı hususlara<br />açıklık getirilmeye çalışılmıştır. İki dilli öğrencilerin ikinci dil edinimlerinde çevre ile etkileşimlerinin, anlaşılır<br />dil girdilerine maruz kalmanın önemli olduğu belirlenmiştir. Benzer şekilde ikinci dil edinmede taklitin, tekrarın<br />yeterli olmadığı da anlaşılmaktadır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dadf00894698a6b7bd1f3214b5b67053" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65218859,"asset_id":44734071,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65218859/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="44734071"><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="44734071"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44734071; 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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="44734046"><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/44734046/%C4%B0kinci_Dil_Edinimindeki_%C4%B0lkokul_%C3%96%C4%9Frencileri_Stephen_Krashen_in_Monit%C3%B6r_Hipotezi_Perspektifinden_Kuramsal_Bir_De%C4%9Ferlendirme"><img alt="Research paper thumbnail of İkinci Dil Edinimindeki İlkokul Öğrencileri: Stephen Krashen’in Monitör Hipotezi Perspektifinden Kuramsal Bir Değerlendirme" class="work-thumbnail" src="https://attachments.academia-assets.com/65218835/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/44734046/%C4%B0kinci_Dil_Edinimindeki_%C4%B0lkokul_%C3%96%C4%9Frencileri_Stephen_Krashen_in_Monit%C3%B6r_Hipotezi_Perspektifinden_Kuramsal_Bir_De%C4%9Ferlendirme">İkinci Dil Edinimindeki İlkokul Öğrencileri: Stephen Krashen’in Monitör Hipotezi Perspektifinden Kuramsal Bir Değerlendirme</a></div><div class="wp-workCard_item"><span>İKİNCİ DİL EDİNİMİNDEKİ İLKOKUL ÖĞRENCİLERİ: STEPHEN KRASHEN’İN MONİTÖR HİPOTEZİ PERSPEKTİFİNDEN KURAMSAL BİR DEĞERLENDİRME</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkiye’de ana dili eğitim dilinden farklı iki dilli öğrencilerin Türkçeyi ikinci dil olarak edin...</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">Türkiye’de ana dili eğitim dilinden farklı iki dilli öğrencilerin Türkçeyi ikinci dil olarak edindikleri bilinmektedir.<br />Türkçe aynı zamanda Türkiye’de resmi dil olarak kabul edildiği ve günlük hayatta daha yoğun kullanıldığı için<br />ikinci dil ediniminde olan iki dilli öğrenciler için ana dil zamanla Türkçe olmaya başlamaktadır. Türkçe’nin<br />ikinci dil edinme sürecinin başarılı bir şekilde gerçekleşememesi beraberinde birtakım olumsuz sonuçları da<br />getirmektedir. Okuduğunu anlayamama, akıcı okuyamama vb. okuma sorunları bu olumsuzluklar arasında yer<br />almaktadır. Bu olumsuzluklar nihayetinde ulusal ve uluslararası sınav sonuçlarına da yansımaktadır. Öyle ki iki dilli<br />öğrencilerin yoğun düzeyde yaşadıkları Doğu ve Güney Doğu Anadolu bölgelerinde bu sorunların günümüzde<br />hala devam ettiği söylenebilir. O bakımdan söz konusu sorunlar ikinci dil edinme sürecinin irdelenmesi ihtiyacını<br />gündeme getirmektedir. Bu çalışmada ikinci dil edinme sürecinin nasıl bir seyir izlediği, iki dilli öğrencilerin ne<br />tür zorluklarla karşılaştıkları, kimlerin ne gibi sorumluluklar üstlenmesi gerektiği Stephen Krashen’in monitör<br />hipotezi bağlamında değerlendirilmiştir. Krashen’e göre ikinci dil ediniminde doğal bir düzen söz konusu olduğu<br />için ihmal edilen ve dikkate alınmayan hususlar olduğunda birtakım olumsuzluklar ortaya çıkabilmektedir.<br />Özellikle de ikinci dil ediniminde öğretmenlerin bu süreçte kritik bir role sahip olduğu vurgulanmaktadır. Bu<br />hipotez; ikinci dil ediniminde dilbilgisini arka planda tutmaktadır. Daha da önemlisi anlamanın, ikinci dile ait<br />anlaşılır girdiye daha çok maruz kalmanın önemine dikkat çekmektedir. Nitekim Türkiye’de de anlamaya dayalı<br />değil dilbilgisi ağırlıklı ikinci dil ediniminin öncelikli olduğu bilinmektedir. Bu durumda da iki dilli öğrencilerin<br />ikinci dil edinimlerinde yaşanan zorluklar uzun vadede başka sorunlara yol açmaktadır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f8d73f4a8f3f306b3984db9b5b45182f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65218835,"asset_id":44734046,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65218835/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="44734046"><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="44734046"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44734046; 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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="44626703"><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/44626703/The_study_of_reading_fluency_and_reading_comprehension_skills_of_primary_school_students_whose_mother_tongue_is_different"><img alt="Research paper thumbnail of The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different" class="work-thumbnail" src="https://attachments.academia-assets.com/65095934/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/44626703/The_study_of_reading_fluency_and_reading_comprehension_skills_of_primary_school_students_whose_mother_tongue_is_different">The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different</a></div><div class="wp-workCard_item"><span>The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this research is to analyse reading fluency and comprehension skills of different ...</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 purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those  whose  mother  tongue  is Turkish,  and  those  who  is  Kurdish.  As  a  result  of  the  research,  it  was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b893eff5f5dd9ddba91456387ef8b41f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65095934,"asset_id":44626703,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65095934/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="44626703"><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="44626703"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44626703; 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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="44098491"><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/44098491/The_Evaluation_of_a_Book_Planned_For_Primary_School_Second_Year_Students_Whose_Native_Language_Different_From_Language_of_Educat%C4%B1on"><img alt="Research paper thumbnail of The Evaluation of a Book Planned For Primary School Second Year Students Whose Native Language Different From Language of Educatıon" class="work-thumbnail" src="https://attachments.academia-assets.com/64445685/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/44098491/The_Evaluation_of_a_Book_Planned_For_Primary_School_Second_Year_Students_Whose_Native_Language_Different_From_Language_of_Educat%C4%B1on">The Evaluation of a Book Planned For Primary School Second Year Students Whose Native Language Different From Language of Educatıon</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Çalışmanın amacı; ana dili eğitim dilinden farklı ilkokul ikinci sınıf öğrencileri için tasarlana...</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">Çalışmanın amacı; ana dili eğitim dilinden farklı ilkokul ikinci sınıf öğrencileri için tasarlanan kitabın içerik, resimleme, anlama ve anlatma becerileri açısından değerlendirilmesidir. Amaç kapsamında araştırmacılar tarafından geliştirilen resimli çocuk kitabı ikinci sınıf öğrencilerine uygulanmıştır. Araştırmaya Van ilinde bulunan bir ilkokulda 31 kız ve 25 erkekten oluşan toplam 56 öğrenci katılmıştır. Kitabın içerik ve resimleme açısından incelenmesi için Gönen, vd., (2016) tarafından geliştirilen resimli çocuk kitapları inceleme formu kullanılmıştır. İlkokul ikinci sınıf öğrencilerinin sözlü anlatım ve tepkilerini belirlemek için Ulusoy (2017) tarafından geliştirilen 'Sözlü Anlatım ve Tepkileri Gözlem Formu' uygulanmıştır. Ayrıca öğrencilerin anlama becerilerini ölçmek amacıyla araştırmacılar tarafından geliştirilen 6 adet anlamaya yönelik soru kullanılmıştır. Kitap, anlama ve anlatma becerileri açısından incelendiğinde içeriğin öğrenciler tarafından anlaşıldığı ve öğrencilerin içeriği sözlü olarak ifade edebildikleri sonucuna varılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c529f167184de76897ef2df4d6647328" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64445685,"asset_id":44098491,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64445685/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="44098491"><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="44098491"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44098491; 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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="42767112"><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/42767112/Investigation_of_Reading_Anxiety_of_Bilingual_Students"><img alt="Research paper thumbnail of Investigation of Reading Anxiety of Bilingual Students" class="work-thumbnail" src="https://attachments.academia-assets.com/62989755/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/42767112/Investigation_of_Reading_Anxiety_of_Bilingual_Students">Investigation of Reading Anxiety of Bilingual Students</a></div><div class="wp-workCard_item"><span>Investigation of Reading Anxiety of Bilingual Students</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In Turkey, there are bilingual students who are mother tongue is different from the language of e...</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">In Turkey, there are bilingual students who are mother tongue is<br />different from the language of education. These students can use<br />their mother tongue freely in their daily lives. On the other hand,<br />when they meet the offical language (Turkish) education in the<br />education process, they often have difficulties. It should be noted<br />that some problems have arisen as a result of the difficulties<br />experienced. We can say that the problems seen in bilingual students<br />are concentrated around reading. In such a situation, anxiety<br />becomes inevitable for bilingual students. The aim of this study;<br />mother tongue education is different from the language of bilingual<br />secondary school 5., 6., 7. and 8. class students read their concerns;<br />gender, grade level, and according to the socio-economic level<br />variable is to examine whether differentiating differentiation. The<br />criteria from the province of Van, the survey sampling via 315<br />selected schools bilingual (146, male 179) student. In the study,<br />‘Reading Anxiety Scale’ developed by Çeliktürk and Yamaç (2015)<br />was used to determine the reading anxiety of bilingual secondary<br />school students. According to the results of the study, the Cronbach's<br />Alpha coefficient calculated for the whole Reading Anxiety Scale was<br />found to be 0.95. Findings obtained at the end of the study showed<br />that female and male students' reading anxiety levels were similar. It<br />was also concluded that 5th grade students had lower levels of<br />anxiety for reading. In other words, as the grade level increases, the<br />level of reading anxiety increases in bilingual students. In addition,<br />as the socio-economic level was poor, students' anxiety about<br />reading was high.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="02f33c8ff8c0f5c2293715bec0d2e8a1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62989755,"asset_id":42767112,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62989755/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="42767112"><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="42767112"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42767112; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "02f33c8ff8c0f5c2293715bec0d2e8a1" } } $('.js-work-strip[data-work-id=42767112]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42767112,"title":"Investigation of Reading Anxiety of Bilingual Students","internal_url":"https://www.academia.edu/42767112/Investigation_of_Reading_Anxiety_of_Bilingual_Students","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":62989755,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/62989755/thumbnails/1.jpg","file_name":"Iki_dilli_ogrencilerin_okuma_kaygilarinin_incelenmesi20200417-25007-1x59fvu.pdf","download_url":"https://www.academia.edu/attachments/62989755/download_file","bulk_download_file_name":"Investigation_of_Reading_Anxiety_of_Bili.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/62989755/Iki_dilli_ogrencilerin_okuma_kaygilarinin_incelenmesi20200417-25007-1x59fvu-libre.pdf?1587138406=\u0026response-content-disposition=attachment%3B+filename%3DInvestigation_of_Reading_Anxiety_of_Bili.pdf\u0026Expires=1741301404\u0026Signature=UF6qTsGr6eh7TqoDwclYjtu7RxzWgApycmqKu2BSv76bpzPezWeKtaQVprZmXVksFg5D3OsX1ElXEmFjQlOu1uKV-Vw4Cu8OFKo-TL6dHiABYl4vt-DdKWtXlAObSjct0yCGtBFWZrz60krzo5N0ZlTNXhXtLd7s-RNXrNMfQUaOjU98iaZQiqk5qdNDhS0wl7lLVfGQ6qpgzkXY~F-oWGh-FA4YET9p~cJeNJzOY2PgzVbv1HKYMI-inGFuR2BHVBEIZQ0ErvT0HPPEiF-hzUv-F-XltWLzQKKM7L34h8VoXHDlVE9kpc5QrCTBLArV7SKfaslTV93QznvbbxBgzg__\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="38069326"><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/38069326/INVESTIGATION_OF_READING_ATTITUDES_OF_4TH_GRADE_STUDENTS_OF_THE_PRIMARY_SCHOOL_ACCORDING_TO_VARIOUS_VARIABLES"><img alt="Research paper thumbnail of INVESTIGATION OF READING ATTITUDES OF 4TH GRADE STUDENTS OF THE PRIMARY SCHOOL ACCORDING TO VARIOUS VARIABLES" class="work-thumbnail" src="https://attachments.academia-assets.com/58094375/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/38069326/INVESTIGATION_OF_READING_ATTITUDES_OF_4TH_GRADE_STUDENTS_OF_THE_PRIMARY_SCHOOL_ACCORDING_TO_VARIOUS_VARIABLES">INVESTIGATION OF READING ATTITUDES OF 4TH GRADE STUDENTS OF THE PRIMARY SCHOOL ACCORDING TO VARIOUS VARIABLES</a></div><div class="wp-workCard_item"><span>İLKOKUL 4. SINIF ÖĞRENCİLERİNİN OKUMA TUTUMLARININ ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ÖZET Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez...</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">ÖZET Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez fakat tutumun yarattığı sonuçları görmek mümkündür. Tutum ile okuma arasında da doğrudan bir ilişki olduğu söyleyebiliriz. Bu manada okuma tutumunun da arz ettiği anlamı ve önemi iyi sorgulamak gerekir. Okuma tutumu da öğrencilerin okumaya dair süreçlerinde yarattığı sonuç bakımdan, ayrı bir öneme sahiptir. Öğrencilerin okumaya karşı olan hislerini ve tepkilerini kapsamaktadır. Bu çalışmanın amacı; ilkokul 4. sınıf öğrencilerinin okuma tutumlarının cinsiyet, sosyo-ekonomik düzey gibi değişkenlere göre farklılaşıp farklılaşmadığını incelemektir. Araştırmaya Van ilinde tabakalı örneklem yöntemi yolu ile seçilen okullardan 340 (kız 184, erkek 156) öğrenci katılmıştır. Araştırmada ilkokul öğrencilerinin okuma tutumlarını belirlemek için McKenna ve Kear (1990) tarafından geliştirilen, Kocaarslan(2016) tarafından Türkçeye uyarlanan 'Garfield Görselli Okuma Tutumu Ölçeği' kullanılmıştır. Garfield Görselli Okuma Tutumu Ölçeğine ilişkin olarak hesaplanan Cronbach alfa katsayısı 0.77 olarak bulunmuştur. Verilerin analizinde tek yönlü MANOVA; iki grubun ortalamalarını karşılaştırarak aralarında anlamlı bir fark olup olmadığını belirlemek için t-testi, ikiden fazla grubun karşılaştırılması için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre; kız öğrenciler ile erkek öğrencilerin okuma tutumları puanlarında, kız öğrencilerin lehine anlamlı farklılıklar ortaya çıkmıştır. Sosyo-ekonomik düzey bakımından bakıldığında ise üst sosyo-ekonomik düzeyde yer alan öğrencilerin okuma tutumlarının daha yüksek çıktığı görülmektedir.<br /><br />ABSTRACT<br />Attitude has a significant impact on behavior and success.<br />Attitude cannot be observed directly but it is possible to see the results<br />of an attitude. We can say that there is a direct relationship between<br />attitude and reading. In this sense, it is necessary to question the<br />meaning and importance of reading attitude. Reading attitude also has<br />a special importance in terms of results of the students in reading<br />processes. It includes the feelings and reactions of the students towards<br />reading. The aim of this study is to examine whether the reading<br />attitudes of the 4th grade students differ according to variables such as<br />gender and socio-economic level. 340 students (184 of them are girls,<br />156 of them are boys) were enrolled in this study and they were selected<br />by stratified sampling method. In order to determine the reading<br />attitudes of primary school students Garfield Visual Reading Attitude<br />Scale that was developed by McKenna and Kear (1990) and adapted to<br />Turkish by Kocaarslan (2016) was used. The Cronbach’s alpha<br />coefficient was calculated as 0.77 for the Garfield Visual Reading<br />Attitude Scale. In data analysis one way MANOVA was used; t-test was<br />used to determine whether there was a significant difference between<br />two groups and one-way analysis of variance (ANOVA) was used to<br />compare more than two groups. According to findings of the study;<br />there were significant differences between the reading attitude scores of<br />the female students and male students in favor of the female students.<br />In terms of socio-economic level, it is observed that the reading<br />attitudes of the students in upper socio-economic level are higher.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="531d9edb2784d82ac4f7ebf35dcb64bf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58094375,"asset_id":38069326,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58094375/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="38069326"><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="38069326"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38069326; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38069326]").text(description); $(".js-view-count[data-work-id=38069326]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38069326; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38069326']"); 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: "531d9edb2784d82ac4f7ebf35dcb64bf" } } $('.js-work-strip[data-work-id=38069326]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38069326,"title":"INVESTIGATION OF READING ATTITUDES OF 4TH GRADE\nSTUDENTS OF THE PRIMARY SCHOOL ACCORDING TO\nVARIOUS VARIABLES","translated_title":"","metadata":{"doi":"10.7827/TurkishStudies.14352","issue":"27","volume":"13","abstract":"ÖZET Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez fakat tutumun yarattığı sonuçları görmek mümkündür. Tutum ile okuma arasında da doğrudan bir ilişki olduğu söyleyebiliriz. Bu manada okuma tutumunun da arz ettiği anlamı ve önemi iyi sorgulamak gerekir. Okuma tutumu da öğrencilerin okumaya dair süreçlerinde yarattığı sonuç bakımdan, ayrı bir öneme sahiptir. Öğrencilerin okumaya karşı olan hislerini ve tepkilerini kapsamaktadır. Bu çalışmanın amacı; ilkokul 4. sınıf öğrencilerinin okuma tutumlarının cinsiyet, sosyo-ekonomik düzey gibi değişkenlere göre farklılaşıp farklılaşmadığını incelemektir. Araştırmaya Van ilinde tabakalı örneklem yöntemi yolu ile seçilen okullardan 340 (kız 184, erkek 156) öğrenci katılmıştır. Araştırmada ilkokul öğrencilerinin okuma tutumlarını belirlemek için McKenna ve Kear (1990) tarafından geliştirilen, Kocaarslan(2016) tarafından Türkçeye uyarlanan 'Garfield Görselli Okuma Tutumu Ölçeği' kullanılmıştır. Garfield Görselli Okuma Tutumu Ölçeğine ilişkin olarak hesaplanan Cronbach alfa katsayısı 0.77 olarak bulunmuştur. Verilerin analizinde tek yönlü MANOVA; iki grubun ortalamalarını karşılaştırarak aralarında anlamlı bir fark olup olmadığını belirlemek için t-testi, ikiden fazla grubun karşılaştırılması için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre; kız öğrenciler ile erkek öğrencilerin okuma tutumları puanlarında, kız öğrencilerin lehine anlamlı farklılıklar ortaya çıkmıştır. Sosyo-ekonomik düzey bakımından bakıldığında ise üst sosyo-ekonomik düzeyde yer alan öğrencilerin okuma tutumlarının daha yüksek çıktığı görülmektedir.\n\nABSTRACT\nAttitude has a significant impact on behavior and success.\nAttitude cannot be observed directly but it is possible to see the results\nof an attitude. We can say that there is a direct relationship between\nattitude and reading. In this sense, it is necessary to question the\nmeaning and importance of reading attitude. Reading attitude also has\na special importance in terms of results of the students in reading\nprocesses. It includes the feelings and reactions of the students towards\nreading. The aim of this study is to examine whether the reading\nattitudes of the 4th grade students differ according to variables such as\ngender and socio-economic level. 340 students (184 of them are girls,\n156 of them are boys) were enrolled in this study and they were selected\nby stratified sampling method. In order to determine the reading\nattitudes of primary school students Garfield Visual Reading Attitude\nScale that was developed by McKenna and Kear (1990) and adapted to\nTurkish by Kocaarslan (2016) was used. The Cronbach’s alpha\ncoefficient was calculated as 0.77 for the Garfield Visual Reading\nAttitude Scale. In data analysis one way MANOVA was used; t-test was\nused to determine whether there was a significant difference between\ntwo groups and one-way analysis of variance (ANOVA) was used to\ncompare more than two groups. According to findings of the study;\nthere were significant differences between the reading attitude scores of\nthe female students and male students in favor of the female students.\nIn terms of socio-economic level, it is observed that the reading\nattitudes of the students in upper socio-economic level are higher. ","page_numbers":"1767-1783","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"İLKOKUL 4. SINIF ÖĞRENCİLERİNİN OKUMA TUTUMLARININ ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ"},"translated_abstract":"ÖZET Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez fakat tutumun yarattığı sonuçları görmek mümkündür. Tutum ile okuma arasında da doğrudan bir ilişki olduğu söyleyebiliriz. Bu manada okuma tutumunun da arz ettiği anlamı ve önemi iyi sorgulamak gerekir. Okuma tutumu da öğrencilerin okumaya dair süreçlerinde yarattığı sonuç bakımdan, ayrı bir öneme sahiptir. Öğrencilerin okumaya karşı olan hislerini ve tepkilerini kapsamaktadır. Bu çalışmanın amacı; ilkokul 4. sınıf öğrencilerinin okuma tutumlarının cinsiyet, sosyo-ekonomik düzey gibi değişkenlere göre farklılaşıp farklılaşmadığını incelemektir. Araştırmaya Van ilinde tabakalı örneklem yöntemi yolu ile seçilen okullardan 340 (kız 184, erkek 156) öğrenci katılmıştır. Araştırmada ilkokul öğrencilerinin okuma tutumlarını belirlemek için McKenna ve Kear (1990) tarafından geliştirilen, Kocaarslan(2016) tarafından Türkçeye uyarlanan 'Garfield Görselli Okuma Tutumu Ölçeği' kullanılmıştır. Garfield Görselli Okuma Tutumu Ölçeğine ilişkin olarak hesaplanan Cronbach alfa katsayısı 0.77 olarak bulunmuştur. Verilerin analizinde tek yönlü MANOVA; iki grubun ortalamalarını karşılaştırarak aralarında anlamlı bir fark olup olmadığını belirlemek için t-testi, ikiden fazla grubun karşılaştırılması için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre; kız öğrenciler ile erkek öğrencilerin okuma tutumları puanlarında, kız öğrencilerin lehine anlamlı farklılıklar ortaya çıkmıştır. Sosyo-ekonomik düzey bakımından bakıldığında ise üst sosyo-ekonomik düzeyde yer alan öğrencilerin okuma tutumlarının daha yüksek çıktığı görülmektedir.\n\nABSTRACT\nAttitude has a significant impact on behavior and success.\nAttitude cannot be observed directly but it is possible to see the results\nof an attitude. We can say that there is a direct relationship between\nattitude and reading. In this sense, it is necessary to question the\nmeaning and importance of reading attitude. Reading attitude also has\na special importance in terms of results of the students in reading\nprocesses. It includes the feelings and reactions of the students towards\nreading. The aim of this study is to examine whether the reading\nattitudes of the 4th grade students differ according to variables such as\ngender and socio-economic level. 340 students (184 of them are girls,\n156 of them are boys) were enrolled in this study and they were selected\nby stratified sampling method. In order to determine the reading\nattitudes of primary school students Garfield Visual Reading Attitude\nScale that was developed by McKenna and Kear (1990) and adapted to\nTurkish by Kocaarslan (2016) was used. The Cronbach’s alpha\ncoefficient was calculated as 0.77 for the Garfield Visual Reading\nAttitude Scale. In data analysis one way MANOVA was used; t-test was\nused to determine whether there was a significant difference between\ntwo groups and one-way analysis of variance (ANOVA) was used to\ncompare more than two groups. According to findings of the study;\nthere were significant differences between the reading attitude scores of\nthe female students and male students in favor of the female students.\nIn terms of socio-economic level, it is observed that the reading\nattitudes of the students in upper socio-economic level are higher. ","internal_url":"https://www.academia.edu/38069326/INVESTIGATION_OF_READING_ATTITUDES_OF_4TH_GRADE_STUDENTS_OF_THE_PRIMARY_SCHOOL_ACCORDING_TO_VARIOUS_VARIABLES","translated_internal_url":"","created_at":"2019-01-01T06:54:59.328-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":56549064,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":58094375,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58094375/thumbnails/1.jpg","file_name":"1303735200_93YusufKiziltas-egt-1767-1783.pdf","download_url":"https://www.academia.edu/attachments/58094375/download_file","bulk_download_file_name":"INVESTIGATION_OF_READING_ATTITUDES_OF_4T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58094375/1303735200_93YusufKiziltas-egt-1767-1783-libre.pdf?1546354712=\u0026response-content-disposition=attachment%3B+filename%3DINVESTIGATION_OF_READING_ATTITUDES_OF_4T.pdf\u0026Expires=1738785705\u0026Signature=OPb3IG9q7cEcuaz-9FT8Zln4apG5QkebCzMGIWSunxFES9lKwnc8J~At~ZxwAXgXMDNNttAJM7Qa6agZZpIhU51Psqk~xCBnR-SJbImx2vjmetU~O~IaPBJ6i2v0w18wVPzzXdLGuUcZc7TJg6iwCnVrj0DcLxbOuZaC8kqC94aJdiwrhE0KnAxknt1DlMZ8lCXWx3DKK2W34pkRAncbZ-JPMkCjIhfwE75-wO3Ll3Ift5ZoPmdZC9sQcycReBl-gcqaonidqgTR7w~fap7tyfdwrN9mxX79FAdglY9uRuJEO7JwDe7iit-hEp4DFrs7IkU4V17iD86C0xnqvq-~Yg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"INVESTIGATION_OF_READING_ATTITUDES_OF_4TH_GRADE_STUDENTS_OF_THE_PRIMARY_SCHOOL_ACCORDING_TO_VARIOUS_VARIABLES","translated_slug":"","page_count":17,"language":"tr","content_type":"Work","summary":"ÖZET Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez fakat tutumun yarattığı sonuçları görmek mümkündür. Tutum ile okuma arasında da doğrudan bir ilişki olduğu söyleyebiliriz. Bu manada okuma tutumunun da arz ettiği anlamı ve önemi iyi sorgulamak gerekir. Okuma tutumu da öğrencilerin okumaya dair süreçlerinde yarattığı sonuç bakımdan, ayrı bir öneme sahiptir. Öğrencilerin okumaya karşı olan hislerini ve tepkilerini kapsamaktadır. Bu çalışmanın amacı; ilkokul 4. sınıf öğrencilerinin okuma tutumlarının cinsiyet, sosyo-ekonomik düzey gibi değişkenlere göre farklılaşıp farklılaşmadığını incelemektir. Araştırmaya Van ilinde tabakalı örneklem yöntemi yolu ile seçilen okullardan 340 (kız 184, erkek 156) öğrenci katılmıştır. Araştırmada ilkokul öğrencilerinin okuma tutumlarını belirlemek için McKenna ve Kear (1990) tarafından geliştirilen, Kocaarslan(2016) tarafından Türkçeye uyarlanan 'Garfield Görselli Okuma Tutumu Ölçeği' kullanılmıştır. Garfield Görselli Okuma Tutumu Ölçeğine ilişkin olarak hesaplanan Cronbach alfa katsayısı 0.77 olarak bulunmuştur. Verilerin analizinde tek yönlü MANOVA; iki grubun ortalamalarını karşılaştırarak aralarında anlamlı bir fark olup olmadığını belirlemek için t-testi, ikiden fazla grubun karşılaştırılması için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre; kız öğrenciler ile erkek öğrencilerin okuma tutumları puanlarında, kız öğrencilerin lehine anlamlı farklılıklar ortaya çıkmıştır. Sosyo-ekonomik düzey bakımından bakıldığında ise üst sosyo-ekonomik düzeyde yer alan öğrencilerin okuma tutumlarının daha yüksek çıktığı görülmektedir.\n\nABSTRACT\nAttitude has a significant impact on behavior and success.\nAttitude cannot be observed directly but it is possible to see the results\nof an attitude. We can say that there is a direct relationship between\nattitude and reading. In this sense, it is necessary to question the\nmeaning and importance of reading attitude. Reading attitude also has\na special importance in terms of results of the students in reading\nprocesses. It includes the feelings and reactions of the students towards\nreading. The aim of this study is to examine whether the reading\nattitudes of the 4th grade students differ according to variables such as\ngender and socio-economic level. 340 students (184 of them are girls,\n156 of them are boys) were enrolled in this study and they were selected\nby stratified sampling method. In order to determine the reading\nattitudes of primary school students Garfield Visual Reading Attitude\nScale that was developed by McKenna and Kear (1990) and adapted to\nTurkish by Kocaarslan (2016) was used. The Cronbach’s alpha\ncoefficient was calculated as 0.77 for the Garfield Visual Reading\nAttitude Scale. In data analysis one way MANOVA was used; t-test was\nused to determine whether there was a significant difference between\ntwo groups and one-way analysis of variance (ANOVA) was used to\ncompare more than two groups. According to findings of the study;\nthere were significant differences between the reading attitude scores of\nthe female students and male students in favor of the female students.\nIn terms of socio-economic level, it is observed that the reading\nattitudes of the students in upper socio-economic level are higher. ","owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":58094375,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58094375/thumbnails/1.jpg","file_name":"1303735200_93YusufKiziltas-egt-1767-1783.pdf","download_url":"https://www.academia.edu/attachments/58094375/download_file","bulk_download_file_name":"INVESTIGATION_OF_READING_ATTITUDES_OF_4T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58094375/1303735200_93YusufKiziltas-egt-1767-1783-libre.pdf?1546354712=\u0026response-content-disposition=attachment%3B+filename%3DINVESTIGATION_OF_READING_ATTITUDES_OF_4T.pdf\u0026Expires=1738785705\u0026Signature=OPb3IG9q7cEcuaz-9FT8Zln4apG5QkebCzMGIWSunxFES9lKwnc8J~At~ZxwAXgXMDNNttAJM7Qa6agZZpIhU51Psqk~xCBnR-SJbImx2vjmetU~O~IaPBJ6i2v0w18wVPzzXdLGuUcZc7TJg6iwCnVrj0DcLxbOuZaC8kqC94aJdiwrhE0KnAxknt1DlMZ8lCXWx3DKK2W34pkRAncbZ-JPMkCjIhfwE75-wO3Ll3Ift5ZoPmdZC9sQcycReBl-gcqaonidqgTR7w~fap7tyfdwrN9mxX79FAdglY9uRuJEO7JwDe7iit-hEp4DFrs7IkU4V17iD86C0xnqvq-~Yg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2033940,"name":"Okuma Tutumu","url":"https://www.academia.edu/Documents/in/Okuma_Tutumu"}],"urls":[]}, 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="36058789"><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/36058789/The_Attitudes_of_Secondary_School_Students_Toward_School_And_Reading_A_Comparison_In_Terms_of_Mother_Tongue_Gender_And_Class_Level"><img alt="Research paper thumbnail of The Attitudes of Secondary School Students Toward School And Reading: A Comparison In Terms of Mother Tongue, Gender And Class Level" class="work-thumbnail" src="https://attachments.academia-assets.com/55944297/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/36058789/The_Attitudes_of_Secondary_School_Students_Toward_School_And_Reading_A_Comparison_In_Terms_of_Mother_Tongue_Gender_And_Class_Level">The Attitudes of Secondary School Students Toward School And Reading: A Comparison In Terms of Mother Tongue, Gender And Class Level</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://independent.academia.edu/IJELS">International Journal of Education & Literacy Studies [IJELS]</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/YKIZILTA%C5%9E">Yusuf KIZILTAŞ</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It is important to determine whether the school attitude of secondary school students has an infl...</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">It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is to examine the relationship between the attitudes of 5 th , 6 th , 7 th and 8 th grade secondary school students toward the school and reading. In addition, the study also examines whether the attitude towards reading and school differs according to gender, class, and mother tongue variables. A total of 513 students (235 females, 278 males) attending secondary school in the province of Van in Turkeyparticipated in the research. In the study, Attitude Scale toward Reading developed by Alıcı (2013) is used in order to measure the attitudes of the students towards the school. Additionally, Reading Attitude Scale for Elementary Second Grade Students developed by Özbay and Uyar (2009) isused to measure the students' attitudes towards reading. According to the results, there is a moderate significant relation between students' attitudes toward the school and attitudes toward reading. According to the findings obtained from the study,it is seen that the attitudes of female students toward the school are more positive than those of male students. It is concluded that the attitudes of 5 th grade students toward the school are more positive than those of the other students. Furthermore, students whose mother tongue is Turkish have more positive reading attitudes than the students whose mother tongue is Kurdish or one of other languages (Arabic, Persian, and so on).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b967859fd8914aac33693ee14285f32b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55944297,"asset_id":36058789,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55944297/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="36058789"><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="36058789"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36058789; 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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="10745252" id="papers"><div class="js-work-strip profile--work_container" data-work-id="104124418"><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/104124418/A_MODERN_PROBLEM_FACED_BY_PRIMARY_SCHOOL_STUDENTS_IN_DISADVANTAGED_REGIONS_THE_TEACHER_INFLUENCER"><img alt="Research paper thumbnail of A MODERN PROBLEM FACED BY PRIMARY SCHOOL STUDENTS IN DISADVANTAGED REGIONS: THE TEACHER INFLUENCER" class="work-thumbnail" src="https://attachments.academia-assets.com/103934754/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/104124418/A_MODERN_PROBLEM_FACED_BY_PRIMARY_SCHOOL_STUDENTS_IN_DISADVANTAGED_REGIONS_THE_TEACHER_INFLUENCER">A MODERN PROBLEM FACED BY PRIMARY SCHOOL STUDENTS IN DISADVANTAGED REGIONS: THE TEACHER INFLUENCER</a></div><div class="wp-workCard_item"><span>A MODERN PROBLEM FACED BY PRIMARY SCHOOL STUDENTS IN DISADVANTAGED REGIONS: THE TEACHER INFLUENCER</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Some young and inexperienced teachers working in rural and disadvantaged areas in the city center...</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">Some young and inexperienced teachers working in rural and disadvantaged areas in the city center of Turkey have the habit of constantly producing digital content and sharing virtual videos in classrooms/schools. Thus, the students become the material of virtual trade. The process of becoming a teacher influencer and its effects on the students were examined in detail. The research had a phenomenology design as one of the qualitative methods. The data were collected from the teachers of various teaching areas (n=201). According to the findings, the majority of the teachers participating in the research thought that being a teacher influencer, and teacher influencers caused damage to the students and violated children's rights.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="656a0f3461cd8be9d033c33d92d204c9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103934754,"asset_id":104124418,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103934754/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="104124418"><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="104124418"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104124418; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104124418]").text(description); $(".js-view-count[data-work-id=104124418]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104124418; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104124418']"); 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: "656a0f3461cd8be9d033c33d92d204c9" } } $('.js-work-strip[data-work-id=104124418]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104124418,"title":"A MODERN PROBLEM FACED BY PRIMARY SCHOOL STUDENTS IN DISADVANTAGED REGIONS: THE TEACHER INFLUENCER","internal_url":"https://www.academia.edu/104124418/A_MODERN_PROBLEM_FACED_BY_PRIMARY_SCHOOL_STUDENTS_IN_DISADVANTAGED_REGIONS_THE_TEACHER_INFLUENCER","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":103934754,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103934754/thumbnails/1.jpg","file_name":"10.55020_iojpe.1136991_2511923.pdf","download_url":"https://www.academia.edu/attachments/103934754/download_file","bulk_download_file_name":"A_MODERN_PROBLEM_FACED_BY_PRIMARY_SCHOOL.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103934754/10.55020_iojpe.1136991_2511923-libre.pdf?1688240457=\u0026response-content-disposition=attachment%3B+filename%3DA_MODERN_PROBLEM_FACED_BY_PRIMARY_SCHOOL.pdf\u0026Expires=1741301404\u0026Signature=YVjvtNGPS~2u6Lm5N8gkSrDBfaU~WaTtJJkStRHxiq267MImxBNx7gndUYo5jkX5VCcm3BvwdmSlplkHeE7V4BWwpDxbQMwXAddsNWR3yr3ezqkZrrpuxwwgDiZFeexJ8iJK8WcdLQM2K9FauH4BP2L78r9~gkuwV-fVULXAe3jCOwWSJydphWOkX6DJSx4J0n-aKo1WO-YvCv7FmzOqNfp3qX78Vu32KWHCde37VSgY0933~Kifcb1E-5WbvHMAmcHU01l8lsSiLvzEK675DEnDRI3UG4D5Fhactg-5KE9xX9x~TFG8yVENx0-tJtn6yMCpeMFHYyKCr8uscOnVog__\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="99638442"><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/99638442/Cumhuriyet_International_Journal_of_Education"><img alt="Research paper thumbnail of Cumhuriyet International Journal of Education" class="work-thumbnail" src="https://attachments.academia-assets.com/100674717/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/99638442/Cumhuriyet_International_Journal_of_Education">Cumhuriyet International Journal of Education</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://independent.academia.edu/YKIZILTA%C5%9E">Yusuf KIZILTAŞ</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/EKultas">Emrah Kultas</a></span></div><div class="wp-workCard_item"><span>The Effect of Narrative Texts Written by Students on Comprehension of Story Elements</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this research was to determine whether there was a change in the level of understa...</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 purpose of this research was to determine whether there was a change in the level of understanding of the<br />story elements as a result of the process of writing a narrative text that the students have constructed<br />themselves. The study adapted one group pretest-posttest design. The participants consisted of 25 first grade<br />students studying in a primary school in Edremit district of Van province in the spring semester of the 2021-2022<br />academic year. The study, which lasted for 4 weeks, used narrative text writing activities with students by<br />following the Process-Based Writing Approach processes suggested by Tompkins (1998) and Jones (2002). In the<br />pre-test and post-test process of the research, the success of the students in the comprehension questions about<br />the story map was measured by reading two separate children's picture books written by professional authors<br />and then using the "Story Map Questions" developed by Baumann and Bergeron (1993). Percentage, frequency,<br />arithmetic mean, eta-square effect size correlation coefficient and T-Test were used in the analysis of the<br />research data. The research concluded that there was a significant difference in favor of the post-test in terms<br />of the students' comprehension questions about the story map, there was a score increase in the last<br />measurement compared to the first measurement in terms of knowing/finding the elements of the story by the<br />students, and there was a significant increase in points<br /><br /><br /><br />Bu araştırmanın amacı, öğrencilerin kurgulamış oldukları bir hikâye edici metin yazma süreci sonucunda hikâye<br />unsurlarını anlama seviyelerinde bir değişikliğin olup olmadığını belirlemektir. Araştırmanın modeli olarak<br />deneysel araştırma türlerinden tek grup ön test - son test desen kullanılmıştır. Araştırmanın çalışma grubunu,<br />2021-2022 eğitim ve öğretim yılı bahar yarıyılında Van ili, Edremit ilçesindeki bir ilkokulda öğrenim gören 25<br />birinci sınıf öğrencisi oluşturmaktadır. 4 hafta süren araştırmada, Tompkins (1998) ve Jones (2002) tarafından<br />öne sürülen Sürece Dayalı Yazma Yaklaşımı süreçleri takip edilerek öğrencilerle hikâye edici metin yazma<br />çalışmaları gerçekleştirilmiştir. Araştırmanın ön test ve son test sürecinde, profesyonel yazarlar tarafından<br />yazılan iki ayrı resimli çocuk kitabı okutularak ve ardından Baumann ve Bergeron (1993) tarafından geliştirilmiş<br />olan “Hikâye Haritası Soruları” kullanılarak öğrencilerin hikâye haritası ile ilgili anlama sorularındaki başarıları<br />ölçülmüştür. Araştırma verilerinin analizinde yüzde, frekans, aritmetik ortalama, eta-kare etki büyüklüğü<br />korelasyon katsayısı ve T-Testi kullanılmıştır. Araştırmanın sonunda; öğrencilerin hikâye haritası ile ilgili anlama<br />soruları açısından son test lehine anlamlı bir fark oluştuğu ve hikâyenin unsurlarının öğrenciler taraf</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e85bba262b9fd8a7ef4d081d502e2ca2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100674717,"asset_id":99638442,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100674717/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="99638442"><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="99638442"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99638442; 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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="99638373"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/99638373/The_Destruction_Seen_in_Disadvantaged_Bilingual_Students_in_Rural_Regions_of_Turkey_A_Theoretical_Study_of_Sad_Portraits"><img alt="Research paper thumbnail of The Destruction Seen in Disadvantaged Bilingual Students in Rural Regions of Turkey: A Theoretical Study of Sad Portraits" class="work-thumbnail" src="https://attachments.academia-assets.com/100674678/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" rel="nofollow" href="https://www.academia.edu/99638373/The_Destruction_Seen_in_Disadvantaged_Bilingual_Students_in_Rural_Regions_of_Turkey_A_Theoretical_Study_of_Sad_Portraits">The Destruction Seen in Disadvantaged Bilingual Students in Rural Regions of Turkey: A Theoretical Study of Sad Portraits</a></div><div class="wp-workCard_item"><span>The Destruction Seen in Disadvantaged Bilingual Students in Rural Regions of Turkey: A Theoretical Study of Sad Portraits</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There are significant numbers of disadvantaged bilingual students in rural areas of Turkey, such ...</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">There are significant numbers of disadvantaged bilingual students in rural areas of Turkey, such as Southeastern and Eastern Anatolia. These students face various problems, especially while acquiring Turkish as a second language. Each of the emerging problems represents a sad portrait. So much so that almost all of these portraits reflect some harsh truths in our faces. Revealing sad portraits is very important. Because most of these situations lead to irreparable results, the effects of the damage they cause cannot be erased. Purposes such as better explaining the distinction between looking and seeing, presenting the traumas and destructions inherent in this narrative, and revealing the realities and results boldly make the study meaningful. So as to achieve this aim, a literature review was conducted on disadvantaged bilingual students. Then, the studies on this subject were examined and the relevant information was revealed and evaluated. In this theoretical research, which is a first in the context of literature in Turkey, sad portraits representing disadvantaged bilingual students in rural areas are discussed. Sad portraits; absenteeism and early school leaving, child marriages, uninsured child labor, juvenile delinquency, substance abuse, academic failure. Each sad portrait causes serious problems in the long run.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e93847c506b05e135cc544bbbbf5b680" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100674678,"asset_id":99638373,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100674678/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="99638373"><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="99638373"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99638373; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99638373]").text(description); $(".js-view-count[data-work-id=99638373]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99638373; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99638373']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(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="92766881"><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/92766881/Written_Expression_Skills_of_Both_Monoliterate_and_Emergent_Bilingual_Primary_School_Students_A_Comparison_with_Monolingual_Students"><img alt="Research paper thumbnail of Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students" class="work-thumbnail" src="https://attachments.academia-assets.com/95688794/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/92766881/Written_Expression_Skills_of_Both_Monoliterate_and_Emergent_Bilingual_Primary_School_Students_A_Comparison_with_Monolingual_Students">Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students</a></div><div class="wp-workCard_item"><span>Educational Policy Analysis and Strategic Research</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many students learn Turkish as a second language in Turkey. These students, whose first language ...</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">Many students learn Turkish as a second language in Turkey. These students, whose first language is Kurdish, learn Turkish at a certain level before starting school. As a result, these students become emergent bilinguals along with school life. On the other hand, some of these students almost do not use Kurdish in their lives and wholly turn to Turkish. Ultimately, all students whose first language is Kurdish continue their education in the same environment with students whose first language is Turkish. As a result, these children lag behind students whose first language is Turkish in many respects. They even lag behind students whose dominant language is Turkish and Kurdish as their first language. This research it is aimed to reveal the differences between the two student groups in the context of written expression skills. The effect of the dominant language difference, preschool education status and socioeconomic level on the written expression skills of primary school students were examined. The research group of 428 primary school fourth-grade students (girl: 201, boy:227) was determined by criterion sampling method. As a result of the research, it was revealed that the written expression skills of the students whose dominant language is Kurdish remained at a deficient level, and they made more spelling mistakes</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5190886e5f857a75056d818524bdba3f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95688794,"asset_id":92766881,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95688794/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="92766881"><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="92766881"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92766881; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92766881]").text(description); $(".js-view-count[data-work-id=92766881]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92766881; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92766881']"); 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: "5190886e5f857a75056d818524bdba3f" } } $('.js-work-strip[data-work-id=92766881]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92766881,"title":"Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students","internal_url":"https://www.academia.edu/92766881/Written_Expression_Skills_of_Both_Monoliterate_and_Emergent_Bilingual_Primary_School_Students_A_Comparison_with_Monolingual_Students","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":95688794,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95688794/thumbnails/1.jpg","file_name":"epasr_3196_manuscript_023437.pdf","download_url":"https://www.academia.edu/attachments/95688794/download_file","bulk_download_file_name":"Written_Expression_Skills_of_Both_Monoli.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95688794/epasr_3196_manuscript_023437-libre.pdf?1670929017=\u0026response-content-disposition=attachment%3B+filename%3DWritten_Expression_Skills_of_Both_Monoli.pdf\u0026Expires=1741301404\u0026Signature=V7uIKJvcjfRrvsQddM2Lev~Uj54cB63mKTSMLA6D4IKi9xl4tIqCNrOk2lSZzw-ZumIcVSy00GwJIiIWWKS0k0pRTN5fm7nuA0VnuMpPIfcWcveGU6gLwm3tMylVIMz9vZwpzbEgn1jcmxfqZpGRkgKihiWQdZkwmEiKC6dG9ucMov984~fCmvM3mHX9UG9ayykKPrgsKPYnxuElb9tvZDMKfOrv50VI6D3VDalpsclDMrK0QZP2oJbDkBAyg8u5tr3~hZwnPmC3hHbnUJCVoM3hoCr8Gt3CMx~01f0wuTHwbAdStjvK4fnk11Sp7JnMqaHdcvtZ7Fcuh51xpOFWJw__\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="92766876"><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/92766876/Language_Conflict_Language_and_Culture_Shock_in_The_Context_of_Bilingual_Primary_School_Students"><img alt="Research paper thumbnail of Language Conflict, Language and Culture Shock in The Context of Bilingual Primary School Students" class="work-thumbnail" src="https://attachments.academia-assets.com/95688795/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/92766876/Language_Conflict_Language_and_Culture_Shock_in_The_Context_of_Bilingual_Primary_School_Students">Language Conflict, Language and Culture Shock in The Context of Bilingual Primary School Students</a></div><div class="wp-workCard_item"><span>Kuramsal Eğitimbilim</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey exp...</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">Many bilingual students studying at schools in rural areas of Eastern and Southeastern Turkey experience language conflict in the process of acquiring Turkish. Likewise, teachers appointed to schools where bilingual students are educated, especially from the western regions of Turkey, have problems adapting to the region's culture and language. The problems experienced and seen cause language and culture shock for teachers. At the same time, these problems lead to various negativities on students and teachers in the education process. In this study, language conflict experienced by bilingual students was evaluated according to teacher opinions. Likewise, it is aimed to question the dimensions and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. It was concluded that the students experienced intense language conflict at school. Similarly, it was concluded that the teachers also experienced language and culture shocks in the eastern regions where they were assigned.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a526911efe265bc52d595400740276d9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95688795,"asset_id":92766876,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95688795/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="92766876"><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="92766876"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92766876; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92766876]").text(description); $(".js-view-count[data-work-id=92766876]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92766876; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92766876']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(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="86506063"><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/86506063/Reading_motivation_levels_of_bilingual_primary_school_students_Suggestions_for_increasing_reading_motivation"><img alt="Research paper thumbnail of Reading motivation levels of bilingual primary school students: Suggestions for increasing reading motivation" class="work-thumbnail" src="https://attachments.academia-assets.com/90942549/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/86506063/Reading_motivation_levels_of_bilingual_primary_school_students_Suggestions_for_increasing_reading_motivation">Reading motivation levels of bilingual primary school students: Suggestions for increasing reading motivation</a></div><div class="wp-workCard_item"><span>International Journal of Curriculum and Instruction (IJCI)</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">One of the difficulties bilingual primary school students in Turkey face in acquiring a second la...</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">One of the difficulties bilingual primary school students in Turkey face in acquiring a second language (Turkish) is reading skills. Bilingual students who cannot read the second language texts fluency for various reasons cannot understand what they read. Reading turns from being a temptation to a challenge for bilingual learners. In such cases, bilingual students begin to feel the need to be motivated to read. The research aims to determine bilingual students' reading motivation levels, discuss it in the context of various variables, and develop solutions to increase reading motivation. Consisting of bilingual students (n=256) and primary school teachers (n=32) teaching bilingual students, this research was carried out with a mixed method. The study group of the research was determined by the criterion sampling method. As a result of the research; Gender and preschool education were effective on bilingual student reading motivation. It has been stated that there is a consensus on increasing the capacity of primary school teachers to increase the reading motivation of bilingual students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10babd4791152ba1bf6980119fc17a5c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90942549,"asset_id":86506063,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90942549/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="86506063"><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="86506063"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86506063; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86506063]").text(description); $(".js-view-count[data-work-id=86506063]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86506063; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86506063']"); 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: "10babd4791152ba1bf6980119fc17a5c" } } $('.js-work-strip[data-work-id=86506063]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86506063,"title":"Reading motivation levels of bilingual primary school students: Suggestions for increasing reading motivation","internal_url":"https://www.academia.edu/86506063/Reading_motivation_levels_of_bilingual_primary_school_students_Suggestions_for_increasing_reading_motivation","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":90942549,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/90942549/thumbnails/1.jpg","file_name":"Reading_motivation_levels_of_bilingual_primary_school_students.pdf","download_url":"https://www.academia.edu/attachments/90942549/download_file","bulk_download_file_name":"Reading_motivation_levels_of_bilingual_p.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/90942549/Reading_motivation_levels_of_bilingual_primary_school_students-libre.pdf?1662978161=\u0026response-content-disposition=attachment%3B+filename%3DReading_motivation_levels_of_bilingual_p.pdf\u0026Expires=1741301404\u0026Signature=fDIAHZC8~0-ciDe7Ine5ePJ-QivQYYmS3uh6UxHyxBtUF0Z3RoId2FCLs~J~c7Cw4kLL3c9hU5WdG9u-eWlLbHNeG09smfC-RPG1MK4aQk4vl3Unbs728olnzQD85qNiEOtqgbpBjWm71WUUKAyoJ5QghM5IGpNudhmNBTKH60zhkMIggeLk9DDh5h95MprTBibZuGDFMEZsBzmXizeIBYjKy-I4kHkcdq5qXbOYZqjnKDJGXyxKow3Qqmk9~6vfFghmE7W89pEOXC~WTRE6t2bDNzW3Brwgu8qmFT~Hvk-VbxI4yN4QxrQ9PLuVPtsDmhVBQdkk9rST-7EhFLPPmA__\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="86505886"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/86505886/Written_Expression_Skills_of_Both_Monoliterate_and_Emergent_Bilingual_Primary_School_Students_A_Comparison_with_Monolingual_Students"><img alt="Research paper thumbnail of Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students" class="work-thumbnail" src="https://attachments.academia-assets.com/90942395/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" rel="nofollow" href="https://www.academia.edu/86505886/Written_Expression_Skills_of_Both_Monoliterate_and_Emergent_Bilingual_Primary_School_Students_A_Comparison_with_Monolingual_Students">Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students</a></div><div class="wp-workCard_item"><span>Educational Policy Analysis and Strategic Research</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many students learn Turkish as a second language in Turkey. These students, whose first language ...</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">Many students learn Turkish as a second language in Turkey. These students, whose first language is<br />Kurdish, learn Turkish at a certain level before starting school. As a result, these students become<br />emergent bilinguals along with school life. On the other hand, some of these students almost do not<br />use Kurdish in their lives and wholly turn to Turkish. Ultimately, all students whose first language is<br />Kurdish continue their education in the same environment with students whose first language is<br />Turkish. As a result, these children lag behind students whose first language is Turkish in many<br />respects. They even lag behind students whose dominant language is Turkish and Kurdish as their<br />first language. This research it is aimed to reveal the differences between the two student groups in<br />the context of written expression skills. The effect of the dominant language difference, preschool<br />education status and socioeconomic level on the written expression skills of primary school students<br />were examined. The research group of 428 primary school fourth-grade students (girl: 201, boy:227)<br />was determined by criterion sampling method. As a result of the research, it was revealed that the<br />written expression skills of the students whose dominant language is Kurdish remained at a deficient<br />level, and they made more spelling mistakes</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5651ee76b315fcf6dc94d26a066eafac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90942395,"asset_id":86505886,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90942395/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="86505886"><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="86505886"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86505886; 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81835358]").text(description); $(".js-view-count[data-work-id=81835358]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81835358; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81835358']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(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="76927738"><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/76927738/The_study_of_reading_fluency_and_reading_comprehension_skills_of_primary_school_students_whose_mother_tongue_is_different"><img alt="Research paper thumbnail of The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different" class="work-thumbnail" src="https://attachments.academia-assets.com/84455324/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/76927738/The_study_of_reading_fluency_and_reading_comprehension_skills_of_primary_school_students_whose_mother_tongue_is_different">The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different</a></div><div class="wp-workCard_item"><span>Waikato Journal of Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this research is to analyse reading fluency and comprehension skills of different ...</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 purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="48195ca35f36aeb64426f4192e115ffc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84455324,"asset_id":76927738,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84455324/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="76927738"><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="76927738"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76927738; 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="66703600"><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/66703600/%C4%B0ki_Dilli_%C3%96%C4%9Frencilere_Y%C3%B6nelik_S%C4%B1n%C4%B1f_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_%C3%96%C4%9Fretim_Kayg%C4%B1lar%C4%B1_ve_%C3%87%C3%B6z%C3%BCm_%C3%96nerileri_Classroom_Teacher_Candidates_Teaching_Anxieties_and_Solution_Proposals_Towards_Bilingual_Students"><img alt="Research paper thumbnail of İki Dilli Öğrencilere Yönelik Sınıf Öğretmeni Adaylarının Öğretim Kaygıları ve Çözüm Önerileri (Classroom Teacher Candidates' Teaching Anxieties and Solution Proposals Towards Bilingual Students" class="work-thumbnail" src="https://attachments.academia-assets.com/77793102/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/66703600/%C4%B0ki_Dilli_%C3%96%C4%9Frencilere_Y%C3%B6nelik_S%C4%B1n%C4%B1f_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_%C3%96%C4%9Fretim_Kayg%C4%B1lar%C4%B1_ve_%C3%87%C3%B6z%C3%BCm_%C3%96nerileri_Classroom_Teacher_Candidates_Teaching_Anxieties_and_Solution_Proposals_Towards_Bilingual_Students">İki Dilli Öğrencilere Yönelik Sınıf Öğretmeni Adaylarının Öğretim Kaygıları ve Çözüm Önerileri (Classroom Teacher Candidates' Teaching Anxieties and Solution Proposals Towards Bilingual Students</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ÖZET Türkiye’nin doğu ve güneydoğusundaki kırsal bölgelerinde önemli sayıda iki dilli öğrenci bu...</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">ÖZET <br />Türkiye’nin doğu ve güneydoğusundaki kırsal bölgelerinde<br />önemli sayıda iki dilli öğrenci bulunmaktadır. İki dilli<br />öğrencilerdeki dil sorunsalı da öğretmenleri ve öğretmen<br />adaylarını ciddi olarak kaygılandırmaktadır. Bu araştırmada<br />sınıf öğretmeni adaylarının iki dilli öğrencilere yönelik öğretim<br />kaygılarını ve bu duruma yönelik sundukları önerileri<br />belirlemek amaçlanmıştır. Araştırmada nitel araştırma<br />yöntemlerinden biri olan olgubilim kullanılmıştır.<br />Araştırmanın çalışma grubunu ölçüt örneklem yolu ile<br />belirlenen 62 sınıf öğretmeni adayı oluşturmaktadır. Burada<br />ölçüt; sınıf öğretmeni adaylarının Doğu ve Güneydoğu<br />Anadolu Bölgeleri dışındaki üniversitelerde okuyor olmasıdır.<br />Araştırma verileri internet anketi ile toplanmıştır. Elde edilen<br />verilerin analiz edilmesinde içerik analizi kullanılmıştır.<br />Araştırmanın sonucunda, sınıf öğretmeni adaylarının iki dilli<br />öğrencilere yönelik öğretim kaygıları genel anlamda<br />yüksektir. Sınıf öğretmeni adaylarının lisans eğitimleri<br />süresince iki dilli öğrencilere dair ciddi bir eğitim almadıkları<br />ortaya çıkmıştır<br /><br /><br /><br />ABSTRACT<br />There are a significant number of bilingual students in rural areas in the east and southeast of Turkey. The language problem in bilingual students also seriously worries teachers and prospective teachers. This study aimed to determine the classroom teacher candidates' teaching anxieties towards bilingual students and their suggestions for this situation. Phenomenology, one of the qualitative research methods, was used in the study. The study group of the research consists of 62 classroom teacher candidates determined by criterion sampling. The criterion considered here: classroom teacher candidates are studying at universities other than Eastern and Southeastern Anatolia Regions. Research data were collected with an internet survey. Content analysis was used to analyze the obtained data. As a result of the study, it was concluded that classroom teacher candidates' teaching anxieties towards bilingual students are very high in general. It was revealed that the classroom teacher candidates did not receive a serious education regarding bilingual students during their undergraduate education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8b4f0c3f09a8d8c69cffa7d9469c3b2f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77793102,"asset_id":66703600,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77793102/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="66703600"><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="66703600"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66703600; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66703600]").text(description); $(".js-view-count[data-work-id=66703600]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66703600; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='66703600']"); 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: "8b4f0c3f09a8d8c69cffa7d9469c3b2f" } } $('.js-work-strip[data-work-id=66703600]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":66703600,"title":"İki Dilli Öğrencilere Yönelik Sınıf Öğretmeni Adaylarının Öğretim Kaygıları ve Çözüm Önerileri (Classroom Teacher Candidates' Teaching Anxieties and Solution Proposals Towards Bilingual Students","translated_title":"","metadata":{"doi":"10.17679/inuefd.882027","abstract":"ÖZET \nTürkiye’nin doğu ve güneydoğusundaki kırsal bölgelerinde\nönemli sayıda iki dilli öğrenci bulunmaktadır. İki dilli\nöğrencilerdeki dil sorunsalı da öğretmenleri ve öğretmen\nadaylarını ciddi olarak kaygılandırmaktadır. Bu araştırmada\nsınıf öğretmeni adaylarının iki dilli öğrencilere yönelik öğretim\nkaygılarını ve bu duruma yönelik sundukları önerileri\nbelirlemek amaçlanmıştır. Araştırmada nitel araştırma\nyöntemlerinden biri olan olgubilim kullanılmıştır.\nAraştırmanın çalışma grubunu ölçüt örneklem yolu ile\nbelirlenen 62 sınıf öğretmeni adayı oluşturmaktadır. Burada\nölçüt; sınıf öğretmeni adaylarının Doğu ve Güneydoğu\nAnadolu Bölgeleri dışındaki üniversitelerde okuyor olmasıdır.\nAraştırma verileri internet anketi ile toplanmıştır. Elde edilen\nverilerin analiz edilmesinde içerik analizi kullanılmıştır.\nAraştırmanın sonucunda, sınıf öğretmeni adaylarının iki dilli\nöğrencilere yönelik öğretim kaygıları genel anlamda\nyüksektir. Sınıf öğretmeni adaylarının lisans eğitimleri\nsüresince iki dilli öğrencilere dair ciddi bir eğitim almadıkları\nortaya çıkmıştır\n\n\n\nABSTRACT\nThere are a significant number of bilingual students in rural areas in the east and southeast of Turkey. The language problem in bilingual students also seriously worries teachers and prospective teachers. This study aimed to determine the classroom teacher candidates' teaching anxieties towards bilingual students and their suggestions for this situation. Phenomenology, one of the qualitative research methods, was used in the study. The study group of the research consists of 62 classroom teacher candidates determined by criterion sampling. The criterion considered here: classroom teacher candidates are studying at universities other than Eastern and Southeastern Anatolia Regions. Research data were collected with an internet survey. Content analysis was used to analyze the obtained data. As a result of the study, it was concluded that classroom teacher candidates' teaching anxieties towards bilingual students are very high in general. It was revealed that the classroom teacher candidates did not receive a serious education regarding bilingual students during their undergraduate education.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}}},"translated_abstract":"ÖZET \nTürkiye’nin doğu ve güneydoğusundaki kırsal bölgelerinde\nönemli sayıda iki dilli öğrenci bulunmaktadır. İki dilli\nöğrencilerdeki dil sorunsalı da öğretmenleri ve öğretmen\nadaylarını ciddi olarak kaygılandırmaktadır. Bu araştırmada\nsınıf öğretmeni adaylarının iki dilli öğrencilere yönelik öğretim\nkaygılarını ve bu duruma yönelik sundukları önerileri\nbelirlemek amaçlanmıştır. Araştırmada nitel araştırma\nyöntemlerinden biri olan olgubilim kullanılmıştır.\nAraştırmanın çalışma grubunu ölçüt örneklem yolu ile\nbelirlenen 62 sınıf öğretmeni adayı oluşturmaktadır. Burada\nölçüt; sınıf öğretmeni adaylarının Doğu ve Güneydoğu\nAnadolu Bölgeleri dışındaki üniversitelerde okuyor olmasıdır.\nAraştırma verileri internet anketi ile toplanmıştır. Elde edilen\nverilerin analiz edilmesinde içerik analizi kullanılmıştır.\nAraştırmanın sonucunda, sınıf öğretmeni adaylarının iki dilli\nöğrencilere yönelik öğretim kaygıları genel anlamda\nyüksektir. Sınıf öğretmeni adaylarının lisans eğitimleri\nsüresince iki dilli öğrencilere dair ciddi bir eğitim almadıkları\nortaya çıkmıştır\n\n\n\nABSTRACT\nThere are a significant number of bilingual students in rural areas in the east and southeast of Turkey. The language problem in bilingual students also seriously worries teachers and prospective teachers. This study aimed to determine the classroom teacher candidates' teaching anxieties towards bilingual students and their suggestions for this situation. Phenomenology, one of the qualitative research methods, was used in the study. The study group of the research consists of 62 classroom teacher candidates determined by criterion sampling. The criterion considered here: classroom teacher candidates are studying at universities other than Eastern and Southeastern Anatolia Regions. Research data were collected with an internet survey. Content analysis was used to analyze the obtained data. As a result of the study, it was concluded that classroom teacher candidates' teaching anxieties towards bilingual students are very high in general. It was revealed that the classroom teacher candidates did not receive a serious education regarding bilingual students during their undergraduate education.","internal_url":"https://www.academia.edu/66703600/%C4%B0ki_Dilli_%C3%96%C4%9Frencilere_Y%C3%B6nelik_S%C4%B1n%C4%B1f_%C3%96%C4%9Fretmeni_Adaylar%C4%B1n%C4%B1n_%C3%96%C4%9Fretim_Kayg%C4%B1lar%C4%B1_ve_%C3%87%C3%B6z%C3%BCm_%C3%96nerileri_Classroom_Teacher_Candidates_Teaching_Anxieties_and_Solution_Proposals_Towards_Bilingual_Students","translated_internal_url":"","created_at":"2021-12-31T05:10:18.001-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":56549064,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":37373564,"work_id":66703600,"tagging_user_id":56549064,"tagged_user_id":50254510,"co_author_invite_id":null,"email":"e***0@gmail.com","display_order":1,"name":"ezgi çetinkaya","title":"İki Dilli Öğrencilere Yönelik Sınıf Öğretmeni Adaylarının Öğretim Kaygıları ve Çözüm Önerileri (Classroom Teacher Candidates' Teaching Anxieties and Solution Proposals Towards Bilingual Students"}],"downloadable_attachments":[{"id":77793102,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/77793102/thumbnails/1.jpg","file_name":"Iki_Dilli_Ogrencilere_Yonelik_Sinif_Ogretmeni_Adaylarinin_Ogretim_Kaygilari_ve_Cozum_Onerileri.pdf","download_url":"https://www.academia.edu/attachments/77793102/download_file","bulk_download_file_name":"Iki_Dilli_Ogrencilere_Yonelik_Sinif_Ogre.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/77793102/Iki_Dilli_Ogrencilere_Yonelik_S%C4%B1n%C4%B1f_Ogretmeni_Adaylar%C4%B1n%C4%B1n_Ogretim_Kayg%C4%B1lar%C4%B1_ve_Cozum_Onerileri-libre.pdf?1640961533=\u0026response-content-disposition=attachment%3B+filename%3DIki_Dilli_Ogrencilere_Yonelik_Sinif_Ogre.pdf\u0026Expires=1738785705\u0026Signature=LA5322h-J7agehs14f67iq9~SL9zludBSCtSQk5xzacaVAnxSgSVCzxQJ4o5hoLHQoz7JxndlSekaSblgjIIQ3nxCKaDJWnSbFsfcGca6lVAz0EWj~fdUZhwHDygxvEOc9dN9dJUB8H6n-hjch02Hat3JQ3pVSq0gZr9DiaC5rHojSGDAXSdxPI2m4dF54RNrxha03TuRmS31vWzhC-sNyRlWpy-03xMT8cEiLGgJQC94Xb7gWJSfG2WPNQPqBj5q6d8HlwAPgmARItgLzilPlq2-fAkhIQtOrkbxvulUC6mYkc0~c1Rde7t6nk~X7jhHKsEBifUYN~W6njKkXEANg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"İki_Dilli_Öğrencilere_Yönelik_Sınıf_Öğretmeni_Adaylarının_Öğretim_Kaygıları_ve_Çözüm_Önerileri_Classroom_Teacher_Candidates_Teaching_Anxieties_and_Solution_Proposals_Towards_Bilingual_Students","translated_slug":"","page_count":22,"language":"tr","content_type":"Work","summary":"ÖZET \nTürkiye’nin doğu ve güneydoğusundaki kırsal bölgelerinde\nönemli sayıda iki dilli öğrenci bulunmaktadır. İki dilli\nöğrencilerdeki dil sorunsalı da öğretmenleri ve öğretmen\nadaylarını ciddi olarak kaygılandırmaktadır. Bu araştırmada\nsınıf öğretmeni adaylarının iki dilli öğrencilere yönelik öğretim\nkaygılarını ve bu duruma yönelik sundukları önerileri\nbelirlemek amaçlanmıştır. Araştırmada nitel araştırma\nyöntemlerinden biri olan olgubilim kullanılmıştır.\nAraştırmanın çalışma grubunu ölçüt örneklem yolu ile\nbelirlenen 62 sınıf öğretmeni adayı oluşturmaktadır. Burada\nölçüt; sınıf öğretmeni adaylarının Doğu ve Güneydoğu\nAnadolu Bölgeleri dışındaki üniversitelerde okuyor olmasıdır.\nAraştırma verileri internet anketi ile toplanmıştır. Elde edilen\nverilerin analiz edilmesinde içerik analizi kullanılmıştır.\nAraştırmanın sonucunda, sınıf öğretmeni adaylarının iki dilli\nöğrencilere yönelik öğretim kaygıları genel anlamda\nyüksektir. Sınıf öğretmeni adaylarının lisans eğitimleri\nsüresince iki dilli öğrencilere dair ciddi bir eğitim almadıkları\nortaya çıkmıştır\n\n\n\nABSTRACT\nThere are a significant number of bilingual students in rural areas in the east and southeast of Turkey. The language problem in bilingual students also seriously worries teachers and prospective teachers. This study aimed to determine the classroom teacher candidates' teaching anxieties towards bilingual students and their suggestions for this situation. Phenomenology, one of the qualitative research methods, was used in the study. The study group of the research consists of 62 classroom teacher candidates determined by criterion sampling. The criterion considered here: classroom teacher candidates are studying at universities other than Eastern and Southeastern Anatolia Regions. Research data were collected with an internet survey. Content analysis was used to analyze the obtained data. As a result of the study, it was concluded that classroom teacher candidates' teaching anxieties towards bilingual students are very high in general. It was revealed that the classroom teacher candidates did not receive a serious education regarding bilingual students during their undergraduate education.","owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":77793102,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/77793102/thumbnails/1.jpg","file_name":"Iki_Dilli_Ogrencilere_Yonelik_Sinif_Ogretmeni_Adaylarinin_Ogretim_Kaygilari_ve_Cozum_Onerileri.pdf","download_url":"https://www.academia.edu/attachments/77793102/download_file","bulk_download_file_name":"Iki_Dilli_Ogrencilere_Yonelik_Sinif_Ogre.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/77793102/Iki_Dilli_Ogrencilere_Yonelik_S%C4%B1n%C4%B1f_Ogretmeni_Adaylar%C4%B1n%C4%B1n_Ogretim_Kayg%C4%B1lar%C4%B1_ve_Cozum_Onerileri-libre.pdf?1640961533=\u0026response-content-disposition=attachment%3B+filename%3DIki_Dilli_Ogrencilere_Yonelik_Sinif_Ogre.pdf\u0026Expires=1738785705\u0026Signature=LA5322h-J7agehs14f67iq9~SL9zludBSCtSQk5xzacaVAnxSgSVCzxQJ4o5hoLHQoz7JxndlSekaSblgjIIQ3nxCKaDJWnSbFsfcGca6lVAz0EWj~fdUZhwHDygxvEOc9dN9dJUB8H6n-hjch02Hat3JQ3pVSq0gZr9DiaC5rHojSGDAXSdxPI2m4dF54RNrxha03TuRmS31vWzhC-sNyRlWpy-03xMT8cEiLGgJQC94Xb7gWJSfG2WPNQPqBj5q6d8HlwAPgmARItgLzilPlq2-fAkhIQtOrkbxvulUC6mYkc0~c1Rde7t6nk~X7jhHKsEBifUYN~W6njKkXEANg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":423391,"name":"Teaching Anxiety","url":"https://www.academia.edu/Documents/in/Teaching_Anxiety"},{"id":3626361,"name":"Bilingual Students","url":"https://www.academia.edu/Documents/in/Bilingual_Students"}],"urls":[]}, dispatcherData: dispatcherData }); 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="65640176"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/65640176/S%C4%B1n%C4%B1f_%C3%96%C4%9Fretmenlerinin_Uzaktan_E%C4%9Fitim_S%C3%BCrecine_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri"><img alt="Research paper thumbnail of Sınıf Öğretmenlerinin Uzaktan Eğitim Sürecine Yönelik Görüşleri" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/65640176/S%C4%B1n%C4%B1f_%C3%96%C4%9Fretmenlerinin_Uzaktan_E%C4%9Fitim_S%C3%BCrecine_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri">Sınıf Öğretmenlerinin Uzaktan Eğitim Sürecine Yönelik Görüşleri</a></div><div class="wp-workCard_item"><span>Elektronik Sosyal Bilimler Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65640176"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65640176"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65640176; 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Bu ...</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">Iki dilli olmak gunumuzde onemli ve neredeyse kacinilmaz bir durum olarak dikkat cekmektedir. Bu durum bir avantaj yarattigi gibi cesitli olumsuz sonuclar da ortaya cikarabilmektedir. Ozellikle Turkiye’nin belirli bolgelerinde ogrenim goren ilkokul ogrencilerinin iki dilli olmaktan dolayi okudugunu anlamada sorunlar yasadiklari bilinmektedir. Bu arastirmanin amaci; iki dilli ilkokul ogrencilerinin okudugunu anlamada yasadiklari sorunlari tespit etmek ve bu dogrultuda cozum onerileri gelistirmektir. Arastirmada nitel arastirma yontemlerinden durum calismasi deseni kullanilmistir. Arastirmanin calisma grubunu, Van ili Tusba ilcesindeki ilkokullarda gorev yapan 20 sinif ogretmeni olusturmaktadir. Arastirma verileri yari yapilandirilmis gorusme yolu ile toplanmistir. Elde edilen verilerin degerlendirilmesinde betimsel analiz teknigi kullanilmistir. Arastirmanin sonucunda, ogretmen goruslerine gore iki dilli ogrencilerin dil catismasi yasamalari ve kelime bilgisinin kisitli olmasindan do...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><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="65640175"><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="65640175"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65640175; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=65640175]").text(description); $(".js-view-count[data-work-id=65640175]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65640175; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='65640175']"); 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 (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=65640175]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":65640175,"title":"İki Dilli Öğrencilerin Okuduğunu Anlamada Yaşadıkları Sorunlar ve Çözüm Önerileri: Bir Durum Çalışması","internal_url":"https://www.academia.edu/65640175/%C4%B0ki_Dilli_%C3%96%C4%9Frencilerin_Okudu%C4%9Funu_Anlamada_Ya%C5%9Fad%C4%B1klar%C4%B1_Sorunlar_ve_%C3%87%C3%B6z%C3%BCm_%C3%96nerileri_Bir_Durum_%C3%87al%C4%B1%C5%9Fmas%C4%B1","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[]}, 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="65640160"><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/65640160/%C4%B0ki_Di_lli_%C3%96%C4%9Frenci_leri_n_Okuma_Kaygilarinin_%C4%B0ncelenmesi_"><img alt="Research paper thumbnail of İki̇ Di̇lli̇ Öğrenci̇leri̇n Okuma Kaygilarinin İncelenmesi̇" class="work-thumbnail" src="https://attachments.academia-assets.com/77148586/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/65640160/%C4%B0ki_Di_lli_%C3%96%C4%9Frenci_leri_n_Okuma_Kaygilarinin_%C4%B0ncelenmesi_">İki̇ Di̇lli̇ Öğrenci̇leri̇n Okuma Kaygilarinin İncelenmesi̇</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In Turkey, there are bilingual students who are mother tongue is different from the language of e...</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">In Turkey, there are bilingual students who are mother tongue is different from the language of education. These students can use their mother tongue freely in their daily lives. On the other hand, when they meet the offical language (Turkish) education in the education process, they often have difficulties. It should be noted that some problems have arisen as a result of the difficulties experienced. We can say that the problems seen in bilingual students are concentrated around reading. In such a situation, anxiety becomes inevitable for bilingual students. The aim of this study; mother tongue education is different from the language of bilingual secondary school 5., 6., 7. and 8. class students read their concerns; gender, grade level, and according to the socioeconomic level variable is to examine whether differentiating differentiation. The criteria from the province of Van, the survey sampling via 315 selected schools bilingual (146, male 179) student. In the study, 'Reading Anxiety Scale' developed by Çeliktürk and Yamaç (2015) was used to determine the reading anxiety of bilingual secondary school students. According to the results of the study, the Cronbach's Alpha coefficient calculated for the whole Reading Anxiety Scale was found to be 0.95. Findings obtained at the end of the study showed that female and male students' reading anxiety levels were similar. It was also concluded that 5th grade students had lower levels of anxiety for reading. In other words, as the grade level increases, the level of reading anxiety increases in bilingual students. In addition, as the socioeconomic level was poor, students' anxiety about reading was high.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e0428ce9fb62349c69506a7a3203aaa0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77148586,"asset_id":65640160,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77148586/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="65640160"><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="65640160"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65640160; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e0428ce9fb62349c69506a7a3203aaa0" } } $('.js-work-strip[data-work-id=65640160]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":65640160,"title":"İki̇ Di̇lli̇ Öğrenci̇leri̇n Okuma Kaygilarinin İncelenmesi̇","internal_url":"https://www.academia.edu/65640160/%C4%B0ki_Di_lli_%C3%96%C4%9Frenci_leri_n_Okuma_Kaygilarinin_%C4%B0ncelenmesi_","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":77148586,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/77148586/thumbnails/1.jpg","file_name":"jasss.pdf","download_url":"https://www.academia.edu/attachments/77148586/download_file","bulk_download_file_name":"Iki_Di_lli_Ogrenci_leri_n_Okuma_Kaygilar.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/77148586/jasss-libre.pdf?1640253284=\u0026response-content-disposition=attachment%3B+filename%3DIki_Di_lli_Ogrenci_leri_n_Okuma_Kaygilar.pdf\u0026Expires=1741301404\u0026Signature=TgQxn3wPHbupySkLk6BT5LGyhGkdm~lKkmkGsQ22k0eVukVAINWbpp8RUJkWBIrBOFRA~h4DA9HyDTK2q~GRXf92FUgPAvJaXVNIWh35K9bZ1o1ei~sJtQ8gSz5jl-iti4GOCowHSypgQHufcIXlYw7zf9-GqP9Pr9qhSQx7kW10fovYyBCcVfheytc7VOIZlQ-bHsw2--Ziou9YSthSvRyOJC4eix0tFjAJXYRlH585ywmodlmeMbpz7gO9eofYcdg0KSyikf7gppIgpJDW1qi8j03JkINgOWI21XtzELf5PkzPffMVbmbLPN51zNjluOK-DansFZFK-Q-IKN1oGw__\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="62805906"><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/62805906/Orant%C4%B1s%C4%B1z_%C3%B6%C4%9Fretmen_hareketlili%C4%9Fi_%C4%B0ki_dilli_%C3%B6%C4%9Frencilerin_a%C4%9F%C4%B1rl%C4%B1kta_oldu%C4%9Fu_k%C4%B1rsal_b%C3%B6lgelerdeki_okullarda_ya%C5%9Fanan_bir_sorunun_anatomisi"><img alt="Research paper thumbnail of Orantısız öğretmen hareketliliği: İki dilli öğrencilerin ağırlıkta olduğu kırsal bölgelerdeki okullarda yaşanan bir sorunun anatomisi" class="work-thumbnail" src="https://attachments.academia-assets.com/75457393/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/62805906/Orant%C4%B1s%C4%B1z_%C3%B6%C4%9Fretmen_hareketlili%C4%9Fi_%C4%B0ki_dilli_%C3%B6%C4%9Frencilerin_a%C4%9F%C4%B1rl%C4%B1kta_oldu%C4%9Fu_k%C4%B1rsal_b%C3%B6lgelerdeki_okullarda_ya%C5%9Fanan_bir_sorunun_anatomisi">Orantısız öğretmen hareketliliği: İki dilli öğrencilerin ağırlıkta olduğu kırsal bölgelerdeki okullarda yaşanan bir sorunun anatomisi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkiye’nin Doğu ve Güneydoğu Anadolu bölgelerinin kırsaldaki okullarında eğitim gören birçok iki...</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">Türkiye’nin Doğu ve Güneydoğu Anadolu bölgelerinin kırsaldaki okullarında eğitim gören birçok iki dilli<br />öğrencilerin birtakım sorunlar yaşadıkları bilinmektedir. Orantısız öğretmen hareketliliği bu sorunların<br />nedenlerden biri olarak görülmektedir. Bölgedeki okullara çok sayıda kadrolu/sözleşmeli öğretmen<br />ataması yapılması bu sorunların çözümlerinden en önemlisidir. Ancak orantısız öğretmen<br />hareketliliğinden dolayı öğretmen açığı bir türlü kapatılamamaktadır. Bu açığı kapatmak adına özellikle<br />kırsaldaki okullara daha yoğun düzeyde ek ders karşılığı çalışan ücretli öğretmenlik uygulamasına<br />başvurulmaktadır. Ücretli öğretmenlerin mezun oldukları okul türleri ve gelişi güzel istifaları tartışma<br />konusu olmaktadır. Öğretmen ihtiyacı dikkate alınırken orantısız öğretmen hareketliliği unutulmaktadır.<br />Orantısız öğretmen hareketliliğinin kırsaldaki iki dilli öğrencilerin eğitim gördükleri okullarda,<br />öğrencilerde açtığı sorunlar yeterince sorgulanmamaktadır. Bu araştırmada ‘orantısız öğretmen<br />hareketliliği’ kavramı ilk kez mercek altına alınmıştır. İki dilli öğrencilerin yoğunlukta yaşadığı bölgelerde<br />daha sık yaşandığı için de bu öğrenciler üzerindeki etkileri de belirli düzeyde tartışılmıştır. Nitel<br />araştırma yöntemine dayalı bu araştırmada durum çalışması deseni kullanılmıştır. Van ilinde görev<br />yapmış/yapan öğretmenler, veliler, okul/şube/ilçe milli eğitim müdürleri ve yardımcıları, sendika<br />temsilcileri araştırmanın çalışma grubunu (n=56) oluşturmaktadır. Ölçüt örnekleme yolu ile belirlenen<br />çalışma gurubundan veriler, çevrimiçi anket ve yüz yüze görüşme teknikleri ile toplanmıştır. 2020-2021<br />öğretim yılı güz yarıyılının başında toplanan verilerin analizinde içerik analizi kullanılmıştır. Araştırma<br />sonucunda; çeşitli nedenlerle gerçekleşen orantısız öğretmen hareketliliğinin ciddi sorunlar yarattığı ve<br />iki dilli öğrencilerin başarısızlıklarındaki en önemli nedenlerin başında geldiği ortaya çıkmıştır.<br /><br />It is known that many bilingual students studying in rural schools of Eastern and Southeastern Anatolian<br />regions of Turkey have some problems. Disproportionate teacher mobility is seen as one of the reasons<br />for these problems. The most important solution to these problems is the appointment of a large number<br />of permanent/contracted teachers to the schools in the region. However, due to the disproportionate<br />teacher mobility, the teacher shortage cannot be closed. In order to close this gap, paid teaching practice,<br />which works in return for additional lessons, is applied especially to schools in rural areas. The types of<br />schools from which paid teachers graduated and their random resignations are the subject of discussion.<br />When considering teacher needs, disproportionate teacher mobility is forgotten. The problems caused by<br />the disproportionate teacher mobility in the schools where the bilingual students in the countryside<br />receive education are not sufficiently questioned. In this study, the concept of ‘disproportionate teacher<br />mobility’ was examined for the first time. Since it is more common in areas where bilingual students live,<br />its effects on these students are also discussed to a certain extent. In this research based on qualitative<br />research method, case study design was used. The working group (n=56) of the research consists of<br />teachers, parents, school/branch/district directors of national education and their assistants and union<br />representatives who have worked/worked in Van. Data from the study group determined by criterion<br />sampling were collected by online questionnaire and face-to-face interview techniques. Content analysis<br />was used in the analysis of the data collected at the beginning of the fall semester of the 2020-2021<br />academic year. As a result of the research; It has been revealed that disproportionate teacher mobility for<br />various reasons creates serious problems and is one of the most important reasons for the failure of<br />bilingual students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6fddbb55dc785f8732429aa4cacfca89" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":75457393,"asset_id":62805906,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/75457393/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="62805906"><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="62805906"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62805906; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62805906]").text(description); $(".js-view-count[data-work-id=62805906]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62805906; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='62805906']"); 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: "6fddbb55dc785f8732429aa4cacfca89" } } $('.js-work-strip[data-work-id=62805906]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":62805906,"title":"Orantısız öğretmen hareketliliği: İki dilli öğrencilerin ağırlıkta olduğu kırsal bölgelerdeki okullarda yaşanan bir sorunun anatomisi","translated_title":"","metadata":{"doi":"10.33400/kuje.956378","abstract":"Türkiye’nin Doğu ve Güneydoğu Anadolu bölgelerinin kırsaldaki okullarında eğitim gören birçok iki dilli\nöğrencilerin birtakım sorunlar yaşadıkları bilinmektedir. Orantısız öğretmen hareketliliği bu sorunların\nnedenlerden biri olarak görülmektedir. Bölgedeki okullara çok sayıda kadrolu/sözleşmeli öğretmen\nataması yapılması bu sorunların çözümlerinden en önemlisidir. Ancak orantısız öğretmen\nhareketliliğinden dolayı öğretmen açığı bir türlü kapatılamamaktadır. Bu açığı kapatmak adına özellikle\nkırsaldaki okullara daha yoğun düzeyde ek ders karşılığı çalışan ücretli öğretmenlik uygulamasına\nbaşvurulmaktadır. Ücretli öğretmenlerin mezun oldukları okul türleri ve gelişi güzel istifaları tartışma\nkonusu olmaktadır. Öğretmen ihtiyacı dikkate alınırken orantısız öğretmen hareketliliği unutulmaktadır.\nOrantısız öğretmen hareketliliğinin kırsaldaki iki dilli öğrencilerin eğitim gördükleri okullarda,\nöğrencilerde açtığı sorunlar yeterince sorgulanmamaktadır. Bu araştırmada ‘orantısız öğretmen\nhareketliliği’ kavramı ilk kez mercek altına alınmıştır. İki dilli öğrencilerin yoğunlukta yaşadığı bölgelerde\ndaha sık yaşandığı için de bu öğrenciler üzerindeki etkileri de belirli düzeyde tartışılmıştır. Nitel\naraştırma yöntemine dayalı bu araştırmada durum çalışması deseni kullanılmıştır. Van ilinde görev\nyapmış/yapan öğretmenler, veliler, okul/şube/ilçe milli eğitim müdürleri ve yardımcıları, sendika\ntemsilcileri araştırmanın çalışma grubunu (n=56) oluşturmaktadır. Ölçüt örnekleme yolu ile belirlenen\nçalışma gurubundan veriler, çevrimiçi anket ve yüz yüze görüşme teknikleri ile toplanmıştır. 2020-2021\nöğretim yılı güz yarıyılının başında toplanan verilerin analizinde içerik analizi kullanılmıştır. Araştırma\nsonucunda; çeşitli nedenlerle gerçekleşen orantısız öğretmen hareketliliğinin ciddi sorunlar yarattığı ve\niki dilli öğrencilerin başarısızlıklarındaki en önemli nedenlerin başında geldiği ortaya çıkmıştır.\n\nIt is known that many bilingual students studying in rural schools of Eastern and Southeastern Anatolian\nregions of Turkey have some problems. Disproportionate teacher mobility is seen as one of the reasons\nfor these problems. The most important solution to these problems is the appointment of a large number\nof permanent/contracted teachers to the schools in the region. However, due to the disproportionate\nteacher mobility, the teacher shortage cannot be closed. In order to close this gap, paid teaching practice,\nwhich works in return for additional lessons, is applied especially to schools in rural areas. The types of\nschools from which paid teachers graduated and their random resignations are the subject of discussion.\nWhen considering teacher needs, disproportionate teacher mobility is forgotten. The problems caused by\nthe disproportionate teacher mobility in the schools where the bilingual students in the countryside\nreceive education are not sufficiently questioned. In this study, the concept of ‘disproportionate teacher\nmobility’ was examined for the first time. Since it is more common in areas where bilingual students live,\nits effects on these students are also discussed to a certain extent. In this research based on qualitative\nresearch method, case study design was used. The working group (n=56) of the research consists of\nteachers, parents, school/branch/district directors of national education and their assistants and union\nrepresentatives who have worked/worked in Van. Data from the study group determined by criterion\nsampling were collected by online questionnaire and face-to-face interview techniques. Content analysis\nwas used in the analysis of the data collected at the beginning of the fall semester of the 2020-2021\nacademic year. As a result of the research; It has been revealed that disproportionate teacher mobility for\nvarious reasons creates serious problems and is one of the most important reasons for the failure of\nbilingual students.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}}},"translated_abstract":"Türkiye’nin Doğu ve Güneydoğu Anadolu bölgelerinin kırsaldaki okullarında eğitim gören birçok iki dilli\nöğrencilerin birtakım sorunlar yaşadıkları bilinmektedir. Orantısız öğretmen hareketliliği bu sorunların\nnedenlerden biri olarak görülmektedir. Bölgedeki okullara çok sayıda kadrolu/sözleşmeli öğretmen\nataması yapılması bu sorunların çözümlerinden en önemlisidir. Ancak orantısız öğretmen\nhareketliliğinden dolayı öğretmen açığı bir türlü kapatılamamaktadır. Bu açığı kapatmak adına özellikle\nkırsaldaki okullara daha yoğun düzeyde ek ders karşılığı çalışan ücretli öğretmenlik uygulamasına\nbaşvurulmaktadır. Ücretli öğretmenlerin mezun oldukları okul türleri ve gelişi güzel istifaları tartışma\nkonusu olmaktadır. Öğretmen ihtiyacı dikkate alınırken orantısız öğretmen hareketliliği unutulmaktadır.\nOrantısız öğretmen hareketliliğinin kırsaldaki iki dilli öğrencilerin eğitim gördükleri okullarda,\nöğrencilerde açtığı sorunlar yeterince sorgulanmamaktadır. Bu araştırmada ‘orantısız öğretmen\nhareketliliği’ kavramı ilk kez mercek altına alınmıştır. İki dilli öğrencilerin yoğunlukta yaşadığı bölgelerde\ndaha sık yaşandığı için de bu öğrenciler üzerindeki etkileri de belirli düzeyde tartışılmıştır. Nitel\naraştırma yöntemine dayalı bu araştırmada durum çalışması deseni kullanılmıştır. Van ilinde görev\nyapmış/yapan öğretmenler, veliler, okul/şube/ilçe milli eğitim müdürleri ve yardımcıları, sendika\ntemsilcileri araştırmanın çalışma grubunu (n=56) oluşturmaktadır. Ölçüt örnekleme yolu ile belirlenen\nçalışma gurubundan veriler, çevrimiçi anket ve yüz yüze görüşme teknikleri ile toplanmıştır. 2020-2021\nöğretim yılı güz yarıyılının başında toplanan verilerin analizinde içerik analizi kullanılmıştır. Araştırma\nsonucunda; çeşitli nedenlerle gerçekleşen orantısız öğretmen hareketliliğinin ciddi sorunlar yarattığı ve\niki dilli öğrencilerin başarısızlıklarındaki en önemli nedenlerin başında geldiği ortaya çıkmıştır.\n\nIt is known that many bilingual students studying in rural schools of Eastern and Southeastern Anatolian\nregions of Turkey have some problems. Disproportionate teacher mobility is seen as one of the reasons\nfor these problems. The most important solution to these problems is the appointment of a large number\nof permanent/contracted teachers to the schools in the region. However, due to the disproportionate\nteacher mobility, the teacher shortage cannot be closed. In order to close this gap, paid teaching practice,\nwhich works in return for additional lessons, is applied especially to schools in rural areas. The types of\nschools from which paid teachers graduated and their random resignations are the subject of discussion.\nWhen considering teacher needs, disproportionate teacher mobility is forgotten. The problems caused by\nthe disproportionate teacher mobility in the schools where the bilingual students in the countryside\nreceive education are not sufficiently questioned. In this study, the concept of ‘disproportionate teacher\nmobility’ was examined for the first time. Since it is more common in areas where bilingual students live,\nits effects on these students are also discussed to a certain extent. In this research based on qualitative\nresearch method, case study design was used. The working group (n=56) of the research consists of\nteachers, parents, school/branch/district directors of national education and their assistants and union\nrepresentatives who have worked/worked in Van. Data from the study group determined by criterion\nsampling were collected by online questionnaire and face-to-face interview techniques. Content analysis\nwas used in the analysis of the data collected at the beginning of the fall semester of the 2020-2021\nacademic year. As a result of the research; It has been revealed that disproportionate teacher mobility for\nvarious reasons creates serious problems and is one of the most important reasons for the failure of\nbilingual students.","internal_url":"https://www.academia.edu/62805906/Orant%C4%B1s%C4%B1z_%C3%B6%C4%9Fretmen_hareketlili%C4%9Fi_%C4%B0ki_dilli_%C3%B6%C4%9Frencilerin_a%C4%9F%C4%B1rl%C4%B1kta_oldu%C4%9Fu_k%C4%B1rsal_b%C3%B6lgelerdeki_okullarda_ya%C5%9Fanan_bir_sorunun_anatomisi","translated_internal_url":"","created_at":"2021-11-30T23:38:51.607-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":56549064,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":75457393,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/75457393/thumbnails/1.jpg","file_name":"10.33400_kuje.956378_1838997.pdf","download_url":"https://www.academia.edu/attachments/75457393/download_file","bulk_download_file_name":"Orantisiz_ogretmen_hareketliligi_Iki_dil.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/75457393/10.33400_kuje.956378_1838997-libre.pdf?1638346447=\u0026response-content-disposition=attachment%3B+filename%3DOrantisiz_ogretmen_hareketliligi_Iki_dil.pdf\u0026Expires=1738785705\u0026Signature=Up9VpKX~fcuk~~pRg7I2iXrlMXvacDUusWXL~QyS3JWNKPPSLs8TuuupCfjIWjxKty8uZBHg-36981JcAGBFWhAnfSDy0Qy-i6J2IB3p6ozX9SUUe2or1ZSrUBF1hAwSdeKVA7WdPfL7YwvV3SHWjaB63vbx9Ud92AtsJ6mlZXFfgVvwCfgPBlQW6RBJmNptIlMVbnbYgWL2bQgmBwRU76WB-tzqUu44TzEOqszA4P-kcR-1eW5z6uVTItZPfdk3BLQEtSm~-rxCH1~gMPCND6sCgdYSZjIW4Yk6EU7T8KIuaBj-MZvdH8HPaDkOPhmzT6mlcj7giKadYjdzK51S-A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Orantısız_öğretmen_hareketliliği_İki_dilli_öğrencilerin_ağırlıkta_olduğu_kırsal_bölgelerdeki_okullarda_yaşanan_bir_sorunun_anatomisi","translated_slug":"","page_count":36,"language":"tr","content_type":"Work","summary":"Türkiye’nin Doğu ve Güneydoğu Anadolu bölgelerinin kırsaldaki okullarında eğitim gören birçok iki dilli\nöğrencilerin birtakım sorunlar yaşadıkları bilinmektedir. Orantısız öğretmen hareketliliği bu sorunların\nnedenlerden biri olarak görülmektedir. Bölgedeki okullara çok sayıda kadrolu/sözleşmeli öğretmen\nataması yapılması bu sorunların çözümlerinden en önemlisidir. Ancak orantısız öğretmen\nhareketliliğinden dolayı öğretmen açığı bir türlü kapatılamamaktadır. Bu açığı kapatmak adına özellikle\nkırsaldaki okullara daha yoğun düzeyde ek ders karşılığı çalışan ücretli öğretmenlik uygulamasına\nbaşvurulmaktadır. Ücretli öğretmenlerin mezun oldukları okul türleri ve gelişi güzel istifaları tartışma\nkonusu olmaktadır. Öğretmen ihtiyacı dikkate alınırken orantısız öğretmen hareketliliği unutulmaktadır.\nOrantısız öğretmen hareketliliğinin kırsaldaki iki dilli öğrencilerin eğitim gördükleri okullarda,\nöğrencilerde açtığı sorunlar yeterince sorgulanmamaktadır. Bu araştırmada ‘orantısız öğretmen\nhareketliliği’ kavramı ilk kez mercek altına alınmıştır. İki dilli öğrencilerin yoğunlukta yaşadığı bölgelerde\ndaha sık yaşandığı için de bu öğrenciler üzerindeki etkileri de belirli düzeyde tartışılmıştır. Nitel\naraştırma yöntemine dayalı bu araştırmada durum çalışması deseni kullanılmıştır. Van ilinde görev\nyapmış/yapan öğretmenler, veliler, okul/şube/ilçe milli eğitim müdürleri ve yardımcıları, sendika\ntemsilcileri araştırmanın çalışma grubunu (n=56) oluşturmaktadır. Ölçüt örnekleme yolu ile belirlenen\nçalışma gurubundan veriler, çevrimiçi anket ve yüz yüze görüşme teknikleri ile toplanmıştır. 2020-2021\nöğretim yılı güz yarıyılının başında toplanan verilerin analizinde içerik analizi kullanılmıştır. Araştırma\nsonucunda; çeşitli nedenlerle gerçekleşen orantısız öğretmen hareketliliğinin ciddi sorunlar yarattığı ve\niki dilli öğrencilerin başarısızlıklarındaki en önemli nedenlerin başında geldiği ortaya çıkmıştır.\n\nIt is known that many bilingual students studying in rural schools of Eastern and Southeastern Anatolian\nregions of Turkey have some problems. Disproportionate teacher mobility is seen as one of the reasons\nfor these problems. The most important solution to these problems is the appointment of a large number\nof permanent/contracted teachers to the schools in the region. However, due to the disproportionate\nteacher mobility, the teacher shortage cannot be closed. In order to close this gap, paid teaching practice,\nwhich works in return for additional lessons, is applied especially to schools in rural areas. The types of\nschools from which paid teachers graduated and their random resignations are the subject of discussion.\nWhen considering teacher needs, disproportionate teacher mobility is forgotten. The problems caused by\nthe disproportionate teacher mobility in the schools where the bilingual students in the countryside\nreceive education are not sufficiently questioned. In this study, the concept of ‘disproportionate teacher\nmobility’ was examined for the first time. Since it is more common in areas where bilingual students live,\nits effects on these students are also discussed to a certain extent. In this research based on qualitative\nresearch method, case study design was used. The working group (n=56) of the research consists of\nteachers, parents, school/branch/district directors of national education and their assistants and union\nrepresentatives who have worked/worked in Van. Data from the study group determined by criterion\nsampling were collected by online questionnaire and face-to-face interview techniques. Content analysis\nwas used in the analysis of the data collected at the beginning of the fall semester of the 2020-2021\nacademic year. As a result of the research; It has been revealed that disproportionate teacher mobility for\nvarious reasons creates serious problems and is one of the most important reasons for the failure of\nbilingual students.","owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":75457393,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/75457393/thumbnails/1.jpg","file_name":"10.33400_kuje.956378_1838997.pdf","download_url":"https://www.academia.edu/attachments/75457393/download_file","bulk_download_file_name":"Orantisiz_ogretmen_hareketliligi_Iki_dil.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/75457393/10.33400_kuje.956378_1838997-libre.pdf?1638346447=\u0026response-content-disposition=attachment%3B+filename%3DOrantisiz_ogretmen_hareketliligi_Iki_dil.pdf\u0026Expires=1738785705\u0026Signature=Up9VpKX~fcuk~~pRg7I2iXrlMXvacDUusWXL~QyS3JWNKPPSLs8TuuupCfjIWjxKty8uZBHg-36981JcAGBFWhAnfSDy0Qy-i6J2IB3p6ozX9SUUe2or1ZSrUBF1hAwSdeKVA7WdPfL7YwvV3SHWjaB63vbx9Ud92AtsJ6mlZXFfgVvwCfgPBlQW6RBJmNptIlMVbnbYgWL2bQgmBwRU76WB-tzqUu44TzEOqszA4P-kcR-1eW5z6uVTItZPfdk3BLQEtSm~-rxCH1~gMPCND6sCgdYSZjIW4Yk6EU7T8KIuaBj-MZvdH8HPaDkOPhmzT6mlcj7giKadYjdzK51S-A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":339567,"name":"Sınıf öğretmenliği","url":"https://www.academia.edu/Documents/in/Sinif_ogretmenligi"},{"id":781686,"name":"öğRetmen","url":"https://www.academia.edu/Documents/in/ogRetmen"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56223436"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/56223436/%C4%B0lkokul_4_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Tutumlari_Farkli_Okul_D%C3%BCzeyleri_ne_Dayali"><img alt="Research paper thumbnail of İlkokul 4. Sinif Öğrenci̇leri̇ni̇n Okuma Tutumlari: Farkli Okul Düzeyleri̇ne Dayali" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/56223436/%C4%B0lkokul_4_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Tutumlari_Farkli_Okul_D%C3%BCzeyleri_ne_Dayali">İlkokul 4. Sinif Öğrenci̇leri̇ni̇n Okuma Tutumlari: Farkli Okul Düzeyleri̇ne Dayali</a></div><div class="wp-workCard_item"><span>Journal of Turkish Studies</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56223436"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56223436"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56223436; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=56223436]").text(description); $(".js-view-count[data-work-id=56223436]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 56223436; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='56223436']"); 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 (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=56223436]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":56223436,"title":"İlkokul 4. Sinif Öğrenci̇leri̇ni̇n Okuma Tutumlari: Farkli Okul Düzeyleri̇ne Dayali","internal_url":"https://www.academia.edu/56223436/%C4%B0lkokul_4_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Tutumlari_Farkli_Okul_D%C3%BCzeyleri_ne_Dayali","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[]}, 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="44405804"><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/44405804/Reading_Comprehension_Problems_of_Bilingual_Students_and_Suggestions_for_Solution"><img alt="Research paper thumbnail of Reading Comprehension Problems of Bilingual Students and Suggestions for Solution" class="work-thumbnail" src="https://attachments.academia-assets.com/64815513/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/44405804/Reading_Comprehension_Problems_of_Bilingual_Students_and_Suggestions_for_Solution">Reading Comprehension Problems of Bilingual Students and Suggestions for Solution</a></div><div class="wp-workCard_item"><span>Reading Comprehension Problems of Bilingual Students and Suggestions for Solution: A Case Study</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Being bilingual is an important and almost inevitable situation. This situation creates an advant...</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">Being bilingual is an important and almost inevitable situation. This situation creates an advantage as well as can lead to various negative results. Primary school students especially studying in certain regions of Turkey are known to experience reading comprehension problems due to the problem of being bilingual. The purpose of this study is to identify the problems that bilingual primary school students experience in reading comprehension and to develop solutions accordingly. Case study, one of the qualitative research methods, was used in this study. The study group of the study consists of 20 classroom teachers working in the province of Tusba, Van. The research data were collected through semi-structured interview form. In data analysis, descriptive analysis technique was used. As a result of the study, it was determined that bilingual students had more difficulty in reading comprehension due to the language conflict and limited knowledge of vocabulary, and this situation affects their success in other courses. It was concluded that teachers use various activities and strategies to develop bilingual students' reading comprehension skills. In this case, it may be suggested to provide parents' participation to improve the comprehension skills of bilingual students and to adapt the program/textbooks to the student level by taking into account the regional conditions.<br />Keywords: Bilingualism, reading comprehension, primary school students, problems encountered</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fa9458595474a2d6a836cb28e671b3ca" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64815513,"asset_id":44405804,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64815513/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="44405804"><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="44405804"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44405804; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44405804]").text(description); $(".js-view-count[data-work-id=44405804]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44405804; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44405804']"); 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: "fa9458595474a2d6a836cb28e671b3ca" } } $('.js-work-strip[data-work-id=44405804]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44405804,"title":"Reading Comprehension Problems of Bilingual Students and Suggestions for Solution","internal_url":"https://www.academia.edu/44405804/Reading_Comprehension_Problems_of_Bilingual_Students_and_Suggestions_for_Solution","owner_id":56549064,"coauthors_can_edit":true,"owner":{"id":56549064,"first_name":"Yusuf","middle_initials":null,"last_name":"KIZILTAŞ","page_name":"YKIZILTAŞ","domain_name":"independent","created_at":"2016-11-12T23:55:06.809-08:00","display_name":"Yusuf KIZILTAŞ","url":"https://independent.academia.edu/YKIZILTA%C5%9E"},"attachments":[{"id":64815513,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64815513/thumbnails/1.jpg","file_name":"Reading_Comprehension_Problems_of_Bilingual_Students_and_Suggestions_for_Solution.pdf","download_url":"https://www.academia.edu/attachments/64815513/download_file","bulk_download_file_name":"Reading_Comprehension_Problems_of_Biling.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64815513/Reading_Comprehension_Problems_of_Bilingual_Students_and_Suggestions_for_Solution-libre.pdf?1604144758=\u0026response-content-disposition=attachment%3B+filename%3DReading_Comprehension_Problems_of_Biling.pdf\u0026Expires=1741301404\u0026Signature=ZbcAACRxiBlYjljmcmlJl3IOwoHK63hFYt~zssIHowcNq0KJ3PFtnDbBf~KfNuyspgkcwFP6oZ-chydf3sMQh2icKl0WKIqyXRG-XlOX3OdRaF5OKQ0ADb7PpVZHXofDyapjP4XRipVRqgeXhTDg8mnFWidJciREAuuq6Ni3w335t5h54uDRsKNMs3oYCHindjWAp5w2mk~fIZJUyJ1xmEBp--OLqRXdpKcPLB86wNPCDtqe0AQcKlDPAObp0NBgdfHJ1W~f~7Ai065L1zhGHWQGyl7WOADnaotRC3VbbMFjmESPfqw1MNtdKYb8PDdrV8Ch6ZcDglkOX7fyV2Lb7Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(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="11253209" id="books"><div class="js-work-strip profile--work_container" data-work-id="48802857"><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/48802857/JEAN_JACQUES_ROUSSEAU"><img alt="Research paper thumbnail of JEAN JACQUES ROUSSEAU" class="work-thumbnail" src="https://attachments.academia-assets.com/67232726/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/48802857/JEAN_JACQUES_ROUSSEAU">JEAN JACQUES ROUSSEAU</a></div><div class="wp-workCard_item"><span>FARKLI PERSPEKTİFLERDE ÇOCUK EĞİTİMİ (DOĞU VE BATI DÜŞÜNÜRLERİNİN EĞİTİME YAKLAŞIM BİÇİMLERİ)</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">18. yy. aydınlanma çağında yaşayan Jean Jacques Rousseau yaşadığı dönemde eserleri ve düşünceleri...</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">18. yy. aydınlanma çağında yaşayan Jean Jacques Rousseau yaşadığı dönemde eserleri ve düşünceleri ile birçok kesimin dikkatini üzerine çekmeyi başarmıştır. Kimi zaman yaşadığı dönemin aksayan yönlerine karşı yükselen asi<br />bir ses kimi zamandabirçok kesimin düşüncelerinin etrafında toplandığı bir üst<br />akıl kimliğine bürünmüştür. Şüphesiz Rousseau’nun eserlerinin ve düşüncelerinin cezbedici yönü modern demokrasinin ve eğitimin temelinde bir mihenk<br />taşı olmuştur. Her ne kadar düşünceleri eğitim, felsefe, siyaset, din, müzik gibi<br />çeşitli alanlarda geniş bir yayılma olanağı bulmuşsa da Rousseau’yu eğitim ve<br />özellikle de çocuk eğitimi konusunda özel bir noktaya konumlandırmak ona<br />hakkını teslim etmek demektir. Öyle ki çocuk eğitimi konusunda savunduğu<br />argümanlar yüz yıllar geçmesine rağmen hala varlığını sürdürebilmektedir.<br />Şüphesiz bu değerli fikirlerin günümüze erişmesinde çocuğun doğasına uygun<br />doğal bir eğitimi merkeze alması oldukça etkili olmuştur. Tabiata göre insan<br />yetiştirmenin eğitimin özü olduğunu ifade eden Rousseau’nun özellikle eğitim<br />ve çocuk eğitimi ile ilgili düşünceleri etraflıca irdelenmeye değer niteliktedir.<br />Bu irdelenmenin sağlıklı gerçekleştirilmesi için de Rousseau’nun yaşamını, yaşadığı dönemin özelliklerini, felsefesini ve eğitim anlayışını iyi okumak gerekir. Özellikle de felsefe ve eğitim anlayışının oluşmasında, şekillenmesinde bu<br />hususlar oldukça etkili olmuştur.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b5ecac9cca822d2fbe6c9bfcf9f40b03" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67232726,"asset_id":48802857,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67232726/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="48802857"><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="48802857"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48802857; 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