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class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Ali Göçer</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://erciyes.academia.edu/">Erciyes University</a>, <a class="u-tcGrayDarker" href="https://erciyes.academia.edu/Departments/Turkish_Education/Documents">Turkish Education</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Ali" data-follow-user-id="30565156" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" 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id="Papers"><h3 class="profile--tab_heading_container">Papers by Ali Göçer</h3></div><div class="js-work-strip profile--work_container" data-work-id="125831906"><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/125831906/The_Use_of_Question_Formulation_Technique_QFT_in_Reading_and_Listening_Watching_Processes_in_Turkish_Lesson"><img alt="Research paper thumbnail of The Use of Question Formulation Technique (QFT) in Reading and Listening/Watching Processes in Turkish Lesson" class="work-thumbnail" src="https://attachments.academia-assets.com/119803540/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/125831906/The_Use_of_Question_Formulation_Technique_QFT_in_Reading_and_Listening_Watching_Processes_in_Turkish_Lesson">The Use of Question Formulation Technique (QFT) in Reading and Listening/Watching Processes in Turkish Lesson</a></div><div class="wp-workCard_item"><span>Türkiye Eğitim Dergisi</span><span>, Dec 28, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="181f3bc76d6c1c5fef5c35c631343ecc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119803540,"asset_id":125831906,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119803540/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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: 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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="125831905"><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/125831905/Use_of_the_Argumentation_Based_Learning_Teaching_Approach_in_the_Development_Of_Self_Expression_Skills"><img alt="Research paper thumbnail of Use of the Argumentation-Based Learning-Teaching Approach in the Development Of Self-Expression Skills" class="work-thumbnail" src="https://attachments.academia-assets.com/119803568/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/125831905/Use_of_the_Argumentation_Based_Learning_Teaching_Approach_in_the_Development_Of_Self_Expression_Skills">Use of the Argumentation-Based Learning-Teaching Approach in the Development Of Self-Expression Skills</a></div><div class="wp-workCard_item"><span>Uluslararası Alan Eğitimi Dergisi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Argumentation-based teaching is one of the contemporary teaching approaches. This approach is ver...</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">Argumentation-based teaching is one of the contemporary teaching approaches. This approach is versatile in terms of making the claim, stating the reasons, eliminating the ambiguities, generating thoughts in the mind through questions and having the purpose of convincing. Considering the relationship between language and thought, it is thought that the use of argumentation-based teaching in language practice studies will be effective. As a matter of fact, the prerequisite for producing arguments is the effective use of basic language skills. This study shows the usability of argumentation-based teaching in Turkish lessons. This study shows the usability of argumentation-based teaching in Turkish lessons. In the study, information about the argumentation-based learning-teaching approach is given; The activities that can be carried out in order to gain, develop and effectively use narration skills are emphasized. 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Süreç-tür; ürün, süreç ve ...</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">Süreç-tür, son dönemde yükselişe geçen yazma yaklaşımlarından biridir. Süreç-tür; ürün, süreç ve tür yaklaşımlarının güçlü yönlerinden beslenen bir yazma yaklaşımıdır. Bu çalışmanın amacı, farklı edebî türlerde süreç-tür modeline göre oluşturulan etkinliklerle Türkçe ders kitabındaki yazma etkinlikleri arasında fark olup olmadığına bakmak ve yazma öğretiminde süreç-tür odaklı modelin kullanımına, etkililiğine ilişkin değerlendirmede bulunmaktır. Çalışmada nitel araştırma yöntemi tercih edilmiştir. Çalışmanın verileri, doküman incelemesi aracılığıyla elde edilmiştir. Bu çalışmanın dokümanları; bir Türkçe öğretmeninin süreç-tür odaklı yazma yaklaşımının basamaklarına göre hazırladığı üç adet yazılı anlatım etkinlik planı, sekiz öğrencinin dilekçe, fabl ve bilgilendirici metin olmak üzere üç farklı metin türünde oluşturduğu yirmi dört adet yazılı metin ve 2021-2022 eğitim-öğretim yılında okullarda okutulan 5. sınıf Türkçe ders kitabından seçilmiş yedi adet yazma etkinliğidir. Çalışmada...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bfb9d902a45c12086a43ffaa44bb2b6f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119803567,"asset_id":125831903,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119803567/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="125831903"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125831903"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125831903; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125831903]").text(description); $(".js-view-count[data-work-id=125831903]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125831903; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125831903']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125831903, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "bfb9d902a45c12086a43ffaa44bb2b6f" } } $('.js-work-strip[data-work-id=125831903]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125831903,"title":"Yazma Eği̇ti̇mi̇nde Süreç-Tür Odakli Yazma Yaklaşiminin Kullanimi","translated_title":"","metadata":{"abstract":"Süreç-tür, son dönemde yükselişe geçen yazma yaklaşımlarından biridir. Süreç-tür; ürün, süreç ve tür yaklaşımlarının güçlü yönlerinden beslenen bir yazma yaklaşımıdır. Bu çalışmanın amacı, farklı edebî türlerde süreç-tür modeline göre oluşturulan etkinliklerle Türkçe ders kitabındaki yazma etkinlikleri arasında fark olup olmadığına bakmak ve yazma öğretiminde süreç-tür odaklı modelin kullanımına, etkililiğine ilişkin değerlendirmede bulunmaktır. Çalışmada nitel araştırma yöntemi tercih edilmiştir. Çalışmanın verileri, doküman incelemesi aracılığıyla elde edilmiştir. Bu çalışmanın dokümanları; bir Türkçe öğretmeninin süreç-tür odaklı yazma yaklaşımının basamaklarına göre hazırladığı üç adet yazılı anlatım etkinlik planı, sekiz öğrencinin dilekçe, fabl ve bilgilendirici metin olmak üzere üç farklı metin türünde oluşturduğu yirmi dört adet yazılı metin ve 2021-2022 eğitim-öğretim yılında okullarda okutulan 5. sınıf Türkçe ders kitabından seçilmiş yedi adet yazma etkinliğidir. Çalışmada...","publisher":"Agri Ibrahim Cecen Universitesi Sosyal Bilimler Enstitusu Dergisi","publication_name":"Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi"},"translated_abstract":"Süreç-tür, son dönemde yükselişe geçen yazma yaklaşımlarından biridir. Süreç-tür; ürün, süreç ve tür yaklaşımlarının güçlü yönlerinden beslenen bir yazma yaklaşımıdır. Bu çalışmanın amacı, farklı edebî türlerde süreç-tür modeline göre oluşturulan etkinliklerle Türkçe ders kitabındaki yazma etkinlikleri arasında fark olup olmadığına bakmak ve yazma öğretiminde süreç-tür odaklı modelin kullanımına, etkililiğine ilişkin değerlendirmede bulunmaktır. Çalışmada nitel araştırma yöntemi tercih edilmiştir. Çalışmanın verileri, doküman incelemesi aracılığıyla elde edilmiştir. Bu çalışmanın dokümanları; bir Türkçe öğretmeninin süreç-tür odaklı yazma yaklaşımının basamaklarına göre hazırladığı üç adet yazılı anlatım etkinlik planı, sekiz öğrencinin dilekçe, fabl ve bilgilendirici metin olmak üzere üç farklı metin türünde oluşturduğu yirmi dört adet yazılı metin ve 2021-2022 eğitim-öğretim yılında okullarda okutulan 5. sınıf Türkçe ders kitabından seçilmiş yedi adet yazma etkinliğidir. 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Bu itibarla ogrenme ortamlarinda dinleme ve konusma amacina uygun calismalarin kullanilmasi, ogrencilerin dil sanatlarina hâkim olmasini kolay hale getirmektedir. 1936-1940 yillari arasinda doneme damgasini vuran “radyo tiyatrosu, mikrofonda tiyatro, radyofonik piyes, radyofonik oyun, sihirli kutu” adiyla bilinen radyo oyunlari, esas olarak “ses, diyalog, efekt, muzik” gibi unsurlari barindiriyor olmasi yonuyle ogrencilerin dinleme ve konusma beceri ve aliskanliklarini edinmesi ve gelistirmesi bakimindan etkili bir kultur-sanat faaliyeti olarak degerlendirebilir. Ayni zamanda edebiyat, tiyatro gibi degerleri icinde barindirmasi ve temelinin oyuna dayanmasi ona ozgun bir nitelik kazandirmistir. Bu calismanin amaci, sozlu iletisim becerilerinin gelistirilmesinde radyo oyunlarinin kullanimina, islevine ve etkililigine isaret etmektir. 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Calismanin iceri...","publication_date":{"day":null,"month":null,"year":2020,"errors":{}}},"translated_abstract":"Sozlu iletisimin iki ayagini teskil eden dinleme ve konusma, gunluk hayatin her alaninda etkin bir bicimde kullanilan dil becerileridir. Bu itibarla ogrenme ortamlarinda dinleme ve konusma amacina uygun calismalarin kullanilmasi, ogrencilerin dil sanatlarina hâkim olmasini kolay hale getirmektedir. 1936-1940 yillari arasinda doneme damgasini vuran “radyo tiyatrosu, mikrofonda tiyatro, radyofonik piyes, radyofonik oyun, sihirli kutu” adiyla bilinen radyo oyunlari, esas olarak “ses, diyalog, efekt, muzik” gibi unsurlari barindiriyor olmasi yonuyle ogrencilerin dinleme ve konusma beceri ve aliskanliklarini edinmesi ve gelistirmesi bakimindan etkili bir kultur-sanat faaliyeti olarak degerlendirebilir. Ayni zamanda edebiyat, tiyatro gibi degerleri icinde barindirmasi ve temelinin oyuna dayanmasi ona ozgun bir nitelik kazandirmistir. Bu calismanin amaci, sozlu iletisim becerilerinin gelistirilmesinde radyo oyunlarinin kullanimina, islevine ve etkililigine isaret etmektir. Calismanin iceri...","internal_url":"https://www.academia.edu/125831898/S%C3%B6zl%C3%BC_%C4%B0leti_%C5%9Fi_m_Beceri_leri_ni_n_Geli_%C5%9Fi_mi_nde_Radyo_Oyunlarinin_Kullanimi_%C3%9Czeri_ne_Kuramsal_Bi_r_%C3%87ali%C5%9Fma","translated_internal_url":"","created_at":"2024-11-25T05:58:11.137-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":30565156,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Sözlü_İleti_şi_m_Beceri_leri_ni_n_Geli_şi_mi_nde_Radyo_Oyunlarinin_Kullanimi_Üzeri_ne_Kuramsal_Bi_r_Çalişma","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","owner":{"id":30565156,"first_name":"Ali","middle_initials":null,"last_name":"Göçer","page_name":"AliGöçer","domain_name":"erciyes","created_at":"2015-04-30T08:34:05.674-07:00","display_name":"Ali Göçer","url":"https://erciyes.academia.edu/AliG%C3%B6%C3%A7er"},"attachments":[],"research_interests":[],"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="125831897"><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/125831897/Mobi_l_%C3%96%C4%9Frenme_Araci_Olarak_Podcasti_n_T%C3%BCrk%C3%A7e_%C3%96%C4%9Freti_mi_nde_Kullanilabi_li_rli_%C4%9Fi_%C3%9Czeri_ne_Kuramsal_Bi_r_%C3%87ali%C5%9Fma"><img alt="Research paper thumbnail of Mobi̇l Öğrenme Araci Olarak Podcasti̇n Türkçe Öğreti̇mi̇nde Kullanilabi̇li̇rli̇ği̇ Üzeri̇ne: Kuramsal Bi̇r Çalişma" class="work-thumbnail" src="https://attachments.academia-assets.com/119803566/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/125831897/Mobi_l_%C3%96%C4%9Frenme_Araci_Olarak_Podcasti_n_T%C3%BCrk%C3%A7e_%C3%96%C4%9Freti_mi_nde_Kullanilabi_li_rli_%C4%9Fi_%C3%9Czeri_ne_Kuramsal_Bi_r_%C3%87ali%C5%9Fma">Mobi̇l Öğrenme Araci Olarak Podcasti̇n Türkçe Öğreti̇mi̇nde Kullanilabi̇li̇rli̇ği̇ Üzeri̇ne: Kuramsal Bi̇r Çalişma</a></div><div class="wp-workCard_item"><span>Uluslararası Eğitim Bilim ve Teknoloji Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teknoloji, dünyada meydana gelen değişikliklerin başrolünü üstlenmiştir. O, zaman içinde insanlar...</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">Teknoloji, dünyada meydana gelen değişikliklerin başrolünü üstlenmiştir. O, zaman içinde insanların tutumu, tüketim alışkanlığı, bilgi ve beceri yönetimi üzerinde rol oynadığı gibi kullanılan cihazların şeklini, işlevini değiştirmiştir. Bunun sonucunda cihazlar, küçülerek taşınabilir hâle gelmiş ve işlevi bakımından bilgisayardan farksızlaşmıştır. Web 2.0’ın eğitim ve öğretim ortamlarında yer almaya başlamasıyla akıllı telefon, e-okuyucu, tablet gibi mobil cihazlar hayatın bir parçası olmuş ve kullanım oranı artmıştır. Mobil cihazlar, yapılandırmacı yaklaşımın amaçlarıyla örtüşecek özellikler barındırmaktadır. Nitekim yer ve zaman bağımsızlığı sunması, kullanıcıyla etkileşim kurması, kullanıcıyı aktif kılması bunlardan bazılarıdır. Dolayısıyla mobil cihazlardan öğrenme amacıyla yararlanmak mümkün görülmüştür. Hemen her alanda etkili olan mobil cihazlar, beceri temelli dil öğretimi için önemli fırsatlar sunabilir. Mobil destekli bir öğrenme aracı olan podcast, son zamanların sıklıkla...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="caa46e4b7303c322e6c2ed3d44bb50e8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119803566,"asset_id":125831897,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119803566/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="125831897"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125831897"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125831897; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125831897]").text(description); $(".js-view-count[data-work-id=125831897]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125831897; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125831897']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125831897, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "caa46e4b7303c322e6c2ed3d44bb50e8" } } $('.js-work-strip[data-work-id=125831897]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125831897,"title":"Mobi̇l Öğrenme Araci Olarak Podcasti̇n Türkçe Öğreti̇mi̇nde Kullanilabi̇li̇rli̇ği̇ Üzeri̇ne: Kuramsal Bi̇r Çalişma","translated_title":"","metadata":{"abstract":"Teknoloji, dünyada meydana gelen değişikliklerin başrolünü üstlenmiştir. O, zaman içinde insanların tutumu, tüketim alışkanlığı, bilgi ve beceri yönetimi üzerinde rol oynadığı gibi kullanılan cihazların şeklini, işlevini değiştirmiştir. Bunun sonucunda cihazlar, küçülerek taşınabilir hâle gelmiş ve işlevi bakımından bilgisayardan farksızlaşmıştır. Web 2.0’ın eğitim ve öğretim ortamlarında yer almaya başlamasıyla akıllı telefon, e-okuyucu, tablet gibi mobil cihazlar hayatın bir parçası olmuş ve kullanım oranı artmıştır. Mobil cihazlar, yapılandırmacı yaklaşımın amaçlarıyla örtüşecek özellikler barındırmaktadır. Nitekim yer ve zaman bağımsızlığı sunması, kullanıcıyla etkileşim kurması, kullanıcıyı aktif kılması bunlardan bazılarıdır. Dolayısıyla mobil cihazlardan öğrenme amacıyla yararlanmak mümkün görülmüştür. Hemen her alanda etkili olan mobil cihazlar, beceri temelli dil öğretimi için önemli fırsatlar sunabilir. Mobil destekli bir öğrenme aracı olan podcast, son zamanların sıklıkla...","publisher":"Uluslararasi Egitim Bilim ve Teknoloji Dergisi","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Uluslararası Eğitim Bilim ve Teknoloji Dergisi"},"translated_abstract":"Teknoloji, dünyada meydana gelen değişikliklerin başrolünü üstlenmiştir. O, zaman içinde insanların tutumu, tüketim alışkanlığı, bilgi ve beceri yönetimi üzerinde rol oynadığı gibi kullanılan cihazların şeklini, işlevini değiştirmiştir. Bunun sonucunda cihazlar, küçülerek taşınabilir hâle gelmiş ve işlevi bakımından bilgisayardan farksızlaşmıştır. Web 2.0’ın eğitim ve öğretim ortamlarında yer almaya başlamasıyla akıllı telefon, e-okuyucu, tablet gibi mobil cihazlar hayatın bir parçası olmuş ve kullanım oranı artmıştır. Mobil cihazlar, yapılandırmacı yaklaşımın amaçlarıyla örtüşecek özellikler barındırmaktadır. Nitekim yer ve zaman bağımsızlığı sunması, kullanıcıyla etkileşim kurması, kullanıcıyı aktif kılması bunlardan bazılarıdır. Dolayısıyla mobil cihazlardan öğrenme amacıyla yararlanmak mümkün görülmüştür. Hemen her alanda etkili olan mobil cihazlar, beceri temelli dil öğretimi için önemli fırsatlar sunabilir. Mobil destekli bir öğrenme aracı olan podcast, son zamanların sıklıkla...","internal_url":"https://www.academia.edu/125831897/Mobi_l_%C3%96%C4%9Frenme_Araci_Olarak_Podcasti_n_T%C3%BCrk%C3%A7e_%C3%96%C4%9Freti_mi_nde_Kullanilabi_li_rli_%C4%9Fi_%C3%9Czeri_ne_Kuramsal_Bi_r_%C3%87ali%C5%9Fma","translated_internal_url":"","created_at":"2024-11-25T05:58:10.117-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":30565156,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":119803566,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/119803566/thumbnails/1.jpg","file_name":"1691476.pdf","download_url":"https://www.academia.edu/attachments/119803566/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mobi_l_Ogrenme_Araci_Olarak_Podcasti_n_T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/119803566/1691476-libre.pdf?1732545337=\u0026response-content-disposition=attachment%3B+filename%3DMobi_l_Ogrenme_Araci_Olarak_Podcasti_n_T.pdf\u0026Expires=1732726238\u0026Signature=Pf476SoxXR88W3IMryTGEci3~~4cbQYY4syp-X4yAwNDi~slWMiTzn~Tf0BMJMnEjeklbQUhCvySRCDi82d3to1GUsdXbx8Yq8OA3HnZ8kMWg6BXWGC1rDyOG2tt2WOmfNTt~Qv9rCF9HQm6XJax0a254NUrGnJg2IpQFIWj33engnZ6phXvJ~8JkU3OQcVtnaSJk1iLNJbxYXJgyGPhqdkA91fyQV5~1MMbej8~31B9LHSyheTMP1pDuTHnA8qT-heBjMV1MFuLIW~H-yeu-FtRVjZpuvzm10bAwZKvMVOhKkhiLhwEXS4RzucewQMHujOr3G5eEStrn6UU51dlYA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Mobi_l_Öğrenme_Araci_Olarak_Podcasti_n_Türkçe_Öğreti_mi_nde_Kullanilabi_li_rli_ği_Üzeri_ne_Kuramsal_Bi_r_Çalişma","translated_slug":"","page_count":21,"language":"tr","content_type":"Work","owner":{"id":30565156,"first_name":"Ali","middle_initials":null,"last_name":"Göçer","page_name":"AliGöçer","domain_name":"erciyes","created_at":"2015-04-30T08:34:05.674-07:00","display_name":"Ali Göçer","url":"https://erciyes.academia.edu/AliG%C3%B6%C3%A7er"},"attachments":[{"id":119803566,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/119803566/thumbnails/1.jpg","file_name":"1691476.pdf","download_url":"https://www.academia.edu/attachments/119803566/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mobi_l_Ogrenme_Araci_Olarak_Podcasti_n_T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/119803566/1691476-libre.pdf?1732545337=\u0026response-content-disposition=attachment%3B+filename%3DMobi_l_Ogrenme_Araci_Olarak_Podcasti_n_T.pdf\u0026Expires=1732726238\u0026Signature=Pf476SoxXR88W3IMryTGEci3~~4cbQYY4syp-X4yAwNDi~slWMiTzn~Tf0BMJMnEjeklbQUhCvySRCDi82d3to1GUsdXbx8Yq8OA3HnZ8kMWg6BXWGC1rDyOG2tt2WOmfNTt~Qv9rCF9HQm6XJax0a254NUrGnJg2IpQFIWj33engnZ6phXvJ~8JkU3OQcVtnaSJk1iLNJbxYXJgyGPhqdkA91fyQV5~1MMbej8~31B9LHSyheTMP1pDuTHnA8qT-heBjMV1MFuLIW~H-yeu-FtRVjZpuvzm10bAwZKvMVOhKkhiLhwEXS4RzucewQMHujOr3G5eEStrn6UU51dlYA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"}],"urls":[]}, dispatcherData: dispatcherData }); 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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="124376475"><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/124376475/Development_and_Assesment_of_Speaking_Skill_in_Interaction_Classroom_Environments_in_Turkish_Course"><img alt="Research paper thumbnail of Development and Assesment of Speaking Skill in Interaction Classroom Environments in Turkish Course" class="work-thumbnail" src="https://attachments.academia-assets.com/118614057/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/124376475/Development_and_Assesment_of_Speaking_Skill_in_Interaction_Classroom_Environments_in_Turkish_Course">Development and Assesment of Speaking Skill in Interaction Classroom Environments in Turkish Course</a></div><div class="wp-workCard_item"><span>Korkut Ata Türkiyat Araştırmaları Dergisi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Konuşma insanların yaşamları boyunca kullanabilecekleri önemli bir dil becerisi, iletişim sürecin...</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">Konuşma insanların yaşamları boyunca kullanabilecekleri önemli bir dil becerisi, iletişim sürecinin temel bir ögesidir. İletişimin insanlar için hem bir ihtiyaç hem de bir zorunluluk olması bireylerin konuşma becerisinin gelişmiş olmasını gerekli kılmaktadır. Konuşma, bireysel ve toplumsal ilişkilerin doğru, etkili ve verimli bir şekilde gerçekleştirilmesinde kilit rol oynamaktadır. Bu bakımdan öğrenciler konuşma kazanımlarını edinmeli ve bu kazanımları işlevsel bir şekilde kullanabilmelidir. Bu çalışma öğrencilerin duygu, düşünce, hayal ve izlenimlerini ifade etmede zorlanması problemine çözüm üretmek amacıyla gerçekleştirilmiştir. Çalışmada öğrencilerin konuşma becerilerinin geliştirilmesinde etkileşimli sınıf ortamlarının rolü araştırılmıştır. Bu kapsamda çalışma katılımcı eylem araştırmasıyla yürütülmüştür. Araştırmanın çalışma grubu kolay ulaşılabilir durum örneklemesi yoluyla belirlenen Ankara’da bulunan bir ortaokulun yedinci sınıfında öğrenim gören 11 öğrencidir. Araştırmada...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="30ca3261cf34752602703cb6b95e8eb2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118614057,"asset_id":124376475,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118614057/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="124376475"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124376475"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124376475; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124376475]").text(description); $(".js-view-count[data-work-id=124376475]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124376475; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124376475']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124376475, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "30ca3261cf34752602703cb6b95e8eb2" } } $('.js-work-strip[data-work-id=124376475]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124376475,"title":"Development and Assesment of Speaking Skill in Interaction Classroom Environments in Turkish Course","translated_title":"","metadata":{"abstract":"Konuşma insanların yaşamları boyunca kullanabilecekleri önemli bir dil becerisi, iletişim sürecinin temel bir ögesidir. 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Araştırmanın çalışma grubu kolay ulaşılabilir durum örneklemesi yoluyla belirlenen Ankara’da bulunan bir ortaokulun yedinci sınıfında öğrenim gören 11 öğrencidir. 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Öğretmenlerin dinleme becerisini kazandırma ve geliştirme sürecinde farkındalık oluşturması, öğrencilere rehber olması, ders içi ve dışı çeşitli etkinliklerle becerileri etkin kullanabilmeleri için onları yüreklendirmesi önemlidir. Bu çalışmada Türkçe dersi sosyal etkileşime dayalı sınıf ortamlarında gerçekleştirilen dinleme etkinliklerinin öğrencilerin dinleme becerisini geliştirmedeki rolü üzerinde durulmaktadır. Araştırma, Ankara ilinde bulunan bir ortaokulun birinci sınıfında öğrenim gören öğrencilerle okuma saatinde gerçekleştirilmiştir. Araştırmada ilk uygulama iki hafta sürmüş ve dinleme etkinliğinde etkileşimsiz dinleme stratejisinden faydalanılmıştır. Araştırmanın ikinci uygulama süreci altı hafta sürmüş ve dinleme etkinliği sosyal etkileşime dayalı sınıf ortamlarında gerçekleştirilmiştir. Araştırmada nitel araştırma yöntemi çerçevesinde doküman inceleme ile gözlem tekniği kullanılmıştır. Elde edilen veriler içerik analizi tekniği kullanılarak incelenmiştir. Araştırmanın sonucunda öğrencilere uygulanan başarı testlerinden, gözlemlerden, öğrencilerin süreçle ilgili duygu ve düşüncelerinden elde edilen verilerden Türkçe dersi sosyal etkileşime dayalı sınıf ortamlarının öğrencilerin dinleme becerisini geliştirebilmeleri için etkinliklere aktif katılımlarına uygun bir zemin sunduğu ve öğretmenin rehberlik rolünü etkin bir şekilde yapmasını sağladığı sonucuna varılmıştır.","publication_date":{"day":8,"month":5,"year":2022,"errors":{}},"publication_name":"DergiPark (Istanbul University)","grobid_abstract_attachment_id":118614020},"translated_abstract":null,"internal_url":"https://www.academia.edu/124376474/T%C3%BCrk%C3%A7e_Dersi_Sosyal_Etkile%C5%9Fime_Dayal%C4%B1_S%C4%B1n%C4%B1f_Ortamlar%C4%B1n%C4%B1n_%C3%96%C4%9Frencilerin_Dinleme_Becerisinin_Geli%C5%9Ftirilmesindeki_Rol%C3%BC","translated_internal_url":"","created_at":"2024-10-02T23:40:07.363-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":30565156,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":118614020,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118614020/thumbnails/1.jpg","file_name":"2412484.pdf","download_url":"https://www.academia.edu/attachments/118614020/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Turkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118614020/2412484-libre.pdf?1727937900=\u0026response-content-disposition=attachment%3B+filename%3DTurkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf\u0026Expires=1732726238\u0026Signature=e51D6ev6nD8VxnAMZCFMADX1oI4fibD0QuBi0M0HtoIpNvLP7ljwVvAqq0ORyC8BWn26pJw2LCRtWHXZ~Fxdl2xU8HncAeHzQSs3oOEGnsQyoTqAWVF4gmJWX~hbgUs12ltEeX49j~zUXO8HwtxUdTiarIaW0nAproBBEUwakNKMfDko1rbeXE2dqVdVcJa2hteeyY4EAqIeyQEEJFx0Kbw2QK5Qm5ML1gB13B-OzFrkiwviCB0BheEdnXWma22E0RlpmNRkifG~kVB6EUKoAgdxhl4B4vbDggDu1aFIHQohOCdxrByi45Lh2bGUl21ePeUMrqXKorbwKj3zoeHR4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Türkçe_Dersi_Sosyal_Etkileşime_Dayalı_Sınıf_Ortamlarının_Öğrencilerin_Dinleme_Becerisinin_Geliştirilmesindeki_Rolü","translated_slug":"","page_count":34,"language":"tr","content_type":"Work","owner":{"id":30565156,"first_name":"Ali","middle_initials":null,"last_name":"Göçer","page_name":"AliGöçer","domain_name":"erciyes","created_at":"2015-04-30T08:34:05.674-07:00","display_name":"Ali Göçer","url":"https://erciyes.academia.edu/AliG%C3%B6%C3%A7er"},"attachments":[{"id":118614020,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118614020/thumbnails/1.jpg","file_name":"2412484.pdf","download_url":"https://www.academia.edu/attachments/118614020/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Turkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118614020/2412484-libre.pdf?1727937900=\u0026response-content-disposition=attachment%3B+filename%3DTurkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf\u0026Expires=1732726238\u0026Signature=e51D6ev6nD8VxnAMZCFMADX1oI4fibD0QuBi0M0HtoIpNvLP7ljwVvAqq0ORyC8BWn26pJw2LCRtWHXZ~Fxdl2xU8HncAeHzQSs3oOEGnsQyoTqAWVF4gmJWX~hbgUs12ltEeX49j~zUXO8HwtxUdTiarIaW0nAproBBEUwakNKMfDko1rbeXE2dqVdVcJa2hteeyY4EAqIeyQEEJFx0Kbw2QK5Qm5ML1gB13B-OzFrkiwviCB0BheEdnXWma22E0RlpmNRkifG~kVB6EUKoAgdxhl4B4vbDggDu1aFIHQohOCdxrByi45Lh2bGUl21ePeUMrqXKorbwKj3zoeHR4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":118614021,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118614021/thumbnails/1.jpg","file_name":"2412484.pdf","download_url":"https://www.academia.edu/attachments/118614021/download_file","bulk_download_file_name":"Turkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118614021/2412484-libre.pdf?1727938303=\u0026response-content-disposition=attachment%3B+filename%3DTurkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf\u0026Expires=1732726238\u0026Signature=eE4a2Pzx3pawD94zMUvmV-GvtfpQUtGHId8sHRyQ4UmwO02WUbRcbm~Gg30UwZkEHT2urF3kkJRlPfCI1~5Rlla7Eir7v8cGxiPAnfkg1ZaX0Y-c~zg15rHwbQZlaJX4~aIRAJImkx7U~jFV3kZwvsligD4BpnS~nzjoME8swrosuUtxLE9fV-IXE4HyNgS~F47Uc8-DhjsZBER-uPg3rolVRM3DJuBu8ANKY78AvwjCKLkRofbHM9wnDRBNvC895jp3LJM04iGA6X1wmk10L-CI8BQhE7Zl2OLUtAwg5-GdWWrrSJ9QNmcZhgKbbLk1XFKuvp95qdfizlqxN9SCmw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"}],"urls":[{"id":44950002,"url":"https://dergipark.org.tr/tr/download/article-file/2412484"}]}, 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="124376468"><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/124376468/Li_sans%C3%BCst%C3%BC_E%C4%9Fi_ti_m_Alan_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenleri_ne_G%C3%B6re_Meti_n_%C4%B0%C5%9Fleme_S%C3%BCreci_nde_Kar%C5%9Fila%C5%9Filan_Sorunlar"><img alt="Research paper thumbnail of Li̇sansüstü Eği̇ti̇m Alan Türkçe Öğretmenleri̇ne Göre Meti̇n İşleme Süreci̇nde Karşilaşilan Sorunlar" class="work-thumbnail" src="https://attachments.academia-assets.com/118614040/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/124376468/Li_sans%C3%BCst%C3%BC_E%C4%9Fi_ti_m_Alan_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenleri_ne_G%C3%B6re_Meti_n_%C4%B0%C5%9Fleme_S%C3%BCreci_nde_Kar%C5%9Fila%C5%9Filan_Sorunlar">Li̇sansüstü Eği̇ti̇m Alan Türkçe Öğretmenleri̇ne Göre Meti̇n İşleme Süreci̇nde Karşilaşilan Sorunlar</a></div><div class="wp-workCard_item"><span>Bayburt Eğitim Fakültesi Dergisi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkçeyi çok boyutlu olarak öğrenmeye yönelik hedeflenen kazanımlara ulaşılmasında kullanılan baş...</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">Türkçeyi çok boyutlu olarak öğrenmeye yönelik hedeflenen kazanımlara ulaşılmasında kullanılan başlıca materyal metinlerdir. Bu nedenle metin seçimi, metne hazırlık, metin aracılığıyla temel dil becerilerinin geliştirilmesi gibi aşamalar metin işleme sürecinin temel unsurlarını oluşturmaktadır. Araştırmada, devlet okullarında görev yapan ve lisansüstü eğitim alan Türkçe öğretmenlerinin görüşlerinden hareketle metin işleme sürecinde karşılaşılan sorunların ortaya çıkarılması hedeflenmiştir. Araştırmanın çalışma grubunu yedi farklı ilde görev yapan on dört Türkçe öğretmeni oluşturmaktadır. Nitel araştırma yöntemi çerçevesinde gerçekleştirilen araştırmada elde edilen veriler içerik analizi ile incelenmiştir. Araştırma sonuçlarına göre lisansüstü eğitim alan Türkçe öğretmenlerinin metin işleme sürecinde en sık karşılaştıkları sorunlar, Türkçe ders kitabındaki metinlerin ve çalışma etkinliklerinin niteliğine yöneliktir. Katılımcıların görüşlerine dayalı olarak ulaşılan sonuçlar şöyle sıra...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b5105cfdb9a4fadd76c728b8121851f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118614040,"asset_id":124376468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118614040/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="124376468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124376468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124376468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124376468]").text(description); $(".js-view-count[data-work-id=124376468]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124376468; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124376468']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124376468, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "0b5105cfdb9a4fadd76c728b8121851f" } } $('.js-work-strip[data-work-id=124376468]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124376468,"title":"Li̇sansüstü Eği̇ti̇m Alan Türkçe Öğretmenleri̇ne Göre Meti̇n İşleme Süreci̇nde Karşilaşilan Sorunlar","translated_title":"","metadata":{"abstract":"Türkçeyi çok boyutlu olarak öğrenmeye yönelik hedeflenen kazanımlara ulaşılmasında kullanılan başlıca materyal metinlerdir. Bu nedenle metin seçimi, metne hazırlık, metin aracılığıyla temel dil becerilerinin geliştirilmesi gibi aşamalar metin işleme sürecinin temel unsurlarını oluşturmaktadır. Araştırmada, devlet okullarında görev yapan ve lisansüstü eğitim alan Türkçe öğretmenlerinin görüşlerinden hareketle metin işleme sürecinde karşılaşılan sorunların ortaya çıkarılması hedeflenmiştir. Araştırmanın çalışma grubunu yedi farklı ilde görev yapan on dört Türkçe öğretmeni oluşturmaktadır. Nitel araştırma yöntemi çerçevesinde gerçekleştirilen araştırmada elde edilen veriler içerik analizi ile incelenmiştir. Araştırma sonuçlarına göre lisansüstü eğitim alan Türkçe öğretmenlerinin metin işleme sürecinde en sık karşılaştıkları sorunlar, Türkçe ders kitabındaki metinlerin ve çalışma etkinliklerinin niteliğine yöneliktir. Katılımcıların görüşlerine dayalı olarak ulaşılan sonuçlar şöyle sıra...","publisher":"Bayburt Universitesi","publication_name":"Bayburt Eğitim Fakültesi Dergisi"},"translated_abstract":"Türkçeyi çok boyutlu olarak öğrenmeye yönelik hedeflenen kazanımlara ulaşılmasında kullanılan başlıca materyal metinlerdir. Bu nedenle metin seçimi, metne hazırlık, metin aracılığıyla temel dil becerilerinin geliştirilmesi gibi aşamalar metin işleme sürecinin temel unsurlarını oluşturmaktadır. Araştırmada, devlet okullarında görev yapan ve lisansüstü eğitim alan Türkçe öğretmenlerinin görüşlerinden hareketle metin işleme sürecinde karşılaşılan sorunların ortaya çıkarılması hedeflenmiştir. Araştırmanın çalışma grubunu yedi farklı ilde görev yapan on dört Türkçe öğretmeni oluşturmaktadır. Nitel araştırma yöntemi çerçevesinde gerçekleştirilen araştırmada elde edilen veriler içerik analizi ile incelenmiştir. Araştırma sonuçlarına göre lisansüstü eğitim alan Türkçe öğretmenlerinin metin işleme sürecinde en sık karşılaştıkları sorunlar, Türkçe ders kitabındaki metinlerin ve çalışma etkinliklerinin niteliğine yöneliktir. 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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="116370290"><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/116370290/Development_and_Assessment_of_Listening_Skill_in_Interactive_Classroom_Environments_in_Turkish_Course"><img alt="Research paper thumbnail of Development and Assessment of Listening Skill in Interactive Classroom Environments in Turkish Course" class="work-thumbnail" src="https://attachments.academia-assets.com/112519856/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/116370290/Development_and_Assessment_of_Listening_Skill_in_Interactive_Classroom_Environments_in_Turkish_Course">Development and Assessment of Listening Skill in Interactive Classroom Environments in Turkish Course</a></div><div class="wp-workCard_item"><span>DergiPark (Istanbul University)</span><span>, Sep 12, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c274a8dd710a94ad72edb17c883d407a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112519856,"asset_id":116370290,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112519856/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="116370290"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116370290"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116370290; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c274a8dd710a94ad72edb17c883d407a" } } $('.js-work-strip[data-work-id=116370290]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":116370290,"title":"Development and Assessment of Listening Skill in Interactive Classroom Environments in Turkish Course","translated_title":"","metadata":{"publisher":"Istanbul University","grobid_abstract":"Listening is one of the four basic language skills that form the backbone of the Turkish Language Curriculum. Listening is a skill that can be acquired and used in preschool period. However, students need mother tongue teaching in order to be able to understand and respond to what they listen to. The Turkish Language Curriculum is structured according to this need and the program aims to improve students' listening skills. In this research, the role of interactive classroom environments in the development of students' listening skills is investigated. Interactive classroom environment refers to learning environments based on interaction. In interactive classroom environments, students act in accordance with their individual differences as an active participant in the learning process. In the research, action research design was used within the framework of qualitative research method. The study group of the research consists of 11 students studying in the seventh grade of a secondary school in Ankara. The data in this research, which was carried out with the action plans designed by the researcher; Observation, interview, researcher and student diary and documents used in activity studies were obtained. The obtained data were analyzed by content analysis technique. 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Bu becerilerden dinleme/izleme ve okuma anlama beceri alani, konusma ve yazma ise anlatma beceri alani olarak ele alinmaktadir. Ogrencilerin duygu ve dusunceleri ile bir konu hakkindaki goruslerini veya tezlerini sozlu ya da yazili olarak anlasilir ve etkili bir sekilde ifade etmeleri Turkce Ogretim Programi’nin (2019) temel amaclarindan biridir. Bu calismada bu amaci gerceklestirmede sosyal etkilesime dayali sinif ortamlarinin islevi arastirilmaktadir. Etkilesimli ogretim stratejisi, ogrencinin ogrenme-ogretme surecinde aktif olarak rol almasina olanak saglayan ve ogrenci-ogrenci, ogrenci-ogretmen etkilesimine dayanan bir stratejidir. Calismada nitel arastirma yontemi, durum calismasi deseni kullanilmistir. Arastirmanin calisma grubu nitel arastirma yontemi amacli ornekleme cesitlerinden kolay ulasilabilir durum orneklemesi yoluyla belirlenen yirmi ogrenciden o...</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="116370288"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116370288"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116370288; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=116370288]").text(description); $(".js-view-count[data-work-id=116370288]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 116370288; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='116370288']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 116370288, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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" } } $('.js-work-strip[data-work-id=116370288]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":116370288,"title":"Türkçe Dersi Sosyal Etkileşime Dayalı Sınıf Ortamlarının Öğrencilerin Anlatma Becerilerinin Geliştirilmesindeki Yeri","translated_title":"","metadata":{"abstract":"Turkce Ogretim Programi (2019) dort temel dil becerisi dinleme/izleme, okuma, konusma ve yazma uzerine yapilandirilmistir. Bu becerilerden dinleme/izleme ve okuma anlama beceri alani, konusma ve yazma ise anlatma beceri alani olarak ele alinmaktadir. Ogrencilerin duygu ve dusunceleri ile bir konu hakkindaki goruslerini veya tezlerini sozlu ya da yazili olarak anlasilir ve etkili bir sekilde ifade etmeleri Turkce Ogretim Programi’nin (2019) temel amaclarindan biridir. Bu calismada bu amaci gerceklestirmede sosyal etkilesime dayali sinif ortamlarinin islevi arastirilmaktadir. Etkilesimli ogretim stratejisi, ogrencinin ogrenme-ogretme surecinde aktif olarak rol almasina olanak saglayan ve ogrenci-ogrenci, ogrenci-ogretmen etkilesimine dayanan bir stratejidir. Calismada nitel arastirma yontemi, durum calismasi deseni kullanilmistir. Arastirmanin calisma grubu nitel arastirma yontemi amacli ornekleme cesitlerinden kolay ulasilabilir durum orneklemesi yoluyla belirlenen yirmi ogrenciden o...","publication_date":{"day":null,"month":null,"year":2020,"errors":{}}},"translated_abstract":"Turkce Ogretim Programi (2019) dort temel dil becerisi dinleme/izleme, okuma, konusma ve yazma uzerine yapilandirilmistir. Bu becerilerden dinleme/izleme ve okuma anlama beceri alani, konusma ve yazma ise anlatma beceri alani olarak ele alinmaktadir. Ogrencilerin duygu ve dusunceleri ile bir konu hakkindaki goruslerini veya tezlerini sozlu ya da yazili olarak anlasilir ve etkili bir sekilde ifade etmeleri Turkce Ogretim Programi’nin (2019) temel amaclarindan biridir. Bu calismada bu amaci gerceklestirmede sosyal etkilesime dayali sinif ortamlarinin islevi arastirilmaktadir. Etkilesimli ogretim stratejisi, ogrencinin ogrenme-ogretme surecinde aktif olarak rol almasina olanak saglayan ve ogrenci-ogrenci, ogrenci-ogretmen etkilesimine dayanan bir stratejidir. Calismada nitel arastirma yontemi, durum calismasi deseni kullanilmistir. Arastirmanin calisma grubu nitel arastirma yontemi amacli ornekleme cesitlerinden kolay ulasilabilir durum orneklemesi yoluyla belirlenen yirmi ogrenciden o...","internal_url":"https://www.academia.edu/116370288/T%C3%BCrk%C3%A7e_Dersi_Sosyal_Etkile%C5%9Fime_Dayal%C4%B1_S%C4%B1n%C4%B1f_Ortamlar%C4%B1n%C4%B1n_%C3%96%C4%9Frencilerin_Anlatma_Becerilerinin_Geli%C5%9Ftirilmesindeki_Yeri","translated_internal_url":"","created_at":"2024-03-18T00:43:04.492-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":30565156,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Türkçe_Dersi_Sosyal_Etkileşime_Dayalı_Sınıf_Ortamlarının_Öğrencilerin_Anlatma_Becerilerinin_Geliştirilmesindeki_Yeri","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","owner":{"id":30565156,"first_name":"Ali","middle_initials":null,"last_name":"Göçer","page_name":"AliGöçer","domain_name":"erciyes","created_at":"2015-04-30T08:34:05.674-07:00","display_name":"Ali Göçer","url":"https://erciyes.academia.edu/AliG%C3%B6%C3%A7er"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":111412,"name":"TURKISH","url":"https://www.academia.edu/Documents/in/TURKISH"},{"id":116533,"name":"Active Listening","url":"https://www.academia.edu/Documents/in/Active_Listening"},{"id":180133,"name":"Feeling","url":"https://www.academia.edu/Documents/in/Feeling"},{"id":1354400,"name":"Reading Process","url":"https://www.academia.edu/Documents/in/Reading_Process"}],"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="116370282"><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/116370282/Okuma_Saatleri_nde_Hi_k%C3%A2ye_Ki_tabi_Ve_%C3%87i_zgi_Roman_Okumayla_%C4%B0lgi_li_%C3%96%C4%9Frenci_G%C3%B6r%C3%BC%C5%9Fleri_K%C3%B6y_Okulu_%C3%96rne%C4%9Fi_"><img alt="Research paper thumbnail of Okuma Saatleri̇nde Hi̇kâye Ki̇tabi Ve Çi̇zgi̇ Roman Okumayla İlgi̇li̇ Öğrenci̇ Görüşleri̇ (Köy Okulu Örneği̇)" class="work-thumbnail" src="https://attachments.academia-assets.com/112519847/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/116370282/Okuma_Saatleri_nde_Hi_k%C3%A2ye_Ki_tabi_Ve_%C3%87i_zgi_Roman_Okumayla_%C4%B0lgi_li_%C3%96%C4%9Frenci_G%C3%B6r%C3%BC%C5%9Fleri_K%C3%B6y_Okulu_%C3%96rne%C4%9Fi_">Okuma Saatleri̇nde Hi̇kâye Ki̇tabi Ve Çi̇zgi̇ Roman Okumayla İlgi̇li̇ Öğrenci̇ Görüşleri̇ (Köy Okulu Örneği̇)</a></div><div class="wp-workCard_item"><span>Çankırı Karatekin Üniversitesi sosyal bilimler enstitüsü dergisi</span><span>, Apr 30, 2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="696ea9b60718a6d4e5fe4e537bdfd811" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112519847,"asset_id":116370282,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112519847/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="116370282"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116370282"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116370282; 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In this direction, curriculum are created with a constructivist approach in our education system and trainings are provided simultaneously in our schools to gain four basic language skills. Reading skill is one of the most used skill areas among the four basic language skills. It is the ability of individuals who have started basic training to use their reading and writing skills functionally after learning to read and write, which is expected of them in the first place. However, being able to achieve this is also closely related to the ability to make the activities about these skills a habit. Over the national and international research on reading habits in our country, the rates of reading habits and reading skills have not been in the desired level and this situation has been seen as an issue in literature. And therefore, it's a necessary to use new methods and materials through the recommendations and guides of previous studies in gaining reading habits and skills. In this research, it's been aimed of giving alternative solutions to these problems by using comics in reading hours. Qualitative research method was used in this study. The study was performed in a middle school of Nizip in the province of Gaziantep. The participants of the research are the researcher and the 6th grade students of a middle school. The data of the research has been derived by interview. The data has been observed by using content analysis. 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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="97260574"><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/97260574/Teacher_Educator_s_and_Guidance_Teachers_Evaluation_of_Student_Teachers_Teaching_Practice_A_Qualitative_Study_"><img alt="Research paper thumbnail of Teacher Educator’s and Guidance Teachers’ Evaluation of Student Teachers’ Teaching Practice (A Qualitative Study)" class="work-thumbnail" src="https://attachments.academia-assets.com/98931439/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/97260574/Teacher_Educator_s_and_Guidance_Teachers_Evaluation_of_Student_Teachers_Teaching_Practice_A_Qualitative_Study_">Teacher Educator’s and Guidance Teachers’ Evaluation of Student Teachers’ Teaching Practice (A Qualitative Study)</a></div><div class="wp-workCard_item"><span>Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study was to determine whether student teachers are sufficiently prepared for tea...</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 aim of this study was to determine whether student teachers are sufficiently prepared for teaching practice in primary schools. In this study, student teachers’ teaching practice in real classrooms was evaluated by using observation and interview methods. For this purpose, interviews were conducted with seven guidance teachers, and each student teacher was observed in the classroom. The results of the study showed that student teachers possess sufficient theoretical and practical knowledge and that they are ready for their future profession.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="48ccbac82a840312e326af9c38a2762f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98931439,"asset_id":97260574,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98931439/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="97260574"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97260574"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97260574; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97260574]").text(description); $(".js-view-count[data-work-id=97260574]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97260574; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97260574']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 97260574, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "48ccbac82a840312e326af9c38a2762f" } } $('.js-work-strip[data-work-id=97260574]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97260574,"title":"Teacher Educator’s and Guidance Teachers’ Evaluation of Student Teachers’ Teaching Practice (A Qualitative Study)","translated_title":"","metadata":{"abstract":"The aim of this study was to determine whether student teachers are sufficiently prepared for teaching practice in primary schools. 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data-work-id="97260573"><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/97260573/T%C3%BCrk%C3%A7eyi_%C4%B0ki_nci_Di_l_Olarak_%C3%96%C4%9Frenen_%C3%96%C4%9Frenci_leri_n_Di_l_%C3%96%C4%9Frenme_Strateji_leri_ni_n_%C3%96%C4%9Fretmen_G%C3%B6r%C3%BC%C5%9Fleri_ne_G%C3%B6re_De%C4%9Ferlendi_ri_lmesi_"><img alt="Research paper thumbnail of Türkçeyi̇ İki̇nci̇ Di̇l Olarak Öğrenen Öğrenci̇leri̇n Di̇l Öğrenme Strateji̇leri̇ni̇n Öğretmen Görüşleri̇ne Göre Değerlendi̇ri̇lmesi̇" class="work-thumbnail" src="https://attachments.academia-assets.com/98931436/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/97260573/T%C3%BCrk%C3%A7eyi_%C4%B0ki_nci_Di_l_Olarak_%C3%96%C4%9Frenen_%C3%96%C4%9Frenci_leri_n_Di_l_%C3%96%C4%9Frenme_Strateji_leri_ni_n_%C3%96%C4%9Fretmen_G%C3%B6r%C3%BC%C5%9Fleri_ne_G%C3%B6re_De%C4%9Ferlendi_ri_lmesi_">Türkçeyi̇ İki̇nci̇ Di̇l Olarak Öğrenen Öğrenci̇leri̇n Di̇l Öğrenme Strateji̇leri̇ni̇n Öğretmen Görüşleri̇ne Göre Değerlendi̇ri̇lmesi̇</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu arastirmanin amaci, Turkceyi ikinci dil olarak ogrenen ogrencilerin dil ogrenme stratejileri k...</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">Bu arastirmanin amaci, Turkceyi ikinci dil olarak ogrenen ogrencilerin dil ogrenme stratejileri konusunda durum tespiti yapmak ve ogrencilerin dil ogrenme stratejileri konusunda genel bir gorunum vermektir. Arastirma nitel arastirma yaklasimiyla yurutulmustur. Arastirmada veri toplama araci olarak gorusme yontemi kullanilmistir. Gorusme formunda ogretmen adaylarina alti soru yoneltilmistir. Elde edilen verilerin analizinde nitel veri analiz tekniklerinden betimsel analiz teknigi kullanilmistir. Gorusme ile ogretmenlerin verdikleri cevaplardan hareketle bulgulara ulasilmaya, bulgulardan sonuc cikarilmaya calisilmistir. Arastirma, Erciyes Universitesi Surekli Egitim Merkezi’nde yurutulen yabancilara Turkce ogretimi kursunda gorevli 6 ogretmenin olusturdugu bir calisma grubu uzerinden yurutulmustur. Calisma grubunda yer alan ogretmenler, amacli ve kumeleme ornekleme yontemleri kullanilarak secilmistir. Ortaya cikan bulgulardan ulasilan sonuclara gore, dogrudan dil ogrenme stratejilerin...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e18e85df6df0e3b7be521df7f0168679" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98931436,"asset_id":97260573,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98931436/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="97260573"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97260573"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97260573; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97260573]").text(description); $(".js-view-count[data-work-id=97260573]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97260573; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97260573']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 97260573, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "e18e85df6df0e3b7be521df7f0168679" } } $('.js-work-strip[data-work-id=97260573]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97260573,"title":"Türkçeyi̇ İki̇nci̇ Di̇l Olarak Öğrenen Öğrenci̇leri̇n Di̇l Öğrenme Strateji̇leri̇ni̇n Öğretmen Görüşleri̇ne Göre Değerlendi̇ri̇lmesi̇","translated_title":"","metadata":{"abstract":"Bu arastirmanin amaci, Turkceyi ikinci dil olarak ogrenen ogrencilerin dil ogrenme stratejileri konusunda durum tespiti yapmak ve ogrencilerin dil ogrenme stratejileri konusunda genel bir gorunum vermektir. Arastirma nitel arastirma yaklasimiyla yurutulmustur. Arastirmada veri toplama araci olarak gorusme yontemi kullanilmistir. Gorusme formunda ogretmen adaylarina alti soru yoneltilmistir. Elde edilen verilerin analizinde nitel veri analiz tekniklerinden betimsel analiz teknigi kullanilmistir. Gorusme ile ogretmenlerin verdikleri cevaplardan hareketle bulgulara ulasilmaya, bulgulardan sonuc cikarilmaya calisilmistir. Arastirma, Erciyes Universitesi Surekli Egitim Merkezi’nde yurutulen yabancilara Turkce ogretimi kursunda gorevli 6 ogretmenin olusturdugu bir calisma grubu uzerinden yurutulmustur. Calisma grubunda yer alan ogretmenler, amacli ve kumeleme ornekleme yontemleri kullanilarak secilmistir. Ortaya cikan bulgulardan ulasilan sonuclara gore, dogrudan dil ogrenme stratejilerin...","publication_date":{"day":null,"month":null,"year":2017,"errors":{}}},"translated_abstract":"Bu arastirmanin amaci, Turkceyi ikinci dil olarak ogrenen ogrencilerin dil ogrenme stratejileri konusunda durum tespiti yapmak ve ogrencilerin dil ogrenme stratejileri konusunda genel bir gorunum vermektir. Arastirma nitel arastirma yaklasimiyla yurutulmustur. Arastirmada veri toplama araci olarak gorusme yontemi kullanilmistir. Gorusme formunda ogretmen adaylarina alti soru yoneltilmistir. Elde edilen verilerin analizinde nitel veri analiz tekniklerinden betimsel analiz teknigi kullanilmistir. Gorusme ile ogretmenlerin verdikleri cevaplardan hareketle bulgulara ulasilmaya, bulgulardan sonuc cikarilmaya calisilmistir. Arastirma, Erciyes Universitesi Surekli Egitim Merkezi’nde yurutulen yabancilara Turkce ogretimi kursunda gorevli 6 ogretmenin olusturdugu bir calisma grubu uzerinden yurutulmustur. Calisma grubunda yer alan ogretmenler, amacli ve kumeleme ornekleme yontemleri kullanilarak secilmistir. 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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="125831905"><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/125831905/Use_of_the_Argumentation_Based_Learning_Teaching_Approach_in_the_Development_Of_Self_Expression_Skills"><img alt="Research paper thumbnail of Use of the Argumentation-Based Learning-Teaching Approach in the Development Of Self-Expression Skills" class="work-thumbnail" src="https://attachments.academia-assets.com/119803568/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/125831905/Use_of_the_Argumentation_Based_Learning_Teaching_Approach_in_the_Development_Of_Self_Expression_Skills">Use of the Argumentation-Based Learning-Teaching Approach in the Development Of Self-Expression Skills</a></div><div class="wp-workCard_item"><span>Uluslararası Alan Eğitimi Dergisi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Argumentation-based teaching is one of the contemporary teaching approaches. This approach is ver...</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">Argumentation-based teaching is one of the contemporary teaching approaches. This approach is versatile in terms of making the claim, stating the reasons, eliminating the ambiguities, generating thoughts in the mind through questions and having the purpose of convincing. Considering the relationship between language and thought, it is thought that the use of argumentation-based teaching in language practice studies will be effective. As a matter of fact, the prerequisite for producing arguments is the effective use of basic language skills. This study shows the usability of argumentation-based teaching in Turkish lessons. This study shows the usability of argumentation-based teaching in Turkish lessons. In the study, information about the argumentation-based learning-teaching approach is given; The activities that can be carried out in order to gain, develop and effectively use narration skills are emphasized. Finally, some suggestions for the effective use of this teaching model in...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b1fb35b1ad98f25764d26693a9f300cb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119803568,"asset_id":125831905,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119803568/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="125831905"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125831905"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125831905; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125831905]").text(description); $(".js-view-count[data-work-id=125831905]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125831905; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125831905']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125831905, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "b1fb35b1ad98f25764d26693a9f300cb" } } $('.js-work-strip[data-work-id=125831905]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125831905,"title":"Use of the Argumentation-Based Learning-Teaching Approach in the Development Of Self-Expression Skills","translated_title":"","metadata":{"abstract":"Argumentation-based teaching is one of the contemporary teaching approaches. 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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="125831904"><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/125831904/Bibliometric_Analysis_of_Graduate_Theses_Prepared_on_Asking_Questions"><img alt="Research paper thumbnail of Bibliometric Analysis of Graduate Theses Prepared on Asking Questions" class="work-thumbnail" src="https://attachments.academia-assets.com/119803538/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/125831904/Bibliometric_Analysis_of_Graduate_Theses_Prepared_on_Asking_Questions">Bibliometric Analysis of Graduate Theses Prepared on Asking Questions</a></div><div class="wp-workCard_item"><span>DergiPark (Istanbul University)</span><span>, May 5, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6954f3ebb92581a67db403dbedb205f6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119803538,"asset_id":125831904,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119803538/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="125831904"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125831904"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125831904; 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Süreç-tür; ürün, süreç ve ...</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">Süreç-tür, son dönemde yükselişe geçen yazma yaklaşımlarından biridir. Süreç-tür; ürün, süreç ve tür yaklaşımlarının güçlü yönlerinden beslenen bir yazma yaklaşımıdır. Bu çalışmanın amacı, farklı edebî türlerde süreç-tür modeline göre oluşturulan etkinliklerle Türkçe ders kitabındaki yazma etkinlikleri arasında fark olup olmadığına bakmak ve yazma öğretiminde süreç-tür odaklı modelin kullanımına, etkililiğine ilişkin değerlendirmede bulunmaktır. Çalışmada nitel araştırma yöntemi tercih edilmiştir. Çalışmanın verileri, doküman incelemesi aracılığıyla elde edilmiştir. Bu çalışmanın dokümanları; bir Türkçe öğretmeninin süreç-tür odaklı yazma yaklaşımının basamaklarına göre hazırladığı üç adet yazılı anlatım etkinlik planı, sekiz öğrencinin dilekçe, fabl ve bilgilendirici metin olmak üzere üç farklı metin türünde oluşturduğu yirmi dört adet yazılı metin ve 2021-2022 eğitim-öğretim yılında okullarda okutulan 5. sınıf Türkçe ders kitabından seçilmiş yedi adet yazma etkinliğidir. Çalışmada...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bfb9d902a45c12086a43ffaa44bb2b6f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119803567,"asset_id":125831903,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119803567/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="125831903"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125831903"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125831903; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125831903]").text(description); $(".js-view-count[data-work-id=125831903]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125831903; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125831903']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125831903, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "bfb9d902a45c12086a43ffaa44bb2b6f" } } $('.js-work-strip[data-work-id=125831903]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125831903,"title":"Yazma Eği̇ti̇mi̇nde Süreç-Tür Odakli Yazma Yaklaşiminin Kullanimi","translated_title":"","metadata":{"abstract":"Süreç-tür, son dönemde yükselişe geçen yazma yaklaşımlarından biridir. Süreç-tür; ürün, süreç ve tür yaklaşımlarının güçlü yönlerinden beslenen bir yazma yaklaşımıdır. Bu çalışmanın amacı, farklı edebî türlerde süreç-tür modeline göre oluşturulan etkinliklerle Türkçe ders kitabındaki yazma etkinlikleri arasında fark olup olmadığına bakmak ve yazma öğretiminde süreç-tür odaklı modelin kullanımına, etkililiğine ilişkin değerlendirmede bulunmaktır. Çalışmada nitel araştırma yöntemi tercih edilmiştir. Çalışmanın verileri, doküman incelemesi aracılığıyla elde edilmiştir. Bu çalışmanın dokümanları; bir Türkçe öğretmeninin süreç-tür odaklı yazma yaklaşımının basamaklarına göre hazırladığı üç adet yazılı anlatım etkinlik planı, sekiz öğrencinin dilekçe, fabl ve bilgilendirici metin olmak üzere üç farklı metin türünde oluşturduğu yirmi dört adet yazılı metin ve 2021-2022 eğitim-öğretim yılında okullarda okutulan 5. sınıf Türkçe ders kitabından seçilmiş yedi adet yazma etkinliğidir. Çalışmada...","publisher":"Agri Ibrahim Cecen Universitesi Sosyal Bilimler Enstitusu Dergisi","publication_name":"Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi"},"translated_abstract":"Süreç-tür, son dönemde yükselişe geçen yazma yaklaşımlarından biridir. Süreç-tür; ürün, süreç ve tür yaklaşımlarının güçlü yönlerinden beslenen bir yazma yaklaşımıdır. Bu çalışmanın amacı, farklı edebî türlerde süreç-tür modeline göre oluşturulan etkinliklerle Türkçe ders kitabındaki yazma etkinlikleri arasında fark olup olmadığına bakmak ve yazma öğretiminde süreç-tür odaklı modelin kullanımına, etkililiğine ilişkin değerlendirmede bulunmaktır. Çalışmada nitel araştırma yöntemi tercih edilmiştir. Çalışmanın verileri, doküman incelemesi aracılığıyla elde edilmiştir. Bu çalışmanın dokümanları; bir Türkçe öğretmeninin süreç-tür odaklı yazma yaklaşımının basamaklarına göre hazırladığı üç adet yazılı anlatım etkinlik planı, sekiz öğrencinin dilekçe, fabl ve bilgilendirici metin olmak üzere üç farklı metin türünde oluşturduğu yirmi dört adet yazılı metin ve 2021-2022 eğitim-öğretim yılında okullarda okutulan 5. sınıf Türkçe ders kitabından seçilmiş yedi adet yazma etkinliğidir. 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Bu itibarla ogrenme ortamlarinda dinleme ve konusma amacina uygun calismalarin kullanilmasi, ogrencilerin dil sanatlarina hâkim olmasini kolay hale getirmektedir. 1936-1940 yillari arasinda doneme damgasini vuran “radyo tiyatrosu, mikrofonda tiyatro, radyofonik piyes, radyofonik oyun, sihirli kutu” adiyla bilinen radyo oyunlari, esas olarak “ses, diyalog, efekt, muzik” gibi unsurlari barindiriyor olmasi yonuyle ogrencilerin dinleme ve konusma beceri ve aliskanliklarini edinmesi ve gelistirmesi bakimindan etkili bir kultur-sanat faaliyeti olarak degerlendirebilir. Ayni zamanda edebiyat, tiyatro gibi degerleri icinde barindirmasi ve temelinin oyuna dayanmasi ona ozgun bir nitelik kazandirmistir. Bu calismanin amaci, sozlu iletisim becerilerinin gelistirilmesinde radyo oyunlarinin kullanimina, islevine ve etkililigine isaret etmektir. 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Calismanin iceri...","publication_date":{"day":null,"month":null,"year":2020,"errors":{}}},"translated_abstract":"Sozlu iletisimin iki ayagini teskil eden dinleme ve konusma, gunluk hayatin her alaninda etkin bir bicimde kullanilan dil becerileridir. Bu itibarla ogrenme ortamlarinda dinleme ve konusma amacina uygun calismalarin kullanilmasi, ogrencilerin dil sanatlarina hâkim olmasini kolay hale getirmektedir. 1936-1940 yillari arasinda doneme damgasini vuran “radyo tiyatrosu, mikrofonda tiyatro, radyofonik piyes, radyofonik oyun, sihirli kutu” adiyla bilinen radyo oyunlari, esas olarak “ses, diyalog, efekt, muzik” gibi unsurlari barindiriyor olmasi yonuyle ogrencilerin dinleme ve konusma beceri ve aliskanliklarini edinmesi ve gelistirmesi bakimindan etkili bir kultur-sanat faaliyeti olarak degerlendirebilir. Ayni zamanda edebiyat, tiyatro gibi degerleri icinde barindirmasi ve temelinin oyuna dayanmasi ona ozgun bir nitelik kazandirmistir. Bu calismanin amaci, sozlu iletisim becerilerinin gelistirilmesinde radyo oyunlarinin kullanimina, islevine ve etkililigine isaret etmektir. Calismanin iceri...","internal_url":"https://www.academia.edu/125831898/S%C3%B6zl%C3%BC_%C4%B0leti_%C5%9Fi_m_Beceri_leri_ni_n_Geli_%C5%9Fi_mi_nde_Radyo_Oyunlarinin_Kullanimi_%C3%9Czeri_ne_Kuramsal_Bi_r_%C3%87ali%C5%9Fma","translated_internal_url":"","created_at":"2024-11-25T05:58:11.137-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":30565156,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Sözlü_İleti_şi_m_Beceri_leri_ni_n_Geli_şi_mi_nde_Radyo_Oyunlarinin_Kullanimi_Üzeri_ne_Kuramsal_Bi_r_Çalişma","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","owner":{"id":30565156,"first_name":"Ali","middle_initials":null,"last_name":"Göçer","page_name":"AliGöçer","domain_name":"erciyes","created_at":"2015-04-30T08:34:05.674-07:00","display_name":"Ali Göçer","url":"https://erciyes.academia.edu/AliG%C3%B6%C3%A7er"},"attachments":[],"research_interests":[],"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="125831897"><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/125831897/Mobi_l_%C3%96%C4%9Frenme_Araci_Olarak_Podcasti_n_T%C3%BCrk%C3%A7e_%C3%96%C4%9Freti_mi_nde_Kullanilabi_li_rli_%C4%9Fi_%C3%9Czeri_ne_Kuramsal_Bi_r_%C3%87ali%C5%9Fma"><img alt="Research paper thumbnail of Mobi̇l Öğrenme Araci Olarak Podcasti̇n Türkçe Öğreti̇mi̇nde Kullanilabi̇li̇rli̇ği̇ Üzeri̇ne: Kuramsal Bi̇r Çalişma" class="work-thumbnail" src="https://attachments.academia-assets.com/119803566/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/125831897/Mobi_l_%C3%96%C4%9Frenme_Araci_Olarak_Podcasti_n_T%C3%BCrk%C3%A7e_%C3%96%C4%9Freti_mi_nde_Kullanilabi_li_rli_%C4%9Fi_%C3%9Czeri_ne_Kuramsal_Bi_r_%C3%87ali%C5%9Fma">Mobi̇l Öğrenme Araci Olarak Podcasti̇n Türkçe Öğreti̇mi̇nde Kullanilabi̇li̇rli̇ği̇ Üzeri̇ne: Kuramsal Bi̇r Çalişma</a></div><div class="wp-workCard_item"><span>Uluslararası Eğitim Bilim ve Teknoloji Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teknoloji, dünyada meydana gelen değişikliklerin başrolünü üstlenmiştir. O, zaman içinde insanlar...</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">Teknoloji, dünyada meydana gelen değişikliklerin başrolünü üstlenmiştir. O, zaman içinde insanların tutumu, tüketim alışkanlığı, bilgi ve beceri yönetimi üzerinde rol oynadığı gibi kullanılan cihazların şeklini, işlevini değiştirmiştir. Bunun sonucunda cihazlar, küçülerek taşınabilir hâle gelmiş ve işlevi bakımından bilgisayardan farksızlaşmıştır. Web 2.0’ın eğitim ve öğretim ortamlarında yer almaya başlamasıyla akıllı telefon, e-okuyucu, tablet gibi mobil cihazlar hayatın bir parçası olmuş ve kullanım oranı artmıştır. Mobil cihazlar, yapılandırmacı yaklaşımın amaçlarıyla örtüşecek özellikler barındırmaktadır. Nitekim yer ve zaman bağımsızlığı sunması, kullanıcıyla etkileşim kurması, kullanıcıyı aktif kılması bunlardan bazılarıdır. Dolayısıyla mobil cihazlardan öğrenme amacıyla yararlanmak mümkün görülmüştür. Hemen her alanda etkili olan mobil cihazlar, beceri temelli dil öğretimi için önemli fırsatlar sunabilir. Mobil destekli bir öğrenme aracı olan podcast, son zamanların sıklıkla...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="caa46e4b7303c322e6c2ed3d44bb50e8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119803566,"asset_id":125831897,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119803566/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="125831897"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125831897"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125831897; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125831897]").text(description); $(".js-view-count[data-work-id=125831897]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125831897; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125831897']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125831897, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "caa46e4b7303c322e6c2ed3d44bb50e8" } } $('.js-work-strip[data-work-id=125831897]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125831897,"title":"Mobi̇l Öğrenme Araci Olarak Podcasti̇n Türkçe Öğreti̇mi̇nde Kullanilabi̇li̇rli̇ği̇ Üzeri̇ne: Kuramsal Bi̇r Çalişma","translated_title":"","metadata":{"abstract":"Teknoloji, dünyada meydana gelen değişikliklerin başrolünü üstlenmiştir. O, zaman içinde insanların tutumu, tüketim alışkanlığı, bilgi ve beceri yönetimi üzerinde rol oynadığı gibi kullanılan cihazların şeklini, işlevini değiştirmiştir. Bunun sonucunda cihazlar, küçülerek taşınabilir hâle gelmiş ve işlevi bakımından bilgisayardan farksızlaşmıştır. Web 2.0’ın eğitim ve öğretim ortamlarında yer almaya başlamasıyla akıllı telefon, e-okuyucu, tablet gibi mobil cihazlar hayatın bir parçası olmuş ve kullanım oranı artmıştır. Mobil cihazlar, yapılandırmacı yaklaşımın amaçlarıyla örtüşecek özellikler barındırmaktadır. Nitekim yer ve zaman bağımsızlığı sunması, kullanıcıyla etkileşim kurması, kullanıcıyı aktif kılması bunlardan bazılarıdır. Dolayısıyla mobil cihazlardan öğrenme amacıyla yararlanmak mümkün görülmüştür. Hemen her alanda etkili olan mobil cihazlar, beceri temelli dil öğretimi için önemli fırsatlar sunabilir. Mobil destekli bir öğrenme aracı olan podcast, son zamanların sıklıkla...","publisher":"Uluslararasi Egitim Bilim ve Teknoloji Dergisi","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Uluslararası Eğitim Bilim ve Teknoloji Dergisi"},"translated_abstract":"Teknoloji, dünyada meydana gelen değişikliklerin başrolünü üstlenmiştir. O, zaman içinde insanların tutumu, tüketim alışkanlığı, bilgi ve beceri yönetimi üzerinde rol oynadığı gibi kullanılan cihazların şeklini, işlevini değiştirmiştir. Bunun sonucunda cihazlar, küçülerek taşınabilir hâle gelmiş ve işlevi bakımından bilgisayardan farksızlaşmıştır. Web 2.0’ın eğitim ve öğretim ortamlarında yer almaya başlamasıyla akıllı telefon, e-okuyucu, tablet gibi mobil cihazlar hayatın bir parçası olmuş ve kullanım oranı artmıştır. Mobil cihazlar, yapılandırmacı yaklaşımın amaçlarıyla örtüşecek özellikler barındırmaktadır. Nitekim yer ve zaman bağımsızlığı sunması, kullanıcıyla etkileşim kurması, kullanıcıyı aktif kılması bunlardan bazılarıdır. Dolayısıyla mobil cihazlardan öğrenme amacıyla yararlanmak mümkün görülmüştür. Hemen her alanda etkili olan mobil cihazlar, beceri temelli dil öğretimi için önemli fırsatlar sunabilir. Mobil destekli bir öğrenme aracı olan podcast, son zamanların sıklıkla...","internal_url":"https://www.academia.edu/125831897/Mobi_l_%C3%96%C4%9Frenme_Araci_Olarak_Podcasti_n_T%C3%BCrk%C3%A7e_%C3%96%C4%9Freti_mi_nde_Kullanilabi_li_rli_%C4%9Fi_%C3%9Czeri_ne_Kuramsal_Bi_r_%C3%87ali%C5%9Fma","translated_internal_url":"","created_at":"2024-11-25T05:58:10.117-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":30565156,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":119803566,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/119803566/thumbnails/1.jpg","file_name":"1691476.pdf","download_url":"https://www.academia.edu/attachments/119803566/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mobi_l_Ogrenme_Araci_Olarak_Podcasti_n_T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/119803566/1691476-libre.pdf?1732545337=\u0026response-content-disposition=attachment%3B+filename%3DMobi_l_Ogrenme_Araci_Olarak_Podcasti_n_T.pdf\u0026Expires=1732726238\u0026Signature=Pf476SoxXR88W3IMryTGEci3~~4cbQYY4syp-X4yAwNDi~slWMiTzn~Tf0BMJMnEjeklbQUhCvySRCDi82d3to1GUsdXbx8Yq8OA3HnZ8kMWg6BXWGC1rDyOG2tt2WOmfNTt~Qv9rCF9HQm6XJax0a254NUrGnJg2IpQFIWj33engnZ6phXvJ~8JkU3OQcVtnaSJk1iLNJbxYXJgyGPhqdkA91fyQV5~1MMbej8~31B9LHSyheTMP1pDuTHnA8qT-heBjMV1MFuLIW~H-yeu-FtRVjZpuvzm10bAwZKvMVOhKkhiLhwEXS4RzucewQMHujOr3G5eEStrn6UU51dlYA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Mobi_l_Öğrenme_Araci_Olarak_Podcasti_n_Türkçe_Öğreti_mi_nde_Kullanilabi_li_rli_ği_Üzeri_ne_Kuramsal_Bi_r_Çalişma","translated_slug":"","page_count":21,"language":"tr","content_type":"Work","owner":{"id":30565156,"first_name":"Ali","middle_initials":null,"last_name":"Göçer","page_name":"AliGöçer","domain_name":"erciyes","created_at":"2015-04-30T08:34:05.674-07:00","display_name":"Ali Göçer","url":"https://erciyes.academia.edu/AliG%C3%B6%C3%A7er"},"attachments":[{"id":119803566,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/119803566/thumbnails/1.jpg","file_name":"1691476.pdf","download_url":"https://www.academia.edu/attachments/119803566/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mobi_l_Ogrenme_Araci_Olarak_Podcasti_n_T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/119803566/1691476-libre.pdf?1732545337=\u0026response-content-disposition=attachment%3B+filename%3DMobi_l_Ogrenme_Araci_Olarak_Podcasti_n_T.pdf\u0026Expires=1732726238\u0026Signature=Pf476SoxXR88W3IMryTGEci3~~4cbQYY4syp-X4yAwNDi~slWMiTzn~Tf0BMJMnEjeklbQUhCvySRCDi82d3to1GUsdXbx8Yq8OA3HnZ8kMWg6BXWGC1rDyOG2tt2WOmfNTt~Qv9rCF9HQm6XJax0a254NUrGnJg2IpQFIWj33engnZ6phXvJ~8JkU3OQcVtnaSJk1iLNJbxYXJgyGPhqdkA91fyQV5~1MMbej8~31B9LHSyheTMP1pDuTHnA8qT-heBjMV1MFuLIW~H-yeu-FtRVjZpuvzm10bAwZKvMVOhKkhiLhwEXS4RzucewQMHujOr3G5eEStrn6UU51dlYA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"}],"urls":[]}, dispatcherData: dispatcherData }); 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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="124376475"><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/124376475/Development_and_Assesment_of_Speaking_Skill_in_Interaction_Classroom_Environments_in_Turkish_Course"><img alt="Research paper thumbnail of Development and Assesment of Speaking Skill in Interaction Classroom Environments in Turkish Course" class="work-thumbnail" src="https://attachments.academia-assets.com/118614057/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/124376475/Development_and_Assesment_of_Speaking_Skill_in_Interaction_Classroom_Environments_in_Turkish_Course">Development and Assesment of Speaking Skill in Interaction Classroom Environments in Turkish Course</a></div><div class="wp-workCard_item"><span>Korkut Ata Türkiyat Araştırmaları Dergisi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Konuşma insanların yaşamları boyunca kullanabilecekleri önemli bir dil becerisi, iletişim sürecin...</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">Konuşma insanların yaşamları boyunca kullanabilecekleri önemli bir dil becerisi, iletişim sürecinin temel bir ögesidir. İletişimin insanlar için hem bir ihtiyaç hem de bir zorunluluk olması bireylerin konuşma becerisinin gelişmiş olmasını gerekli kılmaktadır. Konuşma, bireysel ve toplumsal ilişkilerin doğru, etkili ve verimli bir şekilde gerçekleştirilmesinde kilit rol oynamaktadır. Bu bakımdan öğrenciler konuşma kazanımlarını edinmeli ve bu kazanımları işlevsel bir şekilde kullanabilmelidir. Bu çalışma öğrencilerin duygu, düşünce, hayal ve izlenimlerini ifade etmede zorlanması problemine çözüm üretmek amacıyla gerçekleştirilmiştir. Çalışmada öğrencilerin konuşma becerilerinin geliştirilmesinde etkileşimli sınıf ortamlarının rolü araştırılmıştır. Bu kapsamda çalışma katılımcı eylem araştırmasıyla yürütülmüştür. Araştırmanın çalışma grubu kolay ulaşılabilir durum örneklemesi yoluyla belirlenen Ankara’da bulunan bir ortaokulun yedinci sınıfında öğrenim gören 11 öğrencidir. Araştırmada...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="30ca3261cf34752602703cb6b95e8eb2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118614057,"asset_id":124376475,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118614057/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="124376475"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124376475"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124376475; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124376475]").text(description); $(".js-view-count[data-work-id=124376475]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124376475; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124376475']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124376475, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "30ca3261cf34752602703cb6b95e8eb2" } } $('.js-work-strip[data-work-id=124376475]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124376475,"title":"Development and Assesment of Speaking Skill in Interaction Classroom Environments in Turkish Course","translated_title":"","metadata":{"abstract":"Konuşma insanların yaşamları boyunca kullanabilecekleri önemli bir dil becerisi, iletişim sürecinin temel bir ögesidir. 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Araştırmanın çalışma grubu kolay ulaşılabilir durum örneklemesi yoluyla belirlenen Ankara’da bulunan bir ortaokulun yedinci sınıfında öğrenim gören 11 öğrencidir. 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Öğretmenlerin dinleme becerisini kazandırma ve geliştirme sürecinde farkındalık oluşturması, öğrencilere rehber olması, ders içi ve dışı çeşitli etkinliklerle becerileri etkin kullanabilmeleri için onları yüreklendirmesi önemlidir. Bu çalışmada Türkçe dersi sosyal etkileşime dayalı sınıf ortamlarında gerçekleştirilen dinleme etkinliklerinin öğrencilerin dinleme becerisini geliştirmedeki rolü üzerinde durulmaktadır. Araştırma, Ankara ilinde bulunan bir ortaokulun birinci sınıfında öğrenim gören öğrencilerle okuma saatinde gerçekleştirilmiştir. Araştırmada ilk uygulama iki hafta sürmüş ve dinleme etkinliğinde etkileşimsiz dinleme stratejisinden faydalanılmıştır. Araştırmanın ikinci uygulama süreci altı hafta sürmüş ve dinleme etkinliği sosyal etkileşime dayalı sınıf ortamlarında gerçekleştirilmiştir. Araştırmada nitel araştırma yöntemi çerçevesinde doküman inceleme ile gözlem tekniği kullanılmıştır. Elde edilen veriler içerik analizi tekniği kullanılarak incelenmiştir. Araştırmanın sonucunda öğrencilere uygulanan başarı testlerinden, gözlemlerden, öğrencilerin süreçle ilgili duygu ve düşüncelerinden elde edilen verilerden Türkçe dersi sosyal etkileşime dayalı sınıf ortamlarının öğrencilerin dinleme becerisini geliştirebilmeleri için etkinliklere aktif katılımlarına uygun bir zemin sunduğu ve öğretmenin rehberlik rolünü etkin bir şekilde yapmasını sağladığı sonucuna varılmıştır.","publication_date":{"day":8,"month":5,"year":2022,"errors":{}},"publication_name":"DergiPark (Istanbul University)","grobid_abstract_attachment_id":118614020},"translated_abstract":null,"internal_url":"https://www.academia.edu/124376474/T%C3%BCrk%C3%A7e_Dersi_Sosyal_Etkile%C5%9Fime_Dayal%C4%B1_S%C4%B1n%C4%B1f_Ortamlar%C4%B1n%C4%B1n_%C3%96%C4%9Frencilerin_Dinleme_Becerisinin_Geli%C5%9Ftirilmesindeki_Rol%C3%BC","translated_internal_url":"","created_at":"2024-10-02T23:40:07.363-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":30565156,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":118614020,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118614020/thumbnails/1.jpg","file_name":"2412484.pdf","download_url":"https://www.academia.edu/attachments/118614020/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Turkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118614020/2412484-libre.pdf?1727937900=\u0026response-content-disposition=attachment%3B+filename%3DTurkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf\u0026Expires=1732726238\u0026Signature=e51D6ev6nD8VxnAMZCFMADX1oI4fibD0QuBi0M0HtoIpNvLP7ljwVvAqq0ORyC8BWn26pJw2LCRtWHXZ~Fxdl2xU8HncAeHzQSs3oOEGnsQyoTqAWVF4gmJWX~hbgUs12ltEeX49j~zUXO8HwtxUdTiarIaW0nAproBBEUwakNKMfDko1rbeXE2dqVdVcJa2hteeyY4EAqIeyQEEJFx0Kbw2QK5Qm5ML1gB13B-OzFrkiwviCB0BheEdnXWma22E0RlpmNRkifG~kVB6EUKoAgdxhl4B4vbDggDu1aFIHQohOCdxrByi45Lh2bGUl21ePeUMrqXKorbwKj3zoeHR4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Türkçe_Dersi_Sosyal_Etkileşime_Dayalı_Sınıf_Ortamlarının_Öğrencilerin_Dinleme_Becerisinin_Geliştirilmesindeki_Rolü","translated_slug":"","page_count":34,"language":"tr","content_type":"Work","owner":{"id":30565156,"first_name":"Ali","middle_initials":null,"last_name":"Göçer","page_name":"AliGöçer","domain_name":"erciyes","created_at":"2015-04-30T08:34:05.674-07:00","display_name":"Ali Göçer","url":"https://erciyes.academia.edu/AliG%C3%B6%C3%A7er"},"attachments":[{"id":118614020,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118614020/thumbnails/1.jpg","file_name":"2412484.pdf","download_url":"https://www.academia.edu/attachments/118614020/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Turkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118614020/2412484-libre.pdf?1727937900=\u0026response-content-disposition=attachment%3B+filename%3DTurkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf\u0026Expires=1732726238\u0026Signature=e51D6ev6nD8VxnAMZCFMADX1oI4fibD0QuBi0M0HtoIpNvLP7ljwVvAqq0ORyC8BWn26pJw2LCRtWHXZ~Fxdl2xU8HncAeHzQSs3oOEGnsQyoTqAWVF4gmJWX~hbgUs12ltEeX49j~zUXO8HwtxUdTiarIaW0nAproBBEUwakNKMfDko1rbeXE2dqVdVcJa2hteeyY4EAqIeyQEEJFx0Kbw2QK5Qm5ML1gB13B-OzFrkiwviCB0BheEdnXWma22E0RlpmNRkifG~kVB6EUKoAgdxhl4B4vbDggDu1aFIHQohOCdxrByi45Lh2bGUl21ePeUMrqXKorbwKj3zoeHR4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":118614021,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118614021/thumbnails/1.jpg","file_name":"2412484.pdf","download_url":"https://www.academia.edu/attachments/118614021/download_file","bulk_download_file_name":"Turkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118614021/2412484-libre.pdf?1727938303=\u0026response-content-disposition=attachment%3B+filename%3DTurkce_Dersi_Sosyal_Etkilesime_Dayali_Si.pdf\u0026Expires=1732726238\u0026Signature=eE4a2Pzx3pawD94zMUvmV-GvtfpQUtGHId8sHRyQ4UmwO02WUbRcbm~Gg30UwZkEHT2urF3kkJRlPfCI1~5Rlla7Eir7v8cGxiPAnfkg1ZaX0Y-c~zg15rHwbQZlaJX4~aIRAJImkx7U~jFV3kZwvsligD4BpnS~nzjoME8swrosuUtxLE9fV-IXE4HyNgS~F47Uc8-DhjsZBER-uPg3rolVRM3DJuBu8ANKY78AvwjCKLkRofbHM9wnDRBNvC895jp3LJM04iGA6X1wmk10L-CI8BQhE7Zl2OLUtAwg5-GdWWrrSJ9QNmcZhgKbbLk1XFKuvp95qdfizlqxN9SCmw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"}],"urls":[{"id":44950002,"url":"https://dergipark.org.tr/tr/download/article-file/2412484"}]}, 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="124376468"><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/124376468/Li_sans%C3%BCst%C3%BC_E%C4%9Fi_ti_m_Alan_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenleri_ne_G%C3%B6re_Meti_n_%C4%B0%C5%9Fleme_S%C3%BCreci_nde_Kar%C5%9Fila%C5%9Filan_Sorunlar"><img alt="Research paper thumbnail of Li̇sansüstü Eği̇ti̇m Alan Türkçe Öğretmenleri̇ne Göre Meti̇n İşleme Süreci̇nde Karşilaşilan Sorunlar" class="work-thumbnail" src="https://attachments.academia-assets.com/118614040/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/124376468/Li_sans%C3%BCst%C3%BC_E%C4%9Fi_ti_m_Alan_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenleri_ne_G%C3%B6re_Meti_n_%C4%B0%C5%9Fleme_S%C3%BCreci_nde_Kar%C5%9Fila%C5%9Filan_Sorunlar">Li̇sansüstü Eği̇ti̇m Alan Türkçe Öğretmenleri̇ne Göre Meti̇n İşleme Süreci̇nde Karşilaşilan Sorunlar</a></div><div class="wp-workCard_item"><span>Bayburt Eğitim Fakültesi Dergisi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkçeyi çok boyutlu olarak öğrenmeye yönelik hedeflenen kazanımlara ulaşılmasında kullanılan baş...</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">Türkçeyi çok boyutlu olarak öğrenmeye yönelik hedeflenen kazanımlara ulaşılmasında kullanılan başlıca materyal metinlerdir. Bu nedenle metin seçimi, metne hazırlık, metin aracılığıyla temel dil becerilerinin geliştirilmesi gibi aşamalar metin işleme sürecinin temel unsurlarını oluşturmaktadır. Araştırmada, devlet okullarında görev yapan ve lisansüstü eğitim alan Türkçe öğretmenlerinin görüşlerinden hareketle metin işleme sürecinde karşılaşılan sorunların ortaya çıkarılması hedeflenmiştir. Araştırmanın çalışma grubunu yedi farklı ilde görev yapan on dört Türkçe öğretmeni oluşturmaktadır. Nitel araştırma yöntemi çerçevesinde gerçekleştirilen araştırmada elde edilen veriler içerik analizi ile incelenmiştir. Araştırma sonuçlarına göre lisansüstü eğitim alan Türkçe öğretmenlerinin metin işleme sürecinde en sık karşılaştıkları sorunlar, Türkçe ders kitabındaki metinlerin ve çalışma etkinliklerinin niteliğine yöneliktir. Katılımcıların görüşlerine dayalı olarak ulaşılan sonuçlar şöyle sıra...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b5105cfdb9a4fadd76c728b8121851f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118614040,"asset_id":124376468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118614040/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="124376468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124376468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124376468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124376468]").text(description); $(".js-view-count[data-work-id=124376468]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124376468; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124376468']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124376468, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "0b5105cfdb9a4fadd76c728b8121851f" } } $('.js-work-strip[data-work-id=124376468]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124376468,"title":"Li̇sansüstü Eği̇ti̇m Alan Türkçe Öğretmenleri̇ne Göre Meti̇n İşleme Süreci̇nde Karşilaşilan Sorunlar","translated_title":"","metadata":{"abstract":"Türkçeyi çok boyutlu olarak öğrenmeye yönelik hedeflenen kazanımlara ulaşılmasında kullanılan başlıca materyal metinlerdir. Bu nedenle metin seçimi, metne hazırlık, metin aracılığıyla temel dil becerilerinin geliştirilmesi gibi aşamalar metin işleme sürecinin temel unsurlarını oluşturmaktadır. Araştırmada, devlet okullarında görev yapan ve lisansüstü eğitim alan Türkçe öğretmenlerinin görüşlerinden hareketle metin işleme sürecinde karşılaşılan sorunların ortaya çıkarılması hedeflenmiştir. Araştırmanın çalışma grubunu yedi farklı ilde görev yapan on dört Türkçe öğretmeni oluşturmaktadır. Nitel araştırma yöntemi çerçevesinde gerçekleştirilen araştırmada elde edilen veriler içerik analizi ile incelenmiştir. Araştırma sonuçlarına göre lisansüstü eğitim alan Türkçe öğretmenlerinin metin işleme sürecinde en sık karşılaştıkları sorunlar, Türkçe ders kitabındaki metinlerin ve çalışma etkinliklerinin niteliğine yöneliktir. Katılımcıların görüşlerine dayalı olarak ulaşılan sonuçlar şöyle sıra...","publisher":"Bayburt Universitesi","publication_name":"Bayburt Eğitim Fakültesi Dergisi"},"translated_abstract":"Türkçeyi çok boyutlu olarak öğrenmeye yönelik hedeflenen kazanımlara ulaşılmasında kullanılan başlıca materyal metinlerdir. Bu nedenle metin seçimi, metne hazırlık, metin aracılığıyla temel dil becerilerinin geliştirilmesi gibi aşamalar metin işleme sürecinin temel unsurlarını oluşturmaktadır. Araştırmada, devlet okullarında görev yapan ve lisansüstü eğitim alan Türkçe öğretmenlerinin görüşlerinden hareketle metin işleme sürecinde karşılaşılan sorunların ortaya çıkarılması hedeflenmiştir. Araştırmanın çalışma grubunu yedi farklı ilde görev yapan on dört Türkçe öğretmeni oluşturmaktadır. Nitel araştırma yöntemi çerçevesinde gerçekleştirilen araştırmada elde edilen veriler içerik analizi ile incelenmiştir. Araştırma sonuçlarına göre lisansüstü eğitim alan Türkçe öğretmenlerinin metin işleme sürecinde en sık karşılaştıkları sorunlar, Türkçe ders kitabındaki metinlerin ve çalışma etkinliklerinin niteliğine yöneliktir. 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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="116370290"><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/116370290/Development_and_Assessment_of_Listening_Skill_in_Interactive_Classroom_Environments_in_Turkish_Course"><img alt="Research paper thumbnail of Development and Assessment of Listening Skill in Interactive Classroom Environments in Turkish Course" class="work-thumbnail" src="https://attachments.academia-assets.com/112519856/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/116370290/Development_and_Assessment_of_Listening_Skill_in_Interactive_Classroom_Environments_in_Turkish_Course">Development and Assessment of Listening Skill in Interactive Classroom Environments in Turkish Course</a></div><div class="wp-workCard_item"><span>DergiPark (Istanbul University)</span><span>, Sep 12, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c274a8dd710a94ad72edb17c883d407a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112519856,"asset_id":116370290,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112519856/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="116370290"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116370290"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116370290; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c274a8dd710a94ad72edb17c883d407a" } } $('.js-work-strip[data-work-id=116370290]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":116370290,"title":"Development and Assessment of Listening Skill in Interactive Classroom Environments in Turkish Course","translated_title":"","metadata":{"publisher":"Istanbul University","grobid_abstract":"Listening is one of the four basic language skills that form the backbone of the Turkish Language Curriculum. Listening is a skill that can be acquired and used in preschool period. However, students need mother tongue teaching in order to be able to understand and respond to what they listen to. The Turkish Language Curriculum is structured according to this need and the program aims to improve students' listening skills. In this research, the role of interactive classroom environments in the development of students' listening skills is investigated. Interactive classroom environment refers to learning environments based on interaction. In interactive classroom environments, students act in accordance with their individual differences as an active participant in the learning process. In the research, action research design was used within the framework of qualitative research method. The study group of the research consists of 11 students studying in the seventh grade of a secondary school in Ankara. The data in this research, which was carried out with the action plans designed by the researcher; Observation, interview, researcher and student diary and documents used in activity studies were obtained. The obtained data were analyzed by content analysis technique. 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Bu becerilerden dinleme/izleme ve okuma anlama beceri alani, konusma ve yazma ise anlatma beceri alani olarak ele alinmaktadir. Ogrencilerin duygu ve dusunceleri ile bir konu hakkindaki goruslerini veya tezlerini sozlu ya da yazili olarak anlasilir ve etkili bir sekilde ifade etmeleri Turkce Ogretim Programi’nin (2019) temel amaclarindan biridir. Bu calismada bu amaci gerceklestirmede sosyal etkilesime dayali sinif ortamlarinin islevi arastirilmaktadir. Etkilesimli ogretim stratejisi, ogrencinin ogrenme-ogretme surecinde aktif olarak rol almasina olanak saglayan ve ogrenci-ogrenci, ogrenci-ogretmen etkilesimine dayanan bir stratejidir. Calismada nitel arastirma yontemi, durum calismasi deseni kullanilmistir. Arastirmanin calisma grubu nitel arastirma yontemi amacli ornekleme cesitlerinden kolay ulasilabilir durum orneklemesi yoluyla belirlenen yirmi ogrenciden o...</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="116370288"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116370288"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116370288; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=116370288]").text(description); $(".js-view-count[data-work-id=116370288]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 116370288; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='116370288']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 116370288, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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" } } $('.js-work-strip[data-work-id=116370288]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":116370288,"title":"Türkçe Dersi Sosyal Etkileşime Dayalı Sınıf Ortamlarının Öğrencilerin Anlatma Becerilerinin Geliştirilmesindeki Yeri","translated_title":"","metadata":{"abstract":"Turkce Ogretim Programi (2019) dort temel dil becerisi dinleme/izleme, okuma, konusma ve yazma uzerine yapilandirilmistir. Bu becerilerden dinleme/izleme ve okuma anlama beceri alani, konusma ve yazma ise anlatma beceri alani olarak ele alinmaktadir. Ogrencilerin duygu ve dusunceleri ile bir konu hakkindaki goruslerini veya tezlerini sozlu ya da yazili olarak anlasilir ve etkili bir sekilde ifade etmeleri Turkce Ogretim Programi’nin (2019) temel amaclarindan biridir. Bu calismada bu amaci gerceklestirmede sosyal etkilesime dayali sinif ortamlarinin islevi arastirilmaktadir. Etkilesimli ogretim stratejisi, ogrencinin ogrenme-ogretme surecinde aktif olarak rol almasina olanak saglayan ve ogrenci-ogrenci, ogrenci-ogretmen etkilesimine dayanan bir stratejidir. Calismada nitel arastirma yontemi, durum calismasi deseni kullanilmistir. Arastirmanin calisma grubu nitel arastirma yontemi amacli ornekleme cesitlerinden kolay ulasilabilir durum orneklemesi yoluyla belirlenen yirmi ogrenciden o...","publication_date":{"day":null,"month":null,"year":2020,"errors":{}}},"translated_abstract":"Turkce Ogretim Programi (2019) dort temel dil becerisi dinleme/izleme, okuma, konusma ve yazma uzerine yapilandirilmistir. Bu becerilerden dinleme/izleme ve okuma anlama beceri alani, konusma ve yazma ise anlatma beceri alani olarak ele alinmaktadir. Ogrencilerin duygu ve dusunceleri ile bir konu hakkindaki goruslerini veya tezlerini sozlu ya da yazili olarak anlasilir ve etkili bir sekilde ifade etmeleri Turkce Ogretim Programi’nin (2019) temel amaclarindan biridir. Bu calismada bu amaci gerceklestirmede sosyal etkilesime dayali sinif ortamlarinin islevi arastirilmaktadir. Etkilesimli ogretim stratejisi, ogrencinin ogrenme-ogretme surecinde aktif olarak rol almasina olanak saglayan ve ogrenci-ogrenci, ogrenci-ogretmen etkilesimine dayanan bir stratejidir. Calismada nitel arastirma yontemi, durum calismasi deseni kullanilmistir. Arastirmanin calisma grubu nitel arastirma yontemi amacli ornekleme cesitlerinden kolay ulasilabilir durum orneklemesi yoluyla belirlenen yirmi ogrenciden o...","internal_url":"https://www.academia.edu/116370288/T%C3%BCrk%C3%A7e_Dersi_Sosyal_Etkile%C5%9Fime_Dayal%C4%B1_S%C4%B1n%C4%B1f_Ortamlar%C4%B1n%C4%B1n_%C3%96%C4%9Frencilerin_Anlatma_Becerilerinin_Geli%C5%9Ftirilmesindeki_Yeri","translated_internal_url":"","created_at":"2024-03-18T00:43:04.492-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":30565156,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Türkçe_Dersi_Sosyal_Etkileşime_Dayalı_Sınıf_Ortamlarının_Öğrencilerin_Anlatma_Becerilerinin_Geliştirilmesindeki_Yeri","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","owner":{"id":30565156,"first_name":"Ali","middle_initials":null,"last_name":"Göçer","page_name":"AliGöçer","domain_name":"erciyes","created_at":"2015-04-30T08:34:05.674-07:00","display_name":"Ali Göçer","url":"https://erciyes.academia.edu/AliG%C3%B6%C3%A7er"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":111412,"name":"TURKISH","url":"https://www.academia.edu/Documents/in/TURKISH"},{"id":116533,"name":"Active Listening","url":"https://www.academia.edu/Documents/in/Active_Listening"},{"id":180133,"name":"Feeling","url":"https://www.academia.edu/Documents/in/Feeling"},{"id":1354400,"name":"Reading Process","url":"https://www.academia.edu/Documents/in/Reading_Process"}],"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="116370282"><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/116370282/Okuma_Saatleri_nde_Hi_k%C3%A2ye_Ki_tabi_Ve_%C3%87i_zgi_Roman_Okumayla_%C4%B0lgi_li_%C3%96%C4%9Frenci_G%C3%B6r%C3%BC%C5%9Fleri_K%C3%B6y_Okulu_%C3%96rne%C4%9Fi_"><img alt="Research paper thumbnail of Okuma Saatleri̇nde Hi̇kâye Ki̇tabi Ve Çi̇zgi̇ Roman Okumayla İlgi̇li̇ Öğrenci̇ Görüşleri̇ (Köy Okulu Örneği̇)" class="work-thumbnail" src="https://attachments.academia-assets.com/112519847/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/116370282/Okuma_Saatleri_nde_Hi_k%C3%A2ye_Ki_tabi_Ve_%C3%87i_zgi_Roman_Okumayla_%C4%B0lgi_li_%C3%96%C4%9Frenci_G%C3%B6r%C3%BC%C5%9Fleri_K%C3%B6y_Okulu_%C3%96rne%C4%9Fi_">Okuma Saatleri̇nde Hi̇kâye Ki̇tabi Ve Çi̇zgi̇ Roman Okumayla İlgi̇li̇ Öğrenci̇ Görüşleri̇ (Köy Okulu Örneği̇)</a></div><div class="wp-workCard_item"><span>Çankırı Karatekin Üniversitesi sosyal bilimler enstitüsü dergisi</span><span>, Apr 30, 2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="696ea9b60718a6d4e5fe4e537bdfd811" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112519847,"asset_id":116370282,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112519847/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="116370282"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116370282"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116370282; 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In this direction, curriculum are created with a constructivist approach in our education system and trainings are provided simultaneously in our schools to gain four basic language skills. Reading skill is one of the most used skill areas among the four basic language skills. It is the ability of individuals who have started basic training to use their reading and writing skills functionally after learning to read and write, which is expected of them in the first place. However, being able to achieve this is also closely related to the ability to make the activities about these skills a habit. Over the national and international research on reading habits in our country, the rates of reading habits and reading skills have not been in the desired level and this situation has been seen as an issue in literature. And therefore, it's a necessary to use new methods and materials through the recommendations and guides of previous studies in gaining reading habits and skills. In this research, it's been aimed of giving alternative solutions to these problems by using comics in reading hours. Qualitative research method was used in this study. The study was performed in a middle school of Nizip in the province of Gaziantep. The participants of the research are the researcher and the 6th grade students of a middle school. The data of the research has been derived by interview. The data has been observed by using content analysis. 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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="97260574"><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/97260574/Teacher_Educator_s_and_Guidance_Teachers_Evaluation_of_Student_Teachers_Teaching_Practice_A_Qualitative_Study_"><img alt="Research paper thumbnail of Teacher Educator’s and Guidance Teachers’ Evaluation of Student Teachers’ Teaching Practice (A Qualitative Study)" class="work-thumbnail" src="https://attachments.academia-assets.com/98931439/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/97260574/Teacher_Educator_s_and_Guidance_Teachers_Evaluation_of_Student_Teachers_Teaching_Practice_A_Qualitative_Study_">Teacher Educator’s and Guidance Teachers’ Evaluation of Student Teachers’ Teaching Practice (A Qualitative Study)</a></div><div class="wp-workCard_item"><span>Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study was to determine whether student teachers are sufficiently prepared for tea...</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 aim of this study was to determine whether student teachers are sufficiently prepared for teaching practice in primary schools. In this study, student teachers’ teaching practice in real classrooms was evaluated by using observation and interview methods. For this purpose, interviews were conducted with seven guidance teachers, and each student teacher was observed in the classroom. The results of the study showed that student teachers possess sufficient theoretical and practical knowledge and that they are ready for their future profession.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="48ccbac82a840312e326af9c38a2762f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98931439,"asset_id":97260574,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98931439/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="97260574"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97260574"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97260574; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97260574]").text(description); $(".js-view-count[data-work-id=97260574]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97260574; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97260574']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 97260574, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "48ccbac82a840312e326af9c38a2762f" } } $('.js-work-strip[data-work-id=97260574]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97260574,"title":"Teacher Educator’s and Guidance Teachers’ Evaluation of Student Teachers’ Teaching Practice (A Qualitative Study)","translated_title":"","metadata":{"abstract":"The aim of this study was to determine whether student teachers are sufficiently prepared for teaching practice in primary schools. 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data-work-id="97260573"><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/97260573/T%C3%BCrk%C3%A7eyi_%C4%B0ki_nci_Di_l_Olarak_%C3%96%C4%9Frenen_%C3%96%C4%9Frenci_leri_n_Di_l_%C3%96%C4%9Frenme_Strateji_leri_ni_n_%C3%96%C4%9Fretmen_G%C3%B6r%C3%BC%C5%9Fleri_ne_G%C3%B6re_De%C4%9Ferlendi_ri_lmesi_"><img alt="Research paper thumbnail of Türkçeyi̇ İki̇nci̇ Di̇l Olarak Öğrenen Öğrenci̇leri̇n Di̇l Öğrenme Strateji̇leri̇ni̇n Öğretmen Görüşleri̇ne Göre Değerlendi̇ri̇lmesi̇" class="work-thumbnail" src="https://attachments.academia-assets.com/98931436/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/97260573/T%C3%BCrk%C3%A7eyi_%C4%B0ki_nci_Di_l_Olarak_%C3%96%C4%9Frenen_%C3%96%C4%9Frenci_leri_n_Di_l_%C3%96%C4%9Frenme_Strateji_leri_ni_n_%C3%96%C4%9Fretmen_G%C3%B6r%C3%BC%C5%9Fleri_ne_G%C3%B6re_De%C4%9Ferlendi_ri_lmesi_">Türkçeyi̇ İki̇nci̇ Di̇l Olarak Öğrenen Öğrenci̇leri̇n Di̇l Öğrenme Strateji̇leri̇ni̇n Öğretmen Görüşleri̇ne Göre Değerlendi̇ri̇lmesi̇</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu arastirmanin amaci, Turkceyi ikinci dil olarak ogrenen ogrencilerin dil ogrenme stratejileri k...</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">Bu arastirmanin amaci, Turkceyi ikinci dil olarak ogrenen ogrencilerin dil ogrenme stratejileri konusunda durum tespiti yapmak ve ogrencilerin dil ogrenme stratejileri konusunda genel bir gorunum vermektir. Arastirma nitel arastirma yaklasimiyla yurutulmustur. Arastirmada veri toplama araci olarak gorusme yontemi kullanilmistir. Gorusme formunda ogretmen adaylarina alti soru yoneltilmistir. Elde edilen verilerin analizinde nitel veri analiz tekniklerinden betimsel analiz teknigi kullanilmistir. Gorusme ile ogretmenlerin verdikleri cevaplardan hareketle bulgulara ulasilmaya, bulgulardan sonuc cikarilmaya calisilmistir. Arastirma, Erciyes Universitesi Surekli Egitim Merkezi’nde yurutulen yabancilara Turkce ogretimi kursunda gorevli 6 ogretmenin olusturdugu bir calisma grubu uzerinden yurutulmustur. Calisma grubunda yer alan ogretmenler, amacli ve kumeleme ornekleme yontemleri kullanilarak secilmistir. Ortaya cikan bulgulardan ulasilan sonuclara gore, dogrudan dil ogrenme stratejilerin...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e18e85df6df0e3b7be521df7f0168679" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98931436,"asset_id":97260573,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98931436/download_file?st=MTczMjczMjAxNSw4LjIyMi4yMDguMTQ2&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="97260573"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97260573"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97260573; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97260573]").text(description); $(".js-view-count[data-work-id=97260573]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97260573; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97260573']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 97260573, container: "", }); });</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-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.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: "e18e85df6df0e3b7be521df7f0168679" } } $('.js-work-strip[data-work-id=97260573]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97260573,"title":"Türkçeyi̇ İki̇nci̇ Di̇l Olarak Öğrenen Öğrenci̇leri̇n Di̇l Öğrenme Strateji̇leri̇ni̇n Öğretmen Görüşleri̇ne Göre Değerlendi̇ri̇lmesi̇","translated_title":"","metadata":{"abstract":"Bu arastirmanin amaci, Turkceyi ikinci dil olarak ogrenen ogrencilerin dil ogrenme stratejileri konusunda durum tespiti yapmak ve ogrencilerin dil ogrenme stratejileri konusunda genel bir gorunum vermektir. Arastirma nitel arastirma yaklasimiyla yurutulmustur. Arastirmada veri toplama araci olarak gorusme yontemi kullanilmistir. Gorusme formunda ogretmen adaylarina alti soru yoneltilmistir. Elde edilen verilerin analizinde nitel veri analiz tekniklerinden betimsel analiz teknigi kullanilmistir. Gorusme ile ogretmenlerin verdikleri cevaplardan hareketle bulgulara ulasilmaya, bulgulardan sonuc cikarilmaya calisilmistir. Arastirma, Erciyes Universitesi Surekli Egitim Merkezi’nde yurutulen yabancilara Turkce ogretimi kursunda gorevli 6 ogretmenin olusturdugu bir calisma grubu uzerinden yurutulmustur. Calisma grubunda yer alan ogretmenler, amacli ve kumeleme ornekleme yontemleri kullanilarak secilmistir. 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Calisma grubunda yer alan ogretmenler, amacli ve kumeleme ornekleme yontemleri kullanilarak secilmistir. 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Metin İşleme Süreçli - Mikro Öğretim Uygulama Örnekli Türkçe Öğrenme ve Öğretim Yaklaşımları (4. Baskı). Ankara: Pegem Akademi Yayınları." class="work-thumbnail" src="https://attachments.academia-assets.com/63880715/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/43575331/G%C3%B6%C3%A7er_Ali_2019_Metin_%C4%B0%C5%9Fleme_S%C3%BCre%C3%A7li_Mikro_%C3%96%C4%9Fretim_Uygulama_%C3%96rnekli_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenme_ve_%C3%96%C4%9Fretim_Yakla%C5%9F%C4%B1mlar%C4%B1_4_Bask%C4%B1_Ankara_Pegem_Akademi_Yay%C4%B1nlar%C4%B1">Göçer, Ali (2019). Metin İşleme Süreçli - Mikro Öğretim Uygulama Örnekli Türkçe Öğrenme ve Öğretim Yaklaşımları (4. Baskı). 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Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Türkçe Eğitimi Anabilim Dalı Türkçe Öğretmenliği Bilim Dalı, Erzurum.</a></div><div class="wp-workCard_item"><span>İlköğretim II. 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