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class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Ergün Hamzadayı</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://gantep.academia.edu/">University of Gaziantep</a>, <a class="u-tcGrayDarker" href="https://gantep.academia.edu/Departments/T%C3%BCrk%C3%A7e_E%C4%9Fitimi/Documents">Türkçe Eğitimi</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="Ergün" data-follow-user-id="32464454" 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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class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></a></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="32464454" href="https://www.academia.edu/Documents/in/Feedback_Education_"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1","location":"/Erg%C3%BCnHamzaday%C4%B1","scheme":"https","host":"gantep.academia.edu","port":null,"pathname":"/Erg%C3%BCnHamzaday%C4%B1","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Feedback (Education)"]}" data-trace="false" data-dom-id="Pill-react-component-38cce73d-1174-4153-adc8-1cd62fffb2f0"></div> <div id="Pill-react-component-38cce73d-1174-4153-adc8-1cd62fffb2f0"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="32464454" href="https://www.academia.edu/Documents/in/Turkce_Egitimi"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Türkçe Eğitimi"]}" data-trace="false" data-dom-id="Pill-react-component-a9658939-32bf-4462-9813-196b664616f0"></div> <div id="Pill-react-component-a9658939-32bf-4462-9813-196b664616f0"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="32464454" href="https://www.academia.edu/Documents/in/Turkish_Language"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Turkish Language"]}" data-trace="false" 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class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Ergün Hamzadayı</h3></div><div class="js-work-strip profile--work_container" data-work-id="111009471"><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/111009471/B%C3%BCt%C3%BCnle%C5%9Ftirilmi%C5%9F_%C3%B6%C4%9Frenme_%C3%B6%C4%9Fretme_yakla%C5%9F%C4%B1m%C4%B1n%C4%B1n_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretiminde_okudu%C4%9Funu_anlama_ve_yaz%C4%B1l%C4%B1_anlat%C4%B1m_becerilerine_etkisi"><img alt="Research paper thumbnail of Bütünleştirilmiş öğrenme-öğretme yaklaşımının Türkçe öğretiminde okuduğunu anlama ve yazılı anlatım becerilerine etkisi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111009471/B%C3%BCt%C3%BCnle%C5%9Ftirilmi%C5%9F_%C3%B6%C4%9Frenme_%C3%B6%C4%9Fretme_yakla%C5%9F%C4%B1m%C4%B1n%C4%B1n_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretiminde_okudu%C4%9Funu_anlama_ve_yaz%C4%B1l%C4%B1_anlat%C4%B1m_becerilerine_etkisi">Bütünleştirilmiş öğrenme-öğretme yaklaşımının Türkçe öğretiminde okuduğunu anlama ve yazılı anlatım becerilerine etkisi</a></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="111009471"><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="111009471"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111009471; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111009471]").text(description); $(".js-view-count[data-work-id=111009471]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111009471; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111009471']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111009471, 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" } } $('.js-work-strip[data-work-id=111009471]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111009471,"title":"Bütünleştirilmiş öğrenme-öğretme yaklaşımının Türkçe öğretiminde okuduğunu anlama ve yazılı anlatım becerilerine etkisi","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2010,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/111009471/B%C3%BCt%C3%BCnle%C5%9Ftirilmi%C5%9F_%C3%B6%C4%9Frenme_%C3%B6%C4%9Fretme_yakla%C5%9F%C4%B1m%C4%B1n%C4%B1n_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretiminde_okudu%C4%9Funu_anlama_ve_yaz%C4%B1l%C4%B1_anlat%C4%B1m_becerilerine_etkisi","translated_internal_url":"","created_at":"2023-12-09T20:29:17.937-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":32464454,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Bütünleştirilmiş_öğrenme_öğretme_yaklaşımının_Türkçe_öğretiminde_okuduğunu_anlama_ve_yazılı_anlatım_becerilerine_etkisi","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","owner":{"id":32464454,"first_name":"Ergün","middle_initials":"","last_name":"Hamzadayı","page_name":"ErgünHamzadayı","domain_name":"gantep","created_at":"2015-06-23T07:18:48.000-07:00","display_name":"Ergün Hamzadayı","url":"https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1"},"attachments":[],"research_interests":[],"urls":[{"id":36779473,"url":"http://acikarsiv.ankara.edu.tr/browse/5457/"}]}, 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="111009467"><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/111009467/The_Effect_of_Progressive_Sentence_Development_Activities_on_5th_Graders_Description_Skills"><img alt="Research paper thumbnail of The Effect of Progressive Sentence Development Activities on 5th Graders' Description Skills" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111009467/The_Effect_of_Progressive_Sentence_Development_Activities_on_5th_Graders_Description_Skills">The Effect of Progressive Sentence Development Activities on 5th Graders' Description Skills</a></div><div class="wp-workCard_item"><span>Education 3-13</span><span>, Jun 22, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction Writing is the expression of feelings, ideas, desires and events in our minds throug...</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">Introduction Writing is the expression of feelings, ideas, desires and events in our minds through various symbols based on certain rules. In other words, it is the process of putting the information structured in mind on paper (Gunes, 2013: 157). One of the important determinants of this operational process is the purpose of the author to write his/her text. The purpose wanted to be reached through the text determines the type of text and the wording used in the text. In general, texts can be divided into two categories as informative and literary texts (Ozdemir, 2007). On the other hand, every author refers to some ways of expression when structuring his/her text. While narration and description are mostly used in literary texts, explanation, argumentation and description can be used in informative texts. The author uses each of these ways of expression for a certain purpose. Explanation is usually used to provide information to the reader; argumentation to reveal various aspects of a topic and persuade the reader; and narration to aesthetic pleasure to the reader within the scope of an event. As for description that is used in both literary texts and informative texts, it is used to inform depending on the purpose of the text, or to explain/narrate an impression. &quot;Although its area of usage is very broad, description can be defined as the way of expression that reflects/conveys an impression that an object, person, situation or an image have on the person who is in the position of narrator/convey or. In this regard, description is making some kind of painting based on the data obtained from observations.&quot; (Gunduz &amp; Simsek, 2011: 51). Description addressed readers&#39; senses. In other words, the author wants to deliver his/her impressions related to the outside world, the entities. For this, he/she chooses a detail through a careful observation, and organises the detail in a way that form an image (Ozdemir, 2002: 33). This organisation achieved with intense attributions is the one that is related to the physical world (Gunay, 2003: 214). A descriptive text becomes apparent with the use of various lexical and grammatical tools that enable naming an object, referring to it, putting it in a time or place, and delivering the impression that it has to the reader (Kiran &amp; Kiran, 2003: 20). However, it is not easy as it seems to make lexical and grammatical arrangements in a way to form an image with the words related to an object, situation or scene. Thus, although description activities are included in the Turkish Teaching Program, it can be argued that students are not successful in this regard considering the pre and posttest findings of this study. It may be due to that they do not know and cannot sufficiently use lexical and grammatical ways of expression that strengthen language use in Turkish, and makes expression more effective. In every language, there are certain rhetoric or language features to strengthen expression and make it fluent. One of these is metaphors. Metaphors can be easily found in descriptive texts as a semantic phenomenon. &quot;A metaphor is created by using an object or event to better express a feature of another object or event. People can use metaphors unique to themselves.&quot; (Aksan, 1999: 61). &quot;Metaphors are frequently used to make the elements in the texts easier to understand, and clear in the reader&#39;s mind. To use a metaphor is to start a description. As in a description, the purpose of a metaphor is to form a detailed picture of the object or event in the receiver&#39;s mind (Uzdu, 2008: 46) Another language feature that can be used to strengthen the meaning or clarify a term is reduplications. Reduplications reinforce and strengthen a term as well as adding an important expressive strength and effectiveness to the sentence in terms of syntax (Aksan, 1999: 175). The objects in a description look more apparent through reduplications, which helps readers to differentiate these objects more easily. …</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="111009467"><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="111009467"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111009467; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111009467]").text(description); $(".js-view-count[data-work-id=111009467]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111009467; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111009467']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111009467, 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" } } $('.js-work-strip[data-work-id=111009467]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111009467,"title":"The Effect of Progressive Sentence Development Activities on 5th Graders' Description Skills","translated_title":"","metadata":{"abstract":"Introduction Writing is the expression of feelings, ideas, desires and events in our minds through various symbols based on certain rules. In other words, it is the process of putting the information structured in mind on paper (Gunes, 2013: 157). One of the important determinants of this operational process is the purpose of the author to write his/her text. The purpose wanted to be reached through the text determines the type of text and the wording used in the text. In general, texts can be divided into two categories as informative and literary texts (Ozdemir, 2007). On the other hand, every author refers to some ways of expression when structuring his/her text. While narration and description are mostly used in literary texts, explanation, argumentation and description can be used in informative texts. The author uses each of these ways of expression for a certain purpose. Explanation is usually used to provide information to the reader; argumentation to reveal various aspects of a topic and persuade the reader; and narration to aesthetic pleasure to the reader within the scope of an event. As for description that is used in both literary texts and informative texts, it is used to inform depending on the purpose of the text, or to explain/narrate an impression. \u0026quot;Although its area of usage is very broad, description can be defined as the way of expression that reflects/conveys an impression that an object, person, situation or an image have on the person who is in the position of narrator/convey or. In this regard, description is making some kind of painting based on the data obtained from observations.\u0026quot; (Gunduz \u0026amp; Simsek, 2011: 51). Description addressed readers\u0026#39; senses. In other words, the author wants to deliver his/her impressions related to the outside world, the entities. For this, he/she chooses a detail through a careful observation, and organises the detail in a way that form an image (Ozdemir, 2002: 33). This organisation achieved with intense attributions is the one that is related to the physical world (Gunay, 2003: 214). A descriptive text becomes apparent with the use of various lexical and grammatical tools that enable naming an object, referring to it, putting it in a time or place, and delivering the impression that it has to the reader (Kiran \u0026amp; Kiran, 2003: 20). However, it is not easy as it seems to make lexical and grammatical arrangements in a way to form an image with the words related to an object, situation or scene. Thus, although description activities are included in the Turkish Teaching Program, it can be argued that students are not successful in this regard considering the pre and posttest findings of this study. It may be due to that they do not know and cannot sufficiently use lexical and grammatical ways of expression that strengthen language use in Turkish, and makes expression more effective. In every language, there are certain rhetoric or language features to strengthen expression and make it fluent. One of these is metaphors. Metaphors can be easily found in descriptive texts as a semantic phenomenon. \u0026quot;A metaphor is created by using an object or event to better express a feature of another object or event. People can use metaphors unique to themselves.\u0026quot; (Aksan, 1999: 61). \u0026quot;Metaphors are frequently used to make the elements in the texts easier to understand, and clear in the reader\u0026#39;s mind. To use a metaphor is to start a description. As in a description, the purpose of a metaphor is to form a detailed picture of the object or event in the receiver\u0026#39;s mind (Uzdu, 2008: 46) Another language feature that can be used to strengthen the meaning or clarify a term is reduplications. Reduplications reinforce and strengthen a term as well as adding an important expressive strength and effectiveness to the sentence in terms of syntax (Aksan, 1999: 175). The objects in a description look more apparent through reduplications, which helps readers to differentiate these objects more easily. …","publisher":"Project Innovation Austin","publication_date":{"day":22,"month":6,"year":2015,"errors":{}},"publication_name":"Education 3-13"},"translated_abstract":"Introduction Writing is the expression of feelings, ideas, desires and events in our minds through various symbols based on certain rules. In other words, it is the process of putting the information structured in mind on paper (Gunes, 2013: 157). One of the important determinants of this operational process is the purpose of the author to write his/her text. The purpose wanted to be reached through the text determines the type of text and the wording used in the text. In general, texts can be divided into two categories as informative and literary texts (Ozdemir, 2007). On the other hand, every author refers to some ways of expression when structuring his/her text. While narration and description are mostly used in literary texts, explanation, argumentation and description can be used in informative texts. The author uses each of these ways of expression for a certain purpose. Explanation is usually used to provide information to the reader; argumentation to reveal various aspects of a topic and persuade the reader; and narration to aesthetic pleasure to the reader within the scope of an event. As for description that is used in both literary texts and informative texts, it is used to inform depending on the purpose of the text, or to explain/narrate an impression. \u0026quot;Although its area of usage is very broad, description can be defined as the way of expression that reflects/conveys an impression that an object, person, situation or an image have on the person who is in the position of narrator/convey or. In this regard, description is making some kind of painting based on the data obtained from observations.\u0026quot; (Gunduz \u0026amp; Simsek, 2011: 51). Description addressed readers\u0026#39; senses. In other words, the author wants to deliver his/her impressions related to the outside world, the entities. For this, he/she chooses a detail through a careful observation, and organises the detail in a way that form an image (Ozdemir, 2002: 33). This organisation achieved with intense attributions is the one that is related to the physical world (Gunay, 2003: 214). A descriptive text becomes apparent with the use of various lexical and grammatical tools that enable naming an object, referring to it, putting it in a time or place, and delivering the impression that it has to the reader (Kiran \u0026amp; Kiran, 2003: 20). However, it is not easy as it seems to make lexical and grammatical arrangements in a way to form an image with the words related to an object, situation or scene. Thus, although description activities are included in the Turkish Teaching Program, it can be argued that students are not successful in this regard considering the pre and posttest findings of this study. It may be due to that they do not know and cannot sufficiently use lexical and grammatical ways of expression that strengthen language use in Turkish, and makes expression more effective. In every language, there are certain rhetoric or language features to strengthen expression and make it fluent. One of these is metaphors. Metaphors can be easily found in descriptive texts as a semantic phenomenon. \u0026quot;A metaphor is created by using an object or event to better express a feature of another object or event. People can use metaphors unique to themselves.\u0026quot; (Aksan, 1999: 61). \u0026quot;Metaphors are frequently used to make the elements in the texts easier to understand, and clear in the reader\u0026#39;s mind. To use a metaphor is to start a description. As in a description, the purpose of a metaphor is to form a detailed picture of the object or event in the receiver\u0026#39;s mind (Uzdu, 2008: 46) Another language feature that can be used to strengthen the meaning or clarify a term is reduplications. Reduplications reinforce and strengthen a term as well as adding an important expressive strength and effectiveness to the sentence in terms of syntax (Aksan, 1999: 175). The objects in a description look more apparent through reduplications, which helps readers to differentiate these objects more easily. …","internal_url":"https://www.academia.edu/111009467/The_Effect_of_Progressive_Sentence_Development_Activities_on_5th_Graders_Description_Skills","translated_internal_url":"","created_at":"2023-12-09T20:29:17.243-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":32464454,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Effect_of_Progressive_Sentence_Development_Activities_on_5th_Graders_Description_Skills","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":32464454,"first_name":"Ergün","middle_initials":"","last_name":"Hamzadayı","page_name":"ErgünHamzadayı","domain_name":"gantep","created_at":"2015-06-23T07:18:48.000-07:00","display_name":"Ergün Hamzadayı","url":"https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":2852,"name":"Narrative","url":"https://www.academia.edu/Documents/in/Narrative"},{"id":11070,"name":"Pleasure","url":"https://www.academia.edu/Documents/in/Pleasure"},{"id":23036,"name":"Argumentation Theory","url":"https://www.academia.edu/Documents/in/Argumentation_Theory"},{"id":180133,"name":"Feeling","url":"https://www.academia.edu/Documents/in/Feeling"},{"id":188207,"name":"Yazma Eğitimi","url":"https://www.academia.edu/Documents/in/Yazma_Egitimi"},{"id":961848,"name":"Paragraph","url":"https://www.academia.edu/Documents/in/Paragraph"},{"id":961850,"name":"Sentence","url":"https://www.academia.edu/Documents/in/Sentence"}],"urls":[{"id":36779470,"url":"https://eric.ed.gov/?id=EJ1095397"}]}, dispatcherData: dispatcherData }); 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Araştırmada nicel araştırma desenlerinden ilişkisel (korelasyonel) tarama yöntemi kullanılmıştır. Araştırmanın veri toplama araçları Özetleme Özyeterlik Ölçeği, Öğrenci Bilgi Formu, Özet Kaynak Metni (Eskici) olarak belirlenmiştir. Öğrencilerin özetleme başarısını belirlemede Öykü Özeti Değerlendirme Dereceli Puanlama Anahtarından yararlanılmıştır. Verilerin analizinde IBM SPSS Statistics 21.0 ve MS-Excel 2007 programları kullanılmıştır. Çalışmadan elde edilen sonuçlardan biri 8. sınıf öğrencilerinin orta düzeyde özetleme öz yeterlik algısına sahip oldukları ve kız öğrencilerin erkek öğrencilerden daha yüksek özetleme öz yeterlik algısına sahip oldukları yönündedir. Çalışmadan elde edilen bir diğer sonuç öğrencilerin okuma sıklıkları ile Özetleme Özyeterlik Ölçeği ve ölçeğin özetleme amaçlı okuma ve özet yazma alt boyutlarından almış oldukları puanlar arasında istatistiksel olarak anlamlı bir ilişkinin olduğudur. 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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="111009330"><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/111009330/An_Evaluation_of_Factors_Affecting_Reading_Comprehension"><img alt="Research paper thumbnail of An Evaluation of Factors Affecting Reading Comprehension" class="work-thumbnail" src="https://attachments.academia-assets.com/108648859/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/111009330/An_Evaluation_of_Factors_Affecting_Reading_Comprehension">An Evaluation of Factors Affecting Reading Comprehension</a></div><div class="wp-workCard_item"><span>Ege Eğitim Dergisi</span><span>, Jul 31, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5a422fa34208c5dc1e1ecb15c9f2b195" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108648859,"asset_id":111009330,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108648859/download_file?st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&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="111009330"><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="111009330"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111009330; 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Buna göre Google Akademik, ULAKBİM, YÖK Akademik, Web of Science, ERIC, Proquest veri tabanı üzerinde bulunan okuduğunu anlama becerisi, okuduğunu anlamayı etkileyen etmenler, okuduğunu anlama engelleri konulu araştırma ve derleme makaleleri taranarak okuduğunu anlama becerisini etkileyen değişkenler belirlenmiş ve bu değişkenlerin okuduğunu anlama sürecindeki etkileri açıklanmaya çalışılmıştır. Alanyazın derlemesinin sonucuna göre; okuduğunu anlama stratejileri, sözcük bilgisi, akıcı okuma, metin türü ve metin türü farkındalığı, okumanın duyuşsal nitelikleri, üstbilişsel okuma stratejileri olmak üzere okuduğunu anlamayı etkileyen altı etmen belirlenmiş ve bu etmenler çeşitli boyutlarıyla açıklanmıştır. Çalışmadan elde edilen sonuçlardan biri, yetkin okurları zayıf okurlardan ayıran temel farkın bu altı etmeni bilinçli bir biçimde kullanabilme, okuma sürecini buna göre düzenleyebilme ve okuma sürecinde bu etmenleri zamanında ve etkili bir biçimde kullanabilme becerileri olduğu yönündedir. Öte yandan belirlenen altı etmenin okuduğunu anlama becerisi üzerinde doğrudan etkili olduğu, birbirleriyle ilişkili nitelikte olduğu ve her bir etmenin öğretilebilir, öğrencilere kazandırılabilir özellikler taşıdığı sonucuna varılmıştır.","publication_date":{"day":31,"month":7,"year":2022,"errors":{}},"publication_name":"Ege Eğitim Dergisi","grobid_abstract_attachment_id":108648859},"translated_abstract":null,"internal_url":"https://www.academia.edu/111009330/An_Evaluation_of_Factors_Affecting_Reading_Comprehension","translated_internal_url":"","created_at":"2023-12-09T20:28:04.163-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":32464454,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108648859,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108648859/thumbnails/1.jpg","file_name":"2382240.pdf","download_url":"https://www.academia.edu/attachments/108648859/download_file?st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"An_Evaluation_of_Factors_Affecting_Readi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108648859/2382240-libre.pdf?1702184521=\u0026response-content-disposition=attachment%3B+filename%3DAn_Evaluation_of_Factors_Affecting_Readi.pdf\u0026Expires=1732726995\u0026Signature=If9q05axkZjMX33PH56qoYMrbZXnaGJV0HIkj00oWWZvP9XheuxYyGA0whDs5ZRJTCniGri0WFvXLzAyPwr9-VkVW1mk6pzDh7uXJQq4YAfTM8Y7Ck-uf0YLkvhxVq9vpZ67gkoajzs5OTm1TdCi6kRxv8RLkyj0YlMAr3RaRPQRcm25Bni3WzzW2PnbgCoSFFf44KXtxD0pGYbpi9Bw7arD-uxBYV~FEKssQG1vLzNKoeg0yCrF5RjUaCIFxB1oK0f9QnI419okRJu0o6AUxlv5q9C9xdIQB2IkhvZMMzMV8czISn2gLTIeoDkZWz56b8aGmPWTuips2CgjlXuFKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_Evaluation_of_Factors_Affecting_Reading_Comprehension","translated_slug":"","page_count":20,"language":"tr","content_type":"Work","owner":{"id":32464454,"first_name":"Ergün","middle_initials":"","last_name":"Hamzadayı","page_name":"ErgünHamzadayı","domain_name":"gantep","created_at":"2015-06-23T07:18:48.000-07:00","display_name":"Ergün Hamzadayı","url":"https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1"},"attachments":[{"id":108648859,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108648859/thumbnails/1.jpg","file_name":"2382240.pdf","download_url":"https://www.academia.edu/attachments/108648859/download_file?st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"An_Evaluation_of_Factors_Affecting_Readi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108648859/2382240-libre.pdf?1702184521=\u0026response-content-disposition=attachment%3B+filename%3DAn_Evaluation_of_Factors_Affecting_Readi.pdf\u0026Expires=1732726995\u0026Signature=If9q05axkZjMX33PH56qoYMrbZXnaGJV0HIkj00oWWZvP9XheuxYyGA0whDs5ZRJTCniGri0WFvXLzAyPwr9-VkVW1mk6pzDh7uXJQq4YAfTM8Y7Ck-uf0YLkvhxVq9vpZ67gkoajzs5OTm1TdCi6kRxv8RLkyj0YlMAr3RaRPQRcm25Bni3WzzW2PnbgCoSFFf44KXtxD0pGYbpi9Bw7arD-uxBYV~FEKssQG1vLzNKoeg0yCrF5RjUaCIFxB1oK0f9QnI419okRJu0o6AUxlv5q9C9xdIQB2IkhvZMMzMV8czISn2gLTIeoDkZWz56b8aGmPWTuips2CgjlXuFKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary"},{"id":14180,"name":"Reading Comprehension","url":"https://www.academia.edu/Documents/in/Reading_Comprehension"},{"id":97252,"name":"Comprehension","url":"https://www.academia.edu/Documents/in/Comprehension"},{"id":1354400,"name":"Reading Process","url":"https://www.academia.edu/Documents/in/Reading_Process"}],"urls":[{"id":36779362,"url":"https://dergipark.org.tr/tr/download/article-file/2382240"}]}, 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="92169717"><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/92169717/Okudu%C4%9Funu_Anlamay%C4%B1_Etkileyen_Etmenlere_Y%C3%B6nelik_Bir_%C4%B0nceleme"><img alt="Research paper thumbnail of Okuduğunu Anlamayı Etkileyen Etmenlere Yönelik Bir İnceleme" class="work-thumbnail" src="https://attachments.academia-assets.com/95250507/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/92169717/Okudu%C4%9Funu_Anlamay%C4%B1_Etkileyen_Etmenlere_Y%C3%B6nelik_Bir_%C4%B0nceleme">Okuduğunu Anlamayı Etkileyen Etmenlere Yönelik Bir İnceleme</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1">Ergün Hamzadayı</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://gantep.academia.edu/OzlemBatmaz">Özlem Batmaz</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Okuduğunu anlamayı etkileyen etmenlerin çeşitli açılardan incelendiği bu çalışma, bir alanyazın d...</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">Okuduğunu anlamayı etkileyen etmenlerin çeşitli açılardan incelendiği bu çalışma, bir alanyazın derlemesi niteliği taşımaktadır. Buna göre Google Akademik, ULAKBİM, YÖK Akademik, Web of Science, ERIC, Proquest veri tabanı üzerinde bulunan okuduğunu anlama becerisi, okuduğunu anlamayı etkileyen etmenler, okuduğunu anlama engelleri konulu araştırma ve derleme makaleleri taranarak okuduğunu anlama becerisini etkileyen değişkenler belirlenmiş ve bu değişkenlerin okuduğunu anlama sürecindeki etkileri açıklanmaya çalışılmıştır. Alanyazın derlemesinin sonucuna göre; okuduğunu anlama stratejileri, sözcük bilgisi, akıcı okuma, metin türü ve metin türü farkındalığı, okumanın duyuşsal nitelikleri, üstbilişsel okuma stratejileri olmak üzere okuduğunu anlamayı etkileyen altı etmen belirlenmiş ve bu etmenler çeşitli boyutlarıyla açıklanmıştır. Çalışmadan elde edilen sonuçlardan biri, yetkin okurları zayıf okurlardan ayıran temel farkın bu altı etmeni bilinçli bir biçimde kullanabilme, okuma sürecini buna göre düzenleyebilme ve okuma sürecinde bu etmenleri zamanında ve etkili bir biçimde kullanabilme becerileri olduğu yönündedir. Öte yandan belirlenen altı etmenin okuduğunu anlama becerisi üzerinde doğrudan etkili olduğu, birbirleriyle ilişkili nitelikte olduğu ve her bir etmenin öğretilebilir, öğrencilere kazandırılabilir özellikler taşıdığı sonucuna varılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a137a1d79f70ed18baea9a8858559989" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95250507,"asset_id":92169717,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95250507/download_file?st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&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="92169717"><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="92169717"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92169717; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92169717]").text(description); $(".js-view-count[data-work-id=92169717]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92169717; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92169717']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 92169717, 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: "a137a1d79f70ed18baea9a8858559989" } } $('.js-work-strip[data-work-id=92169717]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92169717,"title":"Okuduğunu Anlamayı Etkileyen Etmenlere Yönelik Bir İnceleme","translated_title":"","metadata":{"abstract":"Okuduğunu anlamayı etkileyen etmenlerin çeşitli açılardan incelendiği bu çalışma, bir alanyazın derlemesi niteliği taşımaktadır. Buna göre Google Akademik, ULAKBİM, YÖK Akademik, Web of Science, ERIC, Proquest veri tabanı üzerinde bulunan okuduğunu anlama becerisi, okuduğunu anlamayı etkileyen etmenler, okuduğunu anlama engelleri konulu araştırma ve derleme makaleleri taranarak okuduğunu anlama becerisini etkileyen değişkenler belirlenmiş ve bu değişkenlerin okuduğunu anlama sürecindeki etkileri açıklanmaya çalışılmıştır. Alanyazın derlemesinin sonucuna göre; okuduğunu anlama stratejileri, sözcük bilgisi, akıcı okuma, metin türü ve metin türü farkındalığı, okumanın duyuşsal nitelikleri, üstbilişsel okuma stratejileri olmak üzere okuduğunu anlamayı etkileyen altı etmen belirlenmiş ve bu etmenler çeşitli boyutlarıyla açıklanmıştır. Çalışmadan elde edilen sonuçlardan biri, yetkin okurları zayıf okurlardan ayıran temel farkın bu altı etmeni bilinçli bir biçimde kullanabilme, okuma sürecini buna göre düzenleyebilme ve okuma sürecinde bu etmenleri zamanında ve etkili bir biçimde kullanabilme becerileri olduğu yönündedir. Öte yandan belirlenen altı etmenin okuduğunu anlama becerisi üzerinde doğrudan etkili olduğu, birbirleriyle ilişkili nitelikte olduğu ve her bir etmenin öğretilebilir, öğrencilere kazandırılabilir özellikler taşıdığı sonucuna varılmıştır."},"translated_abstract":"Okuduğunu anlamayı etkileyen etmenlerin çeşitli açılardan incelendiği bu çalışma, bir alanyazın derlemesi niteliği taşımaktadır. Buna göre Google Akademik, ULAKBİM, YÖK Akademik, Web of Science, ERIC, Proquest veri tabanı üzerinde bulunan okuduğunu anlama becerisi, okuduğunu anlamayı etkileyen etmenler, okuduğunu anlama engelleri konulu araştırma ve derleme makaleleri taranarak okuduğunu anlama becerisini etkileyen değişkenler belirlenmiş ve bu değişkenlerin okuduğunu anlama sürecindeki etkileri açıklanmaya çalışılmıştır. Alanyazın derlemesinin sonucuna göre; okuduğunu anlama stratejileri, sözcük bilgisi, akıcı okuma, metin türü ve metin türü farkındalığı, okumanın duyuşsal nitelikleri, üstbilişsel okuma stratejileri olmak üzere okuduğunu anlamayı etkileyen altı etmen belirlenmiş ve bu etmenler çeşitli boyutlarıyla açıklanmıştır. Çalışmadan elde edilen sonuçlardan biri, yetkin okurları zayıf okurlardan ayıran temel farkın bu altı etmeni bilinçli bir biçimde kullanabilme, okuma sürecini buna göre düzenleyebilme ve okuma sürecinde bu etmenleri zamanında ve etkili bir biçimde kullanabilme becerileri olduğu yönündedir. 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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="81693460"><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/81693460/Zeitschrift_f%C3%BCr_die_Welt_der_T%C3%BCrken_Journal_of_World_of_Turks_287_YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_C1_D%C3%9CZEY%C4%B0NDE_YAZILI_AKRAN_GER%C4%B0B%C4%B0LD%C4%B0R%C4%B0MLER%C4%B0NE_%C4%B0L%C4%B0%C5%9EK%C4%B0N_G%C3%96R%C3%9CN%C3%9CMLER_WRITTEN_PEER_FEEDBACK_APPERANCES_OF_C1_LEVEL_TURKISH_LEARNING_FOREIGN_STUDENTS"><img alt="Research paper thumbnail of Zeitschrift für die Welt der Türken Journal of World of Turks 287 YABANCILARA TÜRKÇE ÖĞRETİMİNDE C1 DÜZEYİNDE YAZILI AKRAN GERİBİLDİRİMLERİNE İLİŞKİN GÖRÜNÜMLER WRITTEN PEER FEEDBACK APPERANCES OF C1 LEVEL TURKISH LEARNING FOREIGN STUDENTS" class="work-thumbnail" src="https://attachments.academia-assets.com/87649596/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/81693460/Zeitschrift_f%C3%BCr_die_Welt_der_T%C3%BCrken_Journal_of_World_of_Turks_287_YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_C1_D%C3%9CZEY%C4%B0NDE_YAZILI_AKRAN_GER%C4%B0B%C4%B0LD%C4%B0R%C4%B0MLER%C4%B0NE_%C4%B0L%C4%B0%C5%9EK%C4%B0N_G%C3%96R%C3%9CN%C3%9CMLER_WRITTEN_PEER_FEEDBACK_APPERANCES_OF_C1_LEVEL_TURKISH_LEARNING_FOREIGN_STUDENTS">Zeitschrift für die Welt der Türken Journal of World of Turks 287 YABANCILARA TÜRKÇE ÖĞRETİMİNDE C1 DÜZEYİNDE YAZILI AKRAN GERİBİLDİRİMLERİNE İLİŞKİN GÖRÜNÜMLER WRITTEN PEER FEEDBACK APPERANCES OF C1 LEVEL TURKISH LEARNING FOREIGN STUDENTS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Özet: Bu araştırmanın amacı, C1 düzeyinde Türkçe öğrenen yabancı öğrencilerin yazılı anlatımı düz...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Özet: Bu araştırmanın amacı, C1 düzeyinde Türkçe öğrenen yabancı öğrencilerin yazılı anlatımı düzenleme sürecinde akranlarına sağladıkları yazılı geribildirimleri çeşitli açılardan betimlemek ve bu betimlenmeye dayanarak akran değerlendirme etkinliklerinin işlevselliğini sorgulamaktır. Araştırmada C1 düzeyinde Türkçe öğrenen 32 öğrencinin akranlarına verdiği geribildirimler üzerinde içerik çözümlemesi yapılmış, yazımsal ulamlar da dikkate alınarak geribildirimler doğru yazımlara yönelik olup olmamalarına, doğru-yanlış oluşlarına ve türlerine göre sınıflandırılmıştır. Elde edilen veriler frekans ve yüzde olarak sunulmuştur. Araştırmadan elde edilen bulgular öğrenciler tarafından metinlere toplam 404 geribildirim verildiğini, bu geribildirimlerin %5.69&#39;unun (23 geribildirim) metinlerdeki doğru yazımlara yönelik olduğunu ortaya koymuştur. Araştırmadan elde edilen bir diğer bulgu ise metinlerdeki toplam yanlış sayısının 381 olduğunu ve öğrencilerin bu 381 yanlışın %78.48&#39;ine (29...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2ab67ce3c261490659567da3fb7eccd0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87649596,"asset_id":81693460,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87649596/download_file?st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&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="81693460"><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="81693460"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81693460; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81693460]").text(description); $(".js-view-count[data-work-id=81693460]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81693460; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81693460']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81693460, 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: "2ab67ce3c261490659567da3fb7eccd0" } } $('.js-work-strip[data-work-id=81693460]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81693460,"title":"Zeitschrift für die Welt der Türken Journal of World of Turks 287 YABANCILARA TÜRKÇE ÖĞRETİMİNDE C1 DÜZEYİNDE YAZILI AKRAN GERİBİLDİRİMLERİNE İLİŞKİN GÖRÜNÜMLER WRITTEN PEER FEEDBACK APPERANCES OF C1 LEVEL TURKISH LEARNING FOREIGN STUDENTS","translated_title":"","metadata":{"abstract":"Özet: Bu araştırmanın amacı, C1 düzeyinde Türkçe öğrenen yabancı öğrencilerin yazılı anlatımı düzenleme sürecinde akranlarına sağladıkları yazılı geribildirimleri çeşitli açılardan betimlemek ve bu betimlenmeye dayanarak akran değerlendirme etkinliklerinin işlevselliğini sorgulamaktır. 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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="81693447"><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/81693447/The_Approaches_of_Turkish_Teachers_in_Evaluating_Speaking_Skills"><img alt="Research paper thumbnail of The Approaches of Turkish Teachers in Evaluating Speaking Skills" class="work-thumbnail" src="https://attachments.academia-assets.com/87649586/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/81693447/The_Approaches_of_Turkish_Teachers_in_Evaluating_Speaking_Skills">The Approaches of Turkish Teachers in Evaluating Speaking Skills</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this research is to identify what kind of approaches Turkish teachers have about evalu...</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 research is to identify what kind of approaches Turkish teachers have about evaluating speaking skills. The participants of the study consisteo of forty-two Turkish teachers.The study benefited from a structured interview, consisting of eight open-ended questions. Descriptive analysis method was used in analyzing the data. As a result of the analysis, it has been discovered that Turkish teachers see speaking skills as important as other skills. Besides that, it has been seen that Turkish teachers look out for speaking principles that require cognitive operations in a low level such as students&#39; gestures and facial expressions, adjusting the voice, pronunciation and correct usage of the words. On the other hand, it can be stated that teachers are aware of the fact that the quality of the feedback given has great influence on students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1f2fe50e8b99e545a849059ab192e492" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87649586,"asset_id":81693447,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87649586/download_file?st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&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="81693447"><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="81693447"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81693447; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81693447]").text(description); $(".js-view-count[data-work-id=81693447]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81693447; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81693447']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81693447, 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: "1f2fe50e8b99e545a849059ab192e492" } } $('.js-work-strip[data-work-id=81693447]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81693447,"title":"The Approaches of Turkish Teachers in Evaluating Speaking Skills","translated_title":"","metadata":{"abstract":"The aim of this research is to identify what kind of approaches Turkish teachers have about evaluating speaking skills. 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The environment of the study was Gaziantep University, Turkish Education 3rd grade, 76 students, the data were gained by document analyses which is a qualitative research method and structured information form which is a quantitative research method. The 462 written feedbacks gained from the students were analysed and the data coded and classified as quality, specifity, wrong content and the dimension focused on the written expression. In the other hand, the usefulness of student perceptions were investigated by the structured information form. The findings of the research data reveals that with education about providing feedback, the peer evaluation can be used as an effective teaching activity in revising the written expression.</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="81693412"><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="81693412"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81693412; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81693412]").text(description); $(".js-view-count[data-work-id=81693412]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81693412; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81693412']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81693412, 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" } } $('.js-work-strip[data-work-id=81693412]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81693412,"title":"Yazili Anlatimi Düzenlemede Akran Dönütleri̇: Dönüt Türleri̇, Öğrenci̇ Algilari","translated_title":"","metadata":{"abstract":"This study aimed to investigate the functionality of peer evaluation in revising the written expression. 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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="81693392"><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/81693392/Yans%C4%B1t%C4%B1c%C4%B1_D%C3%BC%C5%9F%C3%BCnme_Etkinliklerinin_Yazma_Ba%C5%9Far%C4%B1s%C4%B1_Tutumu_ve_Kayg%C4%B1s%C4%B1_%C3%9Czerindeki_Etkisi"><img alt="Research paper thumbnail of Yansıtıcı Düşünme Etkinliklerinin Yazma Başarısı, Tutumu ve Kaygısı Üzerindeki Etkisi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81693392/Yans%C4%B1t%C4%B1c%C4%B1_D%C3%BC%C5%9F%C3%BCnme_Etkinliklerinin_Yazma_Ba%C5%9Far%C4%B1s%C4%B1_Tutumu_ve_Kayg%C4%B1s%C4%B1_%C3%9Czerindeki_Etkisi">Yansıtıcı Düşünme Etkinliklerinin Yazma Başarısı, Tutumu ve Kaygısı Üzerindeki Etkisi</a></div><div class="wp-workCard_item"><span>International Journal of Language Academy</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Öz Bu araştırma, yansıtıcı düşünme etkinliklerinin 8. sınıf öğrencilerinin yazma başarısı, tutumu...</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">Öz Bu araştırma, yansıtıcı düşünme etkinliklerinin 8. sınıf öğrencilerinin yazma başarısı, tutumu ve kaygısı üzerindeki etkisini belirlemek amacıyla gerçekleştirilmiştir. Öğrencilerin yazma becerilerinin geliştirilebilmesi için öncelikle yazma becerilerinin (yazma sürecinin hazırlık aşamasından yayımlanma aşamasına değin) ne düzeyde olduğuna yönelik bilişsel farkındalıklarının geliştirilmesi gerekir. Yansıtıcı düşünme etkinlikleriyle (öz değerlendirme, kendine soru sorma, akran değerlendirme, tartışma, yansıtıcı günlük tutma) öğrencilerin bu farkındalıklarının gelişeceği; yazma başarı, tutum ve kaygılarının da olumlu yönde etkileneceği varsayılmıştır. Araştırmada ön test/son test deney-kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma, Gaziantep ilinde bulunan bir ortaokuldaki 60 öğrenciyle gerçekleştirilmiştir. Araştırmanın deney grubunu ve kontrol grubunu15&amp;#39;i kız 15&amp;#39;i erkek olmak üzere otuzar öğrenci oluşturmuştur. Araştırmanın uygulama bölümünde deney grubuna sekiz hafta boyunca haftada ikişer saat olmak üzere toplam 16 ders saati yansıtıcı düşünme etkinliklerine dayalı yazma eğitimi verilmiştir. Kontrol grubuna ise aynı süre içerisinde bireysel çalışmaya dayalı yazma etkinlikleri yaptırılmıştır. Araştırmanın verileri öğrencilere yazdırılan metinlerden elde edilmiş olup bu metinler kompozisyon değerlendirme ölçeğine göre değerlendirilmiştir. Öğrencilerin yazmaya yönelik tutumları yazma tutum ölçeğiyle, yazmaya yönelik kaygılarıysa yazma kaygı ölçeğiyle belirlenmiştir. Araştırma verileri SPSS 16.0 paket programı kullanılarak çözümlenmiş ve elde edilen veriler üzerinde t-testi yapılmıştır. Araştırmadan elde edilen sonuçlar şunlardır: (1) Yansıtıcı düşünme etkinlikleri öğrencilerin yazma başarımlarını olumlu yönde ve anlamlı düzeyde etkilemiştir. (2) Bireysel çalışmaya dayalı geleneksel yazma etkinliklerinin öğrencilerin yazma başarımları üzerinde herhangi bir etkisi olmamıştır. (3) Yansıtıcı düşünme etkinlikleri öğrencilerin yazmaya yönelik tutum ve kaygıları üzerinde anlamlı düzeyde bir farklılık sağlamamıştır.</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="81693392"><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="81693392"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81693392; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81693392]").text(description); $(".js-view-count[data-work-id=81693392]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81693392; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81693392']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81693392, 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" } } $('.js-work-strip[data-work-id=81693392]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81693392,"title":"Yansıtıcı Düşünme Etkinliklerinin Yazma Başarısı, Tutumu ve Kaygısı Üzerindeki Etkisi","translated_title":"","metadata":{"abstract":"Öz Bu araştırma, yansıtıcı düşünme etkinliklerinin 8. sınıf öğrencilerinin yazma başarısı, tutumu ve kaygısı üzerindeki etkisini belirlemek amacıyla gerçekleştirilmiştir. Öğrencilerin yazma becerilerinin geliştirilebilmesi için öncelikle yazma becerilerinin (yazma sürecinin hazırlık aşamasından yayımlanma aşamasına değin) ne düzeyde olduğuna yönelik bilişsel farkındalıklarının geliştirilmesi gerekir. Yansıtıcı düşünme etkinlikleriyle (öz değerlendirme, kendine soru sorma, akran değerlendirme, tartışma, yansıtıcı günlük tutma) öğrencilerin bu farkındalıklarının gelişeceği; yazma başarı, tutum ve kaygılarının da olumlu yönde etkileneceği varsayılmıştır. Araştırmada ön test/son test deney-kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma, Gaziantep ilinde bulunan bir ortaokuldaki 60 öğrenciyle gerçekleştirilmiştir. Araştırmanın deney grubunu ve kontrol grubunu15\u0026amp;#39;i kız 15\u0026amp;#39;i erkek olmak üzere otuzar öğrenci oluşturmuştur. Araştırmanın uygulama bölümünde deney grubuna sekiz hafta boyunca haftada ikişer saat olmak üzere toplam 16 ders saati yansıtıcı düşünme etkinliklerine dayalı yazma eğitimi verilmiştir. Kontrol grubuna ise aynı süre içerisinde bireysel çalışmaya dayalı yazma etkinlikleri yaptırılmıştır. Araştırmanın verileri öğrencilere yazdırılan metinlerden elde edilmiş olup bu metinler kompozisyon değerlendirme ölçeğine göre değerlendirilmiştir. Öğrencilerin yazmaya yönelik tutumları yazma tutum ölçeğiyle, yazmaya yönelik kaygılarıysa yazma kaygı ölçeğiyle belirlenmiştir. Araştırma verileri SPSS 16.0 paket programı kullanılarak çözümlenmiş ve elde edilen veriler üzerinde t-testi yapılmıştır. Araştırmadan elde edilen sonuçlar şunlardır: (1) Yansıtıcı düşünme etkinlikleri öğrencilerin yazma başarımlarını olumlu yönde ve anlamlı düzeyde etkilemiştir. (2) Bireysel çalışmaya dayalı geleneksel yazma etkinliklerinin öğrencilerin yazma başarımları üzerinde herhangi bir etkisi olmamıştır. (3) Yansıtıcı düşünme etkinlikleri öğrencilerin yazmaya yönelik tutum ve kaygıları üzerinde anlamlı düzeyde bir farklılık sağlamamıştır.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"International Journal of Language Academy"},"translated_abstract":"Öz Bu araştırma, yansıtıcı düşünme etkinliklerinin 8. sınıf öğrencilerinin yazma başarısı, tutumu ve kaygısı üzerindeki etkisini belirlemek amacıyla gerçekleştirilmiştir. Öğrencilerin yazma becerilerinin geliştirilebilmesi için öncelikle yazma becerilerinin (yazma sürecinin hazırlık aşamasından yayımlanma aşamasına değin) ne düzeyde olduğuna yönelik bilişsel farkındalıklarının geliştirilmesi gerekir. Yansıtıcı düşünme etkinlikleriyle (öz değerlendirme, kendine soru sorma, akran değerlendirme, tartışma, yansıtıcı günlük tutma) öğrencilerin bu farkındalıklarının gelişeceği; yazma başarı, tutum ve kaygılarının da olumlu yönde etkileneceği varsayılmıştır. Araştırmada ön test/son test deney-kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma, Gaziantep ilinde bulunan bir ortaokuldaki 60 öğrenciyle gerçekleştirilmiştir. Araştırmanın deney grubunu ve kontrol grubunu15\u0026amp;#39;i kız 15\u0026amp;#39;i erkek olmak üzere otuzar öğrenci oluşturmuştur. Araştırmanın uygulama bölümünde deney grubuna sekiz hafta boyunca haftada ikişer saat olmak üzere toplam 16 ders saati yansıtıcı düşünme etkinliklerine dayalı yazma eğitimi verilmiştir. Kontrol grubuna ise aynı süre içerisinde bireysel çalışmaya dayalı yazma etkinlikleri yaptırılmıştır. Araştırmanın verileri öğrencilere yazdırılan metinlerden elde edilmiş olup bu metinler kompozisyon değerlendirme ölçeğine göre değerlendirilmiştir. Öğrencilerin yazmaya yönelik tutumları yazma tutum ölçeğiyle, yazmaya yönelik kaygılarıysa yazma kaygı ölçeğiyle belirlenmiştir. Araştırma verileri SPSS 16.0 paket programı kullanılarak çözümlenmiş ve elde edilen veriler üzerinde t-testi yapılmıştır. Araştırmadan elde edilen sonuçlar şunlardır: (1) Yansıtıcı düşünme etkinlikleri öğrencilerin yazma başarımlarını olumlu yönde ve anlamlı düzeyde etkilemiştir. (2) Bireysel çalışmaya dayalı geleneksel yazma etkinliklerinin öğrencilerin yazma başarımları üzerinde herhangi bir etkisi olmamıştır. (3) Yansıtıcı düşünme etkinlikleri öğrencilerin yazmaya yönelik tutum ve kaygıları üzerinde anlamlı düzeyde bir farklılık sağlamamıştır.","internal_url":"https://www.academia.edu/81693392/Yans%C4%B1t%C4%B1c%C4%B1_D%C3%BC%C5%9F%C3%BCnme_Etkinliklerinin_Yazma_Ba%C5%9Far%C4%B1s%C4%B1_Tutumu_ve_Kayg%C4%B1s%C4%B1_%C3%9Czerindeki_Etkisi","translated_internal_url":"","created_at":"2022-06-17T05:33:01.791-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":32464454,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Yansıtıcı_Düşünme_Etkinliklerinin_Yazma_Başarısı_Tutumu_ve_Kaygısı_Üzerindeki_Etkisi","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","owner":{"id":32464454,"first_name":"Ergün","middle_initials":"","last_name":"Hamzadayı","page_name":"ErgünHamzadayı","domain_name":"gantep","created_at":"2015-06-23T07:18:48.000-07:00","display_name":"Ergün Hamzadayı","url":"https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1"},"attachments":[],"research_interests":[{"id":172496,"name":"Academy of the Hebrew Language","url":"https://www.academia.edu/Documents/in/Academy_of_the_Hebrew_Language"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="3080311" id="papers"><div class="js-work-strip profile--work_container" data-work-id="111009471"><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/111009471/B%C3%BCt%C3%BCnle%C5%9Ftirilmi%C5%9F_%C3%B6%C4%9Frenme_%C3%B6%C4%9Fretme_yakla%C5%9F%C4%B1m%C4%B1n%C4%B1n_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretiminde_okudu%C4%9Funu_anlama_ve_yaz%C4%B1l%C4%B1_anlat%C4%B1m_becerilerine_etkisi"><img alt="Research paper thumbnail of Bütünleştirilmiş öğrenme-öğretme yaklaşımının Türkçe öğretiminde okuduğunu anlama ve yazılı anlatım becerilerine etkisi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111009471/B%C3%BCt%C3%BCnle%C5%9Ftirilmi%C5%9F_%C3%B6%C4%9Frenme_%C3%B6%C4%9Fretme_yakla%C5%9F%C4%B1m%C4%B1n%C4%B1n_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretiminde_okudu%C4%9Funu_anlama_ve_yaz%C4%B1l%C4%B1_anlat%C4%B1m_becerilerine_etkisi">Bütünleştirilmiş öğrenme-öğretme yaklaşımının Türkçe öğretiminde okuduğunu anlama ve yazılı anlatım becerilerine etkisi</a></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="111009471"><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="111009471"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111009471; 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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="111009467"><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/111009467/The_Effect_of_Progressive_Sentence_Development_Activities_on_5th_Graders_Description_Skills"><img alt="Research paper thumbnail of The Effect of Progressive Sentence Development Activities on 5th Graders' Description Skills" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111009467/The_Effect_of_Progressive_Sentence_Development_Activities_on_5th_Graders_Description_Skills">The Effect of Progressive Sentence Development Activities on 5th Graders' Description Skills</a></div><div class="wp-workCard_item"><span>Education 3-13</span><span>, Jun 22, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction Writing is the expression of feelings, ideas, desires and events in our minds throug...</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">Introduction Writing is the expression of feelings, ideas, desires and events in our minds through various symbols based on certain rules. In other words, it is the process of putting the information structured in mind on paper (Gunes, 2013: 157). One of the important determinants of this operational process is the purpose of the author to write his/her text. The purpose wanted to be reached through the text determines the type of text and the wording used in the text. In general, texts can be divided into two categories as informative and literary texts (Ozdemir, 2007). On the other hand, every author refers to some ways of expression when structuring his/her text. While narration and description are mostly used in literary texts, explanation, argumentation and description can be used in informative texts. The author uses each of these ways of expression for a certain purpose. Explanation is usually used to provide information to the reader; argumentation to reveal various aspects of a topic and persuade the reader; and narration to aesthetic pleasure to the reader within the scope of an event. As for description that is used in both literary texts and informative texts, it is used to inform depending on the purpose of the text, or to explain/narrate an impression. &quot;Although its area of usage is very broad, description can be defined as the way of expression that reflects/conveys an impression that an object, person, situation or an image have on the person who is in the position of narrator/convey or. In this regard, description is making some kind of painting based on the data obtained from observations.&quot; (Gunduz &amp; Simsek, 2011: 51). Description addressed readers&#39; senses. In other words, the author wants to deliver his/her impressions related to the outside world, the entities. For this, he/she chooses a detail through a careful observation, and organises the detail in a way that form an image (Ozdemir, 2002: 33). This organisation achieved with intense attributions is the one that is related to the physical world (Gunay, 2003: 214). A descriptive text becomes apparent with the use of various lexical and grammatical tools that enable naming an object, referring to it, putting it in a time or place, and delivering the impression that it has to the reader (Kiran &amp; Kiran, 2003: 20). However, it is not easy as it seems to make lexical and grammatical arrangements in a way to form an image with the words related to an object, situation or scene. Thus, although description activities are included in the Turkish Teaching Program, it can be argued that students are not successful in this regard considering the pre and posttest findings of this study. It may be due to that they do not know and cannot sufficiently use lexical and grammatical ways of expression that strengthen language use in Turkish, and makes expression more effective. In every language, there are certain rhetoric or language features to strengthen expression and make it fluent. One of these is metaphors. Metaphors can be easily found in descriptive texts as a semantic phenomenon. &quot;A metaphor is created by using an object or event to better express a feature of another object or event. People can use metaphors unique to themselves.&quot; (Aksan, 1999: 61). &quot;Metaphors are frequently used to make the elements in the texts easier to understand, and clear in the reader&#39;s mind. To use a metaphor is to start a description. As in a description, the purpose of a metaphor is to form a detailed picture of the object or event in the receiver&#39;s mind (Uzdu, 2008: 46) Another language feature that can be used to strengthen the meaning or clarify a term is reduplications. Reduplications reinforce and strengthen a term as well as adding an important expressive strength and effectiveness to the sentence in terms of syntax (Aksan, 1999: 175). The objects in a description look more apparent through reduplications, which helps readers to differentiate these objects more easily. …</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="111009467"><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="111009467"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111009467; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111009467]").text(description); $(".js-view-count[data-work-id=111009467]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111009467; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111009467']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111009467, 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" } } $('.js-work-strip[data-work-id=111009467]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111009467,"title":"The Effect of Progressive Sentence Development Activities on 5th Graders' Description Skills","translated_title":"","metadata":{"abstract":"Introduction Writing is the expression of feelings, ideas, desires and events in our minds through various symbols based on certain rules. 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Buna göre Google Akademik, ULAKBİM, YÖK Akademik, Web of Science, ERIC, Proquest veri tabanı üzerinde bulunan okuduğunu anlama becerisi, okuduğunu anlamayı etkileyen etmenler, okuduğunu anlama engelleri konulu araştırma ve derleme makaleleri taranarak okuduğunu anlama becerisini etkileyen değişkenler belirlenmiş ve bu değişkenlerin okuduğunu anlama sürecindeki etkileri açıklanmaya çalışılmıştır. Alanyazın derlemesinin sonucuna göre; okuduğunu anlama stratejileri, sözcük bilgisi, akıcı okuma, metin türü ve metin türü farkındalığı, okumanın duyuşsal nitelikleri, üstbilişsel okuma stratejileri olmak üzere okuduğunu anlamayı etkileyen altı etmen belirlenmiş ve bu etmenler çeşitli boyutlarıyla açıklanmıştır. Çalışmadan elde edilen sonuçlardan biri, yetkin okurları zayıf okurlardan ayıran temel farkın bu altı etmeni bilinçli bir biçimde kullanabilme, okuma sürecini buna göre düzenleyebilme ve okuma sürecinde bu etmenleri zamanında ve etkili bir biçimde kullanabilme becerileri olduğu yönündedir. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="105796470"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/105796470/Yaz%C4%B1l%C4%B1_Anlat%C4%B1m%C4%B1_D%C3%BCz%C3%BCnlemede_Akran_D%C3%B6n%C3%BCtleri_D%C3%B6n%C3%BCt_T%C3%BCrleri_%C3%96%C4%9Frenci_Alg%C4%B1lar%C4%B1"><img alt="Research paper thumbnail of Yazılı Anlatımı Düzünlemede Akran Dönütleri: Dönüt Türleri, Öğrenci Algıları" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/105796470/Yaz%C4%B1l%C4%B1_Anlat%C4%B1m%C4%B1_D%C3%BCz%C3%BCnlemede_Akran_D%C3%B6n%C3%BCtleri_D%C3%B6n%C3%BCt_T%C3%BCrleri_%C3%96%C4%9Frenci_Alg%C4%B1lar%C4%B1">Yazılı Anlatımı Düzünlemede Akran Dönütleri: Dönüt Türleri, Öğrenci Algıları</a></div><div class="wp-workCard_item"><span>Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi</span><span>, 2011</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="105796470"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105796470"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105796470; 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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="92169717"><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/92169717/Okudu%C4%9Funu_Anlamay%C4%B1_Etkileyen_Etmenlere_Y%C3%B6nelik_Bir_%C4%B0nceleme"><img alt="Research paper thumbnail of Okuduğunu Anlamayı Etkileyen Etmenlere Yönelik Bir İnceleme" class="work-thumbnail" src="https://attachments.academia-assets.com/95250507/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/92169717/Okudu%C4%9Funu_Anlamay%C4%B1_Etkileyen_Etmenlere_Y%C3%B6nelik_Bir_%C4%B0nceleme">Okuduğunu Anlamayı Etkileyen Etmenlere Yönelik Bir İnceleme</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1">Ergün Hamzadayı</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://gantep.academia.edu/OzlemBatmaz">Özlem Batmaz</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Okuduğunu anlamayı etkileyen etmenlerin çeşitli açılardan incelendiği bu çalışma, bir alanyazın d...</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">Okuduğunu anlamayı etkileyen etmenlerin çeşitli açılardan incelendiği bu çalışma, bir alanyazın derlemesi niteliği taşımaktadır. Buna göre Google Akademik, ULAKBİM, YÖK Akademik, Web of Science, ERIC, Proquest veri tabanı üzerinde bulunan okuduğunu anlama becerisi, okuduğunu anlamayı etkileyen etmenler, okuduğunu anlama engelleri konulu araştırma ve derleme makaleleri taranarak okuduğunu anlama becerisini etkileyen değişkenler belirlenmiş ve bu değişkenlerin okuduğunu anlama sürecindeki etkileri açıklanmaya çalışılmıştır. Alanyazın derlemesinin sonucuna göre; okuduğunu anlama stratejileri, sözcük bilgisi, akıcı okuma, metin türü ve metin türü farkındalığı, okumanın duyuşsal nitelikleri, üstbilişsel okuma stratejileri olmak üzere okuduğunu anlamayı etkileyen altı etmen belirlenmiş ve bu etmenler çeşitli boyutlarıyla açıklanmıştır. Çalışmadan elde edilen sonuçlardan biri, yetkin okurları zayıf okurlardan ayıran temel farkın bu altı etmeni bilinçli bir biçimde kullanabilme, okuma sürecini buna göre düzenleyebilme ve okuma sürecinde bu etmenleri zamanında ve etkili bir biçimde kullanabilme becerileri olduğu yönündedir. Öte yandan belirlenen altı etmenin okuduğunu anlama becerisi üzerinde doğrudan etkili olduğu, birbirleriyle ilişkili nitelikte olduğu ve her bir etmenin öğretilebilir, öğrencilere kazandırılabilir özellikler taşıdığı sonucuna varılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a137a1d79f70ed18baea9a8858559989" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95250507,"asset_id":92169717,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95250507/download_file?st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&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="92169717"><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="92169717"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92169717; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92169717]").text(description); $(".js-view-count[data-work-id=92169717]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92169717; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92169717']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 92169717, 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: "a137a1d79f70ed18baea9a8858559989" } } $('.js-work-strip[data-work-id=92169717]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92169717,"title":"Okuduğunu Anlamayı Etkileyen Etmenlere Yönelik Bir İnceleme","translated_title":"","metadata":{"abstract":"Okuduğunu anlamayı etkileyen etmenlerin çeşitli açılardan incelendiği bu çalışma, bir alanyazın derlemesi niteliği taşımaktadır. Buna göre Google Akademik, ULAKBİM, YÖK Akademik, Web of Science, ERIC, Proquest veri tabanı üzerinde bulunan okuduğunu anlama becerisi, okuduğunu anlamayı etkileyen etmenler, okuduğunu anlama engelleri konulu araştırma ve derleme makaleleri taranarak okuduğunu anlama becerisini etkileyen değişkenler belirlenmiş ve bu değişkenlerin okuduğunu anlama sürecindeki etkileri açıklanmaya çalışılmıştır. Alanyazın derlemesinin sonucuna göre; okuduğunu anlama stratejileri, sözcük bilgisi, akıcı okuma, metin türü ve metin türü farkındalığı, okumanın duyuşsal nitelikleri, üstbilişsel okuma stratejileri olmak üzere okuduğunu anlamayı etkileyen altı etmen belirlenmiş ve bu etmenler çeşitli boyutlarıyla açıklanmıştır. Çalışmadan elde edilen sonuçlardan biri, yetkin okurları zayıf okurlardan ayıran temel farkın bu altı etmeni bilinçli bir biçimde kullanabilme, okuma sürecini buna göre düzenleyebilme ve okuma sürecinde bu etmenleri zamanında ve etkili bir biçimde kullanabilme becerileri olduğu yönündedir. Öte yandan belirlenen altı etmenin okuduğunu anlama becerisi üzerinde doğrudan etkili olduğu, birbirleriyle ilişkili nitelikte olduğu ve her bir etmenin öğretilebilir, öğrencilere kazandırılabilir özellikler taşıdığı sonucuna varılmıştır."},"translated_abstract":"Okuduğunu anlamayı etkileyen etmenlerin çeşitli açılardan incelendiği bu çalışma, bir alanyazın derlemesi niteliği taşımaktadır. Buna göre Google Akademik, ULAKBİM, YÖK Akademik, Web of Science, ERIC, Proquest veri tabanı üzerinde bulunan okuduğunu anlama becerisi, okuduğunu anlamayı etkileyen etmenler, okuduğunu anlama engelleri konulu araştırma ve derleme makaleleri taranarak okuduğunu anlama becerisini etkileyen değişkenler belirlenmiş ve bu değişkenlerin okuduğunu anlama sürecindeki etkileri açıklanmaya çalışılmıştır. Alanyazın derlemesinin sonucuna göre; okuduğunu anlama stratejileri, sözcük bilgisi, akıcı okuma, metin türü ve metin türü farkındalığı, okumanın duyuşsal nitelikleri, üstbilişsel okuma stratejileri olmak üzere okuduğunu anlamayı etkileyen altı etmen belirlenmiş ve bu etmenler çeşitli boyutlarıyla açıklanmıştır. Çalışmadan elde edilen sonuçlardan biri, yetkin okurları zayıf okurlardan ayıran temel farkın bu altı etmeni bilinçli bir biçimde kullanabilme, okuma sürecini buna göre düzenleyebilme ve okuma sürecinde bu etmenleri zamanında ve etkili bir biçimde kullanabilme becerileri olduğu yönündedir. 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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="81693460"><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/81693460/Zeitschrift_f%C3%BCr_die_Welt_der_T%C3%BCrken_Journal_of_World_of_Turks_287_YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_C1_D%C3%9CZEY%C4%B0NDE_YAZILI_AKRAN_GER%C4%B0B%C4%B0LD%C4%B0R%C4%B0MLER%C4%B0NE_%C4%B0L%C4%B0%C5%9EK%C4%B0N_G%C3%96R%C3%9CN%C3%9CMLER_WRITTEN_PEER_FEEDBACK_APPERANCES_OF_C1_LEVEL_TURKISH_LEARNING_FOREIGN_STUDENTS"><img alt="Research paper thumbnail of Zeitschrift für die Welt der Türken Journal of World of Turks 287 YABANCILARA TÜRKÇE ÖĞRETİMİNDE C1 DÜZEYİNDE YAZILI AKRAN GERİBİLDİRİMLERİNE İLİŞKİN GÖRÜNÜMLER WRITTEN PEER FEEDBACK APPERANCES OF C1 LEVEL TURKISH LEARNING FOREIGN STUDENTS" class="work-thumbnail" src="https://attachments.academia-assets.com/87649596/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/81693460/Zeitschrift_f%C3%BCr_die_Welt_der_T%C3%BCrken_Journal_of_World_of_Turks_287_YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_C1_D%C3%9CZEY%C4%B0NDE_YAZILI_AKRAN_GER%C4%B0B%C4%B0LD%C4%B0R%C4%B0MLER%C4%B0NE_%C4%B0L%C4%B0%C5%9EK%C4%B0N_G%C3%96R%C3%9CN%C3%9CMLER_WRITTEN_PEER_FEEDBACK_APPERANCES_OF_C1_LEVEL_TURKISH_LEARNING_FOREIGN_STUDENTS">Zeitschrift für die Welt der Türken Journal of World of Turks 287 YABANCILARA TÜRKÇE ÖĞRETİMİNDE C1 DÜZEYİNDE YAZILI AKRAN GERİBİLDİRİMLERİNE İLİŞKİN GÖRÜNÜMLER WRITTEN PEER FEEDBACK APPERANCES OF C1 LEVEL TURKISH LEARNING FOREIGN STUDENTS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Özet: Bu araştırmanın amacı, C1 düzeyinde Türkçe öğrenen yabancı öğrencilerin yazılı anlatımı düz...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Özet: Bu araştırmanın amacı, C1 düzeyinde Türkçe öğrenen yabancı öğrencilerin yazılı anlatımı düzenleme sürecinde akranlarına sağladıkları yazılı geribildirimleri çeşitli açılardan betimlemek ve bu betimlenmeye dayanarak akran değerlendirme etkinliklerinin işlevselliğini sorgulamaktır. Araştırmada C1 düzeyinde Türkçe öğrenen 32 öğrencinin akranlarına verdiği geribildirimler üzerinde içerik çözümlemesi yapılmış, yazımsal ulamlar da dikkate alınarak geribildirimler doğru yazımlara yönelik olup olmamalarına, doğru-yanlış oluşlarına ve türlerine göre sınıflandırılmıştır. Elde edilen veriler frekans ve yüzde olarak sunulmuştur. Araştırmadan elde edilen bulgular öğrenciler tarafından metinlere toplam 404 geribildirim verildiğini, bu geribildirimlerin %5.69&#39;unun (23 geribildirim) metinlerdeki doğru yazımlara yönelik olduğunu ortaya koymuştur. Araştırmadan elde edilen bir diğer bulgu ise metinlerdeki toplam yanlış sayısının 381 olduğunu ve öğrencilerin bu 381 yanlışın %78.48&#39;ine (29...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2ab67ce3c261490659567da3fb7eccd0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87649596,"asset_id":81693460,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87649596/download_file?st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&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="81693460"><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="81693460"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81693460; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81693460]").text(description); $(".js-view-count[data-work-id=81693460]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81693460; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81693460']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81693460, 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: "2ab67ce3c261490659567da3fb7eccd0" } } $('.js-work-strip[data-work-id=81693460]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81693460,"title":"Zeitschrift für die Welt der Türken Journal of World of Turks 287 YABANCILARA TÜRKÇE ÖĞRETİMİNDE C1 DÜZEYİNDE YAZILI AKRAN GERİBİLDİRİMLERİNE İLİŞKİN GÖRÜNÜMLER WRITTEN PEER FEEDBACK APPERANCES OF C1 LEVEL TURKISH LEARNING FOREIGN STUDENTS","translated_title":"","metadata":{"abstract":"Özet: Bu araştırmanın amacı, C1 düzeyinde Türkçe öğrenen yabancı öğrencilerin yazılı anlatımı düzenleme sürecinde akranlarına sağladıkları yazılı geribildirimleri çeşitli açılardan betimlemek ve bu betimlenmeye dayanarak akran değerlendirme etkinliklerinin işlevselliğini sorgulamaktır. 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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="81693447"><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/81693447/The_Approaches_of_Turkish_Teachers_in_Evaluating_Speaking_Skills"><img alt="Research paper thumbnail of The Approaches of Turkish Teachers in Evaluating Speaking Skills" class="work-thumbnail" src="https://attachments.academia-assets.com/87649586/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/81693447/The_Approaches_of_Turkish_Teachers_in_Evaluating_Speaking_Skills">The Approaches of Turkish Teachers in Evaluating Speaking Skills</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this research is to identify what kind of approaches Turkish teachers have about evalu...</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 research is to identify what kind of approaches Turkish teachers have about evaluating speaking skills. The participants of the study consisteo of forty-two Turkish teachers.The study benefited from a structured interview, consisting of eight open-ended questions. Descriptive analysis method was used in analyzing the data. As a result of the analysis, it has been discovered that Turkish teachers see speaking skills as important as other skills. Besides that, it has been seen that Turkish teachers look out for speaking principles that require cognitive operations in a low level such as students&#39; gestures and facial expressions, adjusting the voice, pronunciation and correct usage of the words. On the other hand, it can be stated that teachers are aware of the fact that the quality of the feedback given has great influence on students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1f2fe50e8b99e545a849059ab192e492" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87649586,"asset_id":81693447,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87649586/download_file?st=MTczMjc0NDM2OSw4LjIyMi4yMDguMTQ2&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="81693447"><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="81693447"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81693447; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81693447]").text(description); $(".js-view-count[data-work-id=81693447]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81693447; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81693447']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81693447, 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: "1f2fe50e8b99e545a849059ab192e492" } } $('.js-work-strip[data-work-id=81693447]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81693447,"title":"The Approaches of Turkish Teachers in Evaluating Speaking Skills","translated_title":"","metadata":{"abstract":"The aim of this research is to identify what kind of approaches Turkish teachers have about evaluating speaking skills. 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The environment of the study was Gaziantep University, Turkish Education 3rd grade, 76 students, the data were gained by document analyses which is a qualitative research method and structured information form which is a quantitative research method. The 462 written feedbacks gained from the students were analysed and the data coded and classified as quality, specifity, wrong content and the dimension focused on the written expression. In the other hand, the usefulness of student perceptions were investigated by the structured information form. The findings of the research data reveals that with education about providing feedback, the peer evaluation can be used as an effective teaching activity in revising the written expression.</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="81693412"><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="81693412"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81693412; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81693412]").text(description); $(".js-view-count[data-work-id=81693412]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81693412; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81693412']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81693412, 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" } } $('.js-work-strip[data-work-id=81693412]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81693412,"title":"Yazili Anlatimi Düzenlemede Akran Dönütleri̇: Dönüt Türleri̇, Öğrenci̇ Algilari","translated_title":"","metadata":{"abstract":"This study aimed to investigate the functionality of peer evaluation in revising the written expression. 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The environment of the study was Gaziantep University, Turkish Education 3rd grade, 76 students, the data were gained by document analyses which is a qualitative research method and structured information form which is a quantitative research method. The 462 written feedbacks gained from the students were analysed and the data coded and classified as quality, specifity, wrong content and the dimension focused on the written expression. In the other hand, the usefulness of student perceptions were investigated by the structured information form. 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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="81693392"><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/81693392/Yans%C4%B1t%C4%B1c%C4%B1_D%C3%BC%C5%9F%C3%BCnme_Etkinliklerinin_Yazma_Ba%C5%9Far%C4%B1s%C4%B1_Tutumu_ve_Kayg%C4%B1s%C4%B1_%C3%9Czerindeki_Etkisi"><img alt="Research paper thumbnail of Yansıtıcı Düşünme Etkinliklerinin Yazma Başarısı, Tutumu ve Kaygısı Üzerindeki Etkisi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81693392/Yans%C4%B1t%C4%B1c%C4%B1_D%C3%BC%C5%9F%C3%BCnme_Etkinliklerinin_Yazma_Ba%C5%9Far%C4%B1s%C4%B1_Tutumu_ve_Kayg%C4%B1s%C4%B1_%C3%9Czerindeki_Etkisi">Yansıtıcı Düşünme Etkinliklerinin Yazma Başarısı, Tutumu ve Kaygısı Üzerindeki Etkisi</a></div><div class="wp-workCard_item"><span>International Journal of Language Academy</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Öz Bu araştırma, yansıtıcı düşünme etkinliklerinin 8. sınıf öğrencilerinin yazma başarısı, tutumu...</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">Öz Bu araştırma, yansıtıcı düşünme etkinliklerinin 8. sınıf öğrencilerinin yazma başarısı, tutumu ve kaygısı üzerindeki etkisini belirlemek amacıyla gerçekleştirilmiştir. Öğrencilerin yazma becerilerinin geliştirilebilmesi için öncelikle yazma becerilerinin (yazma sürecinin hazırlık aşamasından yayımlanma aşamasına değin) ne düzeyde olduğuna yönelik bilişsel farkındalıklarının geliştirilmesi gerekir. Yansıtıcı düşünme etkinlikleriyle (öz değerlendirme, kendine soru sorma, akran değerlendirme, tartışma, yansıtıcı günlük tutma) öğrencilerin bu farkındalıklarının gelişeceği; yazma başarı, tutum ve kaygılarının da olumlu yönde etkileneceği varsayılmıştır. Araştırmada ön test/son test deney-kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma, Gaziantep ilinde bulunan bir ortaokuldaki 60 öğrenciyle gerçekleştirilmiştir. Araştırmanın deney grubunu ve kontrol grubunu15&amp;#39;i kız 15&amp;#39;i erkek olmak üzere otuzar öğrenci oluşturmuştur. Araştırmanın uygulama bölümünde deney grubuna sekiz hafta boyunca haftada ikişer saat olmak üzere toplam 16 ders saati yansıtıcı düşünme etkinliklerine dayalı yazma eğitimi verilmiştir. Kontrol grubuna ise aynı süre içerisinde bireysel çalışmaya dayalı yazma etkinlikleri yaptırılmıştır. Araştırmanın verileri öğrencilere yazdırılan metinlerden elde edilmiş olup bu metinler kompozisyon değerlendirme ölçeğine göre değerlendirilmiştir. Öğrencilerin yazmaya yönelik tutumları yazma tutum ölçeğiyle, yazmaya yönelik kaygılarıysa yazma kaygı ölçeğiyle belirlenmiştir. Araştırma verileri SPSS 16.0 paket programı kullanılarak çözümlenmiş ve elde edilen veriler üzerinde t-testi yapılmıştır. Araştırmadan elde edilen sonuçlar şunlardır: (1) Yansıtıcı düşünme etkinlikleri öğrencilerin yazma başarımlarını olumlu yönde ve anlamlı düzeyde etkilemiştir. (2) Bireysel çalışmaya dayalı geleneksel yazma etkinliklerinin öğrencilerin yazma başarımları üzerinde herhangi bir etkisi olmamıştır. (3) Yansıtıcı düşünme etkinlikleri öğrencilerin yazmaya yönelik tutum ve kaygıları üzerinde anlamlı düzeyde bir farklılık sağlamamıştır.</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="81693392"><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="81693392"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81693392; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81693392]").text(description); $(".js-view-count[data-work-id=81693392]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81693392; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81693392']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81693392, 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" } } $('.js-work-strip[data-work-id=81693392]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81693392,"title":"Yansıtıcı Düşünme Etkinliklerinin Yazma Başarısı, Tutumu ve Kaygısı Üzerindeki Etkisi","translated_title":"","metadata":{"abstract":"Öz Bu araştırma, yansıtıcı düşünme etkinliklerinin 8. sınıf öğrencilerinin yazma başarısı, tutumu ve kaygısı üzerindeki etkisini belirlemek amacıyla gerçekleştirilmiştir. Öğrencilerin yazma becerilerinin geliştirilebilmesi için öncelikle yazma becerilerinin (yazma sürecinin hazırlık aşamasından yayımlanma aşamasına değin) ne düzeyde olduğuna yönelik bilişsel farkındalıklarının geliştirilmesi gerekir. Yansıtıcı düşünme etkinlikleriyle (öz değerlendirme, kendine soru sorma, akran değerlendirme, tartışma, yansıtıcı günlük tutma) öğrencilerin bu farkındalıklarının gelişeceği; yazma başarı, tutum ve kaygılarının da olumlu yönde etkileneceği varsayılmıştır. Araştırmada ön test/son test deney-kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma, Gaziantep ilinde bulunan bir ortaokuldaki 60 öğrenciyle gerçekleştirilmiştir. Araştırmanın deney grubunu ve kontrol grubunu15\u0026amp;#39;i kız 15\u0026amp;#39;i erkek olmak üzere otuzar öğrenci oluşturmuştur. Araştırmanın uygulama bölümünde deney grubuna sekiz hafta boyunca haftada ikişer saat olmak üzere toplam 16 ders saati yansıtıcı düşünme etkinliklerine dayalı yazma eğitimi verilmiştir. Kontrol grubuna ise aynı süre içerisinde bireysel çalışmaya dayalı yazma etkinlikleri yaptırılmıştır. Araştırmanın verileri öğrencilere yazdırılan metinlerden elde edilmiş olup bu metinler kompozisyon değerlendirme ölçeğine göre değerlendirilmiştir. Öğrencilerin yazmaya yönelik tutumları yazma tutum ölçeğiyle, yazmaya yönelik kaygılarıysa yazma kaygı ölçeğiyle belirlenmiştir. Araştırma verileri SPSS 16.0 paket programı kullanılarak çözümlenmiş ve elde edilen veriler üzerinde t-testi yapılmıştır. Araştırmadan elde edilen sonuçlar şunlardır: (1) Yansıtıcı düşünme etkinlikleri öğrencilerin yazma başarımlarını olumlu yönde ve anlamlı düzeyde etkilemiştir. (2) Bireysel çalışmaya dayalı geleneksel yazma etkinliklerinin öğrencilerin yazma başarımları üzerinde herhangi bir etkisi olmamıştır. (3) Yansıtıcı düşünme etkinlikleri öğrencilerin yazmaya yönelik tutum ve kaygıları üzerinde anlamlı düzeyde bir farklılık sağlamamıştır.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"International Journal of Language Academy"},"translated_abstract":"Öz Bu araştırma, yansıtıcı düşünme etkinliklerinin 8. sınıf öğrencilerinin yazma başarısı, tutumu ve kaygısı üzerindeki etkisini belirlemek amacıyla gerçekleştirilmiştir. Öğrencilerin yazma becerilerinin geliştirilebilmesi için öncelikle yazma becerilerinin (yazma sürecinin hazırlık aşamasından yayımlanma aşamasına değin) ne düzeyde olduğuna yönelik bilişsel farkındalıklarının geliştirilmesi gerekir. Yansıtıcı düşünme etkinlikleriyle (öz değerlendirme, kendine soru sorma, akran değerlendirme, tartışma, yansıtıcı günlük tutma) öğrencilerin bu farkındalıklarının gelişeceği; yazma başarı, tutum ve kaygılarının da olumlu yönde etkileneceği varsayılmıştır. Araştırmada ön test/son test deney-kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma, Gaziantep ilinde bulunan bir ortaokuldaki 60 öğrenciyle gerçekleştirilmiştir. Araştırmanın deney grubunu ve kontrol grubunu15\u0026amp;#39;i kız 15\u0026amp;#39;i erkek olmak üzere otuzar öğrenci oluşturmuştur. Araştırmanın uygulama bölümünde deney grubuna sekiz hafta boyunca haftada ikişer saat olmak üzere toplam 16 ders saati yansıtıcı düşünme etkinliklerine dayalı yazma eğitimi verilmiştir. Kontrol grubuna ise aynı süre içerisinde bireysel çalışmaya dayalı yazma etkinlikleri yaptırılmıştır. Araştırmanın verileri öğrencilere yazdırılan metinlerden elde edilmiş olup bu metinler kompozisyon değerlendirme ölçeğine göre değerlendirilmiştir. Öğrencilerin yazmaya yönelik tutumları yazma tutum ölçeğiyle, yazmaya yönelik kaygılarıysa yazma kaygı ölçeğiyle belirlenmiştir. Araştırma verileri SPSS 16.0 paket programı kullanılarak çözümlenmiş ve elde edilen veriler üzerinde t-testi yapılmıştır. Araştırmadan elde edilen sonuçlar şunlardır: (1) Yansıtıcı düşünme etkinlikleri öğrencilerin yazma başarımlarını olumlu yönde ve anlamlı düzeyde etkilemiştir. (2) Bireysel çalışmaya dayalı geleneksel yazma etkinliklerinin öğrencilerin yazma başarımları üzerinde herhangi bir etkisi olmamıştır. (3) Yansıtıcı düşünme etkinlikleri öğrencilerin yazmaya yönelik tutum ve kaygıları üzerinde anlamlı düzeyde bir farklılık sağlamamıştır.","internal_url":"https://www.academia.edu/81693392/Yans%C4%B1t%C4%B1c%C4%B1_D%C3%BC%C5%9F%C3%BCnme_Etkinliklerinin_Yazma_Ba%C5%9Far%C4%B1s%C4%B1_Tutumu_ve_Kayg%C4%B1s%C4%B1_%C3%9Czerindeki_Etkisi","translated_internal_url":"","created_at":"2022-06-17T05:33:01.791-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":32464454,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Yansıtıcı_Düşünme_Etkinliklerinin_Yazma_Başarısı_Tutumu_ve_Kaygısı_Üzerindeki_Etkisi","translated_slug":"","page_count":null,"language":"tr","content_type":"Work","owner":{"id":32464454,"first_name":"Ergün","middle_initials":"","last_name":"Hamzadayı","page_name":"ErgünHamzadayı","domain_name":"gantep","created_at":"2015-06-23T07:18:48.000-07:00","display_name":"Ergün Hamzadayı","url":"https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1"},"attachments":[],"research_interests":[{"id":172496,"name":"Academy of the Hebrew Language","url":"https://www.academia.edu/Documents/in/Academy_of_the_Hebrew_Language"}],"urls":[]}, dispatcherData: dispatcherData }); 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