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class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Hatice ALTUNKAYA</h1><div class="affiliations-container fake-truncate js-profile-affiliations"></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="Hatice" data-follow-user-id="61218723" 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" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="61218723"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">18</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">22</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">3</p></div></a><div class="js-mentions-count-container" style="display: none;"><a href="/ALTUNKAYAHatice/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data"></p></div></a></div><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://unizg.academia.edu/AndrejDujella"><img class="profile-avatar u-positionAbsolute" alt="Andrej Dujella" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/29857/9709/9189/s200_andrej.dujella.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://unizg.academia.edu/AndrejDujella">Andrej Dujella</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of Zagreb</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://uppsala.academia.edu/HeminKoyi"><img class="profile-avatar u-positionAbsolute" alt="Hemin Koyi" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/102248/28141/11213115/s200_hemin.koyi.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://uppsala.academia.edu/HeminKoyi">Hemin Koyi</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Uppsala University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://uel.academia.edu/JanaJavornik"><img class="profile-avatar u-positionAbsolute" alt="Jana Javornik" border="0" onerror="if (this.src != 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src="https://0.academia-photos.com/241162/92724/102335/s200_jesper.hoffmeyer.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ku-dk.academia.edu/JesperHoffmeyer">Jesper Hoffmeyer</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of Copenhagen</p></div></div></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>44</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Conference-Presentations" data-toggle="tab" href="#conferencepresentations" role="tab" title="Conference Presentations"><span>2</span> <span class="ds2-5-body-sm-bold">Conference Presentations</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Hatice ALTUNKAYA</h3></div><div class="js-work-strip profile--work_container" data-work-id="125345081"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/125345081/Ortaokul_7_Sinif_%C3%96%C4%9Frenci_leri_ni_nyazma_%C3%96zerkli_%C4%9Fi_D%C3%BCzeyleri_ve_Bu_D%C3%BCzeyleri_n_%C3%87e%C5%9Fi_tli_De%C4%9Fi_%C5%9Fkenler_A%C3%A7isindan_%C4%B0ncelenmesi_"><img alt="Research paper thumbnail of Ortaokul 7. Sinif Öğrenci̇leri̇ni̇nyazma Özerkli̇ği̇ Düzeyleri̇ ve Bu Düzeyleri̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/125345081/Ortaokul_7_Sinif_%C3%96%C4%9Frenci_leri_ni_nyazma_%C3%96zerkli_%C4%9Fi_D%C3%BCzeyleri_ve_Bu_D%C3%BCzeyleri_n_%C3%87e%C5%9Fi_tli_De%C4%9Fi_%C5%9Fkenler_A%C3%A7isindan_%C4%B0ncelenmesi_">Ortaokul 7. Sinif Öğrenci̇leri̇ni̇nyazma Özerkli̇ği̇ Düzeyleri̇ ve Bu Düzeyleri̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇</a></div><div class="wp-workCard_item"><span>EKEV akademi dergisi</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Yazma becerisi edinimi sürecinde öğrencinin kendi öğrenmesinden sorumlu olması ve bu doğrultuda ...</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">Yazma becerisi edinimi sürecinde öğrencinin kendi öğrenmesinden sorumlu olması <br />ve bu doğrultuda kendi öğrenmesini yürütmesi yazma özerkliğidir. Araştırmanın amacı, <br />ortaokul 7. sınıf öğrencilerinin yazma özerkliği düzeylerini belirlemek ve bu düzeyleri <br />çeşitli değişkenlere göre incelemektir. Çalışma grubunda, 2018-2019 eğitim-öğretim yılında Aydın ili Efeler ilçesinde bulunan ortaokullarda öğrenim gören 527 yedinci sınıf <br />öğrencisi yer almıştır. Araştırma, genel tarama modeli ile yürütülmüştür. Araştırmanın <br />verileri, “Yazma Özerkliği Ölçeği” ile elde edilmiştir. Araştırma sonucunda, öğrencilerin yazma özerkliği toplam puan ortalaması 46,059±9,370 (Min=22; Maks=66) olarak <br />saptanmıştır. Öğrencilerin yazma özerkliği puanları, anne baba eğitim durumu ve okul <br />öncesi eğitim alma durumuna göre anlamlı farklılık göstermezken önceki yıl okunan kitap <br />sayısı, Türkçe dersi karne notu ve cinsiyete göre anlamlı farklılık göstermektedir.</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="125345081"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125345081"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125345081; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125345081]").text(description); $(".js-view-count[data-work-id=125345081]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125345081; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125345081']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=125345081]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125345081,"title":"Ortaokul 7. Sinif Öğrenci̇leri̇ni̇nyazma Özerkli̇ği̇ Düzeyleri̇ ve Bu Düzeyleri̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇","internal_url":"https://www.academia.edu/125345081/Ortaokul_7_Sinif_%C3%96%C4%9Frenci_leri_ni_nyazma_%C3%96zerkli_%C4%9Fi_D%C3%BCzeyleri_ve_Bu_D%C3%BCzeyleri_n_%C3%87e%C5%9Fi_tli_De%C4%9Fi_%C5%9Fkenler_A%C3%A7isindan_%C4%B0ncelenmesi_","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="125345066"><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/125345066/G%C3%BCn%C3%BCm%C3%BCz_D%C3%AEv%C3%A2n_%C5%9Ei_i_ri_Ve_T%C3%BCrk%C3%A7e_E%C4%9Fi_ti_mi_nde_%C3%96nc%C3%BC_Bi_r_%C4%B0si_m_Hasan_Kavruk"><img alt="Research paper thumbnail of Günümüz Dîvân Şi̇i̇ri̇ Ve Türkçe Eği̇ti̇mi̇nde Öncü Bi̇r İsi̇m: Hasan Kavruk" class="work-thumbnail" src="https://attachments.academia-assets.com/119406086/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/125345066/G%C3%BCn%C3%BCm%C3%BCz_D%C3%AEv%C3%A2n_%C5%9Ei_i_ri_Ve_T%C3%BCrk%C3%A7e_E%C4%9Fi_ti_mi_nde_%C3%96nc%C3%BC_Bi_r_%C4%B0si_m_Hasan_Kavruk">Günümüz Dîvân Şi̇i̇ri̇ Ve Türkçe Eği̇ti̇mi̇nde Öncü Bi̇r İsi̇m: Hasan Kavruk</a></div><div class="wp-workCard_item"><span>Külliyat :</span><span>, Mar 25, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Geçmişten günümüze kadar yüzyıllar boyunca daha çok usta çırak geleneği çerçevesinde yoluna devam...</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">Geçmişten günümüze kadar yüzyıllar boyunca daha çok usta çırak geleneği çerçevesinde yoluna devam eden dîvân şiiri, tek bir beytinden bile sayfalarca anlam çıkartılabilecek bir özelliğe sahiptir. Dîvân şiiri, Cumhuriyet döneminde bazı yanlış değerlendirme, itham ve eleştirilere maruz kalmasına rağmen yine de varlığını devam ettirebilmiştir. Söz konusu dönemde, eski Türk edebiyatı ile ilgili araştırmalar yaparak önemli akademik çalışmalara imza atan, klasik Türk edebiyatı verimlerinin gizli güzelliklerini ortaya çıkarabilmek için gayret sarf eden ve sözü edilen zengin gelenekten beslenerek şiirler kaleme alan çok sayıda şairin yetiştiği bilinir. Söz konusu şairlerden birisi de Hîç mahlaslı şiirleri ile bir dîvân tertip eden Prof. Dr. Hasan Kavruk'tur. Bu makalede, son dönem dîvân şiiri üzerine genel bir değerlendirme yapıldıktan sonra Kavruk'un Nev-Divan adlı manzum eserinin önemli özellikleri üzerinde durulmuştur. Adı geçen eserde, beyit nazım birimi ve gazel nazım şekli ile kaleme alınmış toplamda iki yüz üç şiirin yanında yirmi sekiz müfret beyit bulunmaktadır. 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Sinif Öğrenci̇leri̇ni̇n Yazma Ö" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113416263/Ortaokul_7_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Yazma_%C3%96">Ortaokul 7. Sinif Öğrenci̇leri̇ni̇n Yazma Ö</a></div><div class="wp-workCard_item"><span>EKEV akademi dergisi</span><span>, 2020</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="113416263"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113416263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113416263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113416263]").text(description); $(".js-view-count[data-work-id=113416263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113416263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113416263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113416263]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113416263,"title":"Ortaokul 7. Sinif Öğrenci̇leri̇ni̇n Yazma Ö","internal_url":"https://www.academia.edu/113416263/Ortaokul_7_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Yazma_%C3%96","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952438"><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/106952438/T%C3%BCrk%C3%A7eyi_Yabanci_Di_l_Olarak_%C3%96%C4%9Fretenleri_n_21_Y%C3%BCzyil_Beceri_leri_Yeterli_kleri_"><img alt="Research paper thumbnail of Türkçeyi̇ Yabanci Di̇l Olarak Öğretenleri̇n 21. Yüzyil Beceri̇leri̇ Yeterli̇kleri̇" class="work-thumbnail" src="https://attachments.academia-assets.com/105853786/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/106952438/T%C3%BCrk%C3%A7eyi_Yabanci_Di_l_Olarak_%C3%96%C4%9Fretenleri_n_21_Y%C3%BCzyil_Beceri_leri_Yeterli_kleri_">Türkçeyi̇ Yabanci Di̇l Olarak Öğretenleri̇n 21. Yüzyil Beceri̇leri̇ Yeterli̇kleri̇</a></div><div class="wp-workCard_item"><span>DergiPark (Istanbul University)</span><span>, Dec 13, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">TÜRKÇEYİ YABANCI DİL OLARAK ÖĞRETENLERİN 21. YÜZYIL BECERİLERİ YETERLİKLERİ  Hatice ALTUNKAYA ...</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">TÜRKÇEYİ YABANCI DİL OLARAK ÖĞRETENLERİN 21. YÜZYIL BECERİLERİ YETERLİKLERİ  Hatice ALTUNKAYA  Mehmet Emre ÇELİK  ÖZ Bu çalışmanın amacı, Türkçeyi yabancı dil olarak öğretenlerin 21. yüzyıl becerilerini kullanım düzeyini ve bu düzeyin cinsiyet, yaş, hizmet yılı, mezun olunan bölüm, çalışılan kurum değişkenlerine göre farklılaşıp farklılaşmadığını tespit etmektir. Nicel araştırma yöntemlerinden tarama deseni ile gerçekleştirilen araştırmanın çalışma grubunda Türkçeyi yabancı dil olarak öğreten 90 öğretici yer almış, veri toplama aracı olarak "21. yüzyıl Öğreten Becerileri Kullanım Ölçeği" ve "Kişisel Bilgi Formu" kullanılmıştır. Çalışma neticesinde, Türkçeyi yabancı dil olarak öğretenlerin 21. yüzyıl becerilerini kullanım düzeylerinin orta düzeyin (x̄= 3,98) üzerinde olduğu; cinsiyet ve çalışılan kurum değişkenlerine göre bu düzeyde anlamlı farklılık bulunduğu; yaş, mezun olunan bölüm ve hizmet yılı değişkenlerine göre ise anlamlı bir farklılık bulunmadığı tespit edilmiştir. Araştırmanın bulguları doğrultusunda çeşitli öneriler getirilmiştir. Anahtar Kelimeler: Yabancı dil olarak Türkçe öğretimi, 21. yüzyıl becerileri, öğretici yeterliği 21st CENTURY SKILLS COMPETENCES OF TEACHERS OF TURKISH AS A FOREIGN LANGUAGE ABSTRACT The purpose of this study is to determine the use of 21st century skills by the teachers of Turkish as a foreign language and to determine if this level varies according to the variables such as gender, age, service duration, field of graduation, institutions of employment. The study group of this study carried out with raster pattern out of quantitative study methods involved 90 instructors teaching Turkish language as a foreign language. "21st century teaching skills usage scale" and "personal data form" have been used as means of data collection. In consequence of the study, it has been determined that the level of the use of 21st century skills of teachers of Turkish as a foreign language is over intermediate level (x= 3,98); there is a meaningful discrepancy according to gender and institutions worked in; there is no meaningful discrepancy according to age, field of graduation and service duration. Various proposals have been brought forward in line with the findings of the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7748ce261326ad75e48cdb8e3fd2a62a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853786,"asset_id":106952438,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853786/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952438"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952438"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952438; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952438]").text(description); $(".js-view-count[data-work-id=106952438]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952438; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952438']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7748ce261326ad75e48cdb8e3fd2a62a" } } $('.js-work-strip[data-work-id=106952438]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952438,"title":"Türkçeyi̇ Yabanci Di̇l Olarak Öğretenleri̇n 21. 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Çalışmada, nitel araştırma desenlerinden olgu bilim deseninden yararlanılmıştır. Araştırmada öne çıkan sorunların ‘tek tip ses kaydının bulunması, ses kaydı, dinleme cihazı yokluğu ya da yetersizliği’, ‘öğrencilerin kendi dillerinde olmayan sesleri seslendirmede yaşadıkları zorluğa bağlı sorunlar’, ‘sesli okuma sürecinde telaffuz, vurgu, tonlama hataları, ders kitabı haricinde okuma metni bulunmaması’, ‘yazma özyeterliliği düşüklüğü, kaygısı, ilgisizlik, olumsuz tutum, dil bilgisi hataları, ‘önceden öğrenilen yabancı dil konularının ya da ana dilin ileriye ket vurması, öğrencilerin olumsuz tutumu, motivasyon eksikliği, kaygı düzeyi yüksekliği’, ‘teknoloji yetersizliği, ders programı sorunları’ bulunduğu tespit edilmiştir. Bu sorunlara yönelik çözüm önerileri getirilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4db8d2a3dc28f1cc28e13280b7fa6d7a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853807,"asset_id":106952437,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853807/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952437"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952437"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952437; 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$(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="106952436"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106952436/_Beyhude_%C3%96mr%C3%BCm_Adli_Hi_k%C3%A2yeni_n_Greimas_In_Eyleyenler_Modeli_ne_G%C3%B6re_%C4%B0ncelenmesi_"><img alt="Research paper thumbnail of “Beyhude Ömrüm” Adli Hi̇kâyeni̇n Greimas’In Eyleyenler Modeli̇ne Göre İncelenmesi̇" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106952436/_Beyhude_%C3%96mr%C3%BCm_Adli_Hi_k%C3%A2yeni_n_Greimas_In_Eyleyenler_Modeli_ne_G%C3%B6re_%C4%B0ncelenmesi_">“Beyhude Ömrüm” Adli Hi̇kâyeni̇n Greimas’In Eyleyenler Modeli̇ne Göre İncelenmesi̇</a></div><div class="wp-workCard_item"><span>Turkish Studies (Elektronik)</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Hikâye sanatı, onu meydana getiren anlatıcısından bağımsız olmayan, anlatıcısının kurguladığı izl...</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">Hikâye sanatı, onu meydana getiren anlatıcısından bağımsız olmayan, anlatıcısının kurguladığı izlencede meydana gelen bir anlatı türüdür. Eser meydana geldikten sonra eseri yorumlama, anlamlandırma sırası okura gelir. Metnin içerdiği yapıları, izlekleri yeniden yorumlamak, dönüştürmek, anlamsal bağlarını keşfetmek okurun işidir. Eski Yunancada gösterge anlamına gelen semeion ile bilim anlamına gelen logos sözcüğünün birleşmesiyle meydana gelen semology Türkçede gösterge bilimi terimiyle karşılanmaktadır. Göstergebilimin öncüleri olarak iki isimden söz etmek mümkündür. Bunlar Charles Sanders Peirce ve İsviçreli dilbilimci Ferdinand de Saussure’dür. Peirce, “Tüm evren, yalnızca göstergelerden oluşmamış olsa bile, göstergelerle dolup taşar” sözü ile bütün bilgi nesnelerinin göstergebilimin konusu olabileceğini ifade etmiştir. Bu çalışmada Mustafa Kutlu’nun “Beyhude Ömrüm” adlı hikâyesi göstergebilimsel bir çözümleme modeli olan Greimas’ın eyleyenler modeline göre incelenmeye çalışılmıştır. A.J. Greimas’a göre anlatının oluşabilmesi için öyküyü başlatacak bir olay ve bu başlangıç durumunu bozacak dönüştürücü ögeye ihtiyaç vardır. Çalışmada söz konusu olay ve dönüştürücü ögenin var olduğundan hareketle hikâye beş kesite ayrılmıştır. Bu kesitlerde eyleyenler modelinde bulunan altı eyleyenin bulunduğu, anlatı izlencesinden eyletim, edinç, edim ve yaptırım izlence evrelerinin yer aldığı tespit edilmiş ve eyleyenler modelindeki öznelerin yetilendirici, sonuçlandırıcı ve onurlandırıcı deneyimleri gerçekleştirdikleri görülmüştür. Ayrıca eserde ben anlatıcı olan yazarın “öldüm” ifadesini kullanmasının ben anlatıcının anlatımına uygun düşen bir anlatım olmadığı görülmüştür.</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="106952436"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952436"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952436; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952436]").text(description); $(".js-view-count[data-work-id=106952436]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952436; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952436']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=106952436]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952436,"title":"“Beyhude Ömrüm” Adli Hi̇kâyeni̇n Greimas’In Eyleyenler Modeli̇ne Göre İncelenmesi̇","internal_url":"https://www.academia.edu/106952436/_Beyhude_%C3%96mr%C3%BCm_Adli_Hi_k%C3%A2yeni_n_Greimas_In_Eyleyenler_Modeli_ne_G%C3%B6re_%C4%B0ncelenmesi_","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952434"><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/106952434/Using_The_Weblog_in_The_Turkish_Writing_Skills_as_a_Foreign_Language"><img alt="Research paper thumbnail of Using The Weblog in The Turkish Writing Skills as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/105853785/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/106952434/Using_The_Weblog_in_The_Turkish_Writing_Skills_as_a_Foreign_Language">Using The Weblog in The Turkish Writing Skills as a Foreign Language</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this research is to determine the effect of writing skills training with weblog on the...</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 determine the effect of writing skills training with weblog on the writing skills of B2 level students learning Turkish as a foreign language. The main problem of researching for this purpose is: Is there a meaningful difference between the writing skills of the students who are given the writing skills training with weblog and the writing skills of the students who are not given this training with weblog at B2 level? In the mixed-research design study, pre-test and post-test control group semi-experimental design was used for the quantitative part. In the qualitative part, opinions of students about differentiated teaching were taken. The study group consisted of 28 students at B2 level who learned Turkish at İnönü University Turkish Education Center in spring semester of 2016-2017 academic year. Quantitative data were analyzed by SPSS program and qualitative data were analyzed by descriptive analysis. As a result of the research, the weblog applied to the experimental group was found to be effective in improving the writing skills of the students. It was determined that the scores of the students in the experimental group were significantly different from the writing skill activities in the Yunus Emre Institute Turkish Instruction Set B2 Course Book and the writing skills scores of the students who were given writing education. The qualitative data of the research revealed that students found blogging fun and creative, and that students participating in the blog project would continue to write blogs later.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0783f81adea2c4765f5281185c80da49" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853785,"asset_id":106952434,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853785/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952434"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952434"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952434; 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952433]").text(description); $(".js-view-count[data-work-id=106952433]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952433; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952433']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952432"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106952432/Akademik_Metin_Yazman%C4%B1n_Basamaklar%C4%B1_III_Giri%C5%9F_B%C3%B6l%C3%BCm%C3%BC_Haz%C4%B1rlama"><img alt="Research paper thumbnail of Akademik Metin Yazmanın Basamakları–III: Giriş Bölümü Hazırlama" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106952432/Akademik_Metin_Yazman%C4%B1n_Basamaklar%C4%B1_III_Giri%C5%9F_B%C3%B6l%C3%BCm%C3%BC_Haz%C4%B1rlama">Akademik Metin Yazmanın Basamakları–III: Giriş Bölümü Hazırlama</a></div><div class="wp-workCard_item"><span>Türk Dili 2 Akademik Yazma Eğitimi</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952432"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952432"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952432; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952432]").text(description); $(".js-view-count[data-work-id=106952432]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952432; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952432']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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Ulkemizde Romen Ingarden ve Nikolai Hartman&#39;in goruslerindenhareketle Ismail Tunali tarafindan Sanat Ontolojisi eseriyle temellendirilenontolojik tahlil yontemi, edebi eseri olusturan varlik tabakalarinin tek tek acilarakcozumlenmesi uzerine kurulan bir yaklasimdir. Bu calismada Necip Fazil&#39;in“Ben” siiri ses ve kelime, cumle ve anlam, karakter ve ruh ile alinyazisi tabakalaritek tek acilarak cozumlenmis, eserin estetik degerine ulasilmaya calisilmistir. Anahtar Kelimeler: Turk Edebiyati, Ben, Necip Fazil Kisakurek, Ontolojik tahlilyontemi.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2bf0bb202df9d87fe7adb7eafed6df53" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853811,"asset_id":106952431,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853811/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952431"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952431"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952431; 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Nicel yontem ile gerceklestirilen arastirmada ontest-sontest kontrol gruplu yari deneysel desen kullanilmistir. Calisma grubunda Inonu Universitesi Turkce Ogretim Merkezinde ogrenim goren B2 duzeyinden 29 ogrenci yer almistir. Deney grubunda yer alan ogrencilere 6 hafta sure ile dinleme etkinlikleri ustbilissel stratejiler ogretilerek gerceklestirilmis, kontrol grubu olagan derslerine devam etmistir. Veriler, Tozlu (2017) tarafindan yabanci dil olarak Turkce ogrenenlere yonelik gelistirilen B2 duzeyi dinleme testi araciligi ile elde edilmistir. Arastirmada, son test degerleri on teste gore kontrol edilerek gruplar arasindaki fark ANCOVA (kovaryans analizi) testi ile analiz edilmistir. Elde edilen verilere gore duzeltilmis son test puanlari arasindaki fark anlamli bulunmustur. Test sonuclarina gore deney grubunun test sonucl...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bf8b365c43095f7799786cb81ff0fa1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853809,"asset_id":106952430,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853809/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952430"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952430"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952430; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952429"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106952429/Metin_Yazma_Bi%C3%A7imleri"><img alt="Research paper thumbnail of Metin Yazma Biçimleri" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106952429/Metin_Yazma_Bi%C3%A7imleri">Metin Yazma Biçimleri</a></div><div class="wp-workCard_item"><span>Türk Dili 1 Yazma Eğitimi</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952429"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952429"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952429; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=106952429]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952429,"title":"Metin Yazma Biçimleri","internal_url":"https://www.academia.edu/106952429/Metin_Yazma_Bi%C3%A7imleri","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952428"><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/106952428/Sources_of_Read%C4%B1ng_Anx%C4%B1ety_among_the_Learners_of_Turk%C4%B1sh_as_a_Foreign_Language"><img alt="Research paper thumbnail of Sources of Readıng Anxıety among the Learners of Turkısh as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/105853803/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/106952428/Sources_of_Read%C4%B1ng_Anx%C4%B1ety_among_the_Learners_of_Turk%C4%B1sh_as_a_Foreign_Language">Sources of Readıng Anxıety among the Learners of Turkısh as a Foreign Language</a></div><div class="wp-workCard_item"><span>Asian Journal of Education and Training</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Language instruction is conducted by utilizing the data provided by contemporary educational scie...</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">Language instruction is conducted by utilizing the data provided by contemporary educational sciences and based on the fact that learning is both a cognitive and affective process. Instruction of reading skills, one of the four basic language skills in Turkish as a foreign language instruction, is a complex process that range from the introduction of sounds to the reading comprehension process. During this education, in addition to cognitive training of learners, reading anxiety, which is considered as an affective dimension of reading, can also be considered as a factor that affect the reading process. The present study was conducted with the interview technique, which is one of the qualitative research methods. A focus group interview was conducted with six Turkish instructors as a foreign language and eight students learning Turkish as a foreign language using the developed semi-structured interview form. In the study, the sources of reading anxiety in learning Turkish as a foreign language were determined as "tonal attributes and pronunciation", "language levels (Course levels A1, A2, B1, B2, C1, C2)", "the fact that Turkish is an agglutinative language", "properties of reading texts", "unknown words" "unknown topics", "culture" and "fear of making mistakes".</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="46794fbfa48678a35077f62a7bfda135" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853803,"asset_id":106952428,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853803/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952428"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952428"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952428; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952428]").text(description); $(".js-view-count[data-work-id=106952428]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952428; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952428']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "46794fbfa48678a35077f62a7bfda135" } } $('.js-work-strip[data-work-id=106952428]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952428,"title":"Sources of Readıng Anxıety among the Learners of Turkısh as a Foreign Language","internal_url":"https://www.academia.edu/106952428/Sources_of_Read%C4%B1ng_Anx%C4%B1ety_among_the_Learners_of_Turk%C4%B1sh_as_a_Foreign_Language","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[{"id":105853803,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105853803/thumbnails/1.jpg","file_name":"EJ1176999.pdf","download_url":"https://www.academia.edu/attachments/105853803/download_file","bulk_download_file_name":"Sources_of_Reading_Anxiety_among_the_Lea.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105853803/EJ1176999-libre.pdf?1695287486=\u0026response-content-disposition=attachment%3B+filename%3DSources_of_Reading_Anxiety_among_the_Lea.pdf\u0026Expires=1739805044\u0026Signature=QMFaQLT-s0CxWagpFFYF1P4LACVHglnrpcy-DrKmCTqc-jkNe0InwSXDoRmsG1GnGPni6jPUlbZ5BkNsaXkidTeSKS4PLSUeqskFdmPEY6YOEf4artoSnPwDudz4aWqqwdnu~SfEfiwBfPOJgKKxahHi53meo43~4nSvweD3giGAAz6CpKaj9e8ul-qUGA8cH3doZOOwxeq84rkys6JU1c9JAjqMkjkzpi5SUQ~ehi1sMLvPK9bheQTd5Nz1Hq~f~MQjr6dhKLgAxvOZ850lfIv4BzRzXip5ftqELMyJ6qjmQwcn74jglQ3hdIskpPuVqPxOyMq6VRQ-~C8fKh9Owg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952427"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106952427/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Dinleme_E%C4%9Fitimi"><img alt="Research paper thumbnail of Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Eğitimi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106952427/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Dinleme_E%C4%9Fitimi">Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Eğitimi</a></div><div class="wp-workCard_item"><span>International Journal of Languages' Education</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952427"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952427"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952427; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952427]").text(description); $(".js-view-count[data-work-id=106952427]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952427; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952427']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=106952427]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952427,"title":"Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Eğitimi","internal_url":"https://www.academia.edu/106952427/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Dinleme_E%C4%9Fitimi","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952426"><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/106952426/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlerin_Yazma_%C3%96zyeterlikleri_ile_Yaz%C4%B1l%C4%B1_Anlat%C4%B1m_Becerileri"><img alt="Research paper thumbnail of Yabancı Dil Olarak Türkçe Öğrenenlerin Yazma Özyeterlikleri ile Yazılı Anlatım Becerileri" class="work-thumbnail" src="https://attachments.academia-assets.com/105853815/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/106952426/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlerin_Yazma_%C3%96zyeterlikleri_ile_Yaz%C4%B1l%C4%B1_Anlat%C4%B1m_Becerileri">Yabancı Dil Olarak Türkçe Öğrenenlerin Yazma Özyeterlikleri ile Yazılı Anlatım Becerileri</a></div><div class="wp-workCard_item"><span>Erzincan Üniversitesi Eğitim Fakültesi Dergisi</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the study, the relationship between writing self-efficacy perceptions and writing expression s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the study, the relationship between writing self-efficacy perceptions and writing expression skills of students learning Turkish at B2 level at Inonu University TOMER and Syrian refugee camp TOMER was determined. As a data collection tool in the study, "The Writing Self-Efficacy Scale for Students Learning Turkish as a Foreign Language" developed by Güngör and Kan (2015), "Written Expression (Writing) Evaluation Form for B2 Level Users" created by Demir (2013a: 568) and Personal Information form were used. As a result of the analyzes, the average score of "writing self-efficacy" of the students (78.170 ± 12.222); "Writing skill" score average (21.962 ± 5.854) were determined. As a result of the regression analysis, it was found that the level of writing self-efficacy of students increased the level of writing ability (ß = 0.094). The students' writing skill scores and writing self-efficacy levels were analyzed in accordance with the variables of the research and suggestions were made in the direction of findings and interpretations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1177e3150789a442e0ed79f7c87e0b45" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853815,"asset_id":106952426,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853815/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952426"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952426"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952426; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952426]").text(description); $(".js-view-count[data-work-id=106952426]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952426; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952426']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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Sinif Öğrenci̇leri̇ni̇n Okuma Strateji̇leri̇ Üstbi̇li̇şsel Farkindalik Düzeyleri̇ İle" class="work-thumbnail" src="https://attachments.academia-assets.com/105853810/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/106952425/7_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Strateji_leri_%C3%9Cstbi_li_%C5%9Fsel_Farkindalik_D%C3%BCzeyleri_%C4%B0le">7. Sinif Öğrenci̇leri̇ni̇n Okuma Strateji̇leri̇ Üstbi̇li̇şsel Farkindalik Düzeyleri̇ İle</a></div><div class="wp-workCard_item"><span>International Journal Of Turkish Literature Culture Education</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Okuma becerisi eğitiminin nihai hedefi okuduğunu tam olarak anlayabilen bireyler yetiştirmektir. ...</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">Okuma becerisi eğitiminin nihai hedefi okuduğunu tam olarak anlayabilen bireyler yetiştirmektir. Bu çalışmada, 7. sınıf öğrencilerinin okuma stratejileri üstbilişsel farkındalık ile okuduğunu anlama düzeyleri arasındaki ilişki ve bunların cinsiyet değişkenine göre farklılaşıp farklılaşmadığı araştırılmıştır. Nicel araştırma yöntemlerinden tarama yöntemi ile gerçekleştirilen ve 217 7. sınıf öğrencisinin yer aldığı çalışma neticesinde öğrencilerin okuma stratejilerini destekleme ve genel okuma stratejisi ortalaması, orta, problem çözme stratejisi ortalaması yüksek, okuduğunu anlama ortalaması 16,793±5,985 (Min=3; Maks=33) düşük olarak saptanmıştır. Öğrencilerin cinsiyete göre okuma stratejileri üstbilişsel farkındalık düzeylerinin, ölçeğin tüm alt boyutlarında kızlar lehine farklılaştığı sonucu ortaya çıkmıştır. Cinsiyet değişkenine göre okuduğunu anlama düzeyinde de kızların erkek öğrencilere göre daha başarılı oldukları sonucuna ulaşılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b02c09fa3f566621503875b88ad306a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853810,"asset_id":106952425,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853810/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952425"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952425"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952425; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952425]").text(description); $(".js-view-count[data-work-id=106952425]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952425; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952425']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b02c09fa3f566621503875b88ad306a" } } $('.js-work-strip[data-work-id=106952425]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952425,"title":"7. Sinif Öğrenci̇leri̇ni̇n Okuma Strateji̇leri̇ Üstbi̇li̇şsel Farkindalik Düzeyleri̇ İle","internal_url":"https://www.academia.edu/106952425/7_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Strateji_leri_%C3%9Cstbi_li_%C5%9Fsel_Farkindalik_D%C3%BCzeyleri_%C4%B0le","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[{"id":105853810,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105853810/thumbnails/1.jpg","file_name":"623542.pdf","download_url":"https://www.academia.edu/attachments/105853810/download_file","bulk_download_file_name":"7_Sinif_Ogrenci_leri_ni_n_Okuma_Strateji.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105853810/623542-libre.pdf?1695287505=\u0026response-content-disposition=attachment%3B+filename%3D7_Sinif_Ogrenci_leri_ni_n_Okuma_Strateji.pdf\u0026Expires=1739805044\u0026Signature=WasMd8eW4BYqD7YZJUycKr5lBESYIwioRFUYZjF8at7XcncHAW-Jcxs-4HmQBD9bx6pvO5X8r6ZzqvRX31KuTs1rWDAb~LcOUq1MmfkiNG3Qpw2RWGvGo3txn4u7rKzuOA-NnHTKyRVjuR3u6gQFo4YTry9zHkt~dU6OV2yQrXJG9hGh-F6Me1jlta5VkDiPf3AwoQsPztgs9y0rgmBXjujp8IOfF12JPAOf5DRtk1mIXRx2H4qry5PKP1KB5IZvC8gqz9k2Mc4VjxwlYTp~SioH3~3oChRNNX2BaIFolxsW04amuXNEAP1ntwGmeMxNkqLvh5-ej1LCA6E7l22Mig__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952423"><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/106952423/The_Effect_of_Using_Facebook_in_Writing_Education_on_Writing_Achievement_Attitude_Anxiety_and_Self_efficacy_Perception"><img alt="Research paper thumbnail of The Effect of Using Facebook in Writing Education on Writing Achievement, Attitude, Anxiety and Self-efficacy Perception" class="work-thumbnail" src="https://attachments.academia-assets.com/105853806/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/106952423/The_Effect_of_Using_Facebook_in_Writing_Education_on_Writing_Achievement_Attitude_Anxiety_and_Self_efficacy_Perception">The Effect of Using Facebook in Writing Education on Writing Achievement, Attitude, Anxiety and Self-efficacy Perception</a></div><div class="wp-workCard_item"><span>Universal Journal of Educational Research</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The objective of the present study was to investigate the effect of Facebook use on writing achie...</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 objective of the present study was to investigate the effect of Facebook use on writing achievement, writing attitude, writing anxiety and writing self-efficacy of the students in the written expression course. In the study, pre-test post-test quasi-experimental design with study and control groups was used. The experimental group included 96 students attending Psychological Counseling and Guidance Department in the Faculty of Education in a state university located in western Turkey during 2017-2018 academic year fall semester. In the study, the written expression course was instructed with written homework assignments in the control group and by sharing the written assignments on Facebook in the experimental group. The study findings demonstrated that Facebook use produced better results in terms of writing achievements and attitudes when compared to the conventional method, however the impact was not significant in terms of writing self-efficacy and writing anxiety.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee7454229f5e931aa73f8cf8f17b3267" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853806,"asset_id":106952423,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853806/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952423"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952423"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952423; 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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="106952422"><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/106952422/A%C3%A7%C4%B1k_%C3%96%C4%9Fretim_Ortaokulu_Alt%C4%B1nc%C4%B1_S%C4%B1n%C4%B1f_T%C3%BCrk%C3%A7e_Ders_Notunun_Metin_T%C3%BCrleri_ve_%C3%96%C4%9Frenme_Alanlar%C4%B1_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Açık Öğretim Ortaokulu Altıncı Sınıf Türkçe Ders Notunun Metin Türleri ve Öğrenme Alanları Açısından İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/105853804/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/106952422/A%C3%A7%C4%B1k_%C3%96%C4%9Fretim_Ortaokulu_Alt%C4%B1nc%C4%B1_S%C4%B1n%C4%B1f_T%C3%BCrk%C3%A7e_Ders_Notunun_Metin_T%C3%BCrleri_ve_%C3%96%C4%9Frenme_Alanlar%C4%B1_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi">Açık Öğretim Ortaokulu Altıncı Sınıf Türkçe Ders Notunun Metin Türleri ve Öğrenme Alanları Açısından İncelenmesi</a></div><div class="wp-workCard_item"><span>Ana Dili Eğitimi Dergisi</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Açık Öğretim Ortaokulu, örgün ortaokullarda yürütülen öğretim programlarıyla aynı programın esas ...</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">Açık Öğretim Ortaokulu, örgün ortaokullarda yürütülen öğretim programlarıyla aynı programın esas alınarak öğretimin yapıldığı, ancak uzaktan eğitim teknikleriyle bu programın yürütüldüğü öğretim sistemidir. Bu okullarda öğrenim gören öğrenciler dönem sonu sınavlarına Millî Eğitim Bakanlığı Eğitim Teknolojileri Genel Müdürlüğü tarafından hazırlanan ders notları ile hazırlanmaktadırlar. Bu çalışmada, MEB tarafından ders notu olarak hazırlanmış olan 6. sınıf Türkçe Ders Notundaki metin türleri ve öğrenme alanları incelenerek değerlendirilmiştir. Örgün öğretimdeki Türkçe ders programı temel alınarak hazırlanan Açık Öğretim Ortaokulu Türkçe Ders Notunun, İlköğretim Türkçe (6,7,8. Sınıflar) ders programında verilmesi gerektiği ifade edilen türlerden altısını barındırdığı, ancak fabl ve mektup türünde herhangi bir türü barındırmadığı görülmüştür. Türkçe 6 Ders Notu'nda Türkçe dersi öğrenme alanlarından okuma, yazma, konuşma ve dil bilgisi alanlarına yönelik Okuyalım Anlayalım, Konuşalım, Yazalım ve Dil Bilgisi bölümlerinin bulunmasına karşılık dinleme eğitimi ile ilgili bir bölümün bulunmadığı tespit edilmiştir. Anahtar Kelimeler: açık öğretim ortaokulu, ders notu, uzaktan eğitim.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9ba58c31f12866baf4102bb1fdbce7ad" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853804,"asset_id":106952422,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853804/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952422"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952422"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952422; 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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="106952420"><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/106952420/Yabanci_Di_l_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenleri_n_Di_nleme_Ve_Okuma_Kaygilari"><img alt="Research paper thumbnail of Yabanci Di̇l Olarak Türkçe Öğrenenleri̇n Di̇nleme Ve Okuma Kaygilari" class="work-thumbnail" src="https://attachments.academia-assets.com/105853805/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/106952420/Yabanci_Di_l_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenleri_n_Di_nleme_Ve_Okuma_Kaygilari">Yabanci Di̇l Olarak Türkçe Öğrenenleri̇n Di̇nleme Ve Okuma Kaygilari</a></div><div class="wp-workCard_item"><span>NWSA Academic Journals</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">2015. As a result of the analysis it is understood that; the general level of listening and readi...</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">2015. As a result of the analysis it is understood that; the general level of listening and reading anxiety of the students is in the middle level and there is not a significant difference in the level of anxiety in terms of factors such as gender, age and Turkish learning periods of the students. It was determined that the listening anxiety of the students expressed in the extent as lack of trust whose purposes are defined as others is higher than the ones whose Turkish learning purpose is to have education abroad.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bd22af5ebf82cb52426a2884278967d0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853805,"asset_id":106952420,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853805/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952420"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952420"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952420; 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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="106952402"><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/106952402/%C4%B0lkokul_Be%C5%9Fi_nci_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Kaygilari_%C4%B0le_Okudu%C4%9Funu_Anlama_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_"><img alt="Research paper thumbnail of İlkokul Beşi̇nci̇ Sinif Öğrenci̇leri̇ni̇n Okuma Kaygilari İle Okuduğunu Anlama Beceri̇leri̇ Arasindaki̇ İli̇şki̇" class="work-thumbnail" src="https://attachments.academia-assets.com/105853798/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/106952402/%C4%B0lkokul_Be%C5%9Fi_nci_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Kaygilari_%C4%B0le_Okudu%C4%9Funu_Anlama_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_">İlkokul Beşi̇nci̇ Sinif Öğrenci̇leri̇ni̇n Okuma Kaygilari İle Okuduğunu Anlama Beceri̇leri̇ Arasindaki̇ İli̇şki̇</a></div><div class="wp-workCard_item"><span>International Journal of Language Academy</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study is conducted as a descriptive one and it aims to reveal the relation between the readi...</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">This study is conducted as a descriptive one and it aims to reveal the relation between the reading anxiety and ability of understanding in fifth grade students. For this purpose, 355 fifth grade students from two public schools at Batman center and Kocaeli/Darica were included to the sample group. The "Reading Anxiety Measurement for Primary and Secondary School Students" which is developed by Çeliktürk and Yamaç (2015) in order to measure the reading anxieties of students; "Reading Comprehension Test" developed by Yıldız (2010) in order to measure the success level of reading comprehension for students and a fact sheet to learn the socio-demographic information of students were used and the data was analyzed by using SPSS 22 package program. As a result of the analyzes, it has been concluded that the high level of reading anxiety for students has decreased the reading comprehension level. The study has also researched the reading anxieties and reading comprehension levels of students in accordance with the variables such as gender, father's and mother's education levels, monthly income of family and the number of books read during fifth grade. Various suggestions were made in accordance with findings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6c2a5d703f9fc081ae49a263dd26e574" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853798,"asset_id":106952402,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853798/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952402"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952402"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952402; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="7854536" id="papers"><div class="js-work-strip profile--work_container" data-work-id="125345081"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/125345081/Ortaokul_7_Sinif_%C3%96%C4%9Frenci_leri_ni_nyazma_%C3%96zerkli_%C4%9Fi_D%C3%BCzeyleri_ve_Bu_D%C3%BCzeyleri_n_%C3%87e%C5%9Fi_tli_De%C4%9Fi_%C5%9Fkenler_A%C3%A7isindan_%C4%B0ncelenmesi_"><img alt="Research paper thumbnail of Ortaokul 7. Sinif Öğrenci̇leri̇ni̇nyazma Özerkli̇ği̇ Düzeyleri̇ ve Bu Düzeyleri̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/125345081/Ortaokul_7_Sinif_%C3%96%C4%9Frenci_leri_ni_nyazma_%C3%96zerkli_%C4%9Fi_D%C3%BCzeyleri_ve_Bu_D%C3%BCzeyleri_n_%C3%87e%C5%9Fi_tli_De%C4%9Fi_%C5%9Fkenler_A%C3%A7isindan_%C4%B0ncelenmesi_">Ortaokul 7. Sinif Öğrenci̇leri̇ni̇nyazma Özerkli̇ği̇ Düzeyleri̇ ve Bu Düzeyleri̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇</a></div><div class="wp-workCard_item"><span>EKEV akademi dergisi</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Yazma becerisi edinimi sürecinde öğrencinin kendi öğrenmesinden sorumlu olması ve bu doğrultuda ...</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">Yazma becerisi edinimi sürecinde öğrencinin kendi öğrenmesinden sorumlu olması <br />ve bu doğrultuda kendi öğrenmesini yürütmesi yazma özerkliğidir. Araştırmanın amacı, <br />ortaokul 7. sınıf öğrencilerinin yazma özerkliği düzeylerini belirlemek ve bu düzeyleri <br />çeşitli değişkenlere göre incelemektir. Çalışma grubunda, 2018-2019 eğitim-öğretim yılında Aydın ili Efeler ilçesinde bulunan ortaokullarda öğrenim gören 527 yedinci sınıf <br />öğrencisi yer almıştır. Araştırma, genel tarama modeli ile yürütülmüştür. Araştırmanın <br />verileri, “Yazma Özerkliği Ölçeği” ile elde edilmiştir. Araştırma sonucunda, öğrencilerin yazma özerkliği toplam puan ortalaması 46,059±9,370 (Min=22; Maks=66) olarak <br />saptanmıştır. Öğrencilerin yazma özerkliği puanları, anne baba eğitim durumu ve okul <br />öncesi eğitim alma durumuna göre anlamlı farklılık göstermezken önceki yıl okunan kitap <br />sayısı, Türkçe dersi karne notu ve cinsiyete göre anlamlı farklılık göstermektedir.</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="125345081"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125345081"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125345081; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125345081]").text(description); $(".js-view-count[data-work-id=125345081]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125345081; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125345081']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=125345081]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125345081,"title":"Ortaokul 7. Sinif Öğrenci̇leri̇ni̇nyazma Özerkli̇ği̇ Düzeyleri̇ ve Bu Düzeyleri̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇","internal_url":"https://www.academia.edu/125345081/Ortaokul_7_Sinif_%C3%96%C4%9Frenci_leri_ni_nyazma_%C3%96zerkli_%C4%9Fi_D%C3%BCzeyleri_ve_Bu_D%C3%BCzeyleri_n_%C3%87e%C5%9Fi_tli_De%C4%9Fi_%C5%9Fkenler_A%C3%A7isindan_%C4%B0ncelenmesi_","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="125345066"><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/125345066/G%C3%BCn%C3%BCm%C3%BCz_D%C3%AEv%C3%A2n_%C5%9Ei_i_ri_Ve_T%C3%BCrk%C3%A7e_E%C4%9Fi_ti_mi_nde_%C3%96nc%C3%BC_Bi_r_%C4%B0si_m_Hasan_Kavruk"><img alt="Research paper thumbnail of Günümüz Dîvân Şi̇i̇ri̇ Ve Türkçe Eği̇ti̇mi̇nde Öncü Bi̇r İsi̇m: Hasan Kavruk" class="work-thumbnail" src="https://attachments.academia-assets.com/119406086/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/125345066/G%C3%BCn%C3%BCm%C3%BCz_D%C3%AEv%C3%A2n_%C5%9Ei_i_ri_Ve_T%C3%BCrk%C3%A7e_E%C4%9Fi_ti_mi_nde_%C3%96nc%C3%BC_Bi_r_%C4%B0si_m_Hasan_Kavruk">Günümüz Dîvân Şi̇i̇ri̇ Ve Türkçe Eği̇ti̇mi̇nde Öncü Bi̇r İsi̇m: Hasan Kavruk</a></div><div class="wp-workCard_item"><span>Külliyat :</span><span>, Mar 25, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Geçmişten günümüze kadar yüzyıllar boyunca daha çok usta çırak geleneği çerçevesinde yoluna devam...</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">Geçmişten günümüze kadar yüzyıllar boyunca daha çok usta çırak geleneği çerçevesinde yoluna devam eden dîvân şiiri, tek bir beytinden bile sayfalarca anlam çıkartılabilecek bir özelliğe sahiptir. Dîvân şiiri, Cumhuriyet döneminde bazı yanlış değerlendirme, itham ve eleştirilere maruz kalmasına rağmen yine de varlığını devam ettirebilmiştir. Söz konusu dönemde, eski Türk edebiyatı ile ilgili araştırmalar yaparak önemli akademik çalışmalara imza atan, klasik Türk edebiyatı verimlerinin gizli güzelliklerini ortaya çıkarabilmek için gayret sarf eden ve sözü edilen zengin gelenekten beslenerek şiirler kaleme alan çok sayıda şairin yetiştiği bilinir. Söz konusu şairlerden birisi de Hîç mahlaslı şiirleri ile bir dîvân tertip eden Prof. Dr. Hasan Kavruk'tur. Bu makalede, son dönem dîvân şiiri üzerine genel bir değerlendirme yapıldıktan sonra Kavruk'un Nev-Divan adlı manzum eserinin önemli özellikleri üzerinde durulmuştur. Adı geçen eserde, beyit nazım birimi ve gazel nazım şekli ile kaleme alınmış toplamda iki yüz üç şiirin yanında yirmi sekiz müfret beyit bulunmaktadır. Ayrıca makalemizin sonunda, şairle yapılan bir söyleşi de yer almaktadır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1ffdf766a4d255902057115592810de2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119406086,"asset_id":125345066,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119406086/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125345066"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125345066"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125345066; 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Sinif Öğrenci̇leri̇ni̇n Yazma Ö" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/113416263/Ortaokul_7_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Yazma_%C3%96">Ortaokul 7. Sinif Öğrenci̇leri̇ni̇n Yazma Ö</a></div><div class="wp-workCard_item"><span>EKEV akademi dergisi</span><span>, 2020</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="113416263"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113416263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113416263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113416263]").text(description); $(".js-view-count[data-work-id=113416263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113416263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113416263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=113416263]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113416263,"title":"Ortaokul 7. Sinif Öğrenci̇leri̇ni̇n Yazma Ö","internal_url":"https://www.academia.edu/113416263/Ortaokul_7_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Yazma_%C3%96","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952438"><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/106952438/T%C3%BCrk%C3%A7eyi_Yabanci_Di_l_Olarak_%C3%96%C4%9Fretenleri_n_21_Y%C3%BCzyil_Beceri_leri_Yeterli_kleri_"><img alt="Research paper thumbnail of Türkçeyi̇ Yabanci Di̇l Olarak Öğretenleri̇n 21. Yüzyil Beceri̇leri̇ Yeterli̇kleri̇" class="work-thumbnail" src="https://attachments.academia-assets.com/105853786/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/106952438/T%C3%BCrk%C3%A7eyi_Yabanci_Di_l_Olarak_%C3%96%C4%9Fretenleri_n_21_Y%C3%BCzyil_Beceri_leri_Yeterli_kleri_">Türkçeyi̇ Yabanci Di̇l Olarak Öğretenleri̇n 21. Yüzyil Beceri̇leri̇ Yeterli̇kleri̇</a></div><div class="wp-workCard_item"><span>DergiPark (Istanbul University)</span><span>, Dec 13, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">TÜRKÇEYİ YABANCI DİL OLARAK ÖĞRETENLERİN 21. YÜZYIL BECERİLERİ YETERLİKLERİ  Hatice ALTUNKAYA ...</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">TÜRKÇEYİ YABANCI DİL OLARAK ÖĞRETENLERİN 21. YÜZYIL BECERİLERİ YETERLİKLERİ  Hatice ALTUNKAYA  Mehmet Emre ÇELİK  ÖZ Bu çalışmanın amacı, Türkçeyi yabancı dil olarak öğretenlerin 21. yüzyıl becerilerini kullanım düzeyini ve bu düzeyin cinsiyet, yaş, hizmet yılı, mezun olunan bölüm, çalışılan kurum değişkenlerine göre farklılaşıp farklılaşmadığını tespit etmektir. Nicel araştırma yöntemlerinden tarama deseni ile gerçekleştirilen araştırmanın çalışma grubunda Türkçeyi yabancı dil olarak öğreten 90 öğretici yer almış, veri toplama aracı olarak "21. yüzyıl Öğreten Becerileri Kullanım Ölçeği" ve "Kişisel Bilgi Formu" kullanılmıştır. Çalışma neticesinde, Türkçeyi yabancı dil olarak öğretenlerin 21. yüzyıl becerilerini kullanım düzeylerinin orta düzeyin (x̄= 3,98) üzerinde olduğu; cinsiyet ve çalışılan kurum değişkenlerine göre bu düzeyde anlamlı farklılık bulunduğu; yaş, mezun olunan bölüm ve hizmet yılı değişkenlerine göre ise anlamlı bir farklılık bulunmadığı tespit edilmiştir. Araştırmanın bulguları doğrultusunda çeşitli öneriler getirilmiştir. Anahtar Kelimeler: Yabancı dil olarak Türkçe öğretimi, 21. yüzyıl becerileri, öğretici yeterliği 21st CENTURY SKILLS COMPETENCES OF TEACHERS OF TURKISH AS A FOREIGN LANGUAGE ABSTRACT The purpose of this study is to determine the use of 21st century skills by the teachers of Turkish as a foreign language and to determine if this level varies according to the variables such as gender, age, service duration, field of graduation, institutions of employment. The study group of this study carried out with raster pattern out of quantitative study methods involved 90 instructors teaching Turkish language as a foreign language. "21st century teaching skills usage scale" and "personal data form" have been used as means of data collection. In consequence of the study, it has been determined that the level of the use of 21st century skills of teachers of Turkish as a foreign language is over intermediate level (x= 3,98); there is a meaningful discrepancy according to gender and institutions worked in; there is no meaningful discrepancy according to age, field of graduation and service duration. Various proposals have been brought forward in line with the findings of the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7748ce261326ad75e48cdb8e3fd2a62a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853786,"asset_id":106952438,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853786/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952438"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952438"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952438; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952438]").text(description); $(".js-view-count[data-work-id=106952438]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952438; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952438']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7748ce261326ad75e48cdb8e3fd2a62a" } } $('.js-work-strip[data-work-id=106952438]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952438,"title":"Türkçeyi̇ Yabanci Di̇l Olarak Öğretenleri̇n 21. 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Çalışmada, nitel araştırma desenlerinden olgu bilim deseninden yararlanılmıştır. Araştırmada öne çıkan sorunların ‘tek tip ses kaydının bulunması, ses kaydı, dinleme cihazı yokluğu ya da yetersizliği’, ‘öğrencilerin kendi dillerinde olmayan sesleri seslendirmede yaşadıkları zorluğa bağlı sorunlar’, ‘sesli okuma sürecinde telaffuz, vurgu, tonlama hataları, ders kitabı haricinde okuma metni bulunmaması’, ‘yazma özyeterliliği düşüklüğü, kaygısı, ilgisizlik, olumsuz tutum, dil bilgisi hataları, ‘önceden öğrenilen yabancı dil konularının ya da ana dilin ileriye ket vurması, öğrencilerin olumsuz tutumu, motivasyon eksikliği, kaygı düzeyi yüksekliği’, ‘teknoloji yetersizliği, ders programı sorunları’ bulunduğu tespit edilmiştir. Bu sorunlara yönelik çözüm önerileri getirilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4db8d2a3dc28f1cc28e13280b7fa6d7a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853807,"asset_id":106952437,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853807/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952437"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952437"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952437; 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$(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="106952436"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106952436/_Beyhude_%C3%96mr%C3%BCm_Adli_Hi_k%C3%A2yeni_n_Greimas_In_Eyleyenler_Modeli_ne_G%C3%B6re_%C4%B0ncelenmesi_"><img alt="Research paper thumbnail of “Beyhude Ömrüm” Adli Hi̇kâyeni̇n Greimas’In Eyleyenler Modeli̇ne Göre İncelenmesi̇" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106952436/_Beyhude_%C3%96mr%C3%BCm_Adli_Hi_k%C3%A2yeni_n_Greimas_In_Eyleyenler_Modeli_ne_G%C3%B6re_%C4%B0ncelenmesi_">“Beyhude Ömrüm” Adli Hi̇kâyeni̇n Greimas’In Eyleyenler Modeli̇ne Göre İncelenmesi̇</a></div><div class="wp-workCard_item"><span>Turkish Studies (Elektronik)</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Hikâye sanatı, onu meydana getiren anlatıcısından bağımsız olmayan, anlatıcısının kurguladığı izl...</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">Hikâye sanatı, onu meydana getiren anlatıcısından bağımsız olmayan, anlatıcısının kurguladığı izlencede meydana gelen bir anlatı türüdür. Eser meydana geldikten sonra eseri yorumlama, anlamlandırma sırası okura gelir. Metnin içerdiği yapıları, izlekleri yeniden yorumlamak, dönüştürmek, anlamsal bağlarını keşfetmek okurun işidir. Eski Yunancada gösterge anlamına gelen semeion ile bilim anlamına gelen logos sözcüğünün birleşmesiyle meydana gelen semology Türkçede gösterge bilimi terimiyle karşılanmaktadır. Göstergebilimin öncüleri olarak iki isimden söz etmek mümkündür. Bunlar Charles Sanders Peirce ve İsviçreli dilbilimci Ferdinand de Saussure’dür. Peirce, “Tüm evren, yalnızca göstergelerden oluşmamış olsa bile, göstergelerle dolup taşar” sözü ile bütün bilgi nesnelerinin göstergebilimin konusu olabileceğini ifade etmiştir. Bu çalışmada Mustafa Kutlu’nun “Beyhude Ömrüm” adlı hikâyesi göstergebilimsel bir çözümleme modeli olan Greimas’ın eyleyenler modeline göre incelenmeye çalışılmıştır. A.J. Greimas’a göre anlatının oluşabilmesi için öyküyü başlatacak bir olay ve bu başlangıç durumunu bozacak dönüştürücü ögeye ihtiyaç vardır. Çalışmada söz konusu olay ve dönüştürücü ögenin var olduğundan hareketle hikâye beş kesite ayrılmıştır. Bu kesitlerde eyleyenler modelinde bulunan altı eyleyenin bulunduğu, anlatı izlencesinden eyletim, edinç, edim ve yaptırım izlence evrelerinin yer aldığı tespit edilmiş ve eyleyenler modelindeki öznelerin yetilendirici, sonuçlandırıcı ve onurlandırıcı deneyimleri gerçekleştirdikleri görülmüştür. Ayrıca eserde ben anlatıcı olan yazarın “öldüm” ifadesini kullanmasının ben anlatıcının anlatımına uygun düşen bir anlatım olmadığı görülmüştür.</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="106952436"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952436"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952436; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952436]").text(description); $(".js-view-count[data-work-id=106952436]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952436; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952436']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=106952436]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952436,"title":"“Beyhude Ömrüm” Adli Hi̇kâyeni̇n Greimas’In Eyleyenler Modeli̇ne Göre İncelenmesi̇","internal_url":"https://www.academia.edu/106952436/_Beyhude_%C3%96mr%C3%BCm_Adli_Hi_k%C3%A2yeni_n_Greimas_In_Eyleyenler_Modeli_ne_G%C3%B6re_%C4%B0ncelenmesi_","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952434"><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/106952434/Using_The_Weblog_in_The_Turkish_Writing_Skills_as_a_Foreign_Language"><img alt="Research paper thumbnail of Using The Weblog in The Turkish Writing Skills as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/105853785/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/106952434/Using_The_Weblog_in_The_Turkish_Writing_Skills_as_a_Foreign_Language">Using The Weblog in The Turkish Writing Skills as a Foreign Language</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this research is to determine the effect of writing skills training with weblog on the...</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 determine the effect of writing skills training with weblog on the writing skills of B2 level students learning Turkish as a foreign language. The main problem of researching for this purpose is: Is there a meaningful difference between the writing skills of the students who are given the writing skills training with weblog and the writing skills of the students who are not given this training with weblog at B2 level? In the mixed-research design study, pre-test and post-test control group semi-experimental design was used for the quantitative part. In the qualitative part, opinions of students about differentiated teaching were taken. The study group consisted of 28 students at B2 level who learned Turkish at İnönü University Turkish Education Center in spring semester of 2016-2017 academic year. Quantitative data were analyzed by SPSS program and qualitative data were analyzed by descriptive analysis. As a result of the research, the weblog applied to the experimental group was found to be effective in improving the writing skills of the students. It was determined that the scores of the students in the experimental group were significantly different from the writing skill activities in the Yunus Emre Institute Turkish Instruction Set B2 Course Book and the writing skills scores of the students who were given writing education. The qualitative data of the research revealed that students found blogging fun and creative, and that students participating in the blog project would continue to write blogs later.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0783f81adea2c4765f5281185c80da49" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853785,"asset_id":106952434,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853785/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952434"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952434"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952434; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0783f81adea2c4765f5281185c80da49" } } $('.js-work-strip[data-work-id=106952434]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952434,"title":"Using The Weblog in The Turkish Writing Skills as a Foreign Language","internal_url":"https://www.academia.edu/106952434/Using_The_Weblog_in_The_Turkish_Writing_Skills_as_a_Foreign_Language","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[{"id":105853785,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105853785/thumbnails/1.jpg","file_name":"594456805_15._20366-393_20hatice_20altunkaya.pdf","download_url":"https://www.academia.edu/attachments/105853785/download_file","bulk_download_file_name":"Using_The_Weblog_in_The_Turkish_Writing.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105853785/594456805_15._20366-393_20hatice_20altunkaya-libre.pdf?1695287535=\u0026response-content-disposition=attachment%3B+filename%3DUsing_The_Weblog_in_The_Turkish_Writing.pdf\u0026Expires=1739805044\u0026Signature=JomlIQ9YiPRNm1P55m6j3yd4FTCqU4Wb7h~Lsth1FdcxGln0cTLW0g3ixyChWp7Ue2hsk6FSTf28D5YWlEWjHA-GoByRgnSlMig9RdhnIiDvzpFXyHvjgr84GFDpN-cByUfItYnkxog-cTP7HzkNgmOG-JMvCmLeBYuR3t234rS77JlGOJngdNvhmr1~ogxgTXSkYCkRJgK-TOXwMaUk8lYW11UufqzODKXADTUFJ4WdyvST98SMF81OdzbCKvFE~PYRYFSKvg-sZP9u2gkHgeo9Ff99oOJzVYgLBr-ICopsK9KU7J6cxHqsr0tivWZLBFwywsc3U28J9FvKzhjoCw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952432"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106952432/Akademik_Metin_Yazman%C4%B1n_Basamaklar%C4%B1_III_Giri%C5%9F_B%C3%B6l%C3%BCm%C3%BC_Haz%C4%B1rlama"><img alt="Research paper thumbnail of Akademik Metin Yazmanın Basamakları–III: Giriş Bölümü Hazırlama" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106952432/Akademik_Metin_Yazman%C4%B1n_Basamaklar%C4%B1_III_Giri%C5%9F_B%C3%B6l%C3%BCm%C3%BC_Haz%C4%B1rlama">Akademik Metin Yazmanın Basamakları–III: Giriş Bölümü Hazırlama</a></div><div class="wp-workCard_item"><span>Türk Dili 2 Akademik Yazma Eğitimi</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952432"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952432"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952432; 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Ulkemizde Romen Ingarden ve Nikolai Hartman&#39;in goruslerindenhareketle Ismail Tunali tarafindan Sanat Ontolojisi eseriyle temellendirilenontolojik tahlil yontemi, edebi eseri olusturan varlik tabakalarinin tek tek acilarakcozumlenmesi uzerine kurulan bir yaklasimdir. Bu calismada Necip Fazil&#39;in“Ben” siiri ses ve kelime, cumle ve anlam, karakter ve ruh ile alinyazisi tabakalaritek tek acilarak cozumlenmis, eserin estetik degerine ulasilmaya calisilmistir. Anahtar Kelimeler: Turk Edebiyati, Ben, Necip Fazil Kisakurek, Ontolojik tahlilyontemi.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2bf0bb202df9d87fe7adb7eafed6df53" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853811,"asset_id":106952431,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853811/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952431"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952431"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952431; 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$(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="106952430"><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/106952430/Dinleme_%C3%9Cstbili%C5%9F_Stratejisi_%C3%96%C4%9Fretiminin_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlerin_Dinledi%C4%9Fini_Anlama_Becerisine_Etkisi"><img alt="Research paper thumbnail of Dinleme Üstbiliş Stratejisi Öğretiminin Yabancı Dil Olarak Türkçe Öğrenenlerin Dinlediğini Anlama Becerisine Etkisi" class="work-thumbnail" src="https://attachments.academia-assets.com/105853809/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/106952430/Dinleme_%C3%9Cstbili%C5%9F_Stratejisi_%C3%96%C4%9Fretiminin_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlerin_Dinledi%C4%9Fini_Anlama_Becerisine_Etkisi">Dinleme Üstbiliş Stratejisi Öğretiminin Yabancı Dil Olarak Türkçe Öğrenenlerin Dinlediğini Anlama Becerisine Etkisi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu calismanin amaci, ustbilissel dinleme stratejisi ogretiminin yabanci dil olarak Turkce ogrenen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu calismanin amaci, ustbilissel dinleme stratejisi ogretiminin yabanci dil olarak Turkce ogrenenlerin dinlediklerini anlama becerilerine etkisini belirlemektir. Nicel yontem ile gerceklestirilen arastirmada ontest-sontest kontrol gruplu yari deneysel desen kullanilmistir. Calisma grubunda Inonu Universitesi Turkce Ogretim Merkezinde ogrenim goren B2 duzeyinden 29 ogrenci yer almistir. Deney grubunda yer alan ogrencilere 6 hafta sure ile dinleme etkinlikleri ustbilissel stratejiler ogretilerek gerceklestirilmis, kontrol grubu olagan derslerine devam etmistir. Veriler, Tozlu (2017) tarafindan yabanci dil olarak Turkce ogrenenlere yonelik gelistirilen B2 duzeyi dinleme testi araciligi ile elde edilmistir. Arastirmada, son test degerleri on teste gore kontrol edilerek gruplar arasindaki fark ANCOVA (kovaryans analizi) testi ile analiz edilmistir. Elde edilen verilere gore duzeltilmis son test puanlari arasindaki fark anlamli bulunmustur. Test sonuclarina gore deney grubunun test sonucl...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bf8b365c43095f7799786cb81ff0fa1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853809,"asset_id":106952430,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853809/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952430"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952430"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952430; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952429"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106952429/Metin_Yazma_Bi%C3%A7imleri"><img alt="Research paper thumbnail of Metin Yazma Biçimleri" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106952429/Metin_Yazma_Bi%C3%A7imleri">Metin Yazma Biçimleri</a></div><div class="wp-workCard_item"><span>Türk Dili 1 Yazma Eğitimi</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952429"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952429"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952429; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952429]").text(description); $(".js-view-count[data-work-id=106952429]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952429; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952429']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=106952429]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952429,"title":"Metin Yazma Biçimleri","internal_url":"https://www.academia.edu/106952429/Metin_Yazma_Bi%C3%A7imleri","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952428"><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/106952428/Sources_of_Read%C4%B1ng_Anx%C4%B1ety_among_the_Learners_of_Turk%C4%B1sh_as_a_Foreign_Language"><img alt="Research paper thumbnail of Sources of Readıng Anxıety among the Learners of Turkısh as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/105853803/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/106952428/Sources_of_Read%C4%B1ng_Anx%C4%B1ety_among_the_Learners_of_Turk%C4%B1sh_as_a_Foreign_Language">Sources of Readıng Anxıety among the Learners of Turkısh as a Foreign Language</a></div><div class="wp-workCard_item"><span>Asian Journal of Education and Training</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Language instruction is conducted by utilizing the data provided by contemporary educational scie...</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">Language instruction is conducted by utilizing the data provided by contemporary educational sciences and based on the fact that learning is both a cognitive and affective process. Instruction of reading skills, one of the four basic language skills in Turkish as a foreign language instruction, is a complex process that range from the introduction of sounds to the reading comprehension process. During this education, in addition to cognitive training of learners, reading anxiety, which is considered as an affective dimension of reading, can also be considered as a factor that affect the reading process. The present study was conducted with the interview technique, which is one of the qualitative research methods. A focus group interview was conducted with six Turkish instructors as a foreign language and eight students learning Turkish as a foreign language using the developed semi-structured interview form. In the study, the sources of reading anxiety in learning Turkish as a foreign language were determined as "tonal attributes and pronunciation", "language levels (Course levels A1, A2, B1, B2, C1, C2)", "the fact that Turkish is an agglutinative language", "properties of reading texts", "unknown words" "unknown topics", "culture" and "fear of making mistakes".</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="46794fbfa48678a35077f62a7bfda135" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853803,"asset_id":106952428,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853803/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952428"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952428"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952428; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "46794fbfa48678a35077f62a7bfda135" } } $('.js-work-strip[data-work-id=106952428]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952428,"title":"Sources of Readıng Anxıety among the Learners of Turkısh as a Foreign Language","internal_url":"https://www.academia.edu/106952428/Sources_of_Read%C4%B1ng_Anx%C4%B1ety_among_the_Learners_of_Turk%C4%B1sh_as_a_Foreign_Language","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[{"id":105853803,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105853803/thumbnails/1.jpg","file_name":"EJ1176999.pdf","download_url":"https://www.academia.edu/attachments/105853803/download_file","bulk_download_file_name":"Sources_of_Reading_Anxiety_among_the_Lea.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105853803/EJ1176999-libre.pdf?1695287486=\u0026response-content-disposition=attachment%3B+filename%3DSources_of_Reading_Anxiety_among_the_Lea.pdf\u0026Expires=1739805044\u0026Signature=QMFaQLT-s0CxWagpFFYF1P4LACVHglnrpcy-DrKmCTqc-jkNe0InwSXDoRmsG1GnGPni6jPUlbZ5BkNsaXkidTeSKS4PLSUeqskFdmPEY6YOEf4artoSnPwDudz4aWqqwdnu~SfEfiwBfPOJgKKxahHi53meo43~4nSvweD3giGAAz6CpKaj9e8ul-qUGA8cH3doZOOwxeq84rkys6JU1c9JAjqMkjkzpi5SUQ~ehi1sMLvPK9bheQTd5Nz1Hq~f~MQjr6dhKLgAxvOZ850lfIv4BzRzXip5ftqELMyJ6qjmQwcn74jglQ3hdIskpPuVqPxOyMq6VRQ-~C8fKh9Owg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952427"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/106952427/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Dinleme_E%C4%9Fitimi"><img alt="Research paper thumbnail of Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Eğitimi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/106952427/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Dinleme_E%C4%9Fitimi">Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Eğitimi</a></div><div class="wp-workCard_item"><span>International Journal of Languages' Education</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952427"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952427"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952427; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952427]").text(description); $(".js-view-count[data-work-id=106952427]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952427; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952427']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=106952427]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952427,"title":"Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Eğitimi","internal_url":"https://www.academia.edu/106952427/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Dinleme_E%C4%9Fitimi","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952426"><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/106952426/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlerin_Yazma_%C3%96zyeterlikleri_ile_Yaz%C4%B1l%C4%B1_Anlat%C4%B1m_Becerileri"><img alt="Research paper thumbnail of Yabancı Dil Olarak Türkçe Öğrenenlerin Yazma Özyeterlikleri ile Yazılı Anlatım Becerileri" class="work-thumbnail" src="https://attachments.academia-assets.com/105853815/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/106952426/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlerin_Yazma_%C3%96zyeterlikleri_ile_Yaz%C4%B1l%C4%B1_Anlat%C4%B1m_Becerileri">Yabancı Dil Olarak Türkçe Öğrenenlerin Yazma Özyeterlikleri ile Yazılı Anlatım Becerileri</a></div><div class="wp-workCard_item"><span>Erzincan Üniversitesi Eğitim Fakültesi Dergisi</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the study, the relationship between writing self-efficacy perceptions and writing expression s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the study, the relationship between writing self-efficacy perceptions and writing expression skills of students learning Turkish at B2 level at Inonu University TOMER and Syrian refugee camp TOMER was determined. As a data collection tool in the study, "The Writing Self-Efficacy Scale for Students Learning Turkish as a Foreign Language" developed by Güngör and Kan (2015), "Written Expression (Writing) Evaluation Form for B2 Level Users" created by Demir (2013a: 568) and Personal Information form were used. As a result of the analyzes, the average score of "writing self-efficacy" of the students (78.170 ± 12.222); "Writing skill" score average (21.962 ± 5.854) were determined. As a result of the regression analysis, it was found that the level of writing self-efficacy of students increased the level of writing ability (ß = 0.094). The students' writing skill scores and writing self-efficacy levels were analyzed in accordance with the variables of the research and suggestions were made in the direction of findings and interpretations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1177e3150789a442e0ed79f7c87e0b45" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853815,"asset_id":106952426,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853815/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952426"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952426"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952426; 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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="106952425"><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/106952425/7_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Strateji_leri_%C3%9Cstbi_li_%C5%9Fsel_Farkindalik_D%C3%BCzeyleri_%C4%B0le"><img alt="Research paper thumbnail of 7. Sinif Öğrenci̇leri̇ni̇n Okuma Strateji̇leri̇ Üstbi̇li̇şsel Farkindalik Düzeyleri̇ İle" class="work-thumbnail" src="https://attachments.academia-assets.com/105853810/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/106952425/7_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Strateji_leri_%C3%9Cstbi_li_%C5%9Fsel_Farkindalik_D%C3%BCzeyleri_%C4%B0le">7. Sinif Öğrenci̇leri̇ni̇n Okuma Strateji̇leri̇ Üstbi̇li̇şsel Farkindalik Düzeyleri̇ İle</a></div><div class="wp-workCard_item"><span>International Journal Of Turkish Literature Culture Education</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Okuma becerisi eğitiminin nihai hedefi okuduğunu tam olarak anlayabilen bireyler yetiştirmektir. ...</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">Okuma becerisi eğitiminin nihai hedefi okuduğunu tam olarak anlayabilen bireyler yetiştirmektir. Bu çalışmada, 7. sınıf öğrencilerinin okuma stratejileri üstbilişsel farkındalık ile okuduğunu anlama düzeyleri arasındaki ilişki ve bunların cinsiyet değişkenine göre farklılaşıp farklılaşmadığı araştırılmıştır. Nicel araştırma yöntemlerinden tarama yöntemi ile gerçekleştirilen ve 217 7. sınıf öğrencisinin yer aldığı çalışma neticesinde öğrencilerin okuma stratejilerini destekleme ve genel okuma stratejisi ortalaması, orta, problem çözme stratejisi ortalaması yüksek, okuduğunu anlama ortalaması 16,793±5,985 (Min=3; Maks=33) düşük olarak saptanmıştır. Öğrencilerin cinsiyete göre okuma stratejileri üstbilişsel farkındalık düzeylerinin, ölçeğin tüm alt boyutlarında kızlar lehine farklılaştığı sonucu ortaya çıkmıştır. Cinsiyet değişkenine göre okuduğunu anlama düzeyinde de kızların erkek öğrencilere göre daha başarılı oldukları sonucuna ulaşılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b02c09fa3f566621503875b88ad306a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853810,"asset_id":106952425,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853810/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952425"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952425"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952425; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106952425]").text(description); $(".js-view-count[data-work-id=106952425]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106952425; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106952425']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b02c09fa3f566621503875b88ad306a" } } $('.js-work-strip[data-work-id=106952425]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106952425,"title":"7. Sinif Öğrenci̇leri̇ni̇n Okuma Strateji̇leri̇ Üstbi̇li̇şsel Farkindalik Düzeyleri̇ İle","internal_url":"https://www.academia.edu/106952425/7_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Strateji_leri_%C3%9Cstbi_li_%C5%9Fsel_Farkindalik_D%C3%BCzeyleri_%C4%B0le","owner_id":61218723,"coauthors_can_edit":true,"owner":{"id":61218723,"first_name":"Hatice","middle_initials":null,"last_name":"ALTUNKAYA","page_name":"ALTUNKAYAHatice","domain_name":"independent","created_at":"2017-03-08T14:09:51.271-08:00","display_name":"Hatice ALTUNKAYA","url":"https://independent.academia.edu/ALTUNKAYAHatice"},"attachments":[{"id":105853810,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105853810/thumbnails/1.jpg","file_name":"623542.pdf","download_url":"https://www.academia.edu/attachments/105853810/download_file","bulk_download_file_name":"7_Sinif_Ogrenci_leri_ni_n_Okuma_Strateji.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105853810/623542-libre.pdf?1695287505=\u0026response-content-disposition=attachment%3B+filename%3D7_Sinif_Ogrenci_leri_ni_n_Okuma_Strateji.pdf\u0026Expires=1739805044\u0026Signature=WasMd8eW4BYqD7YZJUycKr5lBESYIwioRFUYZjF8at7XcncHAW-Jcxs-4HmQBD9bx6pvO5X8r6ZzqvRX31KuTs1rWDAb~LcOUq1MmfkiNG3Qpw2RWGvGo3txn4u7rKzuOA-NnHTKyRVjuR3u6gQFo4YTry9zHkt~dU6OV2yQrXJG9hGh-F6Me1jlta5VkDiPf3AwoQsPztgs9y0rgmBXjujp8IOfF12JPAOf5DRtk1mIXRx2H4qry5PKP1KB5IZvC8gqz9k2Mc4VjxwlYTp~SioH3~3oChRNNX2BaIFolxsW04amuXNEAP1ntwGmeMxNkqLvh5-ej1LCA6E7l22Mig__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106952423"><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/106952423/The_Effect_of_Using_Facebook_in_Writing_Education_on_Writing_Achievement_Attitude_Anxiety_and_Self_efficacy_Perception"><img alt="Research paper thumbnail of The Effect of Using Facebook in Writing Education on Writing Achievement, Attitude, Anxiety and Self-efficacy Perception" class="work-thumbnail" src="https://attachments.academia-assets.com/105853806/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/106952423/The_Effect_of_Using_Facebook_in_Writing_Education_on_Writing_Achievement_Attitude_Anxiety_and_Self_efficacy_Perception">The Effect of Using Facebook in Writing Education on Writing Achievement, Attitude, Anxiety and Self-efficacy Perception</a></div><div class="wp-workCard_item"><span>Universal Journal of Educational Research</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The objective of the present study was to investigate the effect of Facebook use on writing achie...</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 objective of the present study was to investigate the effect of Facebook use on writing achievement, writing attitude, writing anxiety and writing self-efficacy of the students in the written expression course. In the study, pre-test post-test quasi-experimental design with study and control groups was used. The experimental group included 96 students attending Psychological Counseling and Guidance Department in the Faculty of Education in a state university located in western Turkey during 2017-2018 academic year fall semester. In the study, the written expression course was instructed with written homework assignments in the control group and by sharing the written assignments on Facebook in the experimental group. The study findings demonstrated that Facebook use produced better results in terms of writing achievements and attitudes when compared to the conventional method, however the impact was not significant in terms of writing self-efficacy and writing anxiety.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee7454229f5e931aa73f8cf8f17b3267" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853806,"asset_id":106952423,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853806/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952423"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952423"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952423; 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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="106952422"><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/106952422/A%C3%A7%C4%B1k_%C3%96%C4%9Fretim_Ortaokulu_Alt%C4%B1nc%C4%B1_S%C4%B1n%C4%B1f_T%C3%BCrk%C3%A7e_Ders_Notunun_Metin_T%C3%BCrleri_ve_%C3%96%C4%9Frenme_Alanlar%C4%B1_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Açık Öğretim Ortaokulu Altıncı Sınıf Türkçe Ders Notunun Metin Türleri ve Öğrenme Alanları Açısından İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/105853804/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/106952422/A%C3%A7%C4%B1k_%C3%96%C4%9Fretim_Ortaokulu_Alt%C4%B1nc%C4%B1_S%C4%B1n%C4%B1f_T%C3%BCrk%C3%A7e_Ders_Notunun_Metin_T%C3%BCrleri_ve_%C3%96%C4%9Frenme_Alanlar%C4%B1_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi">Açık Öğretim Ortaokulu Altıncı Sınıf Türkçe Ders Notunun Metin Türleri ve Öğrenme Alanları Açısından İncelenmesi</a></div><div class="wp-workCard_item"><span>Ana Dili Eğitimi Dergisi</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Açık Öğretim Ortaokulu, örgün ortaokullarda yürütülen öğretim programlarıyla aynı programın esas ...</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">Açık Öğretim Ortaokulu, örgün ortaokullarda yürütülen öğretim programlarıyla aynı programın esas alınarak öğretimin yapıldığı, ancak uzaktan eğitim teknikleriyle bu programın yürütüldüğü öğretim sistemidir. Bu okullarda öğrenim gören öğrenciler dönem sonu sınavlarına Millî Eğitim Bakanlığı Eğitim Teknolojileri Genel Müdürlüğü tarafından hazırlanan ders notları ile hazırlanmaktadırlar. Bu çalışmada, MEB tarafından ders notu olarak hazırlanmış olan 6. sınıf Türkçe Ders Notundaki metin türleri ve öğrenme alanları incelenerek değerlendirilmiştir. Örgün öğretimdeki Türkçe ders programı temel alınarak hazırlanan Açık Öğretim Ortaokulu Türkçe Ders Notunun, İlköğretim Türkçe (6,7,8. Sınıflar) ders programında verilmesi gerektiği ifade edilen türlerden altısını barındırdığı, ancak fabl ve mektup türünde herhangi bir türü barındırmadığı görülmüştür. Türkçe 6 Ders Notu'nda Türkçe dersi öğrenme alanlarından okuma, yazma, konuşma ve dil bilgisi alanlarına yönelik Okuyalım Anlayalım, Konuşalım, Yazalım ve Dil Bilgisi bölümlerinin bulunmasına karşılık dinleme eğitimi ile ilgili bir bölümün bulunmadığı tespit edilmiştir. Anahtar Kelimeler: açık öğretim ortaokulu, ders notu, uzaktan eğitim.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9ba58c31f12866baf4102bb1fdbce7ad" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853804,"asset_id":106952422,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853804/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952422"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952422"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952422; 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As a result of the analysis it is understood that; the general level of listening and readi...</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">2015. As a result of the analysis it is understood that; the general level of listening and reading anxiety of the students is in the middle level and there is not a significant difference in the level of anxiety in terms of factors such as gender, age and Turkish learning periods of the students. 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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="106952402"><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/106952402/%C4%B0lkokul_Be%C5%9Fi_nci_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Kaygilari_%C4%B0le_Okudu%C4%9Funu_Anlama_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_"><img alt="Research paper thumbnail of İlkokul Beşi̇nci̇ Sinif Öğrenci̇leri̇ni̇n Okuma Kaygilari İle Okuduğunu Anlama Beceri̇leri̇ Arasindaki̇ İli̇şki̇" class="work-thumbnail" src="https://attachments.academia-assets.com/105853798/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/106952402/%C4%B0lkokul_Be%C5%9Fi_nci_Sinif_%C3%96%C4%9Frenci_leri_ni_n_Okuma_Kaygilari_%C4%B0le_Okudu%C4%9Funu_Anlama_Beceri_leri_Arasindaki_%C4%B0li_%C5%9Fki_">İlkokul Beşi̇nci̇ Sinif Öğrenci̇leri̇ni̇n Okuma Kaygilari İle Okuduğunu Anlama Beceri̇leri̇ Arasindaki̇ İli̇şki̇</a></div><div class="wp-workCard_item"><span>International Journal of Language Academy</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study is conducted as a descriptive one and it aims to reveal the relation between the readi...</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">This study is conducted as a descriptive one and it aims to reveal the relation between the reading anxiety and ability of understanding in fifth grade students. For this purpose, 355 fifth grade students from two public schools at Batman center and Kocaeli/Darica were included to the sample group. The "Reading Anxiety Measurement for Primary and Secondary School Students" which is developed by Çeliktürk and Yamaç (2015) in order to measure the reading anxieties of students; "Reading Comprehension Test" developed by Yıldız (2010) in order to measure the success level of reading comprehension for students and a fact sheet to learn the socio-demographic information of students were used and the data was analyzed by using SPSS 22 package program. As a result of the analyzes, it has been concluded that the high level of reading anxiety for students has decreased the reading comprehension level. The study has also researched the reading anxieties and reading comprehension levels of students in accordance with the variables such as gender, father's and mother's education levels, monthly income of family and the number of books read during fifth grade. Various suggestions were made in accordance with findings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6c2a5d703f9fc081ae49a263dd26e574" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105853798,"asset_id":106952402,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105853798/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106952402"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106952402"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106952402; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="7861377" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="39178740"><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/39178740/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Kitap_Okuma_K%C3%BClt%C3%BCr%C3%BC_Book_Reading_Culture_of_the_Teacher_Candidates"><img alt="Research paper thumbnail of Öğretmen Adaylarının Kitap Okuma Kültürü Book Reading Culture of the Teacher Candidates" class="work-thumbnail" src="https://attachments.academia-assets.com/59305395/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/39178740/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Kitap_Okuma_K%C3%BClt%C3%BCr%C3%BC_Book_Reading_Culture_of_the_Teacher_Candidates">Öğretmen Adaylarının Kitap Okuma Kültürü Book Reading Culture of the Teacher Candidates</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ALTUNKAYAHatice">Hatice ALTUNKAYA</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/BirsenDO%C4%9EAR">Birsen DOĞAR</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Öz-Öğrenmenin temelini oluşturan okuma becerisi, eğitim-öğretim sürecinde bilgiye ulaşmanın aracı...</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-Öğrenmenin temelini oluşturan okuma becerisi, eğitim-öğretim sürecinde bilgiye ulaşmanın aracı olma temel işlevinin yanı sıra keyif verici entelektüel bir etkinliktir. Bu etkinliğin özellikle öğretmen adaylarında bir kültüre dönüşmesi son derece önemlidir. Nicel araştırma yöntemlerinden tarama yöntemi ile gerçekleştirilen bu araştırmada, öğretmen adaylarının okuma kültürü düzeyleri ve bu düzeyin okunan bölüm, sınıf ve cinsiyet değişkenine göre farklılaşıp farklılaşmadığı tespit edilmiştir. Araştırma verileri Türkel, Özdemir ve Akbulut (2017) tarafından geliştirilen "Okuma Kültürü Ölçeği" ile elde edilmiş, veriler SPSS 22 programı ile analiz edilmiştir. Analiz neticesinde öğrencilerin bireysel gelişim okuma ilişkisi, temel okuma becerisi ve kitap seçimi ortalaması yüksek, görsel okuma ortalaması orta olarak saptanmıştır. Bölüme göre bireysel gelişim okuma ilişkisi, temel okuma becerisi, görsel okuma durumlarında farklılık saptanırken kitap seçiminde bir farklılık olmadığı belirlenmiştir. Öğretmen adaylarının sınıf düzeyine göre okuma kültürlerinde anlamlı bir farklılık bulunmadığı görülmüştür. Cinsiyet değişkenine göre ise kadın öğrencilerin bireysel gelişim okuma ilişkisi, temel okuma becerisi ve kitap seçimi puanları, erkeklerin puanlarından; erkek öğrencilerin görsel okuma puanları ise kadın öğrencilerin görsel okuma puanlarından yüksek bulunmuştur. Anahtar Kelimeler: okuma kültürü, öğretmen adayı, eğitim fakültesi. Abstract-The reading skill that forms the basis of learning is a joyful intellectual activity, as well as a basic function of being instrumental in achieving knowledge in the educational process. In this research conducted by the screening method of quantitative research methods, it was determined that the prospective teachers' reading culture levels differed according to the reading level, class and gender variable. The research data were obtained with the "Reading Culture Scale" developed by Türkel, Özdemir and Akbulut (2017) and the data were analyzed with the SPSS 22 program. At the end of the analysis, students' individual development reading relationship, basic reading skills and book selection averages were high and visual reading averages were medium. According to section variable there was a difference in the individual development reading relation, basic reading ability, visual reading situations. However, there was no difference in the book selection. It was seen that there was no significant difference in reading cultures according to the grade level of the teacher candidates. According to gender variables, female students' individual development reading relationship, basic reading skills and book selection scores higher than male scores; while male students 'visual reading scores were higher than female students' visual reading scores.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e89ae99a949e80414a326b267c199bb1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59305395,"asset_id":39178740,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59305395/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39178740"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39178740"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39178740; 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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="35581048"><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/35581048/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlere_Y%C3%B6nelik_Okuma_Kayg%C4%B1s%C4%B1_%C3%96l%C3%A7e%C4%9Finin_Geli%C5%9Ftirilmesi"><img alt="Research paper thumbnail of Yabancı Dil Olarak Türkçe Öğrenenlere Yönelik Okuma Kaygısı Ölçeğinin Geliştirilmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/55447055/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/35581048/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenenlere_Y%C3%B6nelik_Okuma_Kayg%C4%B1s%C4%B1_%C3%96l%C3%A7e%C4%9Finin_Geli%C5%9Ftirilmesi">Yabancı Dil Olarak Türkçe Öğrenenlere Yönelik Okuma Kaygısı Ölçeğinin Geliştirilmesi</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ALTUNKAYAHatice">Hatice ALTUNKAYA</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/Altunkaya">Hatice Altunkaya</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Kaygı, okuma sürecinin duyuşsal boyutunda okuma anlamlandırma becerisini etkileyen bir etmendir. ...</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">Kaygı, okuma sürecinin duyuşsal boyutunda okuma anlamlandırma becerisini etkileyen bir etmendir. Bu çalışmada, yabancı dil olarak Türkçe öğrenen B düzeyindeki öğrencilerin okuma kaygılarını ölçmek amacıyla geçerli ve güvenilir bir ölçek geliştirmek amaçlanmıştır. <br />Bu amaçla geliştirilen denemelik ölçek,  yabancı dil olarak Türkçe öğrenen B düzeyinde 510 öğrenciden oluşan bir çalışma grubuna uygulanmıştır. Açımlayıcı ve doğrulayıcı faktör analizleri sonucunda 16 madde üç faktörden oluşan bir ölçek elde edilmiştir.  <br />Genel olarak, güvenilirlik katsayılarının .70 veya daha yüksek olması, yeterli olarak değerlendiril¬mektedir (Nunnally, 1978). Ölçeğin tümüne ait Crα güvenirliği .82, birinci alt faktöre ilişkin Crα .80, ikinci alt faktöre ilişkin Crα .73, üçüncü alt faktöre ilişkin Crα .71 olarak bulunmuştur. Tüm bu bulgu¬lar ölçeğin tatmin edici düzeyde güvenirliğe sahip olduğunu göstermektedir. Bu ölçme aracı, yabancı dil olarak Türkçe öğrenenlerin okuma eğitimi ortamlarında, okuma kaygı durumunu ölçmek amaçlı kullanılabilir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="07e636eede45a3d54cf926336020e43a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55447055,"asset_id":35581048,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55447055/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35581048"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35581048"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35581048; 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