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Volııme 01 Issue 01 Y m 7017 7.1 Vokıme m te n e 0? Yppır 7017 3 .) V olim e 01 Issue m Year 7017 4.1 V olim e 01 Issue</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE DİL-DÜŞÜNCE ANALİZİ TEORİSİ","attachmentId":41319720,"attachmentType":"pdf","work_url":"https://www.academia.edu/20369989/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0L_D%C3%9C%C5%9E%C3%9CNCE_ANAL%C4%B0Z%C4%B0_TEOR%C4%B0S%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/20369989/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0L_D%C3%9C%C5%9E%C3%9CNCE_ANAL%C4%B0Z%C4%B0_TEOR%C4%B0S%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="95036152" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/95036152/_D%C4%B0L%C4%B0N_ANAHTARI_DEY%C4%B0MLER_PROGRAMI_ARACILI%C4%9EIYLA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_YABANCILARA_DEY%C4%B0M_%C3%96%C4%9ERET%C4%B0M%C4%B0">“DİLİN ANAHTARI DEYİMLER” PROGRAMI ARACILIĞIYLA TÜRKÇE ÖĞRENEN YABANCILARA DEYİM ÖĞRETİMİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3994296" href="https://independent.academia.edu/AliyeNurERCANG%C3%9CVEN">Aliye Nur ERCAN GÜVEN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2022</p><p class="ds-related-work--abstract ds2-5-body-sm">Dillerin söz varlıkları içerisinde önemli bir yer teşkil eden deyimler, çoğu zaman kelimelerin gerçek anlamlarından çokça uzaklaşılan ve kendine özgü anlamlar taşıyan kalıplaşmış ifadelerdir. Yeni öğrenilen bir dilde deyimleri öğrencilere sadece sözlük anlamları ile aktarmak, tam öğrenmenin gerçekleşmesine çok fazla katkı sağlayamamakta ve o dilin deyimlerini bilip kullanmak öğrenciler için zor olmaktadır. Bu nedenle özellikle Türkçe gibi deyim yönünden zengin bir dilde, deyim öğretimine ayrı zaman ve çaba ayırmak gerekebilir. Bu araştırmanın amacı, Türkçe öğrenen yabancı öğrencilerin deyimleri örnek kullanımlar yardımıyla öğrenebilmesini sağlamaktır. Bu amaç doğrultusunda deyimlere ait örnek durumları hikâye eden bir radyo programından yararlanılmıştır. Çalışmada kullanılan program, Yunus Emre Enstitüsü Türkçenin Sesi Radyosu’nda B2-C1 düzeyleri için hazırlanmış olan Dilin Anahtarı Deyimler programıdır. Program 24 bölümden oluşmakta ve her bölümde farklı bir deyim ele alınmaktadır. Öğrenciler örnek kullanım durumlarını dinledikleri deyimlerin anlamını ve onları hangi durumlarda, ne için kullanabileceklerini bu program aracılığıyla öğrenmişlerdir. Bu çalışma, nicel araştırma deseninde yürütülmüş olup deneysel bir özellik taşımaktadır. Çalışmanın yöntemi, deney öncesi araştırma tasarımlarından tek seferlik vaka çalışmasıdır. Çalışmanın katılımcıları, bir devlet üniversitesinin Türkçe öğretimi, uygulama ve araştırma merkezinde Türkçe hazırlık eğitimine başlamış ve B2 seviyesini başarı ile tamamlamış öğrencilerdir. Uygulama yapıldığı tarihlerde katılımcılar C1 seviyesindeki derslerine devam etmektedir. Çalışmaya gönüllük esası gözetilerek 13 kız, 13 erkek olmak üzere toplam 26 öğrenci katılmıştır. Öğrencilerden 12’si Afrika, 10’u Asya, 3’ü Avrupa, 1’i ise Amerika uyrukludur. Çalışma için gerçekleştirilen uygulama toplamda altı hafta sürmüştür. İlk beş hafta öğrencilere Dilin Anahtarı Deyimler programda yer alan deyimler dinletilmiştir. Altıncı hafta ise dinledikleri deyimlere ilişkin hazırlanan başarı testi uygulanmıştır. Başarı testinde öğretilen her bir deyim için iki ayrı türde soru yer almaktadır. Testte kullanılan soru türleri; çoktan seçmeli, eşleştirme, doğru/yanlış ve boşluk doldurmadır. Sonuç olarak, katılımcıların bu çalışmada öğretilen deyimleri %80’in üzerinde bir başarı ile öğrendiği görülmüştür. Öğrencilerin en düşük ortalamaya sahip oldukları soru grubu, doğru/yanlış; en yüksek ortalamayı aldıkları soru grubu ise boşluk doldurma soruları olmuştur. Çalışmada öğretilen deyimlerden; ayaklarına kara sular inmek, pot kırmak, kanı kaynamak ve leb demeden leblebiyi anlamak katılımcı öğrencilerin daha çok başarılı olduğu deyimlerdir. Öğrencilerin en az başarılı oldukları deyimler ise pabucu dama atılmak ve çizmeyi aşmaktır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"“DİLİN ANAHTARI DEYİMLER” PROGRAMI ARACILIĞIYLA TÜRKÇE ÖĞRENEN YABANCILARA DEYİM ÖĞRETİMİ","attachmentId":97329049,"attachmentType":"pdf","work_url":"https://www.academia.edu/95036152/_D%C4%B0L%C4%B0N_ANAHTARI_DEY%C4%B0MLER_PROGRAMI_ARACILI%C4%9EIYLA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_YABANCILARA_DEY%C4%B0M_%C3%96%C4%9ERET%C4%B0M%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/95036152/_D%C4%B0L%C4%B0N_ANAHTARI_DEY%C4%B0MLER_PROGRAMI_ARACILI%C4%9EIYLA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_YABANCILARA_DEY%C4%B0M_%C3%96%C4%9ERET%C4%B0M%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="23921661" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23921661/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_OKUDU%C4%9EUNU_ANLAMA_BECER%C4%B0S%C4%B0N%C4%B0N_KAVRAM_HAR%C4%B0TASI_ARACILI%C4%9EIYLA_GEL%C4%B0%C5%9ET%C4%B0R%C4%B0LMES%C4%B0_B%C4%B0R_EYLEM_ARA%C5%9ETIRMASI">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE OKUDUĞUNU ANLAMA BECERİSİNİN KAVRAM HARİTASI ARACILIĞIYLA GELİŞTİRİLMESİ: BİR EYLEM ARAŞTIRMASI</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6446594" href="https://artvin.academia.edu/FerdiB%C3%BClb%C3%BCl">Ferdi Bülbül</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Bu çalışmanın amacı, yabancı dil olarak Türkçe öğrenen C1 düzeyi öğrencilerinin kavram haritaları aracılığıyla okuduğunu anlama becerilerinin geliştirilmesidir. Araştırma kavram haritalama tekniğinin uygulanma sürecini ortaya koymayı amaçladığı için eylem araştırması olarak düzenlenmiştir. Araştırma, 20.05.2014-10.07.2014 tarihleri arasında olmak üzere toplam 8 hafta sürmüş ve Fatih Üniversitesi TÖMER’de 11 öğrenci ile gerçekleştirilmiştir. Araştırmada okuduğunu anlama stratejilerinden tahmin etme, soru üretme ve özetlemenin öğretimi kavram haritaları yardımıyla yapılmıştır. Araştırma verileri video ve ses kayıtları, yansıtıcı günlük, öğrenci günlüğü, öğrenci çalışmaları, gözlem, strateji değerlendirme yaprakları ve okuduğunu anlama başarı testi olmak üzere çeşitli nitel ve nicel veri toplama araçlarıyla elde edilmiştir. Araştırma sekiz hafta boyunca, haftada iki gün dörder saat olacak şekilde planlanıp uygulanmıştır. Araştırmacı, stratejilerin öğretimini model olma yoluyla gerçekleştirmiş, ardından öğrencilerin bağımsız kullanıcılar olabilmeleri için ortam sağlamıştır. İki kez düzenlenen grup çalışması etkinlikleri ile öğrencilerin öğrenilen stratejileri kavram haritaları ile kullanmaları ve akran dayanışması-değerlendirmesi ile anlamlı öğrenmenin gerçekleştirilmesi hedeflenmiştir. Etkileşimli öğrenme ortamının, öğrencilerin öğrenmelerine olumlu katkıda bulunduğu görülmüştür. Nicel verilerin analizi SPSS for Windows programıyla, nitel verilerin analizi ise içerik analiziyle yapılmıştır. Nitel verilerin analizinde MAXQDA for Windows programından da yararlanılmıştır. Araştırmanın nicel analizleri sonucunda öğrencilerin okuduğunu anlama becerilerinin geliştiği görülmüştür. Nitel verilerden elde edilen bulgular ise okuduğunu anlama stratejilerinin kavram haritalama tekniğinden yararlanılarak öğretimi sonucunda öğrencilerin tahmin etme, soru üretme ve özetleme becerilerinde gelişim gösterdiklerini ortaya koymuştur. Araştırmada ürün ve süreç temelli değerlendirmelerin yapılmasının etkili olduğu gözlenmiştir. Strateji değerlendirme yapraklarının kullanımı, grup çalışmalarının düzenlenmesi, öğrenci çalışmalarının incelenmesi ve bunlarla ilgili öğrencilere dönütler verilmesi, öğrenci yanlışlarının azalmasına yardımcı olmuştur. Kavram haritalama tekniğinin öğrencilerin derse katılımlarını olumlu etkilediği ve anlamlı öğrenme sağladığı görülmüştür. Uygulama boyunca her dersle ilgili toplanan öğrenci günlükleri ve uygulama sonunda gerçekleştirilen öğrenci görüşlerinden elde edilen bulgulara göre öğrencilerin kavram haritalama tekniği ile işlenen dersleri çok etkileyici ve eğlenceli buldukları, uygulama boyunca kullanılan strateji ve teknikleri beğendikleri, eğitim hayatları boyunca bu strateji ve tekniklerden yararlanmak istedikleri tespit edilmiştir. Anahtar Kelimeler: Yabancı dil olarak Türkçe, okuduğunu anlama, kavram haritalama tekniği.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE OKUDUĞUNU ANLAMA BECERİSİNİN KAVRAM HARİTASI ARACILIĞIYLA GELİŞTİRİLMESİ: BİR EYLEM ARAŞTIRMASI","attachmentId":44307242,"attachmentType":"pdf","work_url":"https://www.academia.edu/23921661/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_OKUDU%C4%9EUNU_ANLAMA_BECER%C4%B0S%C4%B0N%C4%B0N_KAVRAM_HAR%C4%B0TASI_ARACILI%C4%9EIYLA_GEL%C4%B0%C5%9ET%C4%B0R%C4%B0LMES%C4%B0_B%C4%B0R_EYLEM_ARA%C5%9ETIRMASI","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23921661/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_OKUDU%C4%9EUNU_ANLAMA_BECER%C4%B0S%C4%B0N%C4%B0N_KAVRAM_HAR%C4%B0TASI_ARACILI%C4%9EIYLA_GEL%C4%B0%C5%9ET%C4%B0R%C4%B0LMES%C4%B0_B%C4%B0R_EYLEM_ARA%C5%9ETIRMASI"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="44378463" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44378463/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%87EVR%C4%B0M%C4%B0%C3%87%C4%B0_%C3%96%C4%9ERET%C4%B0M%C4%B0NE_Y%C3%96NEL%C4%B0K_%C3%96%C4%9ERET%C4%B0M_ELEMANI_G%C3%96R%C3%9C%C5%9ELER%C4%B0">TÜRKÇENİN YABANCI DİL OLARAK ÇEVRİMİÇİ ÖĞRETİMİNE YÖNELİK ÖĞRETİM ELEMANI GÖRÜŞLERİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="15775567" href="https://sakarya.academia.edu/YakupALAN">Yakup ALAN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Teke Akademi, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">2019 yılında ortaya çıkan ve tüm dünyayı etkisi altına alan Covid-19, birçok sektörün olumsuz etkiler yaşamasına neden olmuştur. Virüsün geniş kitlelere yayılması veya yayılmasının engellenmeye çalışılması sonucunda süreçten etkilenen faaliyet alanlarından biri de şüphesiz ki eğitim sektörü olmuştur. Virüsün ülkemizde görülmeye başlanmasıyla birlikte uzaktan eğitime geçilmiş ve öğrencilerin eğitim süreçlerinin devam ettirilmesi hedeflenmiştir. Bu süreçte yabancılara Türkçe öğretimi faaliyetleri de çevrimiçi yapılmaya başlanmıştır. Uzaktan yabancılara Türkçe öğretimi faaliyetlerinin öğretmen görüşlerine göre değerlendirilmesi amacıyla hazırlanan bu araştırmada nitel araştırma desenlerinden olgubilim kullanılmıştır. Araştırma Kilis 7 Aralık Üniversitesi Türkçe ve Yabancı Diller Öğretimi Uygulama ve Araştırma Merkezinde çevrimiçi derslere giren 3 öğretim görevlisi ile yürütülmüştür. Çalışmanın verileri araştırmacı tarafından hazırlanan ve uzman görüşü alınarak son hâli verilen yarı yapılandırılmış görüşme formu ile toplanmıştır. Elde edilen veriler üzerinden kodlamalar yapılmış ve veriler içerik analizine tabi tutulmuştur. Öğretim elemanlarından elde edilen görüşlerden hareketle Türkçenin yabancı dil olarak çevrimiçi öğretiminde olumlu ve olumsuz deneyimlerin yaşandığı tespit edilmiştir. Çevrimiçi öğretimin zamandan ve emekten tasarruf sağlaması, kayıtlardan dersi tekrar izleme imkânı vermesi ve zaman-mekân sınırlaması yapmaması gibi olumlu; yazma ve konuşma becerilerinde istenilen sonuca ulaştırmaması, devamsızlık sorunlarına neden olması, sınırlı bir etkileşim imkânı sunması, internet kesintisi nedeniyle kopmaların yaşanması ve sınırlı yöntem-teknik kullanımına olanak tanıması gibi olumsuz özelliklere sahip olduğu tespit edilmiştir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TÜRKÇENİN YABANCI DİL OLARAK ÇEVRİMİÇİ ÖĞRETİMİNE YÖNELİK ÖĞRETİM ELEMANI GÖRÜŞLERİ","attachmentId":64779991,"attachmentType":"pdf","work_url":"https://www.academia.edu/44378463/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%87EVR%C4%B0M%C4%B0%C3%87%C4%B0_%C3%96%C4%9ERET%C4%B0M%C4%B0NE_Y%C3%96NEL%C4%B0K_%C3%96%C4%9ERET%C4%B0M_ELEMANI_G%C3%96R%C3%9C%C5%9ELER%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44378463/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%87EVR%C4%B0M%C4%B0%C3%87%C4%B0_%C3%96%C4%9ERET%C4%B0M%C4%B0NE_Y%C3%96NEL%C4%B0K_%C3%96%C4%9ERET%C4%B0M_ELEMANI_G%C3%96R%C3%9C%C5%9ELER%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="92674014" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/92674014/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_E%C5%9E_ANLAMLI_KEL%C4%B0MELER%C4%B0N_%C3%96%C4%9ERET%C4%B0M%C4%B0">TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE EŞ ANLAMLI KELİMELERİN ÖĞRETİMİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="39806934" href="https://independent.academia.edu/latifiltar">latif iltar</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Dilde, eş anlamlılığın var olup olmadığı üzerine tartışmalar devam etmektedir. Bununla birlikte yabancı dil olarak Türkçe öğretim setleri ve Türkçe eğitimi programları incelendiğinde eş anlamlı kelimelerin öğretimine dair etkinliklerin bulunduğu görülebilmektedir. Türkçenin yabancı dil olarak öğretiminde eş anlamlı kelimelerin öğretiminin incelenmesini amaçlayan bu çalışma, nitel araştırma olarak planlanmıştır. Çalışmada nitel araştırma desenlerinden durum araştırması yapılmış olup verilerin elde edilmesi için doküman incelemesi yöntemine başvurulmuştur. Çalışmanın inceleme nesnesini Türkçenin yabancı dil olarak öğretiminde yaygın bir şekilde kullanılmakta olan Yedi İklim Türkçe Öğretim Seti (YİTÖS) ve Yeni İstanbul Uluslararası Öğrenciler İçin Türkçe Öğretim Seti (İTÖS)'ne ait A1, A2, B1, B2 ve C1 ders kitapları oluşturmaktadır. Çalışmadan elde edilen verilere göre eş anlamlı kelimelerin öğretimine dair YİTÖS A1-C1 kitaplarında toplam 18, İTÖS A1-C1 ders kitaplarında toplam 6 etkinlik bulunmaktadır. Bu anlamda YİTÖS ders kitaplarında yer alan eş anlamlı kelimelerin öğretimine dair etkinlik sayısının İTÖS ders kitaplarındakinden %200 daha fazla olduğu görülmektedir. Ders kitaplarında yer alan eş anlamlı kelimelerin öğretimine dair etkinlikler, tür bakımından incelendiğinde YİTÖS ders kitaplarında toplam 5 farklı etkinlik türünün, İTÖS ders kitaplarında toplam 2 farklı etkinlik türünün bulunduğu görülmektedir. Bu anlamda YİTÖS ders kitaplarında yer alan etkinlik türlerine ait çeşitliliğin İTÖS ders kitaplarındakinden %150 daha fazla olduğu görülmektedir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE EŞ ANLAMLI KELİMELERİN ÖĞRETİMİ","attachmentId":95620205,"attachmentType":"pdf","work_url":"https://www.academia.edu/92674014/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_E%C5%9E_ANLAMLI_KEL%C4%B0MELER%C4%B0N_%C3%96%C4%9ERET%C4%B0M%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/92674014/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_E%C5%9E_ANLAMLI_KEL%C4%B0MELER%C4%B0N_%C3%96%C4%9ERET%C4%B0M%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="127790546" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/127790546/T%C3%9CRK%C4%B0YEDE_ZORUNLU_E%C4%9E%C4%B0T%C4%B0MDE_YABANCI_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0">TÜRKİYE'DE ZORUNLU EĞİTİMDE YABANCI DİL ÖĞRETİMİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40497856" href="https://independent.academia.edu/%C4%B0lkevakfi">İLKE Vakfı</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Politika Notu, 2025</p><p class="ds-related-work--abstract ds2-5-body-sm">Yabancı dil eğitimi ve yönetimi birden fazla paydaşın aktif katılımıyla yürütülmektedir. Yönetim süreçlerine katılan tüm paydaşların bir arada etkin ve verimli bir şekilde çalışamaması durumunda, hedeflenen ve umu- lan öğrenim çıktılarına ulaşılamamaktadır. Türkiye’deki yabancı dil eğitim süreci çeşitli değişim ve iyileştirme süreçlerinden geçmekte ve ihtiyaç analizlerine göre yeni dil öğretim politikaları hazırlanmaktadır. Bu politika- lar dahilinde, yabancı dil öğretimine zorunlu eğitim döneminin ilk kademelerinden itibaren odaklanılmaktadır. Yabancı dil eğitimini destekleyici eğitim platformları hazırlanmakta ve dil öğretiminde kalitenin yükseltilmesi için projeler geliştirilmektedir. Mevcut çalışmalara ek olarak, yabancı dil eğitimine dijital çağın ne ölçüde etki ettiği, bu etkinin yönü ve sağlayacağı katkılar değerlendirilmelidir. Ayrıca, yeni düzenle birlikte dil öğrencileri- nin profilinde önceki dönemlere göre bazı farklılıklar ortaya çıkmıştır. Bu farklılıkların, öğretmenlerin mevcut statüsü ve değişen öğrenci profiliyle olan etkileşimleri üzerindeki etkisi dikkatlice değerlendirilmelidir. Süre- cin temel unsurları olan öğretim materyallerinin verimliliği ile ölçme ve değerlendirme sistem ve araçları da yeniden mercek altına alınıp incelenmelidir. Bu politika notu, zorunlu eğitim döneminde yabancı dil öğreti- miyle ilişkili mevcut durumu veriler eşliğinde ortaya koymayı ve alandaki sorunlar ile fırsatları dikkate alarak politika önerileri sunmayı hedeflemektedir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TÜRKİYE'DE ZORUNLU EĞİTİMDE YABANCI DİL ÖĞRETİMİ","attachmentId":121472276,"attachmentType":"pdf","work_url":"https://www.academia.edu/127790546/T%C3%9CRK%C4%B0YEDE_ZORUNLU_E%C4%9E%C4%B0T%C4%B0MDE_YABANCI_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/127790546/T%C3%9CRK%C4%B0YEDE_ZORUNLU_E%C4%9E%C4%B0T%C4%B0MDE_YABANCI_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="30946924" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/30946924/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_YAZMA_BECER%C4%B0S%C4%B0N%C4%B0_GEL%C4%B0%C5%9ET%C4%B0RMEYE_Y%C3%96NEL%C4%B0K_B%C4%B0R_EYLEM_ARA%C5%9ETIRMASI_D%C3%96NG%C3%9CSEL_YAZMA_ETK%C4%B0NL%C4%B0%C4%9E%C4%B0">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE YAZMA BECERİSİNİ GELİŞTİRMEYE YÖNELİK BİR EYLEM ARAŞTIRMASI: DÖNGÜSEL YAZMA ETKİNLİĞİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6950316" href="https://gazi.academia.edu/burcutak%C4%B1l">Nazife Burcu Takıl</a></div><p class="ds-related-work--abstract ds2-5-body-sm">ÖZ Bu çalışmada Türkçeyi yabancı dil olarak öğrenen B1 düzeyindeki öğrencilerin yazma becerisini geliştirme amacıyla oluşturulan " döngüsel yazma " etkinliği açıklanmakta ve etkinliğin öğrencilerdeki üstbilişsel, bilişsel ve duyuşsal etkileri ortaya konmaktadır. Bu çalışmada belirtilen döngüsel yazma etkinliği; öğrencilerin yazma becerilerini geliştirme süreçlerinde yaptıkları yazım hataları ve anlam bozukluklarını kendilerinin tespit edip düzelterek doğru ve kalıcı davranış değişikliğinde bulunulmasına dayanmaktadır. Araştırmanın modeli nitel araştırma yöntemlerinden biri olan eylem araştırmasıdır. Araştırmanın verileri, öğrencilerin süreç öncesi ve sonrasında oluşturmuş oldukları kompozisyonlar ve etkinliğe yönelik görüş formu ile toplanmıştır. Araştırmanın uygulama süreci, Gazi Üniversitesi TÖMER' deki B1 düzeyinde Türkçe öğrenen 12 öğrenci ile yürütülmüştür. Uygulama sekiz hafta sürmüştür. Öğrencilerin kompozisyonları ve görüş formuna vermiş oldukları cevapların analizinde içerik analizi kullanılmıştır. Çalışmanın sonucunda " döngüsel yazma " etkinliğinin öğrencilerin bilişsel, üst bilişsel ve duyuşsal becerilerinde olumlu gelişmeler ortaya çıkardığı saptanmıştır. Bu etkinlik ile öğrencilerin ders sürecinde eğlendikleri, öğrendikleri ve yazma becerisi ile ilgili eksiklikleri kendilerinin tespit ederek hatalarını düzelttikleri ortaya çıkmıştır. Bu sonuçlar, döngüsel yazma etkinliğinin Türkçenin yabancı dil olarak öğrenim sürecinde başarılı veriler ortaya koyduğunu göstermektedir. ABSTRACT In this study, " cyclical writing " activity which is created with the aim of improving writing skills of B1 level students learning Turkish as a foreign language and it's metacognitive, cognitive and emotional effects on students are introduced. Cyclical writing activity mentioned in this work; is based on making true and permanent behaviour change by detecting and</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE YAZMA BECERİSİNİ GELİŞTİRMEYE YÖNELİK BİR EYLEM ARAŞTIRMASI: DÖNGÜSEL YAZMA ETKİNLİĞİ","attachmentId":51376370,"attachmentType":"pdf","work_url":"https://www.academia.edu/30946924/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_YAZMA_BECER%C4%B0S%C4%B0N%C4%B0_GEL%C4%B0%C5%9ET%C4%B0RMEYE_Y%C3%96NEL%C4%B0K_B%C4%B0R_EYLEM_ARA%C5%9ETIRMASI_D%C3%96NG%C3%9CSEL_YAZMA_ETK%C4%B0NL%C4%B0%C4%9E%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/30946924/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_YAZMA_BECER%C4%B0S%C4%B0N%C4%B0_GEL%C4%B0%C5%9ET%C4%B0RMEYE_Y%C3%96NEL%C4%B0K_B%C4%B0R_EYLEM_ARA%C5%9ETIRMASI_D%C3%96NG%C3%9CSEL_YAZMA_ETK%C4%B0NL%C4%B0%C4%9E%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="101616995" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/101616995/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_%C3%87EVRE_K%C3%9CLT%C3%9CR_ETK%C4%B0LE%C5%9E%C4%B0M%C4%B0NDEN_YARARLANILMASI_KISA_H%C4%B0K%C3%82YELER_%C4%B0LE_UYGULAMALI_B%C4%B0R_%C3%96%C4%9ERET%C4%B0M">TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE ÇEVRE-KÜLTÜR ETKİLEŞİMİNDEN YARARLANILMASI: KISA HİKÂYELER İLE UYGULAMALI BİR ÖĞRETİM</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="58891178" href="https://yildiz.academia.edu/feyza%C3%B6zdemir">Feyza Özdemir</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2023</p><p class="ds-related-work--abstract ds2-5-body-sm">Learning a language starts with learning the culture of that language. One of the most fundamental uncertainties of culture is the language and the environment in which that language is used. It is very important in terms of language teaching that the materials used in teaching Turkish as a foreign language in these texts reflect the study of the target language and cultural characteristics. In order to use this consideration, it is to examine the practical navigation of the spatial components in short stories in improving the reading skills of students learning Turkish as a foreign language. The reason why the short story, one of the literary genres, is preferred in teaching Turkish as a foreign language, is that the students are made active in the activities around a targeting understanding and they are in the completion, integrative and creative space at the end of the target language. In the research, the post-test control group experimental design of the real experiment model, which is one of the good research methods, was used. The study group consists of B2 level students who received Turkish preparatory education at Istanbul Gelisim University. The study period is 7 weeks. “An Achievement Test Measuring Comprehension Skills”, “Space-Based Reading Activities” and “End of Activity Questionnaire” were used as data collection tools. SPSS 22 software was used to analyze the obtained data. According to the results obtained in the research, there is something that makes a difference on the reading load of Turkish teaching, which is made from space-focused in-class activities designed from short stories. Keywords: Short Story, Environment-Culture Interaction, Teaching Turkish as a Foreign Language, Reading Skills.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE ÇEVRE-KÜLTÜR ETKİLEŞİMİNDEN YARARLANILMASI: KISA HİKÂYELER İLE UYGULAMALI BİR ÖĞRETİM","attachmentId":102108890,"attachmentType":"pdf","work_url":"https://www.academia.edu/101616995/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_%C3%87EVRE_K%C3%9CLT%C3%9CR_ETK%C4%B0LE%C5%9E%C4%B0M%C4%B0NDEN_YARARLANILMASI_KISA_H%C4%B0K%C3%82YELER_%C4%B0LE_UYGULAMALI_B%C4%B0R_%C3%96%C4%9ERET%C4%B0M","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/101616995/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_%C3%87EVRE_K%C3%9CLT%C3%9CR_ETK%C4%B0LE%C5%9E%C4%B0M%C4%B0NDEN_YARARLANILMASI_KISA_H%C4%B0K%C3%82YELER_%C4%B0LE_UYGULAMALI_B%C4%B0R_%C3%96%C4%9ERET%C4%B0M"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="36527763" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36527763/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_ANA_D%C4%B0L%C4%B0N%C4%B0N_ETK%C4%B0S%C4%B0">TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE ANA DİLİNİN ETKİSİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1259332" href="https://amasya.academia.edu/Nur%C5%9FatBi%C3%A7er">Nurşat Biçer</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Bu çalışmanın amacı Suriyeli öğrencilerin sahip oldukları ana dilinin yabancı dil olarak Türkçe öğrenme süreçlerine etkisini belirlemektir. Bu amaç doğrultusunda Türkçe öğrenen öğrencilerin öğrenme sürecinde ana dili kullanımının derslerde ve ders dışındaki durumları, ana dili kullanım durumunda yaşanan değişiklikler, derslere giren okutmanların bu durumla ilgili uygulamaları, ana diliyle ilgili ögelerin Türkçe dil becerilerine nasıl yansıdığı vb. ile ilgili bazı hususlar araştırılmıştır. Çalışmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Bu araştırmada Suriyeli öğrencilerin Türkçe öğrenme sürecinde ana dillerinin etkisine yönelik öğrenci ve okutman görüşleri ile dersler tutulan araştırmacı günlüklerinin bütüncül değerlendirilmesi dolayısıyla nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu Kilis 7 Aralık Üniversitesinde Türkçe öğrenen 23 Suriyeli öğrenci ve bu öğrencilerin derslerine giren 5 okutman oluşturmaktadır. Araştırmanın verileri araştırmacı tarafından geliştirilen öğrenciler için görüşme formu, okutmanlar için görüşme formu ve araştırmacı günlüğü gibi veri toplama araçlarıyla toplanmıştır. Toplanan veriler içerik analizi yöntemiyle incelenmiştir. Araştırma soruları çerçevesinde hazırlanan bulgular örneklerle desteklenmiştir. Veriler analiz edilirken iki puanlayıcı kullanılmıştır. Çalışma sonucunda ana dilinin öğrenciler tarafından ihtiyaç duyulan durumlarda kullanıldığı ve okutmanların da bu konuda esnek davrandıkları belirlenmiştir. Ana dilinin tamamen yasaklamalar ve engellemelerle önüne geçilmesinden ziyade yeri geldikçe bir öğretim aracı olarak yararlanılması gerektiği anlaşılmaktadır. Türkçe öğretiminde ana dilinin kullanımı konusunda katı kurallar yerine olumlu etkilerinden de yararlanılması gerektiği söylenebilir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE ANA DİLİNİN ETKİSİ","attachmentId":56446692,"attachmentType":"pdf","work_url":"https://www.academia.edu/36527763/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_ANA_D%C4%B0L%C4%B0N%C4%B0N_ETK%C4%B0S%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36527763/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_ANA_D%C4%B0L%C4%B0N%C4%B0N_ETK%C4%B0S%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":51090014,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":51090014,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_51090014" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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href="https://independent.academia.edu/barandemir62">baran demir</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Languages' Education, 2015</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KAVRAM YANILGILARINI GİDERMEYE YÖNELİK ZEKİ ÖĞRETİM SİSTEMİ YAZILIMI KULLANIMININ ÖĞRENCİ BAŞARISINA ETKİSİ(ÇOMÜ TÖMER Örneği)","attachmentId":117040169,"attachmentType":"pdf","work_url":"https://www.academia.edu/122358835/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAVRAM_YANILGILARINI_G%C4%B0DERMEYE_Y%C3%96NEL%C4%B0K_ZEK%C4%B0_%C3%96%C4%9ERET%C4%B0M_S%C4%B0STEM%C4%B0_YAZILIMI_KULLANIMININ_%C3%96%C4%9ERENC%C4%B0_BA%C5%9EARISINA_ETK%C4%B0S%C4%B0_%C3%87OM%C3%9C_T%C3%96MER_%C3%96rne%C4%9Fi_","alternativeTracking":true}"><span 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