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Alanya/Antalya<br /><b>Address: </b>Alanya Alaaddin Keykubat Üniversitesi. Eğitim Fakültesi.<br />Türkçe ve Sosyal Bilimler Eğitimi Bölümü. Türkçe Eğitimi Ana Bilim Dalı. <br />07450. 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title="Books"><span>8</span> <span class="ds2-5-body-sm-bold">Books</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 Prof. Dr. Elif AKTAŞ</h3></div><div class="js-work-strip profile--work_container" data-work-id="107323842"><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/107323842/YERLE%C5%9E%C4%B0K_YABANCI_UYRUKLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_E%C4%9E%C4%B0T%C4%B0M_G%C3%96RD%C3%9C%C4%9E%C3%9C_OKULLARDA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N_KAR%C5%9EILA%C5%9ETI%C4%9EI_SORUNLAR_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0_ALANYA_%C3%96RNE%C4%9E%C4%B0"><img alt="Research paper thumbnail of YERLEŞİK YABANCI UYRUKLU ÖĞRENCİLERİN EĞİTİM GÖRDÜĞÜ OKULLARDA TÜRKÇE ÖĞRETMENLERİNİN KARŞILAŞTIĞI SORUNLAR VE ÇÖZÜM ÖNERİLERİ: ALANYA ÖRNEĞİ" class="work-thumbnail" src="https://attachments.academia-assets.com/106022208/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/107323842/YERLE%C5%9E%C4%B0K_YABANCI_UYRUKLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_E%C4%9E%C4%B0T%C4%B0M_G%C3%96RD%C3%9C%C4%9E%C3%9C_OKULLARDA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N_KAR%C5%9EILA%C5%9ETI%C4%9EI_SORUNLAR_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0_ALANYA_%C3%96RNE%C4%9E%C4%B0">YERLEŞİK YABANCI UYRUKLU ÖĞRENCİLERİN EĞİTİM GÖRDÜĞÜ OKULLARDA TÜRKÇE ÖĞRETMENLERİNİN KARŞILAŞTIĞI SORUNLAR VE ÇÖZÜM ÖNERİLERİ: ALANYA ÖRNEĞİ</a></div><div class="wp-workCard_item"><span>T.C. ALANYA ALAADDİN KEYKUBAT NİVERSİTESİ YAYINLARI: 002 800. FETİH YILININ EŞİĞİNDE ALANYA/ALAİYE ve ALAADDİN KEYKUBAT SEMPOZYUMU BİLDİRİ KİTABI</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Alanya bölgesi; pek ok ilden daha büyük, konum itibarıyla yoğun olarak yerleşik yabancı nüfusun b...</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">Alanya bölgesi; pek ok ilden daha büyük, konum itibarıyla yoğun olarak yerleşik yabancı nüfusun bulunduğu yerleşim yerlerinden biridir. Bu husus göz önünde bulundurulduğunda Alanya’da özellikle dil eğitimi açısından iki dillilik, çok dillilik, çok kültürlülük, yabancı dil olarak Türkçe öğretimi gibi hususların ön plana çıktığı görülmektedir. Bu bölgede görev yapan ya da yapacak olan eğitim kadrosunun bu konuda farkındalığa ve yetkinliğe sahip olması oldukça önemlidir. Bu kapsamda yabancı uyruklu öğrenciler için devlet tarafından birtakım politikalar uygulanmakta, onlara yönelik geçici eğitim merkezlerinde ve bakanlığa bağlı birimlerde eğitim imkânı sunulmaktadır. Ancak sınıflarında yabancı öğrenciler bulunan öğretmenler, dil eğitimi ve öğretimi açısından çeşitli sorunlar yaşamaktadır. Bu araştırmanın amacı, Alanya’da yerleşik yabancı uyruklu öğrencilerin eğitim gördüğü ilköğretim okullarında Türkçe öğretmenlerinin karşılaştığı sorunları ve çözüm önerilerini ortaya koymaktır. Nitel desenle tasarlanan araştırmada ana dili olarak Türkçe dersleri veren 22 öğretmenle görüşmeler yapılmıştır. Veri toplama aracı olarak araştırmacı tarafından hazırlanan ve uzman görüşü alınarak son şekli verilen yarı yapılandırılmış görüşme formu kullanılmıştır. Formda Türkçe öğretmenlerinin ana dili olarak Türkçe öğretimi sürecinde yaşadıkları problemleri ve bu problemlerin çözümüne yönelik önerilerini tespit etmeye yönelik sorulara yer verilmiştir. İçerik analizi ile çözümlenen verilerden elde edilen sonunlar, yabancı uyruklu öğrencilerin öğrenim gördükleri okullarda başta dil ve iletişim olmak üzere, uyum, akademik başarısızlık ve sosyalleşme gibi bazı sorunlar yaşadığını ortaya koymaktadır. Öğretmenlerin bu sorunlara yönelik çözüm önerilerinden en önemlisi ise okul yönetiminin ya da il ve ilçe millî eğitim müdürlüklerinin bu konuda bir eğitim politikası oluşturması yönündedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dc2a2318fa78820f38c4f996b6d6b734" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106022208,"asset_id":107323842,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106022208/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&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="107323842"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107323842"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107323842; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107323842]").text(description); $(".js-view-count[data-work-id=107323842]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107323842; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107323842']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107323842, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dc2a2318fa78820f38c4f996b6d6b734" } } $('.js-work-strip[data-work-id=107323842]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107323842,"title":"YERLEŞİK YABANCI UYRUKLU ÖĞRENCİLERİN EĞİTİM GÖRDÜĞÜ OKULLARDA TÜRKÇE ÖĞRETMENLERİNİN KARŞILAŞTIĞI SORUNLAR VE ÇÖZÜM ÖNERİLERİ: ALANYA ÖRNEĞİ","translated_title":"","metadata":{"abstract":"Alanya bölgesi; pek ok ilden daha büyük, konum itibarıyla yoğun olarak yerleşik yabancı nüfusun bulunduğu yerleşim yerlerinden biridir. Bu husus göz önünde bulundurulduğunda Alanya’da özellikle dil eğitimi açısından iki dillilik, çok dillilik, çok kültürlülük, yabancı dil olarak Türkçe öğretimi gibi hususların ön plana çıktığı görülmektedir. Bu bölgede görev yapan ya da yapacak olan eğitim kadrosunun bu konuda farkındalığa ve yetkinliğe sahip olması oldukça önemlidir. Bu kapsamda yabancı uyruklu öğrenciler için devlet tarafından birtakım politikalar uygulanmakta, onlara yönelik geçici eğitim merkezlerinde ve bakanlığa bağlı birimlerde eğitim imkânı sunulmaktadır. Ancak sınıflarında yabancı öğrenciler bulunan öğretmenler, dil eğitimi ve öğretimi açısından çeşitli sorunlar yaşamaktadır. Bu araştırmanın amacı, Alanya’da yerleşik yabancı uyruklu öğrencilerin eğitim gördüğü ilköğretim okullarında Türkçe öğretmenlerinin karşılaştığı sorunları ve çözüm önerilerini ortaya koymaktır. Nitel desenle tasarlanan araştırmada ana dili olarak Türkçe dersleri veren 22 öğretmenle görüşmeler yapılmıştır. Veri toplama aracı olarak araştırmacı tarafından hazırlanan ve uzman görüşü alınarak son şekli verilen yarı yapılandırılmış görüşme formu kullanılmıştır. Formda Türkçe öğretmenlerinin ana dili olarak Türkçe öğretimi sürecinde yaşadıkları problemleri ve bu problemlerin çözümüne yönelik önerilerini tespit etmeye yönelik sorulara yer verilmiştir. İçerik analizi ile çözümlenen verilerden elde edilen sonunlar, yabancı uyruklu öğrencilerin öğrenim gördükleri okullarda başta dil ve iletişim olmak üzere, uyum, akademik başarısızlık ve sosyalleşme gibi bazı sorunlar yaşadığını ortaya koymaktadır. Öğretmenlerin bu sorunlara yönelik çözüm önerilerinden en önemlisi ise okul yönetiminin ya da il ve ilçe millî eğitim müdürlüklerinin bu konuda bir eğitim politikası oluşturması yönündedir.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"T.C. ALANYA ALAADDİN KEYKUBAT NİVERSİTESİ YAYINLARI: 002 800. FETİH YILININ EŞİĞİNDE ALANYA/ALAİYE ve ALAADDİN KEYKUBAT SEMPOZYUMU BİLDİRİ KİTABI"},"translated_abstract":"Alanya bölgesi; pek ok ilden daha büyük, konum itibarıyla yoğun olarak yerleşik yabancı nüfusun bulunduğu yerleşim yerlerinden biridir. Bu husus göz önünde bulundurulduğunda Alanya’da özellikle dil eğitimi açısından iki dillilik, çok dillilik, çok kültürlülük, yabancı dil olarak Türkçe öğretimi gibi hususların ön plana çıktığı görülmektedir. Bu bölgede görev yapan ya da yapacak olan eğitim kadrosunun bu konuda farkındalığa ve yetkinliğe sahip olması oldukça önemlidir. Bu kapsamda yabancı uyruklu öğrenciler için devlet tarafından birtakım politikalar uygulanmakta, onlara yönelik geçici eğitim merkezlerinde ve bakanlığa bağlı birimlerde eğitim imkânı sunulmaktadır. Ancak sınıflarında yabancı öğrenciler bulunan öğretmenler, dil eğitimi ve öğretimi açısından çeşitli sorunlar yaşamaktadır. Bu araştırmanın amacı, Alanya’da yerleşik yabancı uyruklu öğrencilerin eğitim gördüğü ilköğretim okullarında Türkçe öğretmenlerinin karşılaştığı sorunları ve çözüm önerilerini ortaya koymaktır. Nitel desenle tasarlanan araştırmada ana dili olarak Türkçe dersleri veren 22 öğretmenle görüşmeler yapılmıştır. Veri toplama aracı olarak araştırmacı tarafından hazırlanan ve uzman görüşü alınarak son şekli verilen yarı yapılandırılmış görüşme formu kullanılmıştır. Formda Türkçe öğretmenlerinin ana dili olarak Türkçe öğretimi sürecinde yaşadıkları problemleri ve bu problemlerin çözümüne yönelik önerilerini tespit etmeye yönelik sorulara yer verilmiştir. İçerik analizi ile çözümlenen verilerden elde edilen sonunlar, yabancı uyruklu öğrencilerin öğrenim gördükleri okullarda başta dil ve iletişim olmak üzere, uyum, akademik başarısızlık ve sosyalleşme gibi bazı sorunlar yaşadığını ortaya koymaktadır. Öğretmenlerin bu sorunlara yönelik çözüm önerilerinden en önemlisi ise okul yönetiminin ya da il ve ilçe millî eğitim müdürlüklerinin bu konuda bir eğitim politikası oluşturması yönündedir.","internal_url":"https://www.academia.edu/107323842/YERLE%C5%9E%C4%B0K_YABANCI_UYRUKLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_E%C4%9E%C4%B0T%C4%B0M_G%C3%96RD%C3%9C%C4%9E%C3%9C_OKULLARDA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N_KAR%C5%9EILA%C5%9ETI%C4%9EI_SORUNLAR_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0_ALANYA_%C3%96RNE%C4%9E%C4%B0","translated_internal_url":"","created_at":"2023-09-27T15:38:17.885-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2294005,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":106022208,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106022208/thumbnails/1.jpg","file_name":"ILGILI_BOLUM.pdf","download_url":"https://www.academia.edu/attachments/106022208/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YERLESIK_YABANCI_UYRUKLU_OGRENCILERIN_EG.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106022208/ILGILI_BOLUM-libre.pdf?1695855346=\u0026response-content-disposition=attachment%3B+filename%3DYERLESIK_YABANCI_UYRUKLU_OGRENCILERIN_EG.pdf\u0026Expires=1732394190\u0026Signature=MI3jaYm9Bhuvy7BUg-qrb-75XafuKbZxRZg7F3q9pBxWRx1WsAICYATiwh-ozKt2m2X0nZE63VP652SXPlWa1itl~NWTSvF2xKqgQgVplZ~9C5bFzu~Iifc6iR3f64EnXaQDmu9ubAzcM4kr~JQXQzPEqoSuUVW6jbFpzDYEhPjCn5ZQmNEwmN0Gs~DZjUTS-Wi3aPhfhpfSIwQ8hNfhlBSNTAPxbPiYBlVWuGHX~~~NN2fv3U4IbdHd2X6rfGg9g6NUFAX~51UZgl38FPMzFMAwTEjWkv9If~BNnpb~vhP1mQWvcKVcjJuigpmKxXxEjNnSa8Q~SsaVFHQdTSWMWg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"YERLEŞİK_YABANCI_UYRUKLU_ÖĞRENCİLERİN_EĞİTİM_GÖRDÜĞÜ_OKULLARDA_TÜRKÇE_ÖĞRETMENLERİNİN_KARŞILAŞTIĞI_SORUNLAR_VE_ÇÖZÜM_ÖNERİLERİ_ALANYA_ÖRNEĞİ","translated_slug":"","page_count":17,"language":"tr","content_type":"Work","owner":{"id":2294005,"first_name":"Prof. Dr. Elif","middle_initials":null,"last_name":"AKTAŞ","page_name":"elifaktaş","domain_name":"alanya","created_at":"2012-08-12T08:52:38.212-07:00","display_name":"Prof. Dr. Elif AKTAŞ","url":"https://alanya.academia.edu/elifakta%C5%9F"},"attachments":[{"id":106022208,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106022208/thumbnails/1.jpg","file_name":"ILGILI_BOLUM.pdf","download_url":"https://www.academia.edu/attachments/106022208/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YERLESIK_YABANCI_UYRUKLU_OGRENCILERIN_EG.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106022208/ILGILI_BOLUM-libre.pdf?1695855346=\u0026response-content-disposition=attachment%3B+filename%3DYERLESIK_YABANCI_UYRUKLU_OGRENCILERIN_EG.pdf\u0026Expires=1732394190\u0026Signature=MI3jaYm9Bhuvy7BUg-qrb-75XafuKbZxRZg7F3q9pBxWRx1WsAICYATiwh-ozKt2m2X0nZE63VP652SXPlWa1itl~NWTSvF2xKqgQgVplZ~9C5bFzu~Iifc6iR3f64EnXaQDmu9ubAzcM4kr~JQXQzPEqoSuUVW6jbFpzDYEhPjCn5ZQmNEwmN0Gs~DZjUTS-Wi3aPhfhpfSIwQ8hNfhlBSNTAPxbPiYBlVWuGHX~~~NN2fv3U4IbdHd2X6rfGg9g6NUFAX~51UZgl38FPMzFMAwTEjWkv9If~BNnpb~vhP1mQWvcKVcjJuigpmKxXxEjNnSa8Q~SsaVFHQdTSWMWg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":188209,"name":"Yabancılara Türkçe Öğretimi","url":"https://www.academia.edu/Documents/in/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="105276592"><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/105276592/%C4%B0mam_Hatip_Ortaokulu_%C3%96%C4%9Frencilerinin_Okuma_K%C3%BClt%C3%BCr%C3%BC_D%C3%BCzeylerinin_Okuma_Profilleri_Ba%C4%9Flam%C4%B1nda_%C4%B0ncelenmesi_Alanya_%C3%96rne%C4%9Fi"><img alt="Research paper thumbnail of İmam-Hatip Ortaokulu Öğrencilerinin Okuma Kültürü Düzeylerinin Okuma Profilleri Bağlamında İncelenmesi: Alanya Örneği" class="work-thumbnail" src="https://attachments.academia-assets.com/104774874/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/105276592/%C4%B0mam_Hatip_Ortaokulu_%C3%96%C4%9Frencilerinin_Okuma_K%C3%BClt%C3%BCr%C3%BC_D%C3%BCzeylerinin_Okuma_Profilleri_Ba%C4%9Flam%C4%B1nda_%C4%B0ncelenmesi_Alanya_%C3%96rne%C4%9Fi">İmam-Hatip Ortaokulu Öğrencilerinin Okuma Kültürü Düzeylerinin Okuma Profilleri Bağlamında İncelenmesi: Alanya Örneği</a></div><div class="wp-workCard_item"><span>Ana Dili Eğitimi Dergisi</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmada imam hatip ortaokulu öğrencilerinin okuma kültürü düzeylerinin tespit edilmesi amaçl...</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 çalışmada imam hatip ortaokulu öğrencilerinin okuma kültürü düzeylerinin tespit edilmesi amaçlanmıştır. Çalışma, tarama modelinde betimsel bir araştırmadır. Çalışmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve 20 sorudan oluşan 'Okuma Profili Anketi' kullanılmıştır. Araştırmanın çalışma grubunu Antalya ili Alanya ilçesindeki imam hatip ortaokullarında öğrenim gören 271 öğrenci oluşturmaktadır. Verilerin çözümlenmesinde yüzde ve frekans analizleri ile ki-kare analizinden yararlanılmıştır. Çalışmada öğrencilerin çoğunun boş vakitlerini geçirmek ve keyif almak için kitap okudukları; roman, hikâye, masal gibi kurgusal türleri ve macera/polisiye, kişisel gelişim konulu eserleri tercih ettikleri belirlenmiştir. Ayrıca öğrencilerin yabancılardan ziyade yerli yazarları okudukları, dijital araçları ve interneti genel anlamda kitap okuma amacıyla kullanmadıkları da tespit edilmiştir. Bunun yanı sıra öğrencilerin kitapları genellikle kitapçıdan satın alarak temin ettikleri ve baskı hâlinde okudukları, kitap seçiminde en çok kitabın konusuna ve kapağına dikkat ettikleri de ortaya konmuştur. Ayrıca araştırma sonuçları, öğrencilerin kütüphaneye gitme oranlarının düşük olduğunu ve süreli yayınları takip etmediklerini de ortaya koymuştur.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="80cd3745cdd8decb5d0f3a0e020871c9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104774874,"asset_id":105276592,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104774874/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&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="105276592"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105276592"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105276592; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=105276592]").text(description); $(".js-view-count[data-work-id=105276592]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 105276592; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='105276592']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 105276592, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "80cd3745cdd8decb5d0f3a0e020871c9" } } $('.js-work-strip[data-work-id=105276592]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":105276592,"title":"İmam-Hatip Ortaokulu Öğrencilerinin Okuma Kültürü Düzeylerinin Okuma Profilleri Bağlamında İncelenmesi: Alanya Örneği","translated_title":"","metadata":{"abstract":"Bu çalışmada imam hatip ortaokulu öğrencilerinin okuma kültürü düzeylerinin tespit edilmesi amaçlanmıştır. 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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="105262559"><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/105262559/Effect_of_Readers_Theater_on_Reading_Comprehension_Skills_and_Reading_Motivation_among_Students_of_Turkish_as_a_Foreign_Language"><img alt="Research paper thumbnail of Effect of Readers Theater on Reading Comprehension Skills and Reading Motivation among Students of Turkish as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/104765213/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/105262559/Effect_of_Readers_Theater_on_Reading_Comprehension_Skills_and_Reading_Motivation_among_Students_of_Turkish_as_a_Foreign_Language">Effect of Readers Theater on Reading Comprehension Skills and Reading Motivation among Students of Turkish as a Foreign Language</a></div><div class="wp-workCard_item"><span>International Journal of Education & Literacy Studies</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Different methods, techniques and strategies are employed in teaching to improve reading, especia...</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">Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. The aim of this study is to determine the effect of readers theater on reading comprehension skills and reading motivation in teaching Turkish as a foreign language. In the study, in which an exploratory mixed design in which quantitative and qualitative research methods were used together was preferred, the subjects were determined by convenience sampling. Accordingly, 61 B1 level students (31 experimental, 30 control) learning Turkish as a foreign language at a state university in southern Turkey were assigned as the experimental and control groups. Reading comprehension achievement test was used to collect data in the study., reading motivation scale and semi-structured interview form were used to collect data. Dependent and independent groups t-test was used to analyze quantitative data; descriptive analysis and content analysis were used to analyze qualitative data. The results reveal that the reading theater technique had a positive effect on the reading comprehension skills and reading motivation of the students in the experimental group. In addition, it was determined that the students expressed positive opinions about the reading theater. Based on these results, it is suggested that reading theater technique should be used to increase the reading motivation of Turkish as a foreign language learner and improve their reading comprehension skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee11cdd8f60d82cc9e5891caf9a7371c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104765213,"asset_id":105262559,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104765213/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&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="105262559"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105262559"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105262559; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=105262559]").text(description); $(".js-view-count[data-work-id=105262559]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 105262559; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='105262559']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 105262559, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ee11cdd8f60d82cc9e5891caf9a7371c" } } $('.js-work-strip[data-work-id=105262559]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":105262559,"title":"Effect of Readers Theater on Reading Comprehension Skills and Reading Motivation among Students of Turkish as a Foreign Language","translated_title":"","metadata":{"abstract":"Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. 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The results reveal that the reading theater technique had a positive effect on the reading comprehension skills and reading motivation of the students in the experimental group. In addition, it was determined that the students expressed positive opinions about the reading theater. Based on these results, it is suggested that reading theater technique should be used to increase the reading motivation of Turkish as a foreign language learner and improve their reading comprehension skills.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"International Journal of Education \u0026 Literacy Studies"},"translated_abstract":"Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. The aim of this study is to determine the effect of readers theater on reading comprehension skills and reading motivation in teaching Turkish as a foreign language. In the study, in which an exploratory mixed design in which quantitative and qualitative research methods were used together was preferred, the subjects were determined by convenience sampling. Accordingly, 61 B1 level students (31 experimental, 30 control) learning Turkish as a foreign language at a state university in southern Turkey were assigned as the experimental and control groups. Reading comprehension achievement test was used to collect data in the study., reading motivation scale and semi-structured interview form were used to collect data. Dependent and independent groups t-test was used to analyze quantitative data; descriptive analysis and content analysis were used to analyze qualitative data. The results reveal that the reading theater technique had a positive effect on the reading comprehension skills and reading motivation of the students in the experimental group. In addition, it was determined that the students expressed positive opinions about the reading theater. Based on these results, it is suggested that reading theater technique should be used to increase the reading motivation of Turkish as a foreign language learner and improve their reading comprehension skills.","internal_url":"https://www.academia.edu/105262559/Effect_of_Readers_Theater_on_Reading_Comprehension_Skills_and_Reading_Motivation_among_Students_of_Turkish_as_a_Foreign_Language","translated_internal_url":"","created_at":"2023-08-04T14:31:48.052-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2294005,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":40187981,"work_id":105262559,"tagging_user_id":2294005,"tagged_user_id":211313717,"co_author_invite_id":null,"email":"e***s@alanya.edu.tr","display_order":1,"name":"Dr. ELİF AKTAŞ","title":"Effect of Readers Theater on Reading Comprehension Skills and Reading Motivation among Students of Turkish as a Foreign Language"}],"downloadable_attachments":[{"id":104765213,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104765213/thumbnails/1.jpg","file_name":"7813_16206_1_SM.pdf","download_url":"https://www.academia.edu/attachments/104765213/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Effect_of_Readers_Theater_on_Reading_Com.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104765213/7813_16206_1_SM-libre.pdf?1691191007=\u0026response-content-disposition=attachment%3B+filename%3DEffect_of_Readers_Theater_on_Reading_Com.pdf\u0026Expires=1732394190\u0026Signature=YoEFN25ooo~-H7RJVLvCMZDUCIzDrXtA4gNMmxSML00iilVKUF~mVXvRcJehNqWI~B~5WOK~XY1soIALkIO-340ovNtx9Yinu8GhuU5i3AOQnWu-DqXXpxATlWxmqpoJ3DOYLN2wSkzBs272-H8uv39Jf80NtNCkA7rs21x-z26BOOYtzUMbocmYhu~tx2QkgS6WZSFXoN906wwFxAWuySOgkdG9YN4~O7VVr9mzfWOlUccuolaXPVBfsX1eCUJbFTP9LzXlZUn6S7Ol~bJxn6QfpXzM9D9qP8Z49Y4XB7iaS5ETHDoDCHN7MPIamPPRAsbD8eX9e8Qo58Gq9htlaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effect_of_Readers_Theater_on_Reading_Comprehension_Skills_and_Reading_Motivation_among_Students_of_Turkish_as_a_Foreign_Language","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":2294005,"first_name":"Prof. Dr. Elif","middle_initials":null,"last_name":"AKTAŞ","page_name":"elifaktaş","domain_name":"alanya","created_at":"2012-08-12T08:52:38.212-07:00","display_name":"Prof. Dr. Elif AKTAŞ","url":"https://alanya.academia.edu/elifakta%C5%9F"},"attachments":[{"id":104765213,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104765213/thumbnails/1.jpg","file_name":"7813_16206_1_SM.pdf","download_url":"https://www.academia.edu/attachments/104765213/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Effect_of_Readers_Theater_on_Reading_Com.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104765213/7813_16206_1_SM-libre.pdf?1691191007=\u0026response-content-disposition=attachment%3B+filename%3DEffect_of_Readers_Theater_on_Reading_Com.pdf\u0026Expires=1732394190\u0026Signature=YoEFN25ooo~-H7RJVLvCMZDUCIzDrXtA4gNMmxSML00iilVKUF~mVXvRcJehNqWI~B~5WOK~XY1soIALkIO-340ovNtx9Yinu8GhuU5i3AOQnWu-DqXXpxATlWxmqpoJ3DOYLN2wSkzBs272-H8uv39Jf80NtNCkA7rs21x-z26BOOYtzUMbocmYhu~tx2QkgS6WZSFXoN906wwFxAWuySOgkdG9YN4~O7VVr9mzfWOlUccuolaXPVBfsX1eCUJbFTP9LzXlZUn6S7Ol~bJxn6QfpXzM9D9qP8Z49Y4XB7iaS5ETHDoDCHN7MPIamPPRAsbD8eX9e8Qo58Gq9htlaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":188209,"name":"Yabancılara Türkçe Öğretimi","url":"https://www.academia.edu/Documents/in/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="105241657"><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/105241657/The_effect_of_web_2_0_based_technology_applications_on_speaking_skills_and_speaking_anxiety_in_teaching_Turkish_as_a_foreign_language_Voki_example"><img alt="Research paper thumbnail of The effect of web 2.0 based technology applications on speaking skills and speaking anxiety in teaching Turkish as a foreign language: Voki example" class="work-thumbnail" src="https://attachments.academia-assets.com/104749709/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/105241657/The_effect_of_web_2_0_based_technology_applications_on_speaking_skills_and_speaking_anxiety_in_teaching_Turkish_as_a_foreign_language_Voki_example">The effect of web 2.0 based technology applications on speaking skills and speaking anxiety in teaching Turkish as a foreign language: Voki example</a></div><div class="wp-workCard_item"><span>Frontiers in Psychology</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study is to examine the effect of Voki, one of the web 2.0-based technology appli...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study is to examine the effect of Voki, one of the web 2.0-based technology applications, on Turkish learners' speaking skills and speaking anxiety. In the study, exploratory sequential design, one of the mixed design types in which quantitative and qualitative approaches are used together, was adopted. The study group of the research consisted of 61 students at A2 level (31 experimental group, 30 control group) who learn Turkish as a foreign language at the Turkish Language Teaching Center of a university located in the south of Turkey. Speaking Anxiety Scale and Speaking Skill Assessment Form were used as data collection tools. During the 6-week intervention, the experimental group used Voki in speaking lessons, while the control group did not use any technology-based web 2.0 tool. Descriptive statistics, chi-square analysis, dependent and independent groups t-test were used to analyze the quantitative data collected in the study. Descriptive analysis and content analysis were used to analyze the qualitative data collected through a semi-structured interview form. As a result of the study, it was determined that the Voki application improved the speaking skills of the students in the experimental group and reduced their speaking anxiety. It was also determined that the students in the experimental group expressed positive opinions about the application. Therefore, the use of Voki application in speaking activities in foreign language teaching is recommended.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19b0383eca955eaa1b2b5b6090c0ec37" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104749709,"asset_id":105241657,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104749709/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&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="105241657"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105241657"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105241657; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=105241657]").text(description); $(".js-view-count[data-work-id=105241657]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 105241657; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='105241657']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 105241657, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "19b0383eca955eaa1b2b5b6090c0ec37" } } $('.js-work-strip[data-work-id=105241657]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":105241657,"title":"The effect of web 2.0 based technology applications on speaking skills and speaking anxiety in teaching Turkish as a foreign language: Voki example","translated_title":"","metadata":{"doi":"10.3389/fpsyg.2023.1183037","abstract":"The aim of this study is to examine the effect of Voki, one of the web 2.0-based technology applications, on Turkish learners' speaking skills and speaking anxiety. In the study, exploratory sequential design, one of the mixed design types in which quantitative and qualitative approaches are used together, was adopted. The study group of the research consisted of 61 students at A2 level (31 experimental group, 30 control group) who learn Turkish as a foreign language at the Turkish Language Teaching Center of a university located in the south of Turkey. Speaking Anxiety Scale and Speaking Skill Assessment Form were used as data collection tools. During the 6-week intervention, the experimental group used Voki in speaking lessons, while the control group did not use any technology-based web 2.0 tool. Descriptive statistics, chi-square analysis, dependent and independent groups t-test were used to analyze the quantitative data collected in the study. Descriptive analysis and content analysis were used to analyze the qualitative data collected through a semi-structured interview form. As a result of the study, it was determined that the Voki application improved the speaking skills of the students in the experimental group and reduced their speaking anxiety. It was also determined that the students in the experimental group expressed positive opinions about the application. Therefore, the use of Voki application in speaking activities in foreign language teaching is recommended.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Frontiers in Psychology"},"translated_abstract":"The aim of this study is to examine the effect of Voki, one of the web 2.0-based technology applications, on Turkish learners' speaking skills and speaking anxiety. In the study, exploratory sequential design, one of the mixed design types in which quantitative and qualitative approaches are used together, was adopted. The study group of the research consisted of 61 students at A2 level (31 experimental group, 30 control group) who learn Turkish as a foreign language at the Turkish Language Teaching Center of a university located in the south of Turkey. Speaking Anxiety Scale and Speaking Skill Assessment Form were used as data collection tools. During the 6-week intervention, the experimental group used Voki in speaking lessons, while the control group did not use any technology-based web 2.0 tool. Descriptive statistics, chi-square analysis, dependent and independent groups t-test were used to analyze the quantitative data collected in the study. Descriptive analysis and content analysis were used to analyze the qualitative data collected through a semi-structured interview form. As a result of the study, it was determined that the Voki application improved the speaking skills of the students in the experimental group and reduced their speaking anxiety. It was also determined that the students in the experimental group expressed positive opinions about the application. Therefore, the use of Voki application in speaking activities in foreign language teaching is recommended.","internal_url":"https://www.academia.edu/105241657/The_effect_of_web_2_0_based_technology_applications_on_speaking_skills_and_speaking_anxiety_in_teaching_Turkish_as_a_foreign_language_Voki_example","translated_internal_url":"","created_at":"2023-08-04T00:50:04.927-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2294005,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":104749709,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104749709/thumbnails/1.jpg","file_name":"voki_elif_aktas.pdf","download_url":"https://www.academia.edu/attachments/104749709/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_effect_of_web_2_0_based_technology_a.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104749709/voki_elif_aktas-libre.pdf?1691136458=\u0026response-content-disposition=attachment%3B+filename%3DThe_effect_of_web_2_0_based_technology_a.pdf\u0026Expires=1732394190\u0026Signature=DwzTjS3K4ti0SpgRXwGgYmDZjUin9vzI6h6-t24YptmoN9UGVhf4hO7uZ6a6N4XIyY7M9Zk5hCztyR~DFKXGkycux97pOHfDEdjQ-e3FOod22VxDMaCDtvFSPaOjd7vyJCC2Ureif-YfWhkSGpiMqAkpI6U1CrDjap9sGZrlNKlVrjvN3LmJGfmBKtHHdrDNuLbjMWWaicK62A8VTMYUhRzB64mD3fasJMI3uPqCm~Bvd8cerJL4l4z~EJ8wFVU0HBmmNOAaqI5JY82tpAlw7322s1StWjF~56BNZYCxWH2fxIToYlxI89gszGU60TT2iaXGOXe4uYNKxc-EHnmTog__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_effect_of_web_2_0_based_technology_applications_on_speaking_skills_and_speaking_anxiety_in_teaching_Turkish_as_a_foreign_language_Voki_example","translated_slug":"","page_count":11,"language":"en","content_type":"Work","owner":{"id":2294005,"first_name":"Prof. Dr. Elif","middle_initials":null,"last_name":"AKTAŞ","page_name":"elifaktaş","domain_name":"alanya","created_at":"2012-08-12T08:52:38.212-07:00","display_name":"Prof. Dr. Elif AKTAŞ","url":"https://alanya.academia.edu/elifakta%C5%9F"},"attachments":[{"id":104749709,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104749709/thumbnails/1.jpg","file_name":"voki_elif_aktas.pdf","download_url":"https://www.academia.edu/attachments/104749709/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_effect_of_web_2_0_based_technology_a.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104749709/voki_elif_aktas-libre.pdf?1691136458=\u0026response-content-disposition=attachment%3B+filename%3DThe_effect_of_web_2_0_based_technology_a.pdf\u0026Expires=1732394190\u0026Signature=DwzTjS3K4ti0SpgRXwGgYmDZjUin9vzI6h6-t24YptmoN9UGVhf4hO7uZ6a6N4XIyY7M9Zk5hCztyR~DFKXGkycux97pOHfDEdjQ-e3FOod22VxDMaCDtvFSPaOjd7vyJCC2Ureif-YfWhkSGpiMqAkpI6U1CrDjap9sGZrlNKlVrjvN3LmJGfmBKtHHdrDNuLbjMWWaicK62A8VTMYUhRzB64mD3fasJMI3uPqCm~Bvd8cerJL4l4z~EJ8wFVU0HBmmNOAaqI5JY82tpAlw7322s1StWjF~56BNZYCxWH2fxIToYlxI89gszGU60TT2iaXGOXe4uYNKxc-EHnmTog__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":188209,"name":"Yabancılara Türkçe Öğretimi","url":"https://www.academia.edu/Documents/in/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99071942"><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/99071942/T%C3%9CRK%C3%87E_%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N_AKICI_OKUMA_BECER%C4%B0S%C4%B0_%C4%B0LE_%C4%B0LG%C4%B0L%C4%B0_B%C4%B0L%C4%B0%C5%9E_D%C3%9CZEYLER%C4%B0"><img alt="Research paper thumbnail of TÜRKÇE ÖĞRETMENLERİNİN AKICI OKUMA BECERİSİ İLE İLGİLİ BİLİŞ DÜZEYLERİ" class="work-thumbnail" src="https://attachments.academia-assets.com/100256079/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/99071942/T%C3%9CRK%C3%87E_%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N_AKICI_OKUMA_BECER%C4%B0S%C4%B0_%C4%B0LE_%C4%B0LG%C4%B0L%C4%B0_B%C4%B0L%C4%B0%C5%9E_D%C3%9CZEYLER%C4%B0">TÜRKÇE ÖĞRETMENLERİNİN AKICI OKUMA BECERİSİ İLE İLGİLİ BİLİŞ DÜZEYLERİ</a></div><div class="wp-workCard_item"><span>International Journal of Language Academy</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkçe dersi, ilköğretimden başlayarak bireyin okuma, dinleme, konuşma ve yazma becerilerini geli...</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">Türkçe dersi, ilköğretimden başlayarak bireyin okuma, dinleme, konuşma ve yazma becerilerini geliştirmeyi amaçlamaktadır. Bu beceriler içerisinde okuma, bireyin okulda öğrendiği ve yaşam boyu kullandığı önemli bir beceridir. Akıcı okuma ise 2017 yılında hazırlanan programla Türkçe dersi müfredatına konmuş olup okumadan daha ileri düzey bir beceriye işaret etmektedir. Vurgu, tonlama ve telaffuza dikkat ederek, belli bir hızda ve konuşur gibi yapılan okumaya akıcı okuma denmektedir. PISA okuma becerileri kapsamında da akıcı okuma, okuduğunu anlamanın temel göstergelerinden biri olarak kabul edilmektedir. Doğru okuma, hız, prozodi ve anlama olmak üzere dört temel bileşene sahip olan akıcı okuma becerisi, ilköğretimden itibaren kazandırılması gereken ve yaşam boyu kullanılan bir beceridir. Bunun için de öğretmenlerin ve öğretmen adaylarının akıcı okuma ile ilgili biliş düzeylerinin yüksek olması gerekmektedir. Bu çalışmada Türkçe öğretmenlerinin akıcı okuma ile ilgili biliş düzeyleri belirlenmeye çalışılmıştır. Araştırmanın çalışma grubu, Antalya ilinin Alanya ilçesindeki ortaokullarda görev yapan 33 Türkçe öğretmeninden oluşmaktadır. Nitel bir desene sahip olan araştırmada, veriler yarı yapılandırılmış görüşme tekniği ile toplanmıştır. Görüşme soruları öğretmenlerin akıcı okuma ile ilgili bilgi düzeylerini ölçecek şekilde literatür taranarak ve uzman görüşü alınarak hazırlanmıştır. Veriler, betimsel analiz ve içerik analizi yöntemiyle çözümlenmiştir. Araştırma sonucunda öğretmenlerin akıcı okumanın temel bileşenleri ve Türkçe öğretim programındaki yeri, akıcı okuma stratejileri ve okuduğunu anlama ile akıcı okuma arasındaki ilişki ile ilgili biliş düzeylerinin genel olarak düşük olduğu tesit edilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="30508743233b330ab7e71d90a377de0a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100256079,"asset_id":99071942,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100256079/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&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="99071942"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99071942"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99071942; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99071942]").text(description); $(".js-view-count[data-work-id=99071942]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99071942; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99071942']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99071942, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "30508743233b330ab7e71d90a377de0a" } } $('.js-work-strip[data-work-id=99071942]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99071942,"title":"TÜRKÇE ÖĞRETMENLERİNİN AKICI OKUMA BECERİSİ İLE İLGİLİ BİLİŞ DÜZEYLERİ","translated_title":"","metadata":{"doi":"10.29228/ijla. 67171","abstract":"Türkçe dersi, ilköğretimden başlayarak bireyin okuma, dinleme, konuşma ve yazma becerilerini geliştirmeyi amaçlamaktadır. Bu beceriler içerisinde okuma, bireyin okulda öğrendiği ve yaşam boyu kullandığı önemli bir beceridir. Akıcı okuma ise 2017 yılında hazırlanan programla Türkçe dersi müfredatına konmuş olup okumadan daha ileri düzey bir beceriye işaret etmektedir. Vurgu, tonlama ve telaffuza dikkat ederek, belli bir hızda ve konuşur gibi yapılan okumaya akıcı okuma denmektedir. PISA okuma becerileri kapsamında da akıcı okuma, okuduğunu anlamanın temel göstergelerinden biri olarak kabul edilmektedir. Doğru okuma, hız, prozodi ve anlama olmak üzere dört temel bileşene sahip olan akıcı okuma becerisi, ilköğretimden itibaren kazandırılması gereken ve yaşam boyu kullanılan bir beceridir. Bunun için de öğretmenlerin ve öğretmen adaylarının akıcı okuma ile ilgili biliş düzeylerinin yüksek olması gerekmektedir. Bu çalışmada Türkçe öğretmenlerinin akıcı okuma ile ilgili biliş düzeyleri belirlenmeye çalışılmıştır. Araştırmanın çalışma grubu, Antalya ilinin Alanya ilçesindeki ortaokullarda görev yapan 33 Türkçe öğretmeninden oluşmaktadır. Nitel bir desene sahip olan araştırmada, veriler yarı yapılandırılmış görüşme tekniği ile toplanmıştır. Görüşme soruları öğretmenlerin akıcı okuma ile ilgili bilgi düzeylerini ölçecek şekilde literatür taranarak ve uzman görüşü alınarak hazırlanmıştır. Veriler, betimsel analiz ve içerik analizi yöntemiyle çözümlenmiştir. Araştırma sonucunda öğretmenlerin akıcı okumanın temel bileşenleri ve Türkçe öğretim programındaki yeri, akıcı okuma stratejileri ve okuduğunu anlama ile akıcı okuma arasındaki ilişki ile ilgili biliş düzeylerinin genel olarak düşük olduğu tesit edilmiştir.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"International Journal of Language Academy"},"translated_abstract":"Türkçe dersi, ilköğretimden başlayarak bireyin okuma, dinleme, konuşma ve yazma becerilerini geliştirmeyi amaçlamaktadır. Bu beceriler içerisinde okuma, bireyin okulda öğrendiği ve yaşam boyu kullandığı önemli bir beceridir. Akıcı okuma ise 2017 yılında hazırlanan programla Türkçe dersi müfredatına konmuş olup okumadan daha ileri düzey bir beceriye işaret etmektedir. Vurgu, tonlama ve telaffuza dikkat ederek, belli bir hızda ve konuşur gibi yapılan okumaya akıcı okuma denmektedir. PISA okuma becerileri kapsamında da akıcı okuma, okuduğunu anlamanın temel göstergelerinden biri olarak kabul edilmektedir. Doğru okuma, hız, prozodi ve anlama olmak üzere dört temel bileşene sahip olan akıcı okuma becerisi, ilköğretimden itibaren kazandırılması gereken ve yaşam boyu kullanılan bir beceridir. Bunun için de öğretmenlerin ve öğretmen adaylarının akıcı okuma ile ilgili biliş düzeylerinin yüksek olması gerekmektedir. Bu çalışmada Türkçe öğretmenlerinin akıcı okuma ile ilgili biliş düzeyleri belirlenmeye çalışılmıştır. Araştırmanın çalışma grubu, Antalya ilinin Alanya ilçesindeki ortaokullarda görev yapan 33 Türkçe öğretmeninden oluşmaktadır. Nitel bir desene sahip olan araştırmada, veriler yarı yapılandırılmış görüşme tekniği ile toplanmıştır. Görüşme soruları öğretmenlerin akıcı okuma ile ilgili bilgi düzeylerini ölçecek şekilde literatür taranarak ve uzman görüşü alınarak hazırlanmıştır. Veriler, betimsel analiz ve içerik analizi yöntemiyle çözümlenmiştir. 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99071932"><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/99071932/Kalila_and_Dimna_as_One_of_the_Traditional_Antecedents_of_Modern_Classifications_of_Values"><img alt="Research paper thumbnail of Kalila and Dimna as One of the Traditional Antecedents of Modern Classifications of Values" class="work-thumbnail" src="https://attachments.academia-assets.com/100256070/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/99071932/Kalila_and_Dimna_as_One_of_the_Traditional_Antecedents_of_Modern_Classifications_of_Values">Kalila and Dimna as One of the Traditional Antecedents of Modern Classifications of Values</a></div><div class="wp-workCard_item"><span>International Education Studies</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Kalila and Dimna, which is considered as one of the classic works of the Eastern literature, is a...</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">Kalila and Dimna, which is considered as one of the classic works of the Eastern literature, is a political morality and advice book that is still in effect thanks to the knowledge of wisdom it offers. The aim of this study is to examine this work according to the Western classifications of values (UNESCO, Rokeach, Schwartz, Spranger) since it sheds light on the present age with the wisdom knowledge it holds although it was penned centuries ago. The study was designed as qualitative research and data collection was done with the four value classifications above. During the analysis of the study data, percentage and frequency analyses were used under the content analysis. The results of the study indicate that Kalila and Dimna includes all the values contained in abovementioned classifications originating from the Western civilization.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e10139d7fa9acd7fbfa43f823f2bf69c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100256070,"asset_id":99071932,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100256070/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&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="99071932"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99071932"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99071932; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99071932]").text(description); $(".js-view-count[data-work-id=99071932]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99071932; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99071932']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99071932, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e10139d7fa9acd7fbfa43f823f2bf69c" } } $('.js-work-strip[data-work-id=99071932]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99071932,"title":"Kalila and Dimna as One of the Traditional Antecedents of Modern Classifications of Values","translated_title":"","metadata":{"abstract":"Kalila and Dimna, which is considered as one of the classic works of the Eastern literature, is a political morality and advice book that is still in effect thanks to the knowledge of wisdom it offers. 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The results of the study indicate that Kalila and Dimna includes all the values contained in abovementioned classifications originating from the Western civilization.","publisher":"Canadian Center of Science and Education","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"International Education Studies"},"translated_abstract":"Kalila and Dimna, which is considered as one of the classic works of the Eastern literature, is a political morality and advice book that is still in effect thanks to the knowledge of wisdom it offers. The aim of this study is to examine this work according to the Western classifications of values (UNESCO, Rokeach, Schwartz, Spranger) since it sheds light on the present age with the wisdom knowledge it holds although it was penned centuries ago. The study was designed as qualitative research and data collection was done with the four value classifications above. 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The results of the study indicate that Kalila and Dimna includes all the values contained in abovementioned classifications originating from the Western civilization.","internal_url":"https://www.academia.edu/99071932/Kalila_and_Dimna_as_One_of_the_Traditional_Antecedents_of_Modern_Classifications_of_Values","translated_internal_url":"","created_at":"2023-03-25T04:45:32.735-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2294005,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":100256070,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100256070/thumbnails/1.jpg","file_name":"36132.pdf","download_url":"https://www.academia.edu/attachments/100256070/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Kalila_and_Dimna_as_One_of_the_Tradition.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100256070/36132-libre.pdf?1679745931=\u0026response-content-disposition=attachment%3B+filename%3DKalila_and_Dimna_as_One_of_the_Tradition.pdf\u0026Expires=1732394191\u0026Signature=G79xgmCYblWnxZ4EzolhSrjS1mPMTbrk3ep67yEBTXV7JnjBuQQR4TIC-BGJV4ILEX6DY3BEaFan5hOFe~MWOuYsNUJ~EWXkkJgsK0H5DnqoexYwH8QsCesht8KbJGCRIqj0GE9sJhOSxfI~kk8To5OV8XNrndCcN8H1X8~0sEmNFt877rOCFOdqGXqbO2aOvcFH9GnnnrHbratS4iHHuDz4TIJU~Dg9-VaMvhTQ4A3xFbioyOjf9YViYn63ODq6eKcrCRJeZdV-y6XFBFlxjbxN-Dgp1DfevTiQ3VmM1wCn6SBGNXhCGn0sguzZjpA8lu8vLFasWD44D4rrqAzFFw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Kalila_and_Dimna_as_One_of_the_Traditional_Antecedents_of_Modern_Classifications_of_Values","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":2294005,"first_name":"Prof. Dr. Elif","middle_initials":null,"last_name":"AKTAŞ","page_name":"elifaktaş","domain_name":"alanya","created_at":"2012-08-12T08:52:38.212-07:00","display_name":"Prof. Dr. Elif AKTAŞ","url":"https://alanya.academia.edu/elifakta%C5%9F"},"attachments":[{"id":100256070,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100256070/thumbnails/1.jpg","file_name":"36132.pdf","download_url":"https://www.academia.edu/attachments/100256070/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Kalila_and_Dimna_as_One_of_the_Tradition.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100256070/36132-libre.pdf?1679745931=\u0026response-content-disposition=attachment%3B+filename%3DKalila_and_Dimna_as_One_of_the_Tradition.pdf\u0026Expires=1732394191\u0026Signature=G79xgmCYblWnxZ4EzolhSrjS1mPMTbrk3ep67yEBTXV7JnjBuQQR4TIC-BGJV4ILEX6DY3BEaFan5hOFe~MWOuYsNUJ~EWXkkJgsK0H5DnqoexYwH8QsCesht8KbJGCRIqj0GE9sJhOSxfI~kk8To5OV8XNrndCcN8H1X8~0sEmNFt877rOCFOdqGXqbO2aOvcFH9GnnnrHbratS4iHHuDz4TIJU~Dg9-VaMvhTQ4A3xFbioyOjf9YViYn63ODq6eKcrCRJeZdV-y6XFBFlxjbxN-Dgp1DfevTiQ3VmM1wCn6SBGNXhCGn0sguzZjpA8lu8vLFasWD44D4rrqAzFFw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":100256069,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100256069/thumbnails/1.jpg","file_name":"36132.pdf","download_url":"https://www.academia.edu/attachments/100256069/download_file","bulk_download_file_name":"Kalila_and_Dimna_as_One_of_the_Tradition.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100256069/36132-libre.pdf?1679745933=\u0026response-content-disposition=attachment%3B+filename%3DKalila_and_Dimna_as_One_of_the_Tradition.pdf\u0026Expires=1732394191\u0026Signature=YObqrXgrx9Ok3UuS3vrVGBzXspEdFSSXundHTdBwfaM6tiYG4UsZAizf8YIGBMFj1wWlcUV5kpZ-tEH~MGSWr~gzpMMTHvELLg9x13mRgqqSWRu50ycClEIyz~T~MC58FbJykzc~RM~861P5QbJ5J91K2tWmdtQv5HGibZdYhCIGw8UIzKZWqj4MxO-OLSs9kaRBi9qS2T-chrvfZ6vGZHk4ml6xCQlSYuMgHKffIpDXMDtcFiVJTDyR6o7k3L6D1IFlupQAoKqgvQQxcVTfk0h6UQfq-l1MZowlu-CrfziwWI07PBGVL02ZO12-3hTOPLpugTwq0EXSclwY9uetQg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics"},{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis"},{"id":33806,"name":"Turkish Language","url":"https://www.academia.edu/Documents/in/Turkish_Language"},{"id":83952,"name":"Morality","url":"https://www.academia.edu/Documents/in/Morality"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":469249,"name":"Education Studies","url":"https://www.academia.edu/Documents/in/Education_Studies"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"}],"urls":[{"id":30057309,"url":"http://www.ccsenet.org/journal/index.php/ies/article/viewFile/64276/36132"}]}, 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="93886815"><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/93886815/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Okudu%C4%9Funu_Anlama_Stratejilerinin_Okudu%C4%9Funu_Anlama_Becerisine_Etkisi"><img alt="Research paper thumbnail of Yabancı Dil Olarak Türkçe Öğretiminde Okuduğunu Anlama Stratejilerinin Okuduğunu Anlama Becerisine Etkisi" class="work-thumbnail" src="https://attachments.academia-assets.com/96499134/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/93886815/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Okudu%C4%9Funu_Anlama_Stratejilerinin_Okudu%C4%9Funu_Anlama_Becerisine_Etkisi">Yabancı Dil Olarak Türkçe Öğretiminde Okuduğunu Anlama Stratejilerinin Okuduğunu Anlama Becerisine Etkisi</a></div><div class="wp-workCard_item"><span>International Journal of Languages’ Education and Teaching</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reading comprehension skill is one of the most emphasized issues in teaching Turkish both as a mo...</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">Reading comprehension skill is one of the most emphasized issues in teaching Turkish both as a mother tongue and as a foreign language.. In this respect, it is necessary to employ reading comprehension strategies in order to improve students' comprehension skills. In this study, the effect of reading comprehension strategies in teaching Turkish as a foreign language on reading comprehension skills was examined. In the study, which has a quantitative design, the experimental design with pretestposttest control group was used as a method. The study group, which was determined by easily accessible case sampling, consists of 49 students who learn Turkish at B2 level at ALKÜ TÖMER. The "Reading Comprehension Achievement Test in Turkish as a Foreign Language" developed by Altunkaya (2016) for B-level students was used as a data collection tool in the research. During the 6-week implementation period, pre-reading, reading and post-reading comprehension strategies were used in the experimental group. In the control group, the activities in the textbook were not followed within the scope of reading activities. In the analysis of the data, two different statistical analyzes as Mann Whitney U and Wilcoxon Rank Difference tests were use d. As a result of the application, there was a significant difference between the reading comprehension skills test scores of the experimental and control group students in favor of the experimental group. According to this result, it was determined that reading comprehension strategies positively affected reading comprehension skills in Turkish as a foreign language lessons.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c16a431e1526d0fa8fddec31aca6af57" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96499134,"asset_id":93886815,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96499134/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&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="93886815"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93886815"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93886815; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93886815]").text(description); $(".js-view-count[data-work-id=93886815]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93886815; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93886815']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 93886815, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c16a431e1526d0fa8fddec31aca6af57" } } $('.js-work-strip[data-work-id=93886815]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93886815,"title":"Yabancı Dil Olarak Türkçe Öğretiminde Okuduğunu Anlama Stratejilerinin Okuduğunu Anlama Becerisine Etkisi","translated_title":"","metadata":{"abstract":"Reading comprehension skill is one of the most emphasized issues in teaching Turkish both as a mother tongue and as a foreign language.. In this respect, it is necessary to employ reading comprehension strategies in order to improve students' comprehension skills. In this study, the effect of reading comprehension strategies in teaching Turkish as a foreign language on reading comprehension skills was examined. In the study, which has a quantitative design, the experimental design with pretestposttest control group was used as a method. The study group, which was determined by easily accessible case sampling, consists of 49 students who learn Turkish at B2 level at ALKÜ TÖMER. The \"Reading Comprehension Achievement Test in Turkish as a Foreign Language\" developed by Altunkaya (2016) for B-level students was used as a data collection tool in the research. During the 6-week implementation period, pre-reading, reading and post-reading comprehension strategies were used in the experimental group. In the control group, the activities in the textbook were not followed within the scope of reading activities. In the analysis of the data, two different statistical analyzes as Mann Whitney U and Wilcoxon Rank Difference tests were use d. As a result of the application, there was a significant difference between the reading comprehension skills test scores of the experimental and control group students in favor of the experimental group. According to this result, it was determined that reading comprehension strategies positively affected reading comprehension skills in Turkish as a foreign language lessons.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"International Journal of Languages’ Education and Teaching"},"translated_abstract":"Reading comprehension skill is one of the most emphasized issues in teaching Turkish both as a mother tongue and as a foreign language.. In this respect, it is necessary to employ reading comprehension strategies in order to improve students' comprehension skills. In this study, the effect of reading comprehension strategies in teaching Turkish as a foreign language on reading comprehension skills was examined. In the study, which has a quantitative design, the experimental design with pretestposttest control group was used as a method. The study group, which was determined by easily accessible case sampling, consists of 49 students who learn Turkish at B2 level at ALKÜ TÖMER. The \"Reading Comprehension Achievement Test in Turkish as a Foreign Language\" developed by Altunkaya (2016) for B-level students was used as a data collection tool in the research. During the 6-week implementation period, pre-reading, reading and post-reading comprehension strategies were used in the experimental group. In the control group, the activities in the textbook were not followed within the scope of reading activities. In the analysis of the data, two different statistical analyzes as Mann Whitney U and Wilcoxon Rank Difference tests were use d. As a result of the application, there was a significant difference between the reading comprehension skills test scores of the experimental and control group students in favor of the experimental group. According to this result, it was determined that reading comprehension strategies positively affected reading comprehension skills in Turkish as a foreign language lessons.","internal_url":"https://www.academia.edu/93886815/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Okudu%C4%9Funu_Anlama_Stratejilerinin_Okudu%C4%9Funu_Anlama_Becerisine_Etkisi","translated_internal_url":"","created_at":"2022-12-28T14:03:58.228-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2294005,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":96499134,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/96499134/thumbnails/1.jpg","file_name":"e2e39857_313d_497e_b853_e0f13ba54c99.pdf","download_url":"https://www.academia.edu/attachments/96499134/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Yabanci_Dil_Olarak_Turkce_Ogretiminde_Ok.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/96499134/e2e39857_313d_497e_b853_e0f13ba54c99-libre.pdf?1672266650=\u0026response-content-disposition=attachment%3B+filename%3DYabanci_Dil_Olarak_Turkce_Ogretiminde_Ok.pdf\u0026Expires=1732394191\u0026Signature=A46-YES7b5R7NS2MtDB9kKnd78UD6Yc8pehKdzUpeKhVxxGue~KYRO7OnzCIqnlTd6Dige-xVvFUeGKraZlL8y6t6diIfqjx2LuzBGGbd77iI5tC5WgFCe97LgB5yCZcVQoathgbRDv6H2Y40d6szPgODC9RXkPy0IVGRDkM2iIxJ08aKrQkb3Axf92ZQkA82beru22Z4Ipayn0~O49l4TDMRPDMvtJZyAL20kC5ADxzpQ3RhyEI~BAXLGse~ws2--JxUzye43~fwr3ZT4Ms5KMj3ugAhGEIE2RlI25VcSrIH18pWHOiUTJkQlRz~c4kevfmCTDLg-TbC4CT-GV45g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Yabancı_Dil_Olarak_Türkçe_Öğretiminde_Okuduğunu_Anlama_Stratejilerinin_Okuduğunu_Anlama_Becerisine_Etkisi","translated_slug":"","page_count":16,"language":"tr","content_type":"Work","owner":{"id":2294005,"first_name":"Prof. Dr. Elif","middle_initials":null,"last_name":"AKTAŞ","page_name":"elifaktaş","domain_name":"alanya","created_at":"2012-08-12T08:52:38.212-07:00","display_name":"Prof. Dr. Elif AKTAŞ","url":"https://alanya.academia.edu/elifakta%C5%9F"},"attachments":[{"id":96499134,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/96499134/thumbnails/1.jpg","file_name":"e2e39857_313d_497e_b853_e0f13ba54c99.pdf","download_url":"https://www.academia.edu/attachments/96499134/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Yabanci_Dil_Olarak_Turkce_Ogretiminde_Ok.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/96499134/e2e39857_313d_497e_b853_e0f13ba54c99-libre.pdf?1672266650=\u0026response-content-disposition=attachment%3B+filename%3DYabanci_Dil_Olarak_Turkce_Ogretiminde_Ok.pdf\u0026Expires=1732394191\u0026Signature=A46-YES7b5R7NS2MtDB9kKnd78UD6Yc8pehKdzUpeKhVxxGue~KYRO7OnzCIqnlTd6Dige-xVvFUeGKraZlL8y6t6diIfqjx2LuzBGGbd77iI5tC5WgFCe97LgB5yCZcVQoathgbRDv6H2Y40d6szPgODC9RXkPy0IVGRDkM2iIxJ08aKrQkb3Axf92ZQkA82beru22Z4Ipayn0~O49l4TDMRPDMvtJZyAL20kC5ADxzpQ3RhyEI~BAXLGse~ws2--JxUzye43~fwr3ZT4Ms5KMj3ugAhGEIE2RlI25VcSrIH18pWHOiUTJkQlRz~c4kevfmCTDLg-TbC4CT-GV45g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":197815,"name":"Yabancı Dil olarak Türkçe / Turc comme langue étrangère / Turkish as a foreign language","url":"https://www.academia.edu/Documents/in/Yabanci_Dil_olarak_Turkce_Turc_comme_langue_etrangere_Turkish_as_a_foreign_language"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="88156437"><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/88156437/T%C3%BCrk%C3%A7e_E%C4%9Fitimi_Alan%C4%B1ndaki_Makale_%C3%96zetlerine_Y%C3%B6nelik_Bir_%C4%B0%C3%A7erik_Analizi"><img alt="Research paper thumbnail of Türkçe Eğitimi Alanındaki Makale Özetlerine Yönelik Bir İçerik Analizi" class="work-thumbnail" src="https://attachments.academia-assets.com/92186356/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/88156437/T%C3%BCrk%C3%A7e_E%C4%9Fitimi_Alan%C4%B1ndaki_Makale_%C3%96zetlerine_Y%C3%B6nelik_Bir_%C4%B0%C3%A7erik_Analizi">Türkçe Eğitimi Alanındaki Makale Özetlerine Yönelik Bir İçerik Analizi</a></div><div class="wp-workCard_item"><span>Journal of Turkish Studies</span><span>, 2015</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5bc9f8be3ddc26d099db9a4c63b99f5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":92186356,"asset_id":88156437,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/92186356/download_file?st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&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="88156437"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="88156437"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 88156437; 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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="83985617"><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/83985617/T%C3%BCrkiyede_ve_Romanyada_Okutulan_Ana_Dili_T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1n%C4%B1n_De%C4%9Fer_%C4%B0letimi_A%C3%A7%C4%B1s%C4%B1ndan_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1r%C4%B1lmas%C4%B1"><img alt="Research paper thumbnail of Türkiye'de ve Romanya'da Okutulan Ana Dili Türkçe Ders Kitaplarının Değer İletimi Açısından Karşılaştırılması" class="work-thumbnail" src="https://attachments.academia-assets.com/89157522/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/83985617/T%C3%BCrkiyede_ve_Romanyada_Okutulan_Ana_Dili_T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1n%C4%B1n_De%C4%9Fer_%C4%B0letimi_A%C3%A7%C4%B1s%C4%B1ndan_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1r%C4%B1lmas%C4%B1">Türkiye'de ve Romanya'da Okutulan Ana Dili Türkçe Ders Kitaplarının Değer İletimi Açısından Karşılaştırılması</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Degerler egitimine yonelik olarak yapilan bu calismanin amaci, Turk Milli Egitim Bakanligi Yayine...</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">Degerler egitimine yonelik olarak yapilan bu calismanin amaci, Turk Milli Egitim Bakanligi Yayinevi ile Romen Egitim, Arastirma, Genclik ve Spor Bakanligi Yayinevi&#39;ne ait ortaokul 6, 7 ve 8. sinif ana dili Turkce ders kitaplarindaki okuma metinlerinde yer alan ulusal ve evrensel degerlerin dagilimini belirlemek ve bu acidan iki ulke arasinda bir kiyaslama yapmaktir. Betimsel dokuman incelemelerine dayanan bu arastirmada, nitel arastirma yontemlerinden dokuman analizi kullanilmis, orneklem grubundaki okuma metinleri, &quot;Degerler Tespit Formu&quot;na (DTF) gore incelenmistir. Calismada, Romanya ve Turkiye&#39;de okutulan Turkce ders kitaplarinda ozellikle ulusal degerlerin dagiliminda benzerlik oldugu goze carpmaktadir. Romanya&#39;da okutulan 8. sinif ders kitabinin ulusal deger iletimi acisindan etkili olmadigi, Turkiye&#39;de ise incelenen metinlerin deger iletimi acisindan dengeli bir gorunum arz etmedigi ve titizlikle secilmedigi saptanmistir. Bu sonuclara dayanarak, her i...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="47aeeeb6f35beb94f13c32838e980ce4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89157522,"asset_id":83985617,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89157522/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="83985617"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83985617"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83985617; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83985617]").text(description); $(".js-view-count[data-work-id=83985617]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83985617; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83985617']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83985617, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "47aeeeb6f35beb94f13c32838e980ce4" } } $('.js-work-strip[data-work-id=83985617]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83985617,"title":"Türkiye'de ve Romanya'da Okutulan Ana Dili Türkçe Ders Kitaplarının Değer İletimi Açısından Karşılaştırılması","translated_title":"","metadata":{"abstract":"Degerler egitimine yonelik olarak yapilan bu calismanin amaci, Turk Milli Egitim Bakanligi Yayinevi ile Romen Egitim, Arastirma, Genclik ve Spor Bakanligi Yayinevi\u0026#39;ne ait ortaokul 6, 7 ve 8. sinif ana dili Turkce ders kitaplarindaki okuma metinlerinde yer alan ulusal ve evrensel degerlerin dagilimini belirlemek ve bu acidan iki ulke arasinda bir kiyaslama yapmaktir. 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Romanya\u0026#39;da okutulan 8. sinif ders kitabinin ulusal deger iletimi acisindan etkili olmadigi, Turkiye\u0026#39;de ise incelenen metinlerin deger iletimi acisindan dengeli bir gorunum arz etmedigi ve titizlikle secilmedigi saptanmistir. 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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="5139261" id="papers"><div class="js-work-strip profile--work_container" data-work-id="107323842"><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/107323842/YERLE%C5%9E%C4%B0K_YABANCI_UYRUKLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_E%C4%9E%C4%B0T%C4%B0M_G%C3%96RD%C3%9C%C4%9E%C3%9C_OKULLARDA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N_KAR%C5%9EILA%C5%9ETI%C4%9EI_SORUNLAR_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0_ALANYA_%C3%96RNE%C4%9E%C4%B0"><img alt="Research paper thumbnail of YERLEŞİK YABANCI UYRUKLU ÖĞRENCİLERİN EĞİTİM GÖRDÜĞÜ OKULLARDA TÜRKÇE ÖĞRETMENLERİNİN KARŞILAŞTIĞI SORUNLAR VE ÇÖZÜM ÖNERİLERİ: ALANYA ÖRNEĞİ" class="work-thumbnail" src="https://attachments.academia-assets.com/106022208/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/107323842/YERLE%C5%9E%C4%B0K_YABANCI_UYRUKLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_E%C4%9E%C4%B0T%C4%B0M_G%C3%96RD%C3%9C%C4%9E%C3%9C_OKULLARDA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N_KAR%C5%9EILA%C5%9ETI%C4%9EI_SORUNLAR_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0_ALANYA_%C3%96RNE%C4%9E%C4%B0">YERLEŞİK YABANCI UYRUKLU ÖĞRENCİLERİN EĞİTİM GÖRDÜĞÜ OKULLARDA TÜRKÇE ÖĞRETMENLERİNİN KARŞILAŞTIĞI SORUNLAR VE ÇÖZÜM ÖNERİLERİ: ALANYA ÖRNEĞİ</a></div><div class="wp-workCard_item"><span>T.C. ALANYA ALAADDİN KEYKUBAT NİVERSİTESİ YAYINLARI: 002 800. FETİH YILININ EŞİĞİNDE ALANYA/ALAİYE ve ALAADDİN KEYKUBAT SEMPOZYUMU BİLDİRİ KİTABI</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Alanya bölgesi; pek ok ilden daha büyük, konum itibarıyla yoğun olarak yerleşik yabancı nüfusun b...</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">Alanya bölgesi; pek ok ilden daha büyük, konum itibarıyla yoğun olarak yerleşik yabancı nüfusun bulunduğu yerleşim yerlerinden biridir. Bu husus göz önünde bulundurulduğunda Alanya’da özellikle dil eğitimi açısından iki dillilik, çok dillilik, çok kültürlülük, yabancı dil olarak Türkçe öğretimi gibi hususların ön plana çıktığı görülmektedir. Bu bölgede görev yapan ya da yapacak olan eğitim kadrosunun bu konuda farkındalığa ve yetkinliğe sahip olması oldukça önemlidir. Bu kapsamda yabancı uyruklu öğrenciler için devlet tarafından birtakım politikalar uygulanmakta, onlara yönelik geçici eğitim merkezlerinde ve bakanlığa bağlı birimlerde eğitim imkânı sunulmaktadır. Ancak sınıflarında yabancı öğrenciler bulunan öğretmenler, dil eğitimi ve öğretimi açısından çeşitli sorunlar yaşamaktadır. Bu araştırmanın amacı, Alanya’da yerleşik yabancı uyruklu öğrencilerin eğitim gördüğü ilköğretim okullarında Türkçe öğretmenlerinin karşılaştığı sorunları ve çözüm önerilerini ortaya koymaktır. Nitel desenle tasarlanan araştırmada ana dili olarak Türkçe dersleri veren 22 öğretmenle görüşmeler yapılmıştır. Veri toplama aracı olarak araştırmacı tarafından hazırlanan ve uzman görüşü alınarak son şekli verilen yarı yapılandırılmış görüşme formu kullanılmıştır. Formda Türkçe öğretmenlerinin ana dili olarak Türkçe öğretimi sürecinde yaşadıkları problemleri ve bu problemlerin çözümüne yönelik önerilerini tespit etmeye yönelik sorulara yer verilmiştir. İçerik analizi ile çözümlenen verilerden elde edilen sonunlar, yabancı uyruklu öğrencilerin öğrenim gördükleri okullarda başta dil ve iletişim olmak üzere, uyum, akademik başarısızlık ve sosyalleşme gibi bazı sorunlar yaşadığını ortaya koymaktadır. Öğretmenlerin bu sorunlara yönelik çözüm önerilerinden en önemlisi ise okul yönetiminin ya da il ve ilçe millî eğitim müdürlüklerinin bu konuda bir eğitim politikası oluşturması yönündedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dc2a2318fa78820f38c4f996b6d6b734" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106022208,"asset_id":107323842,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106022208/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="107323842"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107323842"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107323842; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107323842]").text(description); $(".js-view-count[data-work-id=107323842]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107323842; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107323842']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107323842, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dc2a2318fa78820f38c4f996b6d6b734" } } $('.js-work-strip[data-work-id=107323842]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107323842,"title":"YERLEŞİK YABANCI UYRUKLU ÖĞRENCİLERİN EĞİTİM GÖRDÜĞÜ OKULLARDA TÜRKÇE ÖĞRETMENLERİNİN KARŞILAŞTIĞI SORUNLAR VE ÇÖZÜM ÖNERİLERİ: ALANYA ÖRNEĞİ","translated_title":"","metadata":{"abstract":"Alanya bölgesi; pek ok ilden daha büyük, konum itibarıyla yoğun olarak yerleşik yabancı nüfusun bulunduğu yerleşim yerlerinden biridir. Bu husus göz önünde bulundurulduğunda Alanya’da özellikle dil eğitimi açısından iki dillilik, çok dillilik, çok kültürlülük, yabancı dil olarak Türkçe öğretimi gibi hususların ön plana çıktığı görülmektedir. Bu bölgede görev yapan ya da yapacak olan eğitim kadrosunun bu konuda farkındalığa ve yetkinliğe sahip olması oldukça önemlidir. Bu kapsamda yabancı uyruklu öğrenciler için devlet tarafından birtakım politikalar uygulanmakta, onlara yönelik geçici eğitim merkezlerinde ve bakanlığa bağlı birimlerde eğitim imkânı sunulmaktadır. Ancak sınıflarında yabancı öğrenciler bulunan öğretmenler, dil eğitimi ve öğretimi açısından çeşitli sorunlar yaşamaktadır. Bu araştırmanın amacı, Alanya’da yerleşik yabancı uyruklu öğrencilerin eğitim gördüğü ilköğretim okullarında Türkçe öğretmenlerinin karşılaştığı sorunları ve çözüm önerilerini ortaya koymaktır. Nitel desenle tasarlanan araştırmada ana dili olarak Türkçe dersleri veren 22 öğretmenle görüşmeler yapılmıştır. Veri toplama aracı olarak araştırmacı tarafından hazırlanan ve uzman görüşü alınarak son şekli verilen yarı yapılandırılmış görüşme formu kullanılmıştır. Formda Türkçe öğretmenlerinin ana dili olarak Türkçe öğretimi sürecinde yaşadıkları problemleri ve bu problemlerin çözümüne yönelik önerilerini tespit etmeye yönelik sorulara yer verilmiştir. İçerik analizi ile çözümlenen verilerden elde edilen sonunlar, yabancı uyruklu öğrencilerin öğrenim gördükleri okullarda başta dil ve iletişim olmak üzere, uyum, akademik başarısızlık ve sosyalleşme gibi bazı sorunlar yaşadığını ortaya koymaktadır. Öğretmenlerin bu sorunlara yönelik çözüm önerilerinden en önemlisi ise okul yönetiminin ya da il ve ilçe millî eğitim müdürlüklerinin bu konuda bir eğitim politikası oluşturması yönündedir.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"T.C. ALANYA ALAADDİN KEYKUBAT NİVERSİTESİ YAYINLARI: 002 800. FETİH YILININ EŞİĞİNDE ALANYA/ALAİYE ve ALAADDİN KEYKUBAT SEMPOZYUMU BİLDİRİ KİTABI"},"translated_abstract":"Alanya bölgesi; pek ok ilden daha büyük, konum itibarıyla yoğun olarak yerleşik yabancı nüfusun bulunduğu yerleşim yerlerinden biridir. Bu husus göz önünde bulundurulduğunda Alanya’da özellikle dil eğitimi açısından iki dillilik, çok dillilik, çok kültürlülük, yabancı dil olarak Türkçe öğretimi gibi hususların ön plana çıktığı görülmektedir. Bu bölgede görev yapan ya da yapacak olan eğitim kadrosunun bu konuda farkındalığa ve yetkinliğe sahip olması oldukça önemlidir. Bu kapsamda yabancı uyruklu öğrenciler için devlet tarafından birtakım politikalar uygulanmakta, onlara yönelik geçici eğitim merkezlerinde ve bakanlığa bağlı birimlerde eğitim imkânı sunulmaktadır. Ancak sınıflarında yabancı öğrenciler bulunan öğretmenler, dil eğitimi ve öğretimi açısından çeşitli sorunlar yaşamaktadır. Bu araştırmanın amacı, Alanya’da yerleşik yabancı uyruklu öğrencilerin eğitim gördüğü ilköğretim okullarında Türkçe öğretmenlerinin karşılaştığı sorunları ve çözüm önerilerini ortaya koymaktır. Nitel desenle tasarlanan araştırmada ana dili olarak Türkçe dersleri veren 22 öğretmenle görüşmeler yapılmıştır. Veri toplama aracı olarak araştırmacı tarafından hazırlanan ve uzman görüşü alınarak son şekli verilen yarı yapılandırılmış görüşme formu kullanılmıştır. Formda Türkçe öğretmenlerinin ana dili olarak Türkçe öğretimi sürecinde yaşadıkları problemleri ve bu problemlerin çözümüne yönelik önerilerini tespit etmeye yönelik sorulara yer verilmiştir. İçerik analizi ile çözümlenen verilerden elde edilen sonunlar, yabancı uyruklu öğrencilerin öğrenim gördükleri okullarda başta dil ve iletişim olmak üzere, uyum, akademik başarısızlık ve sosyalleşme gibi bazı sorunlar yaşadığını ortaya koymaktadır. Öğretmenlerin bu sorunlara yönelik çözüm önerilerinden en önemlisi ise okul yönetiminin ya da il ve ilçe millî eğitim müdürlüklerinin bu konuda bir eğitim politikası oluşturması yönündedir.","internal_url":"https://www.academia.edu/107323842/YERLE%C5%9E%C4%B0K_YABANCI_UYRUKLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_E%C4%9E%C4%B0T%C4%B0M_G%C3%96RD%C3%9C%C4%9E%C3%9C_OKULLARDA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N_KAR%C5%9EILA%C5%9ETI%C4%9EI_SORUNLAR_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0_ALANYA_%C3%96RNE%C4%9E%C4%B0","translated_internal_url":"","created_at":"2023-09-27T15:38:17.885-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2294005,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":106022208,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106022208/thumbnails/1.jpg","file_name":"ILGILI_BOLUM.pdf","download_url":"https://www.academia.edu/attachments/106022208/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YERLESIK_YABANCI_UYRUKLU_OGRENCILERIN_EG.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106022208/ILGILI_BOLUM-libre.pdf?1695855346=\u0026response-content-disposition=attachment%3B+filename%3DYERLESIK_YABANCI_UYRUKLU_OGRENCILERIN_EG.pdf\u0026Expires=1732394190\u0026Signature=MI3jaYm9Bhuvy7BUg-qrb-75XafuKbZxRZg7F3q9pBxWRx1WsAICYATiwh-ozKt2m2X0nZE63VP652SXPlWa1itl~NWTSvF2xKqgQgVplZ~9C5bFzu~Iifc6iR3f64EnXaQDmu9ubAzcM4kr~JQXQzPEqoSuUVW6jbFpzDYEhPjCn5ZQmNEwmN0Gs~DZjUTS-Wi3aPhfhpfSIwQ8hNfhlBSNTAPxbPiYBlVWuGHX~~~NN2fv3U4IbdHd2X6rfGg9g6NUFAX~51UZgl38FPMzFMAwTEjWkv9If~BNnpb~vhP1mQWvcKVcjJuigpmKxXxEjNnSa8Q~SsaVFHQdTSWMWg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"YERLEŞİK_YABANCI_UYRUKLU_ÖĞRENCİLERİN_EĞİTİM_GÖRDÜĞÜ_OKULLARDA_TÜRKÇE_ÖĞRETMENLERİNİN_KARŞILAŞTIĞI_SORUNLAR_VE_ÇÖZÜM_ÖNERİLERİ_ALANYA_ÖRNEĞİ","translated_slug":"","page_count":17,"language":"tr","content_type":"Work","owner":{"id":2294005,"first_name":"Prof. Dr. Elif","middle_initials":null,"last_name":"AKTAŞ","page_name":"elifaktaş","domain_name":"alanya","created_at":"2012-08-12T08:52:38.212-07:00","display_name":"Prof. Dr. Elif AKTAŞ","url":"https://alanya.academia.edu/elifakta%C5%9F"},"attachments":[{"id":106022208,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106022208/thumbnails/1.jpg","file_name":"ILGILI_BOLUM.pdf","download_url":"https://www.academia.edu/attachments/106022208/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YERLESIK_YABANCI_UYRUKLU_OGRENCILERIN_EG.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106022208/ILGILI_BOLUM-libre.pdf?1695855346=\u0026response-content-disposition=attachment%3B+filename%3DYERLESIK_YABANCI_UYRUKLU_OGRENCILERIN_EG.pdf\u0026Expires=1732394190\u0026Signature=MI3jaYm9Bhuvy7BUg-qrb-75XafuKbZxRZg7F3q9pBxWRx1WsAICYATiwh-ozKt2m2X0nZE63VP652SXPlWa1itl~NWTSvF2xKqgQgVplZ~9C5bFzu~Iifc6iR3f64EnXaQDmu9ubAzcM4kr~JQXQzPEqoSuUVW6jbFpzDYEhPjCn5ZQmNEwmN0Gs~DZjUTS-Wi3aPhfhpfSIwQ8hNfhlBSNTAPxbPiYBlVWuGHX~~~NN2fv3U4IbdHd2X6rfGg9g6NUFAX~51UZgl38FPMzFMAwTEjWkv9If~BNnpb~vhP1mQWvcKVcjJuigpmKxXxEjNnSa8Q~SsaVFHQdTSWMWg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":188209,"name":"Yabancılara Türkçe Öğretimi","url":"https://www.academia.edu/Documents/in/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="105276592"><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/105276592/%C4%B0mam_Hatip_Ortaokulu_%C3%96%C4%9Frencilerinin_Okuma_K%C3%BClt%C3%BCr%C3%BC_D%C3%BCzeylerinin_Okuma_Profilleri_Ba%C4%9Flam%C4%B1nda_%C4%B0ncelenmesi_Alanya_%C3%96rne%C4%9Fi"><img alt="Research paper thumbnail of İmam-Hatip Ortaokulu Öğrencilerinin Okuma Kültürü Düzeylerinin Okuma Profilleri Bağlamında İncelenmesi: Alanya Örneği" class="work-thumbnail" src="https://attachments.academia-assets.com/104774874/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/105276592/%C4%B0mam_Hatip_Ortaokulu_%C3%96%C4%9Frencilerinin_Okuma_K%C3%BClt%C3%BCr%C3%BC_D%C3%BCzeylerinin_Okuma_Profilleri_Ba%C4%9Flam%C4%B1nda_%C4%B0ncelenmesi_Alanya_%C3%96rne%C4%9Fi">İmam-Hatip Ortaokulu Öğrencilerinin Okuma Kültürü Düzeylerinin Okuma Profilleri Bağlamında İncelenmesi: Alanya Örneği</a></div><div class="wp-workCard_item"><span>Ana Dili Eğitimi Dergisi</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmada imam hatip ortaokulu öğrencilerinin okuma kültürü düzeylerinin tespit edilmesi amaçl...</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 çalışmada imam hatip ortaokulu öğrencilerinin okuma kültürü düzeylerinin tespit edilmesi amaçlanmıştır. Çalışma, tarama modelinde betimsel bir araştırmadır. Çalışmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve 20 sorudan oluşan 'Okuma Profili Anketi' kullanılmıştır. Araştırmanın çalışma grubunu Antalya ili Alanya ilçesindeki imam hatip ortaokullarında öğrenim gören 271 öğrenci oluşturmaktadır. Verilerin çözümlenmesinde yüzde ve frekans analizleri ile ki-kare analizinden yararlanılmıştır. Çalışmada öğrencilerin çoğunun boş vakitlerini geçirmek ve keyif almak için kitap okudukları; roman, hikâye, masal gibi kurgusal türleri ve macera/polisiye, kişisel gelişim konulu eserleri tercih ettikleri belirlenmiştir. Ayrıca öğrencilerin yabancılardan ziyade yerli yazarları okudukları, dijital araçları ve interneti genel anlamda kitap okuma amacıyla kullanmadıkları da tespit edilmiştir. Bunun yanı sıra öğrencilerin kitapları genellikle kitapçıdan satın alarak temin ettikleri ve baskı hâlinde okudukları, kitap seçiminde en çok kitabın konusuna ve kapağına dikkat ettikleri de ortaya konmuştur. Ayrıca araştırma sonuçları, öğrencilerin kütüphaneye gitme oranlarının düşük olduğunu ve süreli yayınları takip etmediklerini de ortaya koymuştur.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="80cd3745cdd8decb5d0f3a0e020871c9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104774874,"asset_id":105276592,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104774874/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="105276592"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105276592"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105276592; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=105276592]").text(description); $(".js-view-count[data-work-id=105276592]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 105276592; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='105276592']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 105276592, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "80cd3745cdd8decb5d0f3a0e020871c9" } } $('.js-work-strip[data-work-id=105276592]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":105276592,"title":"İmam-Hatip Ortaokulu Öğrencilerinin Okuma Kültürü Düzeylerinin Okuma Profilleri Bağlamında İncelenmesi: Alanya Örneği","translated_title":"","metadata":{"abstract":"Bu çalışmada imam hatip ortaokulu öğrencilerinin okuma kültürü düzeylerinin tespit edilmesi amaçlanmıştır. Çalışma, tarama modelinde betimsel bir araştırmadır. Çalışmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve 20 sorudan oluşan 'Okuma Profili Anketi' kullanılmıştır. Araştırmanın çalışma grubunu Antalya ili Alanya ilçesindeki imam hatip ortaokullarında öğrenim gören 271 öğrenci oluşturmaktadır. Verilerin çözümlenmesinde yüzde ve frekans analizleri ile ki-kare analizinden yararlanılmıştır. Çalışmada öğrencilerin çoğunun boş vakitlerini geçirmek ve keyif almak için kitap okudukları; roman, hikâye, masal gibi kurgusal türleri ve macera/polisiye, kişisel gelişim konulu eserleri tercih ettikleri belirlenmiştir. Ayrıca öğrencilerin yabancılardan ziyade yerli yazarları okudukları, dijital araçları ve interneti genel anlamda kitap okuma amacıyla kullanmadıkları da tespit edilmiştir. Bunun yanı sıra öğrencilerin kitapları genellikle kitapçıdan satın alarak temin ettikleri ve baskı hâlinde okudukları, kitap seçiminde en çok kitabın konusuna ve kapağına dikkat ettikleri de ortaya konmuştur. Ayrıca araştırma sonuçları, öğrencilerin kütüphaneye gitme oranlarının düşük olduğunu ve süreli yayınları takip etmediklerini de ortaya koymuştur.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Ana Dili Eğitimi Dergisi"},"translated_abstract":"Bu çalışmada imam hatip ortaokulu öğrencilerinin okuma kültürü düzeylerinin tespit edilmesi amaçlanmıştır. Çalışma, tarama modelinde betimsel bir araştırmadır. Çalışmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve 20 sorudan oluşan 'Okuma Profili Anketi' kullanılmıştır. Araştırmanın çalışma grubunu Antalya ili Alanya ilçesindeki imam hatip ortaokullarında öğrenim gören 271 öğrenci oluşturmaktadır. Verilerin çözümlenmesinde yüzde ve frekans analizleri ile ki-kare analizinden yararlanılmıştır. Çalışmada öğrencilerin çoğunun boş vakitlerini geçirmek ve keyif almak için kitap okudukları; roman, hikâye, masal gibi kurgusal türleri ve macera/polisiye, kişisel gelişim konulu eserleri tercih ettikleri belirlenmiştir. Ayrıca öğrencilerin yabancılardan ziyade yerli yazarları okudukları, dijital araçları ve interneti genel anlamda kitap okuma amacıyla kullanmadıkları da tespit edilmiştir. Bunun yanı sıra öğrencilerin kitapları genellikle kitapçıdan satın alarak temin ettikleri ve baskı hâlinde okudukları, kitap seçiminde en çok kitabın konusuna ve kapağına dikkat ettikleri de ortaya konmuştur. Ayrıca araştırma sonuçları, öğrencilerin kütüphaneye gitme oranlarının düşük olduğunu ve süreli yayınları takip etmediklerini de ortaya koymuştur.","internal_url":"https://www.academia.edu/105276592/%C4%B0mam_Hatip_Ortaokulu_%C3%96%C4%9Frencilerinin_Okuma_K%C3%BClt%C3%BCr%C3%BC_D%C3%BCzeylerinin_Okuma_Profilleri_Ba%C4%9Flam%C4%B1nda_%C4%B0ncelenmesi_Alanya_%C3%96rne%C4%9Fi","translated_internal_url":"","created_at":"2023-08-05T03:49:20.582-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2294005,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":40189355,"work_id":105276592,"tagging_user_id":2294005,"tagged_user_id":23951292,"co_author_invite_id":null,"email":"d***i@gmail.com","affiliation":"Değerler Eğitimi Dergisi","display_order":1,"name":"Değerler Eğitimi Dergisi","title":"İmam-Hatip Ortaokulu Öğrencilerinin Okuma Kültürü Düzeylerinin Okuma Profilleri Bağlamında İncelenmesi: Alanya Örneği"},{"id":40189356,"work_id":105276592,"tagging_user_id":2294005,"tagged_user_id":211313717,"co_author_invite_id":null,"email":"e***s@alanya.edu.tr","display_order":2,"name":"Dr. ELİF AKTAŞ","title":"İmam-Hatip Ortaokulu Öğrencilerinin Okuma Kültürü Düzeylerinin Okuma Profilleri Bağlamında İncelenmesi: Alanya Örneği"},{"id":40189357,"work_id":105276592,"tagging_user_id":2294005,"tagged_user_id":266400414,"co_author_invite_id":null,"email":"e***l@gmail.com","display_order":3,"name":"ekrem vural","title":"İmam-Hatip Ortaokulu Öğrencilerinin Okuma Kültürü Düzeylerinin Okuma Profilleri Bağlamında İncelenmesi: Alanya Örneği"},{"id":40189358,"work_id":105276592,"tagging_user_id":2294005,"tagged_user_id":null,"co_author_invite_id":7890054,"email":"e***p@erdogan.edu.tr","display_order":4,"name":"Eğitim Fakültesi","title":"İmam-Hatip Ortaokulu Öğrencilerinin Okuma Kültürü Düzeylerinin Okuma Profilleri Bağlamında İncelenmesi: Alanya Örneği"}],"downloadable_attachments":[{"id":104774874,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104774874/thumbnails/1.jpg","file_name":"10.16916_aded.1287810_3103845.pdf","download_url":"https://www.academia.edu/attachments/104774874/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Imam_Hatip_Ortaokulu_Ogrencilerinin_Okum.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104774874/10.16916_aded.1287810_3103845-libre.pdf?1691235670=\u0026response-content-disposition=attachment%3B+filename%3DImam_Hatip_Ortaokulu_Ogrencilerinin_Okum.pdf\u0026Expires=1732394190\u0026Signature=RNfsP~yuu95ohy1vjfLO7Hs2DBOGvq4VmpGYDyE49SPVQR3raKd4yhHsgBuBYXHCSHP3Y3o5HZG1KQqIRf5Q143RMggSoAP-FZxC-6ScSKd~8lhJttTj1XqhFNWfjeAyT~UDZpAGMlEHngqTv7AwXAuqiGQjzJic96-ivojbTgY~iNpkGxbYLFUlkq4PDgK00yR8WIkNJ-R1FE68cMsP~vpyKyWnHZi9IspmBLB-V2VxsVt55jtf9C5Rh8nFTRpUbJOuZ~QOqJy6mXU0z8hkVCMeIihxRhnMP~PDohDynHtkAXABss8ZD5M~UB~GJsPCHqQVZrkSmODWaYpuBuF4DA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"İmam_Hatip_Ortaokulu_Öğrencilerinin_Okuma_Kültürü_Düzeylerinin_Okuma_Profilleri_Bağlamında_İncelenmesi_Alanya_Örneği","translated_slug":"","page_count":22,"language":"tr","content_type":"Work","owner":{"id":2294005,"first_name":"Prof. Dr. Elif","middle_initials":null,"last_name":"AKTAŞ","page_name":"elifaktaş","domain_name":"alanya","created_at":"2012-08-12T08:52:38.212-07:00","display_name":"Prof. Dr. Elif AKTAŞ","url":"https://alanya.academia.edu/elifakta%C5%9F"},"attachments":[{"id":104774874,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104774874/thumbnails/1.jpg","file_name":"10.16916_aded.1287810_3103845.pdf","download_url":"https://www.academia.edu/attachments/104774874/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Imam_Hatip_Ortaokulu_Ogrencilerinin_Okum.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104774874/10.16916_aded.1287810_3103845-libre.pdf?1691235670=\u0026response-content-disposition=attachment%3B+filename%3DImam_Hatip_Ortaokulu_Ogrencilerinin_Okum.pdf\u0026Expires=1732394190\u0026Signature=RNfsP~yuu95ohy1vjfLO7Hs2DBOGvq4VmpGYDyE49SPVQR3raKd4yhHsgBuBYXHCSHP3Y3o5HZG1KQqIRf5Q143RMggSoAP-FZxC-6ScSKd~8lhJttTj1XqhFNWfjeAyT~UDZpAGMlEHngqTv7AwXAuqiGQjzJic96-ivojbTgY~iNpkGxbYLFUlkq4PDgK00yR8WIkNJ-R1FE68cMsP~vpyKyWnHZi9IspmBLB-V2VxsVt55jtf9C5Rh8nFTRpUbJOuZ~QOqJy6mXU0z8hkVCMeIihxRhnMP~PDohDynHtkAXABss8ZD5M~UB~GJsPCHqQVZrkSmODWaYpuBuF4DA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1803937,"name":"Türkçenin Eğitimi ve Öğretimi","url":"https://www.academia.edu/Documents/in/T%C3%BCrk%C3%A7enin_E%C4%9Fitimi_ve_%C3%96%C4%9Fretimi"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="105262559"><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/105262559/Effect_of_Readers_Theater_on_Reading_Comprehension_Skills_and_Reading_Motivation_among_Students_of_Turkish_as_a_Foreign_Language"><img alt="Research paper thumbnail of Effect of Readers Theater on Reading Comprehension Skills and Reading Motivation among Students of Turkish as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/104765213/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/105262559/Effect_of_Readers_Theater_on_Reading_Comprehension_Skills_and_Reading_Motivation_among_Students_of_Turkish_as_a_Foreign_Language">Effect of Readers Theater on Reading Comprehension Skills and Reading Motivation among Students of Turkish as a Foreign Language</a></div><div class="wp-workCard_item"><span>International Journal of Education & Literacy Studies</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Different methods, techniques and strategies are employed in teaching to improve reading, especia...</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">Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. The aim of this study is to determine the effect of readers theater on reading comprehension skills and reading motivation in teaching Turkish as a foreign language. In the study, in which an exploratory mixed design in which quantitative and qualitative research methods were used together was preferred, the subjects were determined by convenience sampling. Accordingly, 61 B1 level students (31 experimental, 30 control) learning Turkish as a foreign language at a state university in southern Turkey were assigned as the experimental and control groups. Reading comprehension achievement test was used to collect data in the study., reading motivation scale and semi-structured interview form were used to collect data. Dependent and independent groups t-test was used to analyze quantitative data; descriptive analysis and content analysis were used to analyze qualitative data. The results reveal that the reading theater technique had a positive effect on the reading comprehension skills and reading motivation of the students in the experimental group. In addition, it was determined that the students expressed positive opinions about the reading theater. Based on these results, it is suggested that reading theater technique should be used to increase the reading motivation of Turkish as a foreign language learner and improve their reading comprehension skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee11cdd8f60d82cc9e5891caf9a7371c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104765213,"asset_id":105262559,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104765213/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="105262559"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105262559"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105262559; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=105262559]").text(description); $(".js-view-count[data-work-id=105262559]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 105262559; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='105262559']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 105262559, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ee11cdd8f60d82cc9e5891caf9a7371c" } } $('.js-work-strip[data-work-id=105262559]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":105262559,"title":"Effect of Readers Theater on Reading Comprehension Skills and Reading Motivation among Students of Turkish as a Foreign Language","translated_title":"","metadata":{"abstract":"Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. 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The results reveal that the reading theater technique had a positive effect on the reading comprehension skills and reading motivation of the students in the experimental group. In addition, it was determined that the students expressed positive opinions about the reading theater. Based on these results, it is suggested that reading theater technique should be used to increase the reading motivation of Turkish as a foreign language learner and improve their reading comprehension skills.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"International Journal of Education \u0026 Literacy Studies"},"translated_abstract":"Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. The aim of this study is to determine the effect of readers theater on reading comprehension skills and reading motivation in teaching Turkish as a foreign language. 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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="105241657"><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/105241657/The_effect_of_web_2_0_based_technology_applications_on_speaking_skills_and_speaking_anxiety_in_teaching_Turkish_as_a_foreign_language_Voki_example"><img alt="Research paper thumbnail of The effect of web 2.0 based technology applications on speaking skills and speaking anxiety in teaching Turkish as a foreign language: Voki example" class="work-thumbnail" src="https://attachments.academia-assets.com/104749709/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/105241657/The_effect_of_web_2_0_based_technology_applications_on_speaking_skills_and_speaking_anxiety_in_teaching_Turkish_as_a_foreign_language_Voki_example">The effect of web 2.0 based technology applications on speaking skills and speaking anxiety in teaching Turkish as a foreign language: Voki example</a></div><div class="wp-workCard_item"><span>Frontiers in Psychology</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study is to examine the effect of Voki, one of the web 2.0-based technology appli...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study is to examine the effect of Voki, one of the web 2.0-based technology applications, on Turkish learners' speaking skills and speaking anxiety. In the study, exploratory sequential design, one of the mixed design types in which quantitative and qualitative approaches are used together, was adopted. The study group of the research consisted of 61 students at A2 level (31 experimental group, 30 control group) who learn Turkish as a foreign language at the Turkish Language Teaching Center of a university located in the south of Turkey. Speaking Anxiety Scale and Speaking Skill Assessment Form were used as data collection tools. During the 6-week intervention, the experimental group used Voki in speaking lessons, while the control group did not use any technology-based web 2.0 tool. Descriptive statistics, chi-square analysis, dependent and independent groups t-test were used to analyze the quantitative data collected in the study. Descriptive analysis and content analysis were used to analyze the qualitative data collected through a semi-structured interview form. As a result of the study, it was determined that the Voki application improved the speaking skills of the students in the experimental group and reduced their speaking anxiety. It was also determined that the students in the experimental group expressed positive opinions about the application. Therefore, the use of Voki application in speaking activities in foreign language teaching is recommended.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19b0383eca955eaa1b2b5b6090c0ec37" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104749709,"asset_id":105241657,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104749709/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="105241657"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105241657"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105241657; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=105241657]").text(description); $(".js-view-count[data-work-id=105241657]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 105241657; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='105241657']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 105241657, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "19b0383eca955eaa1b2b5b6090c0ec37" } } $('.js-work-strip[data-work-id=105241657]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":105241657,"title":"The effect of web 2.0 based technology applications on speaking skills and speaking anxiety in teaching Turkish as a foreign language: Voki example","translated_title":"","metadata":{"doi":"10.3389/fpsyg.2023.1183037","abstract":"The aim of this study is to examine the effect of Voki, one of the web 2.0-based technology applications, on Turkish learners' speaking skills and speaking anxiety. 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It was also determined that the students in the experimental group expressed positive opinions about the application. 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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="99071942"><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/99071942/T%C3%9CRK%C3%87E_%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N_AKICI_OKUMA_BECER%C4%B0S%C4%B0_%C4%B0LE_%C4%B0LG%C4%B0L%C4%B0_B%C4%B0L%C4%B0%C5%9E_D%C3%9CZEYLER%C4%B0"><img alt="Research paper thumbnail of TÜRKÇE ÖĞRETMENLERİNİN AKICI OKUMA BECERİSİ İLE İLGİLİ BİLİŞ DÜZEYLERİ" class="work-thumbnail" src="https://attachments.academia-assets.com/100256079/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/99071942/T%C3%9CRK%C3%87E_%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N_AKICI_OKUMA_BECER%C4%B0S%C4%B0_%C4%B0LE_%C4%B0LG%C4%B0L%C4%B0_B%C4%B0L%C4%B0%C5%9E_D%C3%9CZEYLER%C4%B0">TÜRKÇE ÖĞRETMENLERİNİN AKICI OKUMA BECERİSİ İLE İLGİLİ BİLİŞ DÜZEYLERİ</a></div><div class="wp-workCard_item"><span>International Journal of Language Academy</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkçe dersi, ilköğretimden başlayarak bireyin okuma, dinleme, konuşma ve yazma becerilerini geli...</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">Türkçe dersi, ilköğretimden başlayarak bireyin okuma, dinleme, konuşma ve yazma becerilerini geliştirmeyi amaçlamaktadır. Bu beceriler içerisinde okuma, bireyin okulda öğrendiği ve yaşam boyu kullandığı önemli bir beceridir. Akıcı okuma ise 2017 yılında hazırlanan programla Türkçe dersi müfredatına konmuş olup okumadan daha ileri düzey bir beceriye işaret etmektedir. Vurgu, tonlama ve telaffuza dikkat ederek, belli bir hızda ve konuşur gibi yapılan okumaya akıcı okuma denmektedir. PISA okuma becerileri kapsamında da akıcı okuma, okuduğunu anlamanın temel göstergelerinden biri olarak kabul edilmektedir. Doğru okuma, hız, prozodi ve anlama olmak üzere dört temel bileşene sahip olan akıcı okuma becerisi, ilköğretimden itibaren kazandırılması gereken ve yaşam boyu kullanılan bir beceridir. Bunun için de öğretmenlerin ve öğretmen adaylarının akıcı okuma ile ilgili biliş düzeylerinin yüksek olması gerekmektedir. Bu çalışmada Türkçe öğretmenlerinin akıcı okuma ile ilgili biliş düzeyleri belirlenmeye çalışılmıştır. Araştırmanın çalışma grubu, Antalya ilinin Alanya ilçesindeki ortaokullarda görev yapan 33 Türkçe öğretmeninden oluşmaktadır. Nitel bir desene sahip olan araştırmada, veriler yarı yapılandırılmış görüşme tekniği ile toplanmıştır. Görüşme soruları öğretmenlerin akıcı okuma ile ilgili bilgi düzeylerini ölçecek şekilde literatür taranarak ve uzman görüşü alınarak hazırlanmıştır. Veriler, betimsel analiz ve içerik analizi yöntemiyle çözümlenmiştir. Araştırma sonucunda öğretmenlerin akıcı okumanın temel bileşenleri ve Türkçe öğretim programındaki yeri, akıcı okuma stratejileri ve okuduğunu anlama ile akıcı okuma arasındaki ilişki ile ilgili biliş düzeylerinin genel olarak düşük olduğu tesit edilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="30508743233b330ab7e71d90a377de0a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100256079,"asset_id":99071942,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100256079/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="99071942"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99071942"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99071942; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99071942]").text(description); $(".js-view-count[data-work-id=99071942]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99071942; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99071942']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99071942, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "30508743233b330ab7e71d90a377de0a" } } $('.js-work-strip[data-work-id=99071942]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99071942,"title":"TÜRKÇE ÖĞRETMENLERİNİN AKICI OKUMA BECERİSİ İLE İLGİLİ BİLİŞ DÜZEYLERİ","translated_title":"","metadata":{"doi":"10.29228/ijla. 67171","abstract":"Türkçe dersi, ilköğretimden başlayarak bireyin okuma, dinleme, konuşma ve yazma becerilerini geliştirmeyi amaçlamaktadır. Bu beceriler içerisinde okuma, bireyin okulda öğrendiği ve yaşam boyu kullandığı önemli bir beceridir. Akıcı okuma ise 2017 yılında hazırlanan programla Türkçe dersi müfredatına konmuş olup okumadan daha ileri düzey bir beceriye işaret etmektedir. Vurgu, tonlama ve telaffuza dikkat ederek, belli bir hızda ve konuşur gibi yapılan okumaya akıcı okuma denmektedir. PISA okuma becerileri kapsamında da akıcı okuma, okuduğunu anlamanın temel göstergelerinden biri olarak kabul edilmektedir. Doğru okuma, hız, prozodi ve anlama olmak üzere dört temel bileşene sahip olan akıcı okuma becerisi, ilköğretimden itibaren kazandırılması gereken ve yaşam boyu kullanılan bir beceridir. Bunun için de öğretmenlerin ve öğretmen adaylarının akıcı okuma ile ilgili biliş düzeylerinin yüksek olması gerekmektedir. Bu çalışmada Türkçe öğretmenlerinin akıcı okuma ile ilgili biliş düzeyleri belirlenmeye çalışılmıştır. Araştırmanın çalışma grubu, Antalya ilinin Alanya ilçesindeki ortaokullarda görev yapan 33 Türkçe öğretmeninden oluşmaktadır. Nitel bir desene sahip olan araştırmada, veriler yarı yapılandırılmış görüşme tekniği ile toplanmıştır. Görüşme soruları öğretmenlerin akıcı okuma ile ilgili bilgi düzeylerini ölçecek şekilde literatür taranarak ve uzman görüşü alınarak hazırlanmıştır. Veriler, betimsel analiz ve içerik analizi yöntemiyle çözümlenmiştir. Araştırma sonucunda öğretmenlerin akıcı okumanın temel bileşenleri ve Türkçe öğretim programındaki yeri, akıcı okuma stratejileri ve okuduğunu anlama ile akıcı okuma arasındaki ilişki ile ilgili biliş düzeylerinin genel olarak düşük olduğu tesit edilmiştir.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"International Journal of Language Academy"},"translated_abstract":"Türkçe dersi, ilköğretimden başlayarak bireyin okuma, dinleme, konuşma ve yazma becerilerini geliştirmeyi amaçlamaktadır. Bu beceriler içerisinde okuma, bireyin okulda öğrendiği ve yaşam boyu kullandığı önemli bir beceridir. Akıcı okuma ise 2017 yılında hazırlanan programla Türkçe dersi müfredatına konmuş olup okumadan daha ileri düzey bir beceriye işaret etmektedir. Vurgu, tonlama ve telaffuza dikkat ederek, belli bir hızda ve konuşur gibi yapılan okumaya akıcı okuma denmektedir. PISA okuma becerileri kapsamında da akıcı okuma, okuduğunu anlamanın temel göstergelerinden biri olarak kabul edilmektedir. Doğru okuma, hız, prozodi ve anlama olmak üzere dört temel bileşene sahip olan akıcı okuma becerisi, ilköğretimden itibaren kazandırılması gereken ve yaşam boyu kullanılan bir beceridir. Bunun için de öğretmenlerin ve öğretmen adaylarının akıcı okuma ile ilgili biliş düzeylerinin yüksek olması gerekmektedir. Bu çalışmada Türkçe öğretmenlerinin akıcı okuma ile ilgili biliş düzeyleri belirlenmeye çalışılmıştır. 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href="https://www.academia.edu/99071932/Kalila_and_Dimna_as_One_of_the_Traditional_Antecedents_of_Modern_Classifications_of_Values">Kalila and Dimna as One of the Traditional Antecedents of Modern Classifications of Values</a></div><div class="wp-workCard_item"><span>International Education Studies</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Kalila and Dimna, which is considered as one of the classic works of the Eastern literature, is a...</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">Kalila and Dimna, which is considered as one of the classic works of the Eastern literature, is a political morality and advice book that is still in effect thanks to the knowledge of wisdom it offers. The aim of this study is to examine this work according to the Western classifications of values (UNESCO, Rokeach, Schwartz, Spranger) since it sheds light on the present age with the wisdom knowledge it holds although it was penned centuries ago. The study was designed as qualitative research and data collection was done with the four value classifications above. During the analysis of the study data, percentage and frequency analyses were used under the content analysis. The results of the study indicate that Kalila and Dimna includes all the values contained in abovementioned classifications originating from the Western civilization.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e10139d7fa9acd7fbfa43f823f2bf69c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100256070,"asset_id":99071932,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100256070/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="99071932"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99071932"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99071932; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99071932]").text(description); $(".js-view-count[data-work-id=99071932]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99071932; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99071932']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99071932, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e10139d7fa9acd7fbfa43f823f2bf69c" } } $('.js-work-strip[data-work-id=99071932]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99071932,"title":"Kalila and Dimna as One of the Traditional Antecedents of Modern Classifications of Values","translated_title":"","metadata":{"abstract":"Kalila and Dimna, which is considered as one of the classic works of the Eastern literature, is a political morality and advice book that is still in effect thanks to the knowledge of wisdom it offers. 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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="93886815"><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/93886815/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Okudu%C4%9Funu_Anlama_Stratejilerinin_Okudu%C4%9Funu_Anlama_Becerisine_Etkisi"><img alt="Research paper thumbnail of Yabancı Dil Olarak Türkçe Öğretiminde Okuduğunu Anlama Stratejilerinin Okuduğunu Anlama Becerisine Etkisi" class="work-thumbnail" src="https://attachments.academia-assets.com/96499134/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/93886815/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Okudu%C4%9Funu_Anlama_Stratejilerinin_Okudu%C4%9Funu_Anlama_Becerisine_Etkisi">Yabancı Dil Olarak Türkçe Öğretiminde Okuduğunu Anlama Stratejilerinin Okuduğunu Anlama Becerisine Etkisi</a></div><div class="wp-workCard_item"><span>International Journal of Languages’ Education and Teaching</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reading comprehension skill is one of the most emphasized issues in teaching Turkish both as a mo...</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">Reading comprehension skill is one of the most emphasized issues in teaching Turkish both as a mother tongue and as a foreign language.. In this respect, it is necessary to employ reading comprehension strategies in order to improve students' comprehension skills. In this study, the effect of reading comprehension strategies in teaching Turkish as a foreign language on reading comprehension skills was examined. In the study, which has a quantitative design, the experimental design with pretestposttest control group was used as a method. The study group, which was determined by easily accessible case sampling, consists of 49 students who learn Turkish at B2 level at ALKÜ TÖMER. The "Reading Comprehension Achievement Test in Turkish as a Foreign Language" developed by Altunkaya (2016) for B-level students was used as a data collection tool in the research. During the 6-week implementation period, pre-reading, reading and post-reading comprehension strategies were used in the experimental group. In the control group, the activities in the textbook were not followed within the scope of reading activities. In the analysis of the data, two different statistical analyzes as Mann Whitney U and Wilcoxon Rank Difference tests were use d. As a result of the application, there was a significant difference between the reading comprehension skills test scores of the experimental and control group students in favor of the experimental group. According to this result, it was determined that reading comprehension strategies positively affected reading comprehension skills in Turkish as a foreign language lessons.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c16a431e1526d0fa8fddec31aca6af57" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96499134,"asset_id":93886815,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96499134/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="93886815"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93886815"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93886815; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93886815]").text(description); $(".js-view-count[data-work-id=93886815]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93886815; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93886815']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 93886815, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c16a431e1526d0fa8fddec31aca6af57" } } $('.js-work-strip[data-work-id=93886815]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93886815,"title":"Yabancı Dil Olarak Türkçe Öğretiminde Okuduğunu Anlama Stratejilerinin Okuduğunu Anlama Becerisine Etkisi","translated_title":"","metadata":{"abstract":"Reading comprehension skill is one of the most emphasized issues in teaching Turkish both as a mother tongue and as a foreign language.. In this respect, it is necessary to employ reading comprehension strategies in order to improve students' comprehension skills. In this study, the effect of reading comprehension strategies in teaching Turkish as a foreign language on reading comprehension skills was examined. In the study, which has a quantitative design, the experimental design with pretestposttest control group was used as a method. The study group, which was determined by easily accessible case sampling, consists of 49 students who learn Turkish at B2 level at ALKÜ TÖMER. The \"Reading Comprehension Achievement Test in Turkish as a Foreign Language\" developed by Altunkaya (2016) for B-level students was used as a data collection tool in the research. During the 6-week implementation period, pre-reading, reading and post-reading comprehension strategies were used in the experimental group. In the control group, the activities in the textbook were not followed within the scope of reading activities. In the analysis of the data, two different statistical analyzes as Mann Whitney U and Wilcoxon Rank Difference tests were use d. As a result of the application, there was a significant difference between the reading comprehension skills test scores of the experimental and control group students in favor of the experimental group. According to this result, it was determined that reading comprehension strategies positively affected reading comprehension skills in Turkish as a foreign language lessons.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"International Journal of Languages’ Education and Teaching"},"translated_abstract":"Reading comprehension skill is one of the most emphasized issues in teaching Turkish both as a mother tongue and as a foreign language.. In this respect, it is necessary to employ reading comprehension strategies in order to improve students' comprehension skills. In this study, the effect of reading comprehension strategies in teaching Turkish as a foreign language on reading comprehension skills was examined. In the study, which has a quantitative design, the experimental design with pretestposttest control group was used as a method. The study group, which was determined by easily accessible case sampling, consists of 49 students who learn Turkish at B2 level at ALKÜ TÖMER. The \"Reading Comprehension Achievement Test in Turkish as a Foreign Language\" developed by Altunkaya (2016) for B-level students was used as a data collection tool in the research. During the 6-week implementation period, pre-reading, reading and post-reading comprehension strategies were used in the experimental group. In the control group, the activities in the textbook were not followed within the scope of reading activities. In the analysis of the data, two different statistical analyzes as Mann Whitney U and Wilcoxon Rank Difference tests were use d. As a result of the application, there was a significant difference between the reading comprehension skills test scores of the experimental and control group students in favor of the experimental group. 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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="88156437"><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/88156437/T%C3%BCrk%C3%A7e_E%C4%9Fitimi_Alan%C4%B1ndaki_Makale_%C3%96zetlerine_Y%C3%B6nelik_Bir_%C4%B0%C3%A7erik_Analizi"><img alt="Research paper thumbnail of Türkçe Eğitimi Alanındaki Makale Özetlerine Yönelik Bir İçerik Analizi" class="work-thumbnail" src="https://attachments.academia-assets.com/92186356/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/88156437/T%C3%BCrk%C3%A7e_E%C4%9Fitimi_Alan%C4%B1ndaki_Makale_%C3%96zetlerine_Y%C3%B6nelik_Bir_%C4%B0%C3%A7erik_Analizi">Türkçe Eğitimi Alanındaki Makale Özetlerine Yönelik Bir İçerik Analizi</a></div><div class="wp-workCard_item"><span>Journal of Turkish Studies</span><span>, 2015</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5bc9f8be3ddc26d099db9a4c63b99f5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":92186356,"asset_id":88156437,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/92186356/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&st=MTczMjQxMDU4Nyw4LjIyMi4yMDguMTQ2&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="88156437"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="88156437"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 88156437; 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Sinif Türkçe Ders Ki̇taplarindaki̇ Okuma Meti̇nleri̇ni̇n Düşünceyi̇ Geli̇şt</a></div><div class="wp-workCard_item"><span>The Journal of Academic Social Science Studies</span><span>, 2013</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8e1a68e4ea8a56795074ddf06d407c3b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89157527,"asset_id":83985622,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89157527/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="83985622"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83985622"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83985622; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83985622]").text(description); $(".js-view-count[data-work-id=83985622]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83985622; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83985622']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83985622, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8e1a68e4ea8a56795074ddf06d407c3b" } } $('.js-work-strip[data-work-id=83985622]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83985622,"title":"Ortaokul 8. 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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="83985617"><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/83985617/T%C3%BCrkiyede_ve_Romanyada_Okutulan_Ana_Dili_T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1n%C4%B1n_De%C4%9Fer_%C4%B0letimi_A%C3%A7%C4%B1s%C4%B1ndan_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1r%C4%B1lmas%C4%B1"><img alt="Research paper thumbnail of Türkiye'de ve Romanya'da Okutulan Ana Dili Türkçe Ders Kitaplarının Değer İletimi Açısından Karşılaştırılması" class="work-thumbnail" src="https://attachments.academia-assets.com/89157522/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/83985617/T%C3%BCrkiyede_ve_Romanyada_Okutulan_Ana_Dili_T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1n%C4%B1n_De%C4%9Fer_%C4%B0letimi_A%C3%A7%C4%B1s%C4%B1ndan_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1r%C4%B1lmas%C4%B1">Türkiye'de ve Romanya'da Okutulan Ana Dili Türkçe Ders Kitaplarının Değer İletimi Açısından Karşılaştırılması</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Degerler egitimine yonelik olarak yapilan bu calismanin amaci, Turk Milli Egitim Bakanligi Yayine...</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">Degerler egitimine yonelik olarak yapilan bu calismanin amaci, Turk Milli Egitim Bakanligi Yayinevi ile Romen Egitim, Arastirma, Genclik ve Spor Bakanligi Yayinevi&#39;ne ait ortaokul 6, 7 ve 8. sinif ana dili Turkce ders kitaplarindaki okuma metinlerinde yer alan ulusal ve evrensel degerlerin dagilimini belirlemek ve bu acidan iki ulke arasinda bir kiyaslama yapmaktir. Betimsel dokuman incelemelerine dayanan bu arastirmada, nitel arastirma yontemlerinden dokuman analizi kullanilmis, orneklem grubundaki okuma metinleri, &quot;Degerler Tespit Formu&quot;na (DTF) gore incelenmistir. Calismada, Romanya ve Turkiye&#39;de okutulan Turkce ders kitaplarinda ozellikle ulusal degerlerin dagiliminda benzerlik oldugu goze carpmaktadir. Romanya&#39;da okutulan 8. sinif ders kitabinin ulusal deger iletimi acisindan etkili olmadigi, Turkiye&#39;de ise incelenen metinlerin deger iletimi acisindan dengeli bir gorunum arz etmedigi ve titizlikle secilmedigi saptanmistir. Bu sonuclara dayanarak, her i...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="47aeeeb6f35beb94f13c32838e980ce4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89157522,"asset_id":83985617,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89157522/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="83985617"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83985617"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83985617; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83985617]").text(description); $(".js-view-count[data-work-id=83985617]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83985617; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83985617']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83985617, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "47aeeeb6f35beb94f13c32838e980ce4" } } $('.js-work-strip[data-work-id=83985617]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83985617,"title":"Türkiye'de ve Romanya'da Okutulan Ana Dili Türkçe Ders Kitaplarının Değer İletimi Açısından Karşılaştırılması","translated_title":"","metadata":{"abstract":"Degerler egitimine yonelik olarak yapilan bu calismanin amaci, Turk Milli Egitim Bakanligi Yayinevi ile Romen Egitim, Arastirma, Genclik ve Spor Bakanligi Yayinevi\u0026#39;ne ait ortaokul 6, 7 ve 8. sinif ana dili Turkce ders kitaplarindaki okuma metinlerinde yer alan ulusal ve evrensel degerlerin dagilimini belirlemek ve bu acidan iki ulke arasinda bir kiyaslama yapmaktir. 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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="5139285" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="35950743"><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/35950743/%C3%96%C4%9ERETMEN_ADAYLARININ_SOSYAL_MEDYADA_KULLANILAN_T%C3%9CRK%C3%87EN%C4%B0N_SORUNLARINA_Y%C3%96NEL%C4%B0K_ALGILARI_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0"><img alt="Research paper thumbnail of ÖĞRETMEN ADAYLARININ SOSYAL MEDYADA KULLANILAN TÜRKÇENİN SORUNLARINA YÖNELİK ALGILARI VE ÇÖZÜM ÖNERİLERİ" 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/35950743/%C3%96%C4%9ERETMEN_ADAYLARININ_SOSYAL_MEDYADA_KULLANILAN_T%C3%9CRK%C3%87EN%C4%B0N_SORUNLARINA_Y%C3%96NEL%C4%B0K_ALGILARI_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0">ÖĞRETMEN ADAYLARININ SOSYAL MEDYADA KULLANILAN TÜRKÇENİN SORUNLARINA YÖNELİK ALGILARI VE ÇÖZÜM ÖNERİLERİ</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bilgi ve teknoloji çağı olarak adlandırılan 21. yüzyılda giderek yaygınlaşan internet kullanımı i...</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">Bilgi ve teknoloji çağı olarak adlandırılan 21. yüzyılda giderek yaygınlaşan internet kullanımı içerisinde en büyük pay, sosyal medya olarak adlandırılan etkileşimli sanal sohbet platformlarına aittir. Fikir üretme, duygu paylaşma ve kamuoyu oluşturma gibi işlevlere sahip olan sosyal medya, yeni bir iletişim dilini de beraberinde getirmiştir. Zamanının büyük çoğunluğunu sosyal medya ortamlarında geçiren kullanıcılar, ölçünlü dilden çoğunlukla sapma gösteren bir dil üreterek bu dili günlük/resmî ortamlarda da kullanmayı sürdürmektedirler. Değişim olgusuyla da açıklanabilen bu durum, genellikle Türkçenin sanal ortamda bozulmuş ve yozlaşmış bir görünüm arz ettiğini göstermektedir. Bu sorunun çözülmesinde ölçünlü dili ilköğretimden beri kazandırmayı amaçlayan temel eğitim kurumlarına ve öğretmenlere büyük sorumluluklar düşmektedir. Bu açıdan özellikle dilin doğru, güzel ve etkili kullanımını öğretmeyi ve öğrencilere dil sevgisi, bilinci ve hassasiyeti kazandırmayı amaçlayan Türkçe öğretmenlerinin dil bilincine sahip olmaları önem arz etmektedir. Çalışma doküman incelemesine dayalı nitel bir araştırmadır. Araştırmanın çalışma grubunu Rize ve Bayburt illerindeki iki devlet üniversitesinde Türkçe Eğitimi Anabilim dalının 1. ve 4. sınıflarında öğrenim gören 180 öğretmen adayı oluşturmaktadır. Çalışma grubunun belirlenmesinde kolay ulaşılabilir (convenient) durum örneklemesi ve ölçüt örnekleme yöntemleri kullanılmıştır. Buna göre katılımcıların 1. ve 4. sınıflardan seçilmesinin nedeni öğrenim gördükleri süreç içerisinde Türkçeye yönelik farkındalıklarında bir değişiklik olup olmadığını belirlemektir. Araştırmada veri toplama aracı olarak öğretmen adaylarına yarı yapılandırılmış bir görüşme formu uygulanmıştır. Literatür taranarak belirlenen ve uzman görüşü alınarak son şekli verilen formda öğretmen adaylarından sosyal medyada Türkçenin kullanımına ilişkin tespit ettikleri sorunları ve bu sorunlara yönelik çözüm önerilerini yazmaları istenmiştir. Verilerin çözümlenmesinde nitel araştırma yöntemlerinden içerik analizi ve betimsel analiz kullanılacaktır. Verilerin analizi tamamlandığında bulgular sayısallaştırılarak tablolar hâlinde sunulacaktır.</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="35950743"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35950743"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35950743; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35950743]").text(description); $(".js-view-count[data-work-id=35950743]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35950743; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35950743']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35950743, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=35950743]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35950743,"title":"ÖĞRETMEN ADAYLARININ SOSYAL MEDYADA KULLANILAN TÜRKÇENİN SORUNLARINA YÖNELİK ALGILARI VE ÇÖZÜM ÖNERİLERİ","translated_title":"","metadata":{"abstract":"Bilgi ve teknoloji çağı olarak adlandırılan 21. yüzyılda giderek yaygınlaşan internet kullanımı içerisinde en büyük pay, sosyal medya olarak adlandırılan etkileşimli sanal sohbet platformlarına aittir. Fikir üretme, duygu paylaşma ve kamuoyu oluşturma gibi işlevlere sahip olan sosyal medya, yeni bir iletişim dilini de beraberinde getirmiştir. Zamanının büyük çoğunluğunu sosyal medya ortamlarında geçiren kullanıcılar, ölçünlü dilden çoğunlukla sapma gösteren bir dil üreterek bu dili günlük/resmî ortamlarda da kullanmayı sürdürmektedirler. Değişim olgusuyla da açıklanabilen bu durum, genellikle Türkçenin sanal ortamda bozulmuş ve yozlaşmış bir görünüm arz ettiğini göstermektedir. Bu sorunun çözülmesinde ölçünlü dili ilköğretimden beri kazandırmayı amaçlayan temel eğitim kurumlarına ve öğretmenlere büyük sorumluluklar düşmektedir. Bu açıdan özellikle dilin doğru, güzel ve etkili kullanımını öğretmeyi ve öğrencilere dil sevgisi, bilinci ve hassasiyeti kazandırmayı amaçlayan Türkçe öğretmenlerinin dil bilincine sahip olmaları önem arz etmektedir. Çalışma doküman incelemesine dayalı nitel bir araştırmadır. Araştırmanın çalışma grubunu Rize ve Bayburt illerindeki iki devlet üniversitesinde Türkçe Eğitimi Anabilim dalının 1. ve 4. sınıflarında öğrenim gören 180 öğretmen adayı oluşturmaktadır. Çalışma grubunun belirlenmesinde kolay ulaşılabilir (convenient) durum örneklemesi ve ölçüt örnekleme yöntemleri kullanılmıştır. Buna göre katılımcıların 1. ve 4. sınıflardan seçilmesinin nedeni öğrenim gördükleri süreç içerisinde Türkçeye yönelik farkındalıklarında bir değişiklik olup olmadığını belirlemektir. Araştırmada veri toplama aracı olarak öğretmen adaylarına yarı yapılandırılmış bir görüşme formu uygulanmıştır. Literatür taranarak belirlenen ve uzman görüşü alınarak son şekli verilen formda öğretmen adaylarından sosyal medyada Türkçenin kullanımına ilişkin tespit ettikleri sorunları ve bu sorunlara yönelik çözüm önerilerini yazmaları istenmiştir. Verilerin çözümlenmesinde nitel araştırma yöntemlerinden içerik analizi ve betimsel analiz kullanılacaktır. Verilerin analizi tamamlandığında bulgular sayısallaştırılarak tablolar hâlinde sunulacaktır."},"translated_abstract":"Bilgi ve teknoloji çağı olarak adlandırılan 21. yüzyılda giderek yaygınlaşan internet kullanımı içerisinde en büyük pay, sosyal medya olarak adlandırılan etkileşimli sanal sohbet platformlarına aittir. Fikir üretme, duygu paylaşma ve kamuoyu oluşturma gibi işlevlere sahip olan sosyal medya, yeni bir iletişim dilini de beraberinde getirmiştir. Zamanının büyük çoğunluğunu sosyal medya ortamlarında geçiren kullanıcılar, ölçünlü dilden çoğunlukla sapma gösteren bir dil üreterek bu dili günlük/resmî ortamlarda da kullanmayı sürdürmektedirler. Değişim olgusuyla da açıklanabilen bu durum, genellikle Türkçenin sanal ortamda bozulmuş ve yozlaşmış bir görünüm arz ettiğini göstermektedir. Bu sorunun çözülmesinde ölçünlü dili ilköğretimden beri kazandırmayı amaçlayan temel eğitim kurumlarına ve öğretmenlere büyük sorumluluklar düşmektedir. 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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="5139311" id="books"><div class="js-work-strip profile--work_container" data-work-id="86130871"><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/86130871/Etkinlik_%C3%96rnekleriyle_T%C3%BCrk%C3%A7e_E%C4%9Fitiminde_Drama_ve_Tiyatro_Uygulamalar%C4%B1"><img alt="Research paper thumbnail of Etkinlik Örnekleriyle Türkçe Eğitiminde Drama ve Tiyatro Uygulamaları" class="work-thumbnail" src="https://attachments.academia-assets.com/90653039/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/86130871/Etkinlik_%C3%96rnekleriyle_T%C3%BCrk%C3%A7e_E%C4%9Fitiminde_Drama_ve_Tiyatro_Uygulamalar%C4%B1">Etkinlik Örnekleriyle Türkçe Eğitiminde Drama ve Tiyatro Uygulamaları</a></div><div class="wp-workCard_item"><span>Etkinlik Örnekleriyle Türkçe Eğitiminde Drama ve Tiyatro Uygulamaları </span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Türkçenin ana dili ve yabancı dil olarak öğretiminde alternatif uygulamalar giderek önem kazanmay...</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">Türkçenin ana dili ve yabancı dil olarak öğretiminde alternatif uygulamalar giderek önem kazanmaya başlamıştır. Drama, yaratıcı drama, eğitimde drama, eğitsel oyun ve tiyatro bir yaklaşım ya da öğretim yöntemi olarak Türkçe derslerinde sıklıkla kullanılmaktadır. Drama etkinlikleriyle çocuğun yaratıcılığını ve iletişim becerilerini geliştirerek insanlarla sağlıklı ilişki kurabilen, özgür düşünen, hoşgörülü, saygılı ve demokratik bireyler yetiştirmek amaçlanmaktadır. Drama ve tiyatronun Türkçe öğretiminde kullanımı, öğrencilere dinleme/izleme, konuşma, okuma ve yazma becerileri kapsamında yaşayarak öğrenme olanağı sunmaktadır. Ayrıca Türkçe Öğretim Programı’nda belirtilen kök değerlerin kazandırılmasında drama uygulamalarının etkin rolü bulunmaktadır.<br />On dört bölümden meydana gelen bu kitap, Türkçe öğretmenliği lisans programı için YÖK tarafından belirlenen zorunlu ders kapsamında yer alan “Türkçe Eğitiminde Drama ve Tiyatro Uygulamaları” ve meslek bilgisi seçmeli dersler kategorisinde yer alan “Eğitimde Drama” derslerinde kullanılacak temel bir kaynak/ ders kitabı niteliği taşımaktadır. Bununla birlikte söz konusu kitapta uygulama/ etkinlik örneklerine yer verilmesi de kitabın sadece lisans öğrencilerine değil öğretmenlere de yol gösterici bir kaynak olmasını sağlamaktadır. Kitabın yazar kadrosunun lisans ve lisansüstü düzeyde drama ve tiyatro dersini yürütmeleri ve drama liderliği eğitimine sahip olmaları, kitapta yer verilen uygulama ve etkinlik örneklerinin güçlü yönünü oluşturmaktadır. Türkçe eğitimi, Türk Dili ve Edebiyatı eğitimi, temel eğitim, okul öncesi eğitimi alanlarında çalışan akademisyenler, bilim insanı adayları, bağımsız araştırmacılar ve öğretmenler, bu kitabın hedef kitlesini oluşturmaktadır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7b7c607eeb78e289fd5a5ebeb4fce49" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90653039,"asset_id":86130871,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90653039/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="86130871"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86130871"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86130871; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86130871]").text(description); $(".js-view-count[data-work-id=86130871]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86130871; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86130871']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86130871, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d7b7c607eeb78e289fd5a5ebeb4fce49" } } $('.js-work-strip[data-work-id=86130871]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86130871,"title":"Etkinlik Örnekleriyle Türkçe Eğitiminde Drama ve Tiyatro Uygulamaları","translated_title":"","metadata":{"abstract":"Türkçenin ana dili ve yabancı dil olarak öğretiminde alternatif uygulamalar giderek önem kazanmaya başlamıştır. Drama, yaratıcı drama, eğitimde drama, eğitsel oyun ve tiyatro bir yaklaşım ya da öğretim yöntemi olarak Türkçe derslerinde sıklıkla kullanılmaktadır. Drama etkinlikleriyle çocuğun yaratıcılığını ve iletişim becerilerini geliştirerek insanlarla sağlıklı ilişki kurabilen, özgür düşünen, hoşgörülü, saygılı ve demokratik bireyler yetiştirmek amaçlanmaktadır. Drama ve tiyatronun Türkçe öğretiminde kullanımı, öğrencilere dinleme/izleme, konuşma, okuma ve yazma becerileri kapsamında yaşayarak öğrenme olanağı sunmaktadır. Ayrıca Türkçe Öğretim Programı’nda belirtilen kök değerlerin kazandırılmasında drama uygulamalarının etkin rolü bulunmaktadır.\nOn dört bölümden meydana gelen bu kitap, Türkçe öğretmenliği lisans programı için YÖK tarafından belirlenen zorunlu ders kapsamında yer alan “Türkçe Eğitiminde Drama ve Tiyatro Uygulamaları” ve meslek bilgisi seçmeli dersler kategorisinde yer alan “Eğitimde Drama” derslerinde kullanılacak temel bir kaynak/ ders kitabı niteliği taşımaktadır. Bununla birlikte söz konusu kitapta uygulama/ etkinlik örneklerine yer verilmesi de kitabın sadece lisans öğrencilerine değil öğretmenlere de yol gösterici bir kaynak olmasını sağlamaktadır. Kitabın yazar kadrosunun lisans ve lisansüstü düzeyde drama ve tiyatro dersini yürütmeleri ve drama liderliği eğitimine sahip olmaları, kitapta yer verilen uygulama ve etkinlik örneklerinin güçlü yönünü oluşturmaktadır. Türkçe eğitimi, Türk Dili ve Edebiyatı eğitimi, temel eğitim, okul öncesi eğitimi alanlarında çalışan akademisyenler, bilim insanı adayları, bağımsız araştırmacılar ve öğretmenler, bu kitabın hedef kitlesini oluşturmaktadır.\n","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Etkinlik Örnekleriyle Türkçe Eğitiminde Drama ve Tiyatro Uygulamaları "},"translated_abstract":"Türkçenin ana dili ve yabancı dil olarak öğretiminde alternatif uygulamalar giderek önem kazanmaya başlamıştır. Drama, yaratıcı drama, eğitimde drama, eğitsel oyun ve tiyatro bir yaklaşım ya da öğretim yöntemi olarak Türkçe derslerinde sıklıkla kullanılmaktadır. Drama etkinlikleriyle çocuğun yaratıcılığını ve iletişim becerilerini geliştirerek insanlarla sağlıklı ilişki kurabilen, özgür düşünen, hoşgörülü, saygılı ve demokratik bireyler yetiştirmek amaçlanmaktadır. Drama ve tiyatronun Türkçe öğretiminde kullanımı, öğrencilere dinleme/izleme, konuşma, okuma ve yazma becerileri kapsamında yaşayarak öğrenme olanağı sunmaktadır. Ayrıca Türkçe Öğretim Programı’nda belirtilen kök değerlerin kazandırılmasında drama uygulamalarının etkin rolü bulunmaktadır.\nOn dört bölümden meydana gelen bu kitap, Türkçe öğretmenliği lisans programı için YÖK tarafından belirlenen zorunlu ders kapsamında yer alan “Türkçe Eğitiminde Drama ve Tiyatro Uygulamaları” ve meslek bilgisi seçmeli dersler kategorisinde yer alan “Eğitimde Drama” derslerinde kullanılacak temel bir kaynak/ ders kitabı niteliği taşımaktadır. Bununla birlikte söz konusu kitapta uygulama/ etkinlik örneklerine yer verilmesi de kitabın sadece lisans öğrencilerine değil öğretmenlere de yol gösterici bir kaynak olmasını sağlamaktadır. Kitabın yazar kadrosunun lisans ve lisansüstü düzeyde drama ve tiyatro dersini yürütmeleri ve drama liderliği eğitimine sahip olmaları, kitapta yer verilen uygulama ve etkinlik örneklerinin güçlü yönünü oluşturmaktadır. Türkçe eğitimi, Türk Dili ve Edebiyatı eğitimi, temel eğitim, okul öncesi eğitimi alanlarında çalışan akademisyenler, bilim insanı adayları, bağımsız araştırmacılar ve öğretmenler, bu kitabın hedef kitlesini oluşturmaktadır.\n","internal_url":"https://www.academia.edu/86130871/Etkinlik_%C3%96rnekleriyle_T%C3%BCrk%C3%A7e_E%C4%9Fitiminde_Drama_ve_Tiyatro_Uygulamalar%C4%B1","translated_internal_url":"","created_at":"2022-09-04T08:31:58.996-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2294005,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[{"id":90653039,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/90653039/thumbnails/1.jpg","file_name":"drama_kitap_icerik.pdf","download_url":"https://www.academia.edu/attachments/90653039/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Etkinlik_Ornekleriyle_Turkce_Egitiminde.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/90653039/drama_kitap_icerik-libre.pdf?1662308083=\u0026response-content-disposition=attachment%3B+filename%3DEtkinlik_Ornekleriyle_Turkce_Egitiminde.pdf\u0026Expires=1732394191\u0026Signature=BIwKud7-ap2UPyWtgk1t92YGBgS9B4UmMrkKCyWwEmqFvbX4P1mQiBcGSjoYhgpINjsqit3kuQgBQsA~moWF0vJLleh3lcBtGdzdAYoX-ZAIUtZivP9~CGv--a1OIKsxhwH53EwODP3hcZZDmBlYt9UIR4O5L~asin6a1fAXQDZsl~LvQy3zjoXSuhWWpAgJeH~TJxoq37ZmNeMZrF2YZKKAYrOo9GP3aQIZTBx9gIrvXtYr38R9-ZFbQOboEe4zv-0529SayOqTBtrCBY43q61YX4-UXd4y0PRJxeRIYBPp6ysHcOf3gA4KCJMY78dz~YWvKM6THH1doYV4sXqRUQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Etkinlik_Örnekleriyle_Türkçe_Eğitiminde_Drama_ve_Tiyatro_Uygulamaları","translated_slug":"","page_count":12,"language":"tr","content_type":"Work","owner":{"id":2294005,"first_name":"Prof. Dr. Elif","middle_initials":null,"last_name":"AKTAŞ","page_name":"elifaktaş","domain_name":"alanya","created_at":"2012-08-12T08:52:38.212-07:00","display_name":"Prof. Dr. Elif AKTAŞ","url":"https://alanya.academia.edu/elifakta%C5%9F"},"attachments":[{"id":90653039,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/90653039/thumbnails/1.jpg","file_name":"drama_kitap_icerik.pdf","download_url":"https://www.academia.edu/attachments/90653039/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Etkinlik_Ornekleriyle_Turkce_Egitiminde.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/90653039/drama_kitap_icerik-libre.pdf?1662308083=\u0026response-content-disposition=attachment%3B+filename%3DEtkinlik_Ornekleriyle_Turkce_Egitiminde.pdf\u0026Expires=1732394191\u0026Signature=BIwKud7-ap2UPyWtgk1t92YGBgS9B4UmMrkKCyWwEmqFvbX4P1mQiBcGSjoYhgpINjsqit3kuQgBQsA~moWF0vJLleh3lcBtGdzdAYoX-ZAIUtZivP9~CGv--a1OIKsxhwH53EwODP3hcZZDmBlYt9UIR4O5L~asin6a1fAXQDZsl~LvQy3zjoXSuhWWpAgJeH~TJxoq37ZmNeMZrF2YZKKAYrOo9GP3aQIZTBx9gIrvXtYr38R9-ZFbQOboEe4zv-0529SayOqTBtrCBY43q61YX4-UXd4y0PRJxeRIYBPp6ysHcOf3gA4KCJMY78dz~YWvKM6THH1doYV4sXqRUQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4273,"name":"Drama In Education","url":"https://www.academia.edu/Documents/in/Drama_In_Education"},{"id":188203,"name":"Türkçe Eğitimi","url":"https://www.academia.edu/Documents/in/Turkce_Egitimi"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74401681"><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/74401681/ELE%C5%9ET%C4%B0REL_OKUMA_BECER%C4%B0S%C4%B0_BAKIMINDAN_2019_T%C3%9CRK%C3%87E_DERS%C4%B0_%C3%96%C4%9ERET%C4%B0M_PROGRAMI_NIN_1_8_SINIFLAR_DE%C4%9EERLEND%C4%B0R%C4%B0LMES%C4%B0"><img alt="Research paper thumbnail of ELEŞTİREL OKUMA BECERİSİ BAKIMINDAN 2019 TÜRKÇE DERSİ ÖĞRETİM PROGRAMI’NIN (1-8. SINIFLAR) DEĞERLENDİRİLMESİ" class="work-thumbnail" src="https://attachments.academia-assets.com/82567661/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/74401681/ELE%C5%9ET%C4%B0REL_OKUMA_BECER%C4%B0S%C4%B0_BAKIMINDAN_2019_T%C3%9CRK%C3%87E_DERS%C4%B0_%C3%96%C4%9ERET%C4%B0M_PROGRAMI_NIN_1_8_SINIFLAR_DE%C4%9EERLEND%C4%B0R%C4%B0LMES%C4%B0">ELEŞTİREL OKUMA BECERİSİ BAKIMINDAN 2019 TÜRKÇE DERSİ ÖĞRETİM PROGRAMI’NIN (1-8. SINIFLAR) DEĞERLENDİRİLMESİ</a></div><div class="wp-workCard_item"><span>Prof. Dr. H. Ömer Karpuz’a Armağan TÜRKÇEYE SAYGI</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bilgiye ulaşmanın, iletişim kurmanın, öğrenmenin ve kendini geliştirmenin en etkin yollarından bi...</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">Bilgiye ulaşmanın, iletişim kurmanın, öğrenmenin ve kendini geliştirmenin en etkin yollarından biri olan okuma; yazıları görme ve seslendirmenin ötesinde anlama, yorumlama, eleştirme ve değerlendirmeyi de içeren üst düzey bir beceridir (Sever, 2015, s. 13; Cemiloğlu, 2004, s. 164). Geniş anlamıyla okuma; “yazıları görme, algılama, düşünme, anlama, ilişkilendirme, eleştirme, zihinde yapılandırma gibi göz ve beynin çeşitli işlevlerinden oluşan karmaşık bir süre” olarak<br />tanımlamaktadır (Güneş, 2017, s. 40).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6f21deb77ee264f76b928c32869a5819" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82567661,"asset_id":74401681,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82567661/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="74401681"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74401681"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74401681; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74401681]").text(description); $(".js-view-count[data-work-id=74401681]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74401681; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74401681']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74401681, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6f21deb77ee264f76b928c32869a5819" } } $('.js-work-strip[data-work-id=74401681]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74401681,"title":"ELEŞTİREL OKUMA BECERİSİ BAKIMINDAN 2019 TÜRKÇE DERSİ ÖĞRETİM PROGRAMI’NIN (1-8. SINIFLAR) DEĞERLENDİRİLMESİ","translated_title":"","metadata":{"abstract":"Bilgiye ulaşmanın, iletişim kurmanın, öğrenmenin ve kendini geliştirmenin en etkin yollarından biri olan okuma; yazıları görme ve seslendirmenin ötesinde anlama, yorumlama, eleştirme ve değerlendirmeyi de içeren üst düzey bir beceridir (Sever, 2015, s. 13; Cemiloğlu, 2004, s. 164). Geniş anlamıyla okuma; “yazıları görme, algılama, düşünme, anlama, ilişkilendirme, eleştirme, zihinde yapılandırma gibi göz ve beynin çeşitli işlevlerinden oluşan karmaşık bir süre” olarak\ntanımlamaktadır (Güneş, 2017, s. 40).","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Prof. Dr. H. 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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="53359549"><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/53359549/DUNYADA_TURKCE_OGRETIMI_KURAM_DURUM_UYGULAMA_SORUN_VE_%C3%87%C3%96Z%C3%9CMLER"><img alt="Research paper thumbnail of DUNYADA TURKCE OGRETIMI KURAM DURUM UYGULAMA SORUN VE ÇÖZÜMLER" class="work-thumbnail" src="https://attachments.academia-assets.com/70241178/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/53359549/DUNYADA_TURKCE_OGRETIMI_KURAM_DURUM_UYGULAMA_SORUN_VE_%C3%87%C3%96Z%C3%9CMLER">DUNYADA TURKCE OGRETIMI KURAM DURUM UYGULAMA SORUN VE ÇÖZÜMLER</a></div><div class="wp-workCard_item"><span>DÜNYADA TÜRKÇE ÖĞRETİMİ</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Yurt dışına çeşitli vesilelerle göç etmiş yurttaşlarımızın çocuklarına ana dili ve kültür öğretim...</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">Yurt dışına çeşitli vesilelerle göç etmiş yurttaşlarımızın çocuklarına ana dili ve kültür öğretimi günümüzde zaruri bir ihtiyaç olmanın yanı sıra ulusal kimlik inşası, aidiyet bağı ve değer oluşturma itibarıyla da millî bir mesele olarak karşımıza çıkmaktadır. Bununla birlikte Türkçenin yabancı dil olarak öğretimi de her geçen gün önem kazanan hususlardan biridir. Bu kitap ile dünyanın birçok yerinde (Almanya, Belçika, Hollanda, İsviçre, İngiltere, İrlanda, Fransa, Danimarka, Hırvatistan, Gürcistan, Hindistan, İtalya, Romanya, Polonya, Bosna-Hersek, Rusya, İran, Çin Halk Cumhuriyeti) yürütülmekte olan Türkçe öğretimi faaliyetlerinin güncel durumu ortaya konmaya çalışılmıştır. İlgili ülkelerde öncelikle Türkçe eğitimi öğretimi faaliyetlerinin mevcut durumu ortaya konmuş, literatür taranarak ana dili, iki dillilik, yabancı dil olarak Türkçe öğretimi faaliyetleri hakkında bilgi verilmiş ve ikinci dil/yabancı dil olarak Türkçe öğretiminin güçlü ve zayıf yönleri ortaya konarak sorunların çözümü için geçerli olabilecek öneriler sunulmuştur. Çalışmayla birlikte yurt dışında ana dili öğretimi konusunda faaliyet gösteren ilgili resmî kurumlara (Millî Eğitim Bakanlığı, Maarif Vakfı, Yunus Emre Enstitüsü, Yurt Dışı Türkler ve Akraba Topluluklar Başkanlığı) bilimsel veri sağlanarak ana dili ve yabancı dil olarak Türkçe öğretim faaliyetlerinin niteliğinin artmasına katkı sağlamak amaçlanmaktadır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da7a175dcca8ac5931bcea4e566f4911" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70241178,"asset_id":53359549,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70241178/download_file?st=MTczMjQxMDU4OCw4LjIyMi4yMDguMTQ2&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="53359549"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53359549"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53359549; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53359549]").text(description); $(".js-view-count[data-work-id=53359549]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53359549; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='53359549']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 53359549, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "da7a175dcca8ac5931bcea4e566f4911" } } $('.js-work-strip[data-work-id=53359549]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":53359549,"title":"DUNYADA TURKCE OGRETIMI KURAM DURUM UYGULAMA SORUN VE ÇÖZÜMLER","translated_title":"","metadata":{"abstract":"Yurt dışına çeşitli vesilelerle göç etmiş yurttaşlarımızın çocuklarına ana dili ve kültür öğretimi günümüzde zaruri bir ihtiyaç olmanın yanı sıra ulusal kimlik inşası, aidiyet bağı ve değer oluşturma itibarıyla da millî bir mesele olarak karşımıza çıkmaktadır. Bununla birlikte Türkçenin yabancı dil olarak öğretimi de her geçen gün önem kazanan hususlardan biridir. Bu kitap ile dünyanın birçok yerinde (Almanya, Belçika, Hollanda, İsviçre, İngiltere, İrlanda, Fransa, Danimarka, Hırvatistan, Gürcistan, Hindistan, İtalya, Romanya, Polonya, Bosna-Hersek, Rusya, İran, Çin Halk Cumhuriyeti) yürütülmekte olan Türkçe öğretimi faaliyetlerinin güncel durumu ortaya konmaya çalışılmıştır. İlgili ülkelerde öncelikle Türkçe eğitimi öğretimi faaliyetlerinin mevcut durumu ortaya konmuş, literatür taranarak ana dili, iki dillilik, yabancı dil olarak Türkçe öğretimi faaliyetleri hakkında bilgi verilmiş ve ikinci dil/yabancı dil olarak Türkçe öğretiminin güçlü ve zayıf yönleri ortaya konarak sorunların çözümü için geçerli olabilecek öneriler sunulmuştur. Çalışmayla birlikte yurt dışında ana dili öğretimi konusunda faaliyet gösteren ilgili resmî kurumlara (Millî Eğitim Bakanlığı, Maarif Vakfı, Yunus Emre Enstitüsü, Yurt Dışı Türkler ve Akraba Topluluklar Başkanlığı) bilimsel veri sağlanarak ana dili ve yabancı dil olarak Türkçe öğretim faaliyetlerinin niteliğinin artmasına katkı sağlamak amaçlanmaktadır.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"DÜNYADA TÜRKÇE ÖĞRETİMİ"},"translated_abstract":"Yurt dışına çeşitli vesilelerle göç etmiş yurttaşlarımızın çocuklarına ana dili ve kültür öğretimi günümüzde zaruri bir ihtiyaç olmanın yanı sıra ulusal kimlik inşası, aidiyet bağı ve değer oluşturma itibarıyla da millî bir mesele olarak karşımıza çıkmaktadır. Bununla birlikte Türkçenin yabancı dil olarak öğretimi de her geçen gün önem kazanan hususlardan biridir. Bu kitap ile dünyanın birçok yerinde (Almanya, Belçika, Hollanda, İsviçre, İngiltere, İrlanda, Fransa, Danimarka, Hırvatistan, Gürcistan, Hindistan, İtalya, Romanya, Polonya, Bosna-Hersek, Rusya, İran, Çin Halk Cumhuriyeti) yürütülmekte olan Türkçe öğretimi faaliyetlerinin güncel durumu ortaya konmaya çalışılmıştır. İlgili ülkelerde öncelikle Türkçe eğitimi öğretimi faaliyetlerinin mevcut durumu ortaya konmuş, literatür taranarak ana dili, iki dillilik, yabancı dil olarak Türkçe öğretimi faaliyetleri hakkında bilgi verilmiş ve ikinci dil/yabancı dil olarak Türkçe öğretiminin güçlü ve zayıf yönleri ortaya konarak sorunların çözümü için geçerli olabilecek öneriler sunulmuştur. 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