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href="https://www.academia.edu/124344659/_35675_befdergi">.35675 befdergi.</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CerenBerber%C3%96zmen">Ceren Berber Özmen</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/se%C3%A7ilAlaca">seçil Alaca</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/NidaK%C4%B1r%C3%B6mero%C4%9Flu">Nida Kırömeroğlu</a></span></div><div class="wp-workCard_item"><span>Bayburt Eğitim Fakültesi Dergisi</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Yabancı dil öğretimine yönelik ölçme-değerlendirme çalışmaları, dilbilgisi ve söz varlığı yeterli...</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">Yabancı dil öğretimine yönelik ölçme-değerlendirme çalışmaları, dilbilgisi ve söz varlığı yeterliliğine ilişkin geleneksel değerlendirmelerin ötesine geçerek iletişimsel yeterliliğin değerlendirilmesinde söylem türlerinin rolüne dikkat çekmektedir. Söylem türlerinin anlaşılmasıyla yabancı dil alanındaki değerlendiriciler yalnızca dilsel yetkinliği değil aynı<br />zamanda iletişimin kullanım bilimsel ve toplum dilbilimsel yönlerini de değerlendirmektedir. Okuma becerisinin değerlendirilmesi açısından ele alındığındaysa farklı söylem türlerinden metinlerin kullanımı, okurun çeşitli türlerden ve retorik yapılardan anlam çıkarma gücünün dikkate alınmasını gerektirir. Bu da okuduğunu anlama becerilerinin daha kapsamlı<br />değerlendirilmesine olanak sağlar. Diller için Avrupa Ortak Başvuru Metninde (D-AOBM) belirlenen dil tanımlayıcıları dolaylı olarak farklı dil düzeyleri için farklı söylem türlerinin uygunluğuna gönderimlerde bulunur. Bu görüşlerden hareketle bu çalışmada yabancı dil öğretiminde okuma becerisinin ölçülmesine yönelik geliştirilen sınavlarda farklı söylem<br />türlerinden metinler kullanmanın önemi tartışılmıştır. Bunun yanı sıra D-AOBM’nin dil tanımlayıcıları ile birlikte ALTE Can Do Project (ALTECDP) yeterlilikleri dikkate alınarak söz konusu değerlendirmelerde kullanmak üzere düzeylere göre söylem türleri ve metin türleri sınıflandırması yapılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="681cd8384eb71bb5cd7934bc6478206e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118587806,"asset_id":124344659,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118587806/download_file?st=MTczNDQ5NzMyMSw4LjIyMi4yMDguMTQ2&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="124344659"><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="124344659"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124344659; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124344659]").text(description); $(".js-view-count[data-work-id=124344659]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124344659; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124344659']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124344659, 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: "681cd8384eb71bb5cd7934bc6478206e" } } $('.js-work-strip[data-work-id=124344659]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124344659,"title":".35675 befdergi.","translated_title":"","metadata":{"doi":"10.35675/befdergi.1504413","abstract":"Yabancı dil öğretimine yönelik ölçme-değerlendirme çalışmaları, dilbilgisi ve söz varlığı yeterliliğine ilişkin geleneksel değerlendirmelerin ötesine geçerek iletişimsel yeterliliğin değerlendirilmesinde söylem türlerinin rolüne dikkat çekmektedir. Söylem türlerinin anlaşılmasıyla yabancı dil alanındaki değerlendiriciler yalnızca dilsel yetkinliği değil aynı\nzamanda iletişimin kullanım bilimsel ve toplum dilbilimsel yönlerini de değerlendirmektedir. Okuma becerisinin değerlendirilmesi açısından ele alındığındaysa farklı söylem türlerinden metinlerin kullanımı, okurun çeşitli türlerden ve retorik yapılardan anlam çıkarma gücünün dikkate alınmasını gerektirir. Bu da okuduğunu anlama becerilerinin daha kapsamlı\ndeğerlendirilmesine olanak sağlar. Diller için Avrupa Ortak Başvuru Metninde (D-AOBM) belirlenen dil tanımlayıcıları dolaylı olarak farklı dil düzeyleri için farklı söylem türlerinin uygunluğuna gönderimlerde bulunur. Bu görüşlerden hareketle bu çalışmada yabancı dil öğretiminde okuma becerisinin ölçülmesine yönelik geliştirilen sınavlarda farklı söylem\ntürlerinden metinler kullanmanın önemi tartışılmıştır. 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Söylem türlerinin anlaşılmasıyla yabancı dil alanındaki değerlendiriciler yalnızca dilsel yetkinliği değil aynı\nzamanda iletişimin kullanım bilimsel ve toplum dilbilimsel yönlerini de değerlendirmektedir. Okuma becerisinin değerlendirilmesi açısından ele alındığındaysa farklı söylem türlerinden metinlerin kullanımı, okurun çeşitli türlerden ve retorik yapılardan anlam çıkarma gücünün dikkate alınmasını gerektirir. Bu da okuduğunu anlama becerilerinin daha kapsamlı\ndeğerlendirilmesine olanak sağlar. Diller için Avrupa Ortak Başvuru Metninde (D-AOBM) belirlenen dil tanımlayıcıları dolaylı olarak farklı dil düzeyleri için farklı söylem türlerinin uygunluğuna gönderimlerde bulunur. Bu görüşlerden hareketle bu çalışmada yabancı dil öğretiminde okuma becerisinin ölçülmesine yönelik geliştirilen sınavlarda farklı söylem\ntürlerinden metinler kullanmanın önemi tartışılmıştır. 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These differences and the insufficiency of mechanical and structured materials offered to students until recently led students as well as educators to seek more diverse, fun, and interesting tools. With the value given to the authentic text by the communicative approach, literary texts have also taken their old place in education. In foreign language teaching, presenting many reading texts in various text types to the student contributes to the teaching of words and the use of words in context and to the development of writing skills, as well as improving students' reading comprehension skills. However, to benefit effectively from the texts, the texts should be suitable for the students' language and interest level. When it comes to level-oriented material, text modification using criteria based on solid theoretical foundations is in the foreground. This study aims to determine the criteria needed for modifying stories for the learners of Turkish as a foreign language. To that end, Nation's (2001) and Sandom's (2013) classifications were discussed and adapted, and the modification criteria were set forth. After the text was modified to the A1, A2, and B1 levels, the linguistic features of the texts were compared, and the readability scores of the authentic and modified texts were evaluated by Bezirci & Yılmaz's (2010) formula. The results showed that the authentic text, B1 text, A2 text, and A1 text, respectively, follow a top-down structure in terms of educational levels. To have a qualitative evaluation of the modified texts, these texts were also presented to five (5) experts with a questionnaire. The results suggested that the criteria were mostly applicable; however, it's difficult to modify stories especially at the A1 level.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9692183a9c95e0cf2c20d21bedf03597" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88119809,"asset_id":82396189,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88119809/download_file?st=MTczNDQ5NzMyMSw4LjIyMi4yMDguMTQ2&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="82396189"><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="82396189"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82396189; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82396189]").text(description); $(".js-view-count[data-work-id=82396189]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82396189; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82396189']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82396189, 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: "9692183a9c95e0cf2c20d21bedf03597" } } $('.js-work-strip[data-work-id=82396189]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82396189,"title":"A Study on Text Modification in the Field of Teaching Turkish as a Foreign Language","translated_title":"","metadata":{"doi":"10.29228/ijlet.58220","abstract":"Language teaching is a process the purpose of which differs in individual and social dimensions. 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To that end, Nation's (2001) and Sandom's (2013) classifications were discussed and adapted, and the modification criteria were set forth. After the text was modified to the A1, A2, and B1 levels, the linguistic features of the texts were compared, and the readability scores of the authentic and modified texts were evaluated by Bezirci \u0026 Yılmaz's (2010) formula. The results showed that the authentic text, B1 text, A2 text, and A1 text, respectively, follow a top-down structure in terms of educational levels. To have a qualitative evaluation of the modified texts, these texts were also presented to five (5) experts with a questionnaire. 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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="45605037"><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/45605037/International_Journal_of_Language_Academy_International_Journal_of_Language_Academy_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_%C3%9CNS%C3%9CZLER%C4%B0N_SESLET%C4%B0M%C4%B0NE_%C4%B0L%C4%B0%C5%9EK%C4%B0N_B%C4%B0R_UYGULAMA_A_Study_on_Pronunciation_of_Consonants_in_Teaching_Turkish_as_a_Foreign_Language"><img alt="Research paper thumbnail of International Journal of Language Academy International Journal of Language Academy YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ÜNSÜZLERİN SESLETİMİNE İLİŞKİN BİR UYGULAMA A Study on Pronunciation of Consonants in Teaching Turkish as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/66089845/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/45605037/International_Journal_of_Language_Academy_International_Journal_of_Language_Academy_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_%C3%9CNS%C3%9CZLER%C4%B0N_SESLET%C4%B0M%C4%B0NE_%C4%B0L%C4%B0%C5%9EK%C4%B0N_B%C4%B0R_UYGULAMA_A_Study_on_Pronunciation_of_Consonants_in_Teaching_Turkish_as_a_Foreign_Language">International Journal of Language Academy International Journal of Language Academy YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ÜNSÜZLERİN SESLETİMİNE İLİŞKİN BİR UYGULAMA A Study on Pronunciation of Consonants in Teaching Turkish as a Foreign Language</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ege.academia.edu/EsraGuven">Esra Guven</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CerenBerber%C3%96zmen">Ceren Berber Özmen</a></span></div><div class="wp-workCard_item"><span>YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ÜNSÜZLERİN SESLETİMİNE İLİŞKİN BİR UYGULAMA</span><span>, 2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="db53e9bf823a83e8d3a75d09bb0b01e7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66089845,"asset_id":45605037,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66089845/download_file?st=MTczNDQ5NzMyMSw4LjIyMi4yMDguMTQ2&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="45605037"><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="45605037"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45605037; 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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="35584637"><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/35584637/Turkish_Studies_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_SESLET%C4%B0ME_Y%C3%96NEL%C4%B0K_B%C4%B0R_UYGULAMA_VE_ETK%C4%B0NL%C4%B0K_%C3%96NER%C4%B0S%C4%B0"><img alt="Research paper thumbnail of Turkish Studies YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ: SESLETİME YÖNELİK BİR UYGULAMA VE ETKİNLİK ÖNERİSİ" class="work-thumbnail" src="https://attachments.academia-assets.com/55450657/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/35584637/Turkish_Studies_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_SESLET%C4%B0ME_Y%C3%96NEL%C4%B0K_B%C4%B0R_UYGULAMA_VE_ETK%C4%B0NL%C4%B0K_%C3%96NER%C4%B0S%C4%B0">Turkish Studies YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ: SESLETİME YÖNELİK BİR UYGULAMA VE ETKİNLİK ÖNERİSİ</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SelinD%C3%BCrer">Selin Dürer</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CerenBerber%C3%96zmen">Ceren Berber Özmen</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://ege.academia.edu/EsraGuven">Esra Guven</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. Bu doğrultuda yab...</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">u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. Bu doğrultuda yabancı dil olarak Türkçe öğrenen öğrencilerin sesletimlerini geliştirebileceği düşünülen etkinlikler hazırlanmış ve çalışmanın sonunda bunlara yer verilmiştir. 1 ABSTRACT Speaking, one of the four main skills in foreign language teaching, might sometimes be the most difficult one for some students to improve. It is observed that students from various language backgrounds who learn Turkish as a foreign language, particularly on level A, find pronunciation difficult. Therefore, it is of utmost importance that pronunciation sections are incorporated into the curriculum to improve speaking skills. However, although speaking activities such as role plays, storytelling and games are provided during teaching, there is a great lack of activities related to pronunciation. This deficiency can only be overcome by determining the problems of Turkish language learners, which is the starting point of this study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4232fb472165f0cc9466d0943086e29a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55450657,"asset_id":35584637,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55450657/download_file?st=MTczNDQ5NzMyMiw4LjIyMi4yMDguMTQ2&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="35584637"><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="35584637"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35584637; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35584637]").text(description); $(".js-view-count[data-work-id=35584637]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35584637; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35584637']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35584637, 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: "4232fb472165f0cc9466d0943086e29a" } } $('.js-work-strip[data-work-id=35584637]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35584637,"title":"Turkish Studies YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ: SESLETİME YÖNELİK BİR UYGULAMA VE ETKİNLİK ÖNERİSİ","translated_title":"","metadata":{"grobid_abstract":"u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. 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This deficiency can only be overcome by determining the problems of Turkish language learners, which is the starting point of this study.","owner":{"id":47309598,"first_name":"Selin","middle_initials":null,"last_name":"Dürer","page_name":"SelinDürer","domain_name":"independent","created_at":"2016-04-18T20:40:32.674-07:00","display_name":"Selin Dürer","url":"https://independent.academia.edu/SelinD%C3%BCrer"},"attachments":[{"id":55450657,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55450657/thumbnails/1.jpg","file_name":"Yabanci_Dil_olarak_Turkce_Ogretiminde_Konusma_Becerisi_Sesletime_Yonelik_Bir_Uygulama_ve_Etkinlik_Onerisi.pdf","download_url":"https://www.academia.edu/attachments/55450657/download_file?st=MTczNDQ5NzMyMiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Turkish_Studies_YABANCI_DIL_OLARAK_TURKC.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55450657/Yabanci_Dil_olarak_Turkce_Ogretiminde_Konusma_Becerisi_Sesletime_Yonelik_Bir_Uygulama_ve_Etkinlik_Onerisi-libre.pdf?1515143099=\u0026response-content-disposition=attachment%3B+filename%3DTurkish_Studies_YABANCI_DIL_OLARAK_TURKC.pdf\u0026Expires=1734500922\u0026Signature=eh-HwbsEC5ytR1GWMfaWXStuHfn8jDxyuB2oqiqvxiPQj8wVp8Mek2ek0Enm7TlEwhxb6CHpm~f9TeImTFK0W8-yxAxOAypVDcI91DhVNQnU8t7BiDKwPRneyrGdLNf8jjQFxiRwPiBsh7h2QCDU578CeLQBCYGNFbn60KpO5I1HWw4ARKsbAHnUN9MLBGCPp~uEgfNgF0yGrs6-XMtAGnKHu2ExGvmnQZNujiKKbw47BzALvi10ayaoz9CGoPwa9gUN13c1RloW8OaEbHgWAg9AmLHNvqUKUpH00~CLf1Vf2yiXyoYDnGDywxRuLswjrMLtBQysYUVOkUGX5Qa-jg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="7960105" id="papers"><div class="js-work-strip profile--work_container" data-work-id="124344659"><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/124344659/_35675_befdergi"><img alt="Research paper thumbnail of .35675 befdergi." class="work-thumbnail" src="https://attachments.academia-assets.com/118587806/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/124344659/_35675_befdergi">.35675 befdergi.</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CerenBerber%C3%96zmen">Ceren Berber Özmen</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/se%C3%A7ilAlaca">seçil Alaca</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/NidaK%C4%B1r%C3%B6mero%C4%9Flu">Nida Kırömeroğlu</a></span></div><div class="wp-workCard_item"><span>Bayburt Eğitim Fakültesi Dergisi</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Yabancı dil öğretimine yönelik ölçme-değerlendirme çalışmaları, dilbilgisi ve söz varlığı yeterli...</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">Yabancı dil öğretimine yönelik ölçme-değerlendirme çalışmaları, dilbilgisi ve söz varlığı yeterliliğine ilişkin geleneksel değerlendirmelerin ötesine geçerek iletişimsel yeterliliğin değerlendirilmesinde söylem türlerinin rolüne dikkat çekmektedir. Söylem türlerinin anlaşılmasıyla yabancı dil alanındaki değerlendiriciler yalnızca dilsel yetkinliği değil aynı<br />zamanda iletişimin kullanım bilimsel ve toplum dilbilimsel yönlerini de değerlendirmektedir. Okuma becerisinin değerlendirilmesi açısından ele alındığındaysa farklı söylem türlerinden metinlerin kullanımı, okurun çeşitli türlerden ve retorik yapılardan anlam çıkarma gücünün dikkate alınmasını gerektirir. Bu da okuduğunu anlama becerilerinin daha kapsamlı<br />değerlendirilmesine olanak sağlar. Diller için Avrupa Ortak Başvuru Metninde (D-AOBM) belirlenen dil tanımlayıcıları dolaylı olarak farklı dil düzeyleri için farklı söylem türlerinin uygunluğuna gönderimlerde bulunur. Bu görüşlerden hareketle bu çalışmada yabancı dil öğretiminde okuma becerisinin ölçülmesine yönelik geliştirilen sınavlarda farklı söylem<br />türlerinden metinler kullanmanın önemi tartışılmıştır. Bunun yanı sıra D-AOBM’nin dil tanımlayıcıları ile birlikte ALTE Can Do Project (ALTECDP) yeterlilikleri dikkate alınarak söz konusu değerlendirmelerde kullanmak üzere düzeylere göre söylem türleri ve metin türleri sınıflandırması yapılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="681cd8384eb71bb5cd7934bc6478206e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118587806,"asset_id":124344659,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118587806/download_file?st=MTczNDQ5NzMyMiw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NzMyMSw4LjIyMi4yMDguMTQ2&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="124344659"><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="124344659"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124344659; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124344659]").text(description); $(".js-view-count[data-work-id=124344659]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124344659; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124344659']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124344659, 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: "681cd8384eb71bb5cd7934bc6478206e" } } $('.js-work-strip[data-work-id=124344659]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124344659,"title":".35675 befdergi.","translated_title":"","metadata":{"doi":"10.35675/befdergi.1504413","abstract":"Yabancı dil öğretimine yönelik ölçme-değerlendirme çalışmaları, dilbilgisi ve söz varlığı yeterliliğine ilişkin geleneksel değerlendirmelerin ötesine geçerek iletişimsel yeterliliğin değerlendirilmesinde söylem türlerinin rolüne dikkat çekmektedir. Söylem türlerinin anlaşılmasıyla yabancı dil alanındaki değerlendiriciler yalnızca dilsel yetkinliği değil aynı\nzamanda iletişimin kullanım bilimsel ve toplum dilbilimsel yönlerini de değerlendirmektedir. Okuma becerisinin değerlendirilmesi açısından ele alındığındaysa farklı söylem türlerinden metinlerin kullanımı, okurun çeşitli türlerden ve retorik yapılardan anlam çıkarma gücünün dikkate alınmasını gerektirir. Bu da okuduğunu anlama becerilerinin daha kapsamlı\ndeğerlendirilmesine olanak sağlar. Diller için Avrupa Ortak Başvuru Metninde (D-AOBM) belirlenen dil tanımlayıcıları dolaylı olarak farklı dil düzeyleri için farklı söylem türlerinin uygunluğuna gönderimlerde bulunur. Bu görüşlerden hareketle bu çalışmada yabancı dil öğretiminde okuma becerisinin ölçülmesine yönelik geliştirilen sınavlarda farklı söylem\ntürlerinden metinler kullanmanın önemi tartışılmıştır. Bunun yanı sıra D-AOBM’nin dil tanımlayıcıları ile birlikte ALTE Can Do Project (ALTECDP) yeterlilikleri dikkate alınarak söz konusu değerlendirmelerde kullanmak üzere düzeylere göre söylem türleri ve metin türleri sınıflandırması yapılmıştır.","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"Bayburt Eğitim Fakültesi Dergisi"},"translated_abstract":"Yabancı dil öğretimine yönelik ölçme-değerlendirme çalışmaları, dilbilgisi ve söz varlığı yeterliliğine ilişkin geleneksel değerlendirmelerin ötesine geçerek iletişimsel yeterliliğin değerlendirilmesinde söylem türlerinin rolüne dikkat çekmektedir. Söylem türlerinin anlaşılmasıyla yabancı dil alanındaki değerlendiriciler yalnızca dilsel yetkinliği değil aynı\nzamanda iletişimin kullanım bilimsel ve toplum dilbilimsel yönlerini de değerlendirmektedir. Okuma becerisinin değerlendirilmesi açısından ele alındığındaysa farklı söylem türlerinden metinlerin kullanımı, okurun çeşitli türlerden ve retorik yapılardan anlam çıkarma gücünün dikkate alınmasını gerektirir. Bu da okuduğunu anlama becerilerinin daha kapsamlı\ndeğerlendirilmesine olanak sağlar. Diller için Avrupa Ortak Başvuru Metninde (D-AOBM) belirlenen dil tanımlayıcıları dolaylı olarak farklı dil düzeyleri için farklı söylem türlerinin uygunluğuna gönderimlerde bulunur. Bu görüşlerden hareketle bu çalışmada yabancı dil öğretiminde okuma becerisinin ölçülmesine yönelik geliştirilen sınavlarda farklı söylem\ntürlerinden metinler kullanmanın önemi tartışılmıştır. Bunun yanı sıra D-AOBM’nin dil tanımlayıcıları ile birlikte ALTE Can Do Project (ALTECDP) yeterlilikleri dikkate alınarak söz konusu değerlendirmelerde kullanmak üzere düzeylere göre söylem türleri ve metin türleri sınıflandırması yapılmıştır.","internal_url":"https://www.academia.edu/124344659/_35675_befdergi","translated_internal_url":"","created_at":"2024-10-01T23:59:32.253-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":28958255,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":42476713,"work_id":124344659,"tagging_user_id":28958255,"tagged_user_id":27440435,"co_author_invite_id":null,"email":"s***a@gmail.com","display_order":1,"name":"seçil Alaca","title":".35675 befdergi."},{"id":42476714,"work_id":124344659,"tagging_user_id":28958255,"tagged_user_id":327595651,"co_author_invite_id":8254026,"email":"n***u@istanbul.edu.tr","display_order":2,"name":"Nida Kırömeroğlu","title":".35675 befdergi."}],"downloadable_attachments":[{"id":118587806,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118587806/thumbnails/1.jpg","file_name":"10.35675_befdergi.1504413_4019491.pdf","download_url":"https://www.academia.edu/attachments/118587806/download_file?st=MTczNDQ5NzMyMiw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NzMyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"35675_befdergi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118587806/10.35675_befdergi.1504413_4019491-libre.pdf?1727855618=\u0026response-content-disposition=attachment%3B+filename%3D35675_befdergi.pdf\u0026Expires=1734500921\u0026Signature=QQvgz4vkPTekerSjMyzfB2M1UDOXb1g2QNYraOvjzOq8k9Pz0B4nYOkLKbMGlviJbR~Fu5jWpBzo2B7eQ1OBCbipTv2bS7uYy2MoZWOuaUd4Zupn-BUfYv5T71uvbfNVsWcO-8KATARN-suN5twABUgil~8D4VyZY~H5-zlvSvQkhiPqegGf9sjNe6XIVHmoyPu6j2aEziHYeDWzsCWh5lwi67CN~Es4Ivgic6s-H5uMAlQuE4ceAhhI0-c8Z50EVn0rs3ObsN6yBme5sFeKi4rQMmoWifMt3wf4gAuGr8cKVl783Q19yRj6GWetuJmx8FwDT~eJzLe6BRriK~TmtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_35675_befdergi","translated_slug":"","page_count":27,"language":"tr","content_type":"Work","summary":"Yabancı dil öğretimine yönelik ölçme-değerlendirme çalışmaları, dilbilgisi ve söz varlığı yeterliliğine ilişkin geleneksel değerlendirmelerin ötesine geçerek iletişimsel yeterliliğin değerlendirilmesinde söylem türlerinin rolüne dikkat çekmektedir. Söylem türlerinin anlaşılmasıyla yabancı dil alanındaki değerlendiriciler yalnızca dilsel yetkinliği değil aynı\nzamanda iletişimin kullanım bilimsel ve toplum dilbilimsel yönlerini de değerlendirmektedir. Okuma becerisinin değerlendirilmesi açısından ele alındığındaysa farklı söylem türlerinden metinlerin kullanımı, okurun çeşitli türlerden ve retorik yapılardan anlam çıkarma gücünün dikkate alınmasını gerektirir. Bu da okuduğunu anlama becerilerinin daha kapsamlı\ndeğerlendirilmesine olanak sağlar. Diller için Avrupa Ortak Başvuru Metninde (D-AOBM) belirlenen dil tanımlayıcıları dolaylı olarak farklı dil düzeyleri için farklı söylem türlerinin uygunluğuna gönderimlerde bulunur. Bu görüşlerden hareketle bu çalışmada yabancı dil öğretiminde okuma becerisinin ölçülmesine yönelik geliştirilen sınavlarda farklı söylem\ntürlerinden metinler kullanmanın önemi tartışılmıştır. Bunun yanı sıra D-AOBM’nin dil tanımlayıcıları ile birlikte ALTE Can Do Project (ALTECDP) yeterlilikleri dikkate alınarak söz konusu değerlendirmelerde kullanmak üzere düzeylere göre söylem türleri ve metin türleri sınıflandırması yapılmıştır.","owner":{"id":28958255,"first_name":"Ceren","middle_initials":null,"last_name":"Berber Özmen","page_name":"CerenBerberÖzmen","domain_name":"independent","created_at":"2015-04-03T00:50:37.831-07:00","display_name":"Ceren Berber Özmen","url":"https://independent.academia.edu/CerenBerber%C3%96zmen"},"attachments":[{"id":118587806,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118587806/thumbnails/1.jpg","file_name":"10.35675_befdergi.1504413_4019491.pdf","download_url":"https://www.academia.edu/attachments/118587806/download_file?st=MTczNDQ5NzMyMiw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NzMyMSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"35675_befdergi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118587806/10.35675_befdergi.1504413_4019491-libre.pdf?1727855618=\u0026response-content-disposition=attachment%3B+filename%3D35675_befdergi.pdf\u0026Expires=1734500921\u0026Signature=QQvgz4vkPTekerSjMyzfB2M1UDOXb1g2QNYraOvjzOq8k9Pz0B4nYOkLKbMGlviJbR~Fu5jWpBzo2B7eQ1OBCbipTv2bS7uYy2MoZWOuaUd4Zupn-BUfYv5T71uvbfNVsWcO-8KATARN-suN5twABUgil~8D4VyZY~H5-zlvSvQkhiPqegGf9sjNe6XIVHmoyPu6j2aEziHYeDWzsCWh5lwi67CN~Es4Ivgic6s-H5uMAlQuE4ceAhhI0-c8Z50EVn0rs3ObsN6yBme5sFeKi4rQMmoWifMt3wf4gAuGr8cKVl783Q19yRj6GWetuJmx8FwDT~eJzLe6BRriK~TmtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment"},{"id":5538,"name":"Discourse","url":"https://www.academia.edu/Documents/in/Discourse"},{"id":119068,"name":"Text Types","url":"https://www.academia.edu/Documents/in/Text_Types"},{"id":387774,"name":"Reading Skills","url":"https://www.academia.edu/Documents/in/Reading_Skills"}],"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="82396189"><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/82396189/A_Study_on_Text_Modification_in_the_Field_of_Teaching_Turkish_as_a_Foreign_Language"><img alt="Research paper thumbnail of A Study on Text Modification in the Field of Teaching Turkish as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/88119809/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/82396189/A_Study_on_Text_Modification_in_the_Field_of_Teaching_Turkish_as_a_Foreign_Language">A Study on Text Modification in the Field of Teaching Turkish as a Foreign Language</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">Language teaching is a process the purpose of which differs in individual and social dimensions. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Language teaching is a process the purpose of which differs in individual and social dimensions. These differences and the insufficiency of mechanical and structured materials offered to students until recently led students as well as educators to seek more diverse, fun, and interesting tools. With the value given to the authentic text by the communicative approach, literary texts have also taken their old place in education. In foreign language teaching, presenting many reading texts in various text types to the student contributes to the teaching of words and the use of words in context and to the development of writing skills, as well as improving students' reading comprehension skills. However, to benefit effectively from the texts, the texts should be suitable for the students' language and interest level. When it comes to level-oriented material, text modification using criteria based on solid theoretical foundations is in the foreground. This study aims to determine the criteria needed for modifying stories for the learners of Turkish as a foreign language. To that end, Nation's (2001) and Sandom's (2013) classifications were discussed and adapted, and the modification criteria were set forth. After the text was modified to the A1, A2, and B1 levels, the linguistic features of the texts were compared, and the readability scores of the authentic and modified texts were evaluated by Bezirci & Yılmaz's (2010) formula. The results showed that the authentic text, B1 text, A2 text, and A1 text, respectively, follow a top-down structure in terms of educational levels. To have a qualitative evaluation of the modified texts, these texts were also presented to five (5) experts with a questionnaire. The results suggested that the criteria were mostly applicable; however, it's difficult to modify stories especially at the A1 level.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9692183a9c95e0cf2c20d21bedf03597" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88119809,"asset_id":82396189,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88119809/download_file?st=MTczNDQ5NzMyMiw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NzMyMSw4LjIyMi4yMDguMTQ2&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="82396189"><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="82396189"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82396189; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82396189]").text(description); $(".js-view-count[data-work-id=82396189]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82396189; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82396189']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82396189, 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: "9692183a9c95e0cf2c20d21bedf03597" } } $('.js-work-strip[data-work-id=82396189]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82396189,"title":"A Study on Text Modification in the Field of Teaching Turkish as a Foreign Language","translated_title":"","metadata":{"doi":"10.29228/ijlet.58220","abstract":"Language teaching is a process the purpose of which differs in individual and social dimensions. 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To that end, Nation's (2001) and Sandom's (2013) classifications were discussed and adapted, and the modification criteria were set forth. After the text was modified to the A1, A2, and B1 levels, the linguistic features of the texts were compared, and the readability scores of the authentic and modified texts were evaluated by Bezirci \u0026 Yılmaz's (2010) formula. The results showed that the authentic text, B1 text, A2 text, and A1 text, respectively, follow a top-down structure in terms of educational levels. To have a qualitative evaluation of the modified texts, these texts were also presented to five (5) experts with a questionnaire. 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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="45605037"><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/45605037/International_Journal_of_Language_Academy_International_Journal_of_Language_Academy_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_%C3%9CNS%C3%9CZLER%C4%B0N_SESLET%C4%B0M%C4%B0NE_%C4%B0L%C4%B0%C5%9EK%C4%B0N_B%C4%B0R_UYGULAMA_A_Study_on_Pronunciation_of_Consonants_in_Teaching_Turkish_as_a_Foreign_Language"><img alt="Research paper thumbnail of International Journal of Language Academy International Journal of Language Academy YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ÜNSÜZLERİN SESLETİMİNE İLİŞKİN BİR UYGULAMA A Study on Pronunciation of Consonants in Teaching Turkish as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/66089845/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/45605037/International_Journal_of_Language_Academy_International_Journal_of_Language_Academy_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_%C3%9CNS%C3%9CZLER%C4%B0N_SESLET%C4%B0M%C4%B0NE_%C4%B0L%C4%B0%C5%9EK%C4%B0N_B%C4%B0R_UYGULAMA_A_Study_on_Pronunciation_of_Consonants_in_Teaching_Turkish_as_a_Foreign_Language">International Journal of Language Academy International Journal of Language Academy YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ÜNSÜZLERİN SESLETİMİNE İLİŞKİN BİR UYGULAMA A Study on Pronunciation of Consonants in Teaching Turkish as a Foreign Language</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ege.academia.edu/EsraGuven">Esra Guven</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CerenBerber%C3%96zmen">Ceren Berber Özmen</a></span></div><div class="wp-workCard_item"><span>YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ÜNSÜZLERİN SESLETİMİNE İLİŞKİN BİR UYGULAMA</span><span>, 2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="db53e9bf823a83e8d3a75d09bb0b01e7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66089845,"asset_id":45605037,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66089845/download_file?st=MTczNDQ5NzMyMiw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NzMyMSw4LjIyMi4yMDguMTQ2&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="45605037"><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="45605037"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45605037; 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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="35584637"><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/35584637/Turkish_Studies_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_SESLET%C4%B0ME_Y%C3%96NEL%C4%B0K_B%C4%B0R_UYGULAMA_VE_ETK%C4%B0NL%C4%B0K_%C3%96NER%C4%B0S%C4%B0"><img alt="Research paper thumbnail of Turkish Studies YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ: SESLETİME YÖNELİK BİR UYGULAMA VE ETKİNLİK ÖNERİSİ" class="work-thumbnail" src="https://attachments.academia-assets.com/55450657/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/35584637/Turkish_Studies_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_SESLET%C4%B0ME_Y%C3%96NEL%C4%B0K_B%C4%B0R_UYGULAMA_VE_ETK%C4%B0NL%C4%B0K_%C3%96NER%C4%B0S%C4%B0">Turkish Studies YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ: SESLETİME YÖNELİK BİR UYGULAMA VE ETKİNLİK ÖNERİSİ</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SelinD%C3%BCrer">Selin Dürer</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CerenBerber%C3%96zmen">Ceren Berber Özmen</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://ege.academia.edu/EsraGuven">Esra Guven</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. Bu doğrultuda yab...</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">u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. Bu doğrultuda yabancı dil olarak Türkçe öğrenen öğrencilerin sesletimlerini geliştirebileceği düşünülen etkinlikler hazırlanmış ve çalışmanın sonunda bunlara yer verilmiştir. 1 ABSTRACT Speaking, one of the four main skills in foreign language teaching, might sometimes be the most difficult one for some students to improve. It is observed that students from various language backgrounds who learn Turkish as a foreign language, particularly on level A, find pronunciation difficult. Therefore, it is of utmost importance that pronunciation sections are incorporated into the curriculum to improve speaking skills. However, although speaking activities such as role plays, storytelling and games are provided during teaching, there is a great lack of activities related to pronunciation. This deficiency can only be overcome by determining the problems of Turkish language learners, which is the starting point of this study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4232fb472165f0cc9466d0943086e29a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55450657,"asset_id":35584637,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55450657/download_file?st=MTczNDQ5NzMyMiw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NzMyMiw4LjIyMi4yMDguMTQ2&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="35584637"><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="35584637"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35584637; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35584637]").text(description); $(".js-view-count[data-work-id=35584637]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35584637; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35584637']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35584637, 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: "4232fb472165f0cc9466d0943086e29a" } } $('.js-work-strip[data-work-id=35584637]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35584637,"title":"Turkish Studies YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ: SESLETİME YÖNELİK BİR UYGULAMA VE ETKİNLİK ÖNERİSİ","translated_title":"","metadata":{"grobid_abstract":"u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. 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