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Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Ancak birey, ana dilini" /> <meta name="twitter:image" content="https://0.academia-photos.com/115656147/28008610/141827461/s200_enes.g_le_.jpeg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/114447152/T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretim_merkezlerindeki_%C3%B6%C4%9Frencilerin_anlama_becerilerinin_de%C4%9Ferlendirilmesi_%C3%BCzerine_bir_ara%C5%9Ft%C4%B1rma" /> <meta property="og:title" content="Türkçe öğretim merkezlerindeki öğrencilerin anlama becerilerinin değerlendirilmesi üzerine bir araştırma" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Ancak birey, ana dilini" /> <meta property="article:author" content="https://anadolu.academia.edu/EnesG%C3%BCle%C3%A7" /> <meta name="description" content="Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Ancak birey, ana dilini" /> <title>(PDF) Türkçe öğretim merkezlerindeki öğrencilerin anlama becerilerinin değerlendirilmesi üzerine bir araştırma</title> <link rel="canonical" href="https://www.academia.edu/114447152/T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretim_merkezlerindeki_%C3%B6%C4%9Frencilerin_anlama_becerilerinin_de%C4%9Ferlendirilmesi_%C3%BCzerine_bir_ara%C5%9Ft%C4%B1rma" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '075e914b9e16164113b5b9afd7238a56a7292942'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740044442000); window.Aedu.timeDifference = new Date().getTime() - 1740044442000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Ancak birey, ana dilini öğrenmek istediği zaman anlama becerileri temel basamağı oluşturmaktadır. Bunun sebebi ise dinleme becerisinin anne karnında altıncı aydan itibaren gelişen bir beceri olmasıdır. Dinleme, seslere anlam yüklenmesi ile başlayan süreçte bireyin yaşam boyu diğer becerilerinin kazanılmasında da kilit rol oynamaktadır. Okuma becerisi ise bireyin eğitim hayatına başladığı andan itibaren göz organıyla öğrenmeyi de öğrendiği ilk beceri olmasının yanı sıra hedef dilde ya da günlük yaşantıda görsellerin, sözcüklerin algılanması ve kodların çözülmesi olarak tanımlanabilir. Bu bağlamdan yola çıkarak anlama becerilerinde eğitim ve öğretim, ölçme ve değerlendirme süreci, bireyin gündelik yaşamında, ana dili eğitiminde ve yabancı dil öğreniminde oldukça önemli rol oynamaktadır. Bu çalışmanın amacı, yabancı dil olarak Türkçe öğretimi alanında eğitim veren Türkçe Öğretim Merkezleri (TÖMER) ve Dil Öğretim Uygulama ve Araştırma Merkezlerinin (DİLMER) B1 seviyesi anlama becerilerindeki ölçme ve değerlendirmesinde başarı durumlarının kurumlar arasındaki tutarlılığının incelenmesidir. Çalışmada nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma yöntem ve yakınsayan paralel karma yöntem deseni kullanılmıştır. Bu doğrultuda anlama becerilerinden birisi olan okuma becerisinde başarı ölçülmesi için \u0026amp;quot;Yabancı Dil Olarak Türkçe Öğrenen B1 Düzeyi Öğrencilere Yönelik Okuduğunu Anlama Başarı Testi\u0026amp;quot;, dinleme becerisinde başarı ölçülmesi için \u0026amp;quot;The Development of a Listening Test for Learners of Turkish as a Foreign Language\u0026amp;quot; kullanılmıştır. Sekiz farklı TÖMER\u0026amp;#39;den toplamda okuma ölçeğine 301 kişi, dinleme ölçeğine 323 kişi katılmıştır. Toplanan verilerin düzenlenmesi ve bilgisayar ortamına aktarılması için \u0026amp;quot;Office 365 Excel\u0026amp;quot; ve verilerin istatistiksel analizinde \u0026amp;quot;SPSS 26\u0026amp;quot; (Statistic Package For Social Science) programları kullanılmıştır. Verilerin analizi yapılırken nicelik, yüzde, ortalama, standart sapma frekans analizi, tanımlayıcı istatistikler, bağımsız örneklem t-testi, tek yönlü varyant analizi ve verileri karşılaştırmak için tek yönlü ANOVA testi kullanılmıştır. ANOVA testi sonrası farkı belirlemek için tamamlayıcı post-hoc analizi kullanılmıştır. Analiz sonucunda elde edilen veriler sonuç bölümünde açıklanmış ve bu sonuçlar doğrultusunda çeşitli önerilerde bulunulmuştur. Yapılan bu analizler sonucunda 8 farklı Türkçe öğretim merkezinin okuma ve dinleme becerisine ait başarı testlerindeki sonuçların ortalama olarak birbirlerine yakın olduğu tespit edilmiştir. Çalışma sonucunda elde edilen veriler sayesinde kurumlar arası ölçme ve değerlendirme koordinasyon alanlarına katkı sağlanacağı düşünülmektedir.","author":[{"@context":"https://schema.org","@type":"Person","name":"Enes Güleç","url":"https://anadolu.academia.edu/EnesG%C3%BCle%C3%A7"}],"contributor":[],"dateCreated":"2024-02-04","dateModified":"2024-02-04","datePublished":"2022-01-01","headline":"Türkçe öğretim merkezlerindeki öğrencilerin anlama becerilerinin değerlendirilmesi üzerine bir araştırma","image":"https://attachments.academia-assets.com/111142988/thumbnails/1.jpg","inLanguage":"tr","keywords":["Türkçe Eğitimi","Yabancılara Türkçe Öğretimi","Ölçme ve 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Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Ancak birey, ana dilini öğrenmek istediği zaman anlama becerileri temel basamağı oluşturmaktadır. Bunun sebebi ise dinleme becerisinin anne karnında altıncı aydan itibaren gelişen bir beceri olmasıdır. Dinleme, seslere anlam yüklenmesi ile başlayan süreçte bireyin yaşam boyu diğer becerilerinin kazanılmasında da kilit rol oynamaktadır. Okuma becerisi ise bireyin eğitim hayatına başladığı andan itibaren göz organıyla öğrenmeyi de öğrendiği ilk beceri olmasının yanı sıra hedef dilde ya da günlük yaşantıda görsellerin, sözcüklerin algılanması ve kodların çözülmesi olarak tanımlanabilir. Bu bağlamdan yola çıkarak anlama becerilerinde eğitim ve öğretim, ölçme ve değerlendirme süreci, bireyin gündelik yaşamında, ana dili eğitiminde ve yabancı dil öğreniminde oldukça önemli rol oynamaktadır. Bu çalışmanın amacı, yabancı dil olarak Türkçe öğretimi alanında eğitim veren Türkçe Öğretim Merkezleri (TÖMER) ve Dil Öğretim Uygulama ve Araştırma Merkezlerinin (DİLMER) B1 seviyesi anlama becerilerindeki ölçme ve değerlendirmesinde başarı durumlarının kurumlar arasındaki tutarlılığının incelenmesidir. Çalışmada nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma yöntem ve yakınsayan paralel karma yöntem deseni kullanılmıştır. Bu doğrultuda anlama becerilerinden birisi olan okuma becerisinde başarı ölçülmesi için \"Yabancı Dil Olarak Türkçe Öğrenen B1 Düzeyi Öğrencilere Yönelik Okuduğunu Anlama Başarı Testi\", dinleme becerisinde başarı ölçülmesi için \"The Development of a Listening Test for Learners of Turkish as a Foreign Language\" kullanılmıştır. Sekiz farklı TÖMER'den toplamda okuma ölçeğine 301 kişi, dinleme ölçeğine 323 kişi katılmıştır. Toplanan verilerin düzenlenmesi ve bilgisayar ortamına aktarılması için \"Office 365 Excel\" ve verilerin istatistiksel analizinde \"SPSS 26\" (Statistic Package For Social Science) programları kullanılmıştır. Verilerin analizi yapılırken nicelik, yüzde, ortalama, standart sapma frekans analizi, tanımlayıcı istatistikler, bağımsız örneklem t-testi, tek yönlü varyant analizi ve verileri karşılaştırmak için tek yönlü ANOVA testi kullanılmıştır. ANOVA testi sonrası farkı belirlemek için tamamlayıcı post-hoc analizi kullanılmıştır. Analiz sonucunda elde edilen veriler sonuç bölümünde açıklanmış ve bu sonuçlar doğrultusunda çeşitli önerilerde bulunulmuştur. Yapılan bu analizler sonucunda 8 farklı Türkçe öğretim merkezinin okuma ve dinleme becerisine ait başarı testlerindeki sonuçların ortalama olarak birbirlerine yakın olduğu tespit edilmiştir. Çalışma sonucunda elde edilen veriler sayesinde kurumlar arası ölçme ve değerlendirme koordinasyon alanlarına katkı sağlanacağı düşünülmektedir.","publication_date":"2022,,"},"document_type":"thesis_chapter","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"Türkçe öğretim merkezlerindeki öğrencilerin anlama becerilerinin değerlendirilmesi üzerine bir araştırma","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [115656147]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card ds-work-card--no-bottom-spacing"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":111142988,"attachmentType":"pdf"}"><img alt="First page of “Türkçe öğretim merkezlerindeki öğrencilerin anlama becerilerinin değerlendirilmesi üzerine bir araştırma”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/111142988/mini_magick20240204-1-ycpjz1.png?1707041562" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Türkçe öğretim merkezlerindeki öğrencilerin anlama becerilerinin değerlendirilmesi üzerine bir araştırma</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="115656147" href="https://anadolu.academia.edu/EnesG%C3%BCle%C3%A7"><img alt="Profile image of Enes Güleç" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/115656147/28008610/141827461/s65_enes.g_le_.jpeg" />Enes Güleç</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2022</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">149 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 114447152; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Dil eğitiminde dört temel dil becerisi bulunmaktadır. Bu beceriler dinleme, okuma, konuşma ve yazma becerileridir. Bu dört temel dil becerisi birbirleriyle ilişkilidir ve dilin etkili kullanılması sürecinde oldukça önemlidir. Ancak birey, ana dilini öğrenmek istediği zaman anlama becerileri temel basamağı oluşturmaktadır. Bunun sebebi ise dinleme becerisinin anne karnında altıncı aydan itibaren gelişen bir beceri olmasıdır. Dinleme, seslere anlam yüklenmesi ile başlayan süreçte bireyin yaşam boyu diğer becerilerinin kazanılmasında da kilit rol oynamaktadır. Okuma becerisi ise bireyin eğitim hayatına başladığı andan itibaren göz organıyla öğrenmeyi de öğrendiği ilk beceri olmasının yanı sıra hedef dilde ya da günlük yaşantıda görsellerin, sözcüklerin algılanması ve kodların çözülmesi olarak tanımlanabilir. Bu bağlamdan yola çıkarak anlama becerilerinde eğitim ve öğretim, ölçme ve değerlendirme süreci, bireyin gündelik yaşamında, ana dili eğitiminde ve yabancı dil öğreniminde oldukça önemli rol oynamaktadır. Bu çalışmanın amacı, yabancı dil olarak Türkçe öğretimi alanında eğitim veren Türkçe Öğretim Merkezleri (TÖMER) ve Dil Öğretim Uygulama ve Araştırma Merkezlerinin (DİLMER) B1 seviyesi anlama becerilerindeki ölçme ve değerlendirmesinde başarı durumlarının kurumlar arasındaki tutarlılığının incelenmesidir. Çalışmada nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma yöntem ve yakınsayan paralel karma yöntem deseni kullanılmıştır. Bu doğrultuda anlama becerilerinden birisi olan okuma becerisinde başarı ölçülmesi için "Yabancı Dil Olarak Türkçe Öğrenen B1 Düzeyi Öğrencilere Yönelik Okuduğunu Anlama Başarı Testi", dinleme becerisinde başarı ölçülmesi için "The Development of a Listening Test for Learners of Turkish as a Foreign Language" kullanılmıştır. Sekiz farklı TÖMER'den toplamda okuma ölçeğine 301 kişi, dinleme ölçeğine 323 kişi katılmıştır. Toplanan verilerin düzenlenmesi ve bilgisayar ortamına aktarılması için "Office 365 Excel" ve verilerin istatistiksel analizinde "SPSS 26" (Statistic Package For Social Science) programları kullanılmıştır. Verilerin analizi yapılırken nicelik, yüzde, ortalama, standart sapma frekans analizi, tanımlayıcı istatistikler, bağımsız örneklem t-testi, tek yönlü varyant analizi ve verileri karşılaştırmak için tek yönlü ANOVA testi kullanılmıştır. ANOVA testi sonrası farkı belirlemek için tamamlayıcı post-hoc analizi kullanılmıştır. Analiz sonucunda elde edilen veriler sonuç bölümünde açıklanmış ve bu sonuçlar doğrultusunda çeşitli önerilerde bulunulmuştur. Yapılan bu analizler sonucunda 8 farklı Türkçe öğretim merkezinin okuma ve dinleme becerisine ait başarı testlerindeki sonuçların ortalama olarak birbirlerine yakın olduğu tespit edilmiştir. 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Öğrencilerin dinleme ve konuşma becerilerinin uygulamalı sınavlarla ölçülüp değerlendirilmesine yönelik Türkçe öğretmenlerinin görüşleri. International Journal of Language Academy, 12(3), 120-144.</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="30565156" href="https://erciyes.academia.edu/AliG%C3%B6%C3%A7er">Ali Göçer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Göçer, Ali (2024). Öğrencilerin dinleme ve konuşma becerilerinin uygulamalı sınavlarla ölçülüp değerlendirilmesine yönelik Türkçe öğretmenlerinin görüşleri. International Journal of Language Academy, 12(3), 120-144., 2024</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Göçer, Ali (2024). 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International Journal of Language Academy, 12(3), 120-144.","attachmentId":120858539,"attachmentType":"pdf","work_url":"https://www.academia.edu/127071147/G%C3%B6%C3%A7er_Ali_2024_%C3%96%C4%9Frencilerin_dinleme_ve_konu%C5%9Fma_becerilerinin_uygulamal%C4%B1_s%C4%B1navlarla_%C3%B6l%C3%A7%C3%BCl%C3%BCp_de%C4%9Ferlendirilmesine_y%C3%B6nelik_T%C3%BCrk%C3%A7e_%C3%B6%C4%9Fretmenlerinin_g%C3%B6r%C3%BC%C5%9Fleri_International_Journal_of_Language_Academy_12_3_120_144","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" 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bir araştırma</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="30565156" href="https://erciyes.academia.edu/AliG%C3%B6%C3%A7er">Ali Göçer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Social Sciences and Education Research, 2021</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ortaokul Türkçe derslerinde dinleme sürecine yönelik uygulamalar üzerine bir araştırma","attachmentId":86844172,"attachmentType":"pdf","work_url":"https://www.academia.edu/80475093/Ortaokul_T%C3%BCrk%C3%A7e_derslerinde_dinleme_s%C3%BCrecine_y%C3%B6nelik_uygulamalar_%C3%BCzerine_bir_ara%C5%9Ft%C4%B1rma","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span 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