Yabancılara Türkçe öğretimindeki ders kitaplarındaki okuma metinlerinin bilgi türleri açısından incelenmesi ( İstanbul C1/+ örneği)
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Tarih
2017
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info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı, İstanbul C1/+ Yabancılar İçin Türkçe Ders Kitabı'ndaki okuma metinlerinin bilgi türleri yönünden incelenmesidir. Çalışma, var olan bir durumu ortaya koyma açısından betimsel tarama modelindedir. Araştırma, İstanbul C1/+ Yabancılar İçin Türkçe Ders Kitabı'nda bulunan okuma metinleri ile gerçekleştirilmiştir. Bu metinler, içerik analizi yöntemiyle bilgi zenginliği, türleri açısından incelenmiş ve altı kategoriye göre kodlanmıştır. Elde edilen veriler, betimsel istatistiki teknikler ile tablolaştırılmıştır. Yapılan analizlere göre İstanbul C1/+ Yabancılar İçin Türkçe Ders Kitabı'ndaki okuma metinlerinde 1499 bilgi tespit edilmiştir. Üniteler arası yapılan değerlendirmeye göre bilgi miktarı açısından üniteler arasında büyük farklılıkların olmadığı görülmüştür. Bilgi sayıları bakımından en fazla bilgi zenginliği olan birinci ünite (f=186) ve ikinci ünitedir (f=163). Bilgi zenginliği açısından zayıf olan on birinci (f=77) ve dördüncü (f=74) ünitedir. Bilgi türleri açısından değerlendirildiğinde gündelik bilgi (n=458), bilimsel bilgi (n=405) en fazla; en az dini bilgi (n=28) ve teknik bilgi (n=25) tespit edilmiştir. En fazla bilgi açısından zengin olan metin "Esaretin Bedeli" (n=78) iken, bilgi zenginliği zayıf olan metin (n=12) ise "Arzuhalden Dilekçeye" dir.
The purpose of this research is to examine the reading texts in the Istanbul C1 / + Turkish Course Book for Foreigners in terms of types of information. The study utilizes the descriptive research model which is used to depict a situation that already exists. The research was carried out with the reading texts found in the Istanbul C1 / + Turkish Course Book for Foreigners. The texts were examined in terms of information richness and types, using content analysis and were coded for six categories. The obtained data were tabulated, using descriptive statistics techniques. According to the analysis made, 1499 pieces of information were identified in the reading texts of the Istanbul C1 / + Turkish Course Book for Foreigners. According to the evaluation made among the units, there was no significant difference among the units in terms of amount of information. In terms of information count, the first unit (f = 186) and the second unit (f = 163) had the greatest wealth of information. The eleventh (f = 77) and the fourth (f = 74) units were the weakest in terms of information wealth. When the course book was evaluated in terms of information types, daily knowledge (n = 458) and scientific knowledge (n = 405) were the most frequent; religious knowledge (n = 28) and technical knowledge (n = 25) were the least frequent. In terms of information richness, the richest text is "Esaretin Bedeli" (n = 78) while the poorest text is "Arzuhalden Dilekçeye" (n = 12).
The purpose of this research is to examine the reading texts in the Istanbul C1 / + Turkish Course Book for Foreigners in terms of types of information. The study utilizes the descriptive research model which is used to depict a situation that already exists. The research was carried out with the reading texts found in the Istanbul C1 / + Turkish Course Book for Foreigners. The texts were examined in terms of information richness and types, using content analysis and were coded for six categories. The obtained data were tabulated, using descriptive statistics techniques. According to the analysis made, 1499 pieces of information were identified in the reading texts of the Istanbul C1 / + Turkish Course Book for Foreigners. According to the evaluation made among the units, there was no significant difference among the units in terms of amount of information. In terms of information count, the first unit (f = 186) and the second unit (f = 163) had the greatest wealth of information. The eleventh (f = 77) and the fourth (f = 74) units were the weakest in terms of information wealth. When the course book was evaluated in terms of information types, daily knowledge (n = 458) and scientific knowledge (n = 405) were the most frequent; religious knowledge (n = 28) and technical knowledge (n = 25) were the least frequent. In terms of information richness, the richest text is "Esaretin Bedeli" (n = 78) while the poorest text is "Arzuhalden Dilekçeye" (n = 12).
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5
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3
