Dil bilgisi öğretiminin Türkçe eğitimindeki yeri ve okuduğunu anlama becerisiyle ilişkisi
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Tarih
2022
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Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı; dil bilgisi öğretiminin Türkçe eğitimindeki yerini irdelemek, dil bilgisi öğretimiyle okuduğunu anlama becerisine ilişkin Türkçe öğretmenlerinin görüşlerini belirlemek, sekizinci sınıf öğrencilerinin dil bilgisi başarıları ile okuduğunu anlama başarılarını ortaya koymak ve bu çalışmalardan hareketle dil bilgisi ile okuduğunu anlama becerisi arasındaki ilişkiyi belirleyip ilgili konular hakkında alanyazına katkı sunmaktır. Çalışma, bir karma yöntem araştırmasıdır. Araştırmada Türkçe öğretmenleriyle ve ortaokul öğrenimini bitirmek üzere olup ortaokul düzeyinde öğretimi yapılan tüm dil bilgisi konularını tamamlayan sekizinci sınıf öğrencileriyle çalışılmıştır. Veriler, araştırmacı tarafından oluşturulan; biri anket formu, biri görüşme formu ve ikisi başarı testi olmak üzere dört veri toplama aracıyla elde edilmiştir. Türkçe öğretmenlerinin dil bilgisi öğretimi, öğrencilerin okuduğunu anlama becerisi ve bunlar arasındaki ilişki üzerine görüşlerini ortaya çıkarmaya belirlemek için anket ve görüşme formu kullanılmıştır. Öğrencilerin başarılarını belirlemek için Dil Bilgisi Başarı Testi ve Okuduğunu Anlama Başarı Testi kullanılmıştır. Nicel verilerin analizinde SPSS programı kullanılmıştır. Anket formunun analizinde frekans ve yüzdelik değerlere yer verilmiştir. Görüşme formu için ise içerik analizi kullanılmıştır. Araştırmanın sonuçlarına göre öğrencilerin dil bilgisi başarı puanları 0,44 olarak okuduğunu anlama başarı puanları ise 0,60 olarak belirlenmiştir. Dil bilgisi ve okuduğunu anlamaya ait toplam test puanları üzerinden çift yönlü yapılan Pearson Korelasyon analizi sonuçlarına göre dil bilgisi ve okuduğunu anlama arasında pozitif yönde, yüksek düzeyde ve istatistiksel açıdan anlamlı bir ilişki bulunmaktadır (r = ,639 p<,01). Araştırmanın sonunda öğretmen görüşleri ile öğrencilerin başarı testleri sonuçları bir arada değerlendirilerek konuyla ilgili sonuç ve önerilere yer verilmiştir. ANAHTAR KELİMELER: Dil Bilgisi, Dil Bilgisi Öğretimi, Okuma, Okuduğunu Anlama, Türkçe Öğretmenleri, Türkçe Öğretim Programı
The aim of this research is to examine the place of grammar teaching in Turkish education, to determine the opinions of Turkish teachers about grammar teaching and reading comprehension skill, to reveal the grammar achievements of eighth grade students and their reading comprehension success, and based on these studies, to determine the relationship between grammar and reading comprehension skill and to contribute to the literature on related topics. The study is a mixed method research. In the study, Turkish teachers and eighth grade students who are about to finish secondary school education and who have completed all grammar subjects taught at secondary school level were studied. The data were obtained with four data collection tools, one of which was a questionnaire form, one of which was an interview form, and two of which were achievement tests. All data collection tools were created by the researcher. Questionnaire and interview form were used to determine the views of Turkish teachers on grammar teaching, students' reading comprehension skill and the relationship between them. Grammar Achievement Test and Reading Comprehension Achievement Test were used to determine the success of the students. SPSS program was used in the analysis of quantitative data. Frequency and percentage values are included in the analysis of the questionnaire form. Content analysis was used for the interview form. According to the results of the research, the students' grammar success scores were determined as 0,44 and their reading comprehension success scores were determined as 0,60. According to the results of the Pearson Correlation analysis performed on the total test scores of grammar and reading comprehension, there is a positive, high level and statistically significant relationship between grammar and reading comprehension (r = ,639 p<,01). At the end of the study, the opinions of the teachers and the results of the achievement tests of the students were evaluated together, and the results and suggestions about the subject were included. KEYWORDS: Grammar, Grammar Teaching, Reading, Reading Comprehension, Turkish Teachers, Turkish Curriculum
The aim of this research is to examine the place of grammar teaching in Turkish education, to determine the opinions of Turkish teachers about grammar teaching and reading comprehension skill, to reveal the grammar achievements of eighth grade students and their reading comprehension success, and based on these studies, to determine the relationship between grammar and reading comprehension skill and to contribute to the literature on related topics. The study is a mixed method research. In the study, Turkish teachers and eighth grade students who are about to finish secondary school education and who have completed all grammar subjects taught at secondary school level were studied. The data were obtained with four data collection tools, one of which was a questionnaire form, one of which was an interview form, and two of which were achievement tests. All data collection tools were created by the researcher. Questionnaire and interview form were used to determine the views of Turkish teachers on grammar teaching, students' reading comprehension skill and the relationship between them. Grammar Achievement Test and Reading Comprehension Achievement Test were used to determine the success of the students. SPSS program was used in the analysis of quantitative data. Frequency and percentage values are included in the analysis of the questionnaire form. Content analysis was used for the interview form. According to the results of the research, the students' grammar success scores were determined as 0,44 and their reading comprehension success scores were determined as 0,60. According to the results of the Pearson Correlation analysis performed on the total test scores of grammar and reading comprehension, there is a positive, high level and statistically significant relationship between grammar and reading comprehension (r = ,639 p<,01). At the end of the study, the opinions of the teachers and the results of the achievement tests of the students were evaluated together, and the results and suggestions about the subject were included. KEYWORDS: Grammar, Grammar Teaching, Reading, Reading Comprehension, Turkish Teachers, Turkish Curriculum
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
