Okuma stratejileri öğretiminin Türkçeyi yabancı dil olarak öğrenen öğrencilerde okuduğunu anlama becerisine etkisi
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2017
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info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın genel amacı bilişsel okuma stratejilerinin Türkçeyi yabancı dil olarak öğrenen öğrencilerin okuduğunu anlama becerilerine etkisini belirlemektir. Bu amaç doğrultusunda yarı deneysel desen kullanılmış ve araştırmanın çalışma grubunda Türkçeyi yabancı dil olarak öğrenen 20 kişi yer almıştır. Araştırma verileri Öğrencilerin kur düzeyine uygun olarak araştırmacılar tarafından hazırlanan çoktan seçmeli okuduğunu anlama testleri ile toplanmış ve Ortak Değişkenli Varyans Analizi (ANCOVA) analiz edilmiştir. Araştırma sonuçlarına göre gruplara uygulanan sontest sonucunda kontrol grubunun puanlarının aritmetik ortalaması 30,00 iken deney grubunun puanlarının aritmetik ortalamasının 53,75 olduğu görülmektedir. Bu bulguya göre deney grubu ile kontrol grubunun son-test puanlarının aritmetik ortalamaları arasında deney grubunun lehine anlamlı bir fark olduğu söylenebilir. Ortak değişkenli varyans analiz (ANCOVA) sonuçları incelendiğinde ortalama puanlar arasında anlamlı bir fark bulunmuştur. Elde edilen bu sonuçlar, yabancı dil olarak Türkçe öğretiminde okuma stratejilerinin öğretiminin öğrenci başarısını artırdığını göstermektedir
The main purpose of this research is to determine effect of cognitive reading strategies on the reading comprehension skills of students who learn Turkish as a foreign language. In accordance with this purpose, a quasi-experimental research design was used, and study group consisted of 20 students who were learning Turkish as a foreign language. The data were collected through level appropriate multiple-choice reading comprehension tests which were developed by the researchers in accordance with the level of the students and were analyzed, using covariance analysis (ANCOVA). Based on the results of the post-test which was administered to the groups, it was seen that while the arithmetic mean score of the control group was 30,00, the arithmetic mean score of the experimental group was 53,75. Based on this finding, a significant difference appeared between the arithmetic means of the final test scores belonging to the experimental and control groups in favor of the former. It was found that there was also a significant difference between the averages of the groups when the results of the covariate analysis of variance (ANCOVA) were examined. The results indicated that reading strategy instruction had a positive impact on the reading achievement of students who were learning Turkish as foreign language
The main purpose of this research is to determine effect of cognitive reading strategies on the reading comprehension skills of students who learn Turkish as a foreign language. In accordance with this purpose, a quasi-experimental research design was used, and study group consisted of 20 students who were learning Turkish as a foreign language. The data were collected through level appropriate multiple-choice reading comprehension tests which were developed by the researchers in accordance with the level of the students and were analyzed, using covariance analysis (ANCOVA). Based on the results of the post-test which was administered to the groups, it was seen that while the arithmetic mean score of the control group was 30,00, the arithmetic mean score of the experimental group was 53,75. Based on this finding, a significant difference appeared between the arithmetic means of the final test scores belonging to the experimental and control groups in favor of the former. It was found that there was also a significant difference between the averages of the groups when the results of the covariate analysis of variance (ANCOVA) were examined. The results indicated that reading strategy instruction had a positive impact on the reading achievement of students who were learning Turkish as foreign language
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