Research Article
BibTex RIS Cite

İkinci Dil Olarak Türkçe Öğretiminde Tür Temelli Uygulama

Year 2019, Volume: 36 Issue: 1, 35 - 52, 22.07.2019

Abstract

İkinci dil yazma becerileri, öğrenenler için zorluklar teşkil etse de akademide
tartışmasız bir öneme sahiptir. Türkiye'de yapılan ikinci dil yazma çalışmaları
nadirdir ve çoğunun odağı yabancı dil olarak İngilizcedir. İkinci dil olarak
Türkçede yazma becerisini inceleyen çalışmalar ise yok denecek kadar azdır. Dil
öğretmenlerinin ikinci dilde yazma eğitiminde yerel gerçekliklere daha fazla
dikkat etmesi gerektiğini savunan girişime dayanarak, bu çalışma, yaz okulunda
akademik Türkçe eğitimi alan bir grup öğrencinin tür temelli akademik yazma
eğitimi hakkındaki görüşlerini incelemeyi amaçlamıştır. Katılımcılar, tür
temelli yazım ilkelerine dair bir kaç yazım türüne odaklanarak yazma
alıştırmaları yapmış ve katılımcılardan alıştırmaların başında, sürdüğü sırada
ve sonunda nitel veri toplanmıştır. Tematik analiz verileri, özellikle model
metin incelemelerinin, açıklama yazma etkinliklerinin ve katılımcıların
odaklanılan yazım türleri hakkındaki artan bilgilerinin yazmaya dair
görüşlerinde olumlu bir değişikliğe neden olduğunu ortaya koymuştur.

References

  • Akyel, A. (1994). First language use in EFL writing: Planning in Turkish vs. planning in English. International Journal of Applied Linguistics, 4(2), 169-184. Alagözlü, N. (2007). Critical thinking and voice in EFL writing. Asian EFL Journal, 9(3), 118-136. Altınmakas, D., & Bayyurt, Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103. Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13(1), 23-34. Benesch, S. (2001). Critical English for academic purposes: Theory, politics and practice. Mahwah, NJ: Erlbaum. Benesch, S. (2009). Theorizing and practicing English for academic purposes. Journal of English for Academic Purposes, 8, 81–85 Bogdan, R.C., & Biklen, S.K. (2003). Qualitative research for education: An introduction to theories and methods. Boston, MA: Pearson. Canagarajah, A. S. (1996). Non-discursive requirements in academic publishing, material resources of periphery scholars, and the politics of knowledge production. Written Communication, 13(4), 435-72. Canagarajah, A.S. (2002a). Critical academic writing and multilingual students. Ann Arbor: The University of Michigan Press. Canagarajah, S. (2002b). Multilingual writers and the academic community: Towards a critical relationship. Journal of English for Academic Purposes, 1, 29–44 Cheng, A. (2006). Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes, 25, 76-89. Cheng, A. (2007) Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purposes, 26, 287-307 Cheng, A. (2008). Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics, 29(1), 50–71. Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. (3rd ed.) Thousand Oaks: Sage. Çiftçi, H., & Koçoğlu, Z. (2012). Effects of peer e-feedback on Turkish EFL students' writing performance. Journal of Educational Computing Research, 46(1), 61-84. Erel, S., & Bulut, D. (2007). Error treatment in L2 writing: A comparative study of direct and indirect coded feedback in Turkish EFL context. Sosyal Bilimler Enstitüsü Dergisi, 22(1), 397-415. Fontana, A., & Frey, J.H. (2005). The interview: From neutral stance to political movement. In N.K. Denzin, & Y.S. Lincoln (Eds.) The Sage handbook of qualitative research (3rd ed.) (pp. 695-729). Thousand Oaks: Sage. Gibbs, G.R. (2007). Analyzing qualitative data. In U. Flick (Ed.), The Sage qualitative research kit. London: Sage. Güngör, F., & Uysal, H. H. (2016). A comparative analysis of lexical bundles used by native and non-native scholars. English Language Teaching, 9(6), 176-188 Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17-29. Hyland, K. (2004). Genre and second language writing. Ann Arbor: The University of Michigan Press. Hyland, K. (2014). Second language writing. Cambridge: Cambridge University Press. Johns, A. M. (Ed.) (2002). Genre in the classroom: Multiple perspectives. Mahwah, NJ: Lawrence Erlbaum. Kırmızı, Ö., & Kırmızı, G. D. (2015). An investigation of L2 learners’ writing self-efficacy, writing anxiety and its causes at higher education in Turkey. International Journal of Higher Education, 4(2), 57-66. Kurt, G., & Atay, D. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Journal of Theory and Practice in Education, 3(1), 12-23. Kuteeva, M. (2013). Graduate learners’ approaches to genre-analysis tasks: Variations across and within four disciplines. English for Specific Purposes, 32, 84-96. Martin, J. R. (1992). English text: System and structure. Amsterdam: John Benjamins. Matsuda, P. K. (2003). Second language writing in the twentieth century: A situated historical perspective. In B. Kroll (Ed.) Exploring the dynamics of second language writing (pp.15-35). Cambridge: Cambridge University Press. Negretti, R., & McGrath, L. (2018). Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course. Journal of Second Language Writing, 40, 12-31. Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: The University of Michigan Press. Qin, W., & Uccelli, P. (2016). Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance. Journal of Second Language Writing, 33, 3-17. Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press. Uhrig, K. (2012). Business and legal case genre networks: Two case studies. English for Specific Purposes, 31, 127-136. Uysal, H. H. (2008). Tracing the culture behind writing: Rhetorical patterns and bidirectional transfer in L1 and L2 essays of Turkish writers in relation to educational context. Journal of Second Language Writing, 17(3), 183-207. Wang, W. (2017). Learner characteristics in an EAP thesis-writing class: Looking into students’ responses to genre-based instruction and pedagogical tasks. English for Specific Purposes, 47, 52-60. Wette, R. (2017). Using mind maps to reveal and develop genre knowledge in a graduate writing course. Journal of Second Language Writing, 38, 58-71. Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11, 26–37. Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge and writing competence. Journal of Second Language Writing, 20, 111-133. Yaylı, D. (2011). From genre awareness to cross-genre awareness: A study in an EFL context. Journal of English for Academic Purposes, 10 (3), 121-129. Yaylı, D. (2012). Tracing the benefits of self annotation in genre-based writing. The Journal of Language Learning and Teaching, 2 (1), 45-58. Yiğitoğlu, N., & Reichelt, M. (2013). Using a genre-based approach for writing instruction in a less-commonly-taught language. Language Awareness, 23(3), 187-202.

Practicing Genre-based Writing in the Context of Teaching Turkish as a Second Language

Year 2019, Volume: 36 Issue: 1, 35 - 52, 22.07.2019

Abstract

While
second language (L2) writing skills pose challenges for learners, they are also
unarguably consequential in academia. L2 writing studies conducted in Turkey
are scarce, and most of them have an EFL focus. Studies on writing in Turkish
as an L2 are almost nonexistent.  Following the initiative that language
teachers should pay a closer attention to the realities that take place in
their local sites of L2 writing instruction, this study aimed at capturing the
views of a group of Turkish as an L2 learners who were engaged in genre-based
academic writing as a part of their academic Turkish summer school. The
participants followed the production principles of genre-based writing and
provided the researcher with qualitative data at the beginning, during and at
the end of their writing practices with several genres. The thematic analysis
revealed a positive change in the participants’ views toward writing especially
with the help of model text analyses and annotation writing activities and an
increased genre knowledge toward the genre types studied.

References

  • Akyel, A. (1994). First language use in EFL writing: Planning in Turkish vs. planning in English. International Journal of Applied Linguistics, 4(2), 169-184. Alagözlü, N. (2007). Critical thinking and voice in EFL writing. Asian EFL Journal, 9(3), 118-136. Altınmakas, D., & Bayyurt, Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103. Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13(1), 23-34. Benesch, S. (2001). Critical English for academic purposes: Theory, politics and practice. Mahwah, NJ: Erlbaum. Benesch, S. (2009). Theorizing and practicing English for academic purposes. Journal of English for Academic Purposes, 8, 81–85 Bogdan, R.C., & Biklen, S.K. (2003). Qualitative research for education: An introduction to theories and methods. Boston, MA: Pearson. Canagarajah, A. S. (1996). Non-discursive requirements in academic publishing, material resources of periphery scholars, and the politics of knowledge production. Written Communication, 13(4), 435-72. Canagarajah, A.S. (2002a). Critical academic writing and multilingual students. Ann Arbor: The University of Michigan Press. Canagarajah, S. (2002b). Multilingual writers and the academic community: Towards a critical relationship. Journal of English for Academic Purposes, 1, 29–44 Cheng, A. (2006). Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes, 25, 76-89. Cheng, A. (2007) Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purposes, 26, 287-307 Cheng, A. (2008). Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics, 29(1), 50–71. Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. (3rd ed.) Thousand Oaks: Sage. Çiftçi, H., & Koçoğlu, Z. (2012). Effects of peer e-feedback on Turkish EFL students' writing performance. Journal of Educational Computing Research, 46(1), 61-84. Erel, S., & Bulut, D. (2007). Error treatment in L2 writing: A comparative study of direct and indirect coded feedback in Turkish EFL context. Sosyal Bilimler Enstitüsü Dergisi, 22(1), 397-415. Fontana, A., & Frey, J.H. (2005). The interview: From neutral stance to political movement. In N.K. Denzin, & Y.S. Lincoln (Eds.) The Sage handbook of qualitative research (3rd ed.) (pp. 695-729). Thousand Oaks: Sage. Gibbs, G.R. (2007). Analyzing qualitative data. In U. Flick (Ed.), The Sage qualitative research kit. London: Sage. Güngör, F., & Uysal, H. H. (2016). A comparative analysis of lexical bundles used by native and non-native scholars. English Language Teaching, 9(6), 176-188 Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17-29. Hyland, K. (2004). Genre and second language writing. Ann Arbor: The University of Michigan Press. Hyland, K. (2014). Second language writing. Cambridge: Cambridge University Press. Johns, A. M. (Ed.) (2002). Genre in the classroom: Multiple perspectives. Mahwah, NJ: Lawrence Erlbaum. Kırmızı, Ö., & Kırmızı, G. D. (2015). An investigation of L2 learners’ writing self-efficacy, writing anxiety and its causes at higher education in Turkey. International Journal of Higher Education, 4(2), 57-66. Kurt, G., & Atay, D. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Journal of Theory and Practice in Education, 3(1), 12-23. Kuteeva, M. (2013). Graduate learners’ approaches to genre-analysis tasks: Variations across and within four disciplines. English for Specific Purposes, 32, 84-96. Martin, J. R. (1992). English text: System and structure. Amsterdam: John Benjamins. Matsuda, P. K. (2003). Second language writing in the twentieth century: A situated historical perspective. In B. Kroll (Ed.) Exploring the dynamics of second language writing (pp.15-35). Cambridge: Cambridge University Press. Negretti, R., & McGrath, L. (2018). Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course. Journal of Second Language Writing, 40, 12-31. Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: The University of Michigan Press. Qin, W., & Uccelli, P. (2016). Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance. Journal of Second Language Writing, 33, 3-17. Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press. Uhrig, K. (2012). Business and legal case genre networks: Two case studies. English for Specific Purposes, 31, 127-136. Uysal, H. H. (2008). Tracing the culture behind writing: Rhetorical patterns and bidirectional transfer in L1 and L2 essays of Turkish writers in relation to educational context. Journal of Second Language Writing, 17(3), 183-207. Wang, W. (2017). Learner characteristics in an EAP thesis-writing class: Looking into students’ responses to genre-based instruction and pedagogical tasks. English for Specific Purposes, 47, 52-60. Wette, R. (2017). Using mind maps to reveal and develop genre knowledge in a graduate writing course. Journal of Second Language Writing, 38, 58-71. Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11, 26–37. Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge and writing competence. Journal of Second Language Writing, 20, 111-133. Yaylı, D. (2011). From genre awareness to cross-genre awareness: A study in an EFL context. Journal of English for Academic Purposes, 10 (3), 121-129. Yaylı, D. (2012). Tracing the benefits of self annotation in genre-based writing. The Journal of Language Learning and Teaching, 2 (1), 45-58. Yiğitoğlu, N., & Reichelt, M. (2013). Using a genre-based approach for writing instruction in a less-commonly-taught language. Language Awareness, 23(3), 187-202.
There are 1 citations in total.

Details

Primary Language English
Journal Section Original Articles
Authors

Demet Yaylı

Publication Date July 22, 2019
Published in Issue Year 2019 Volume: 36 Issue: 1

Cite

APA Yaylı, D. (2019). Practicing Genre-based Writing in the Context of Teaching Turkish as a Second Language. Bogazici University Journal of Education, 36(1), 35-52.