İkinci Dil Olarak Türkçe Öğretiminde Tür Temelli Uygulama

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

Demet Yaylı

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.

Keywords

Türler, tür temelli yazma, açıklama yazma, hamle ve adımlar, ikinci dil olarak Türkçe

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

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.

Keywords

Genres, genre-based writing, annotation writing, moves and steps, Turkish as a second language

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