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İkidilli ve Tekdilli Öğrencilerin Özetleme Stratejileri

Year 2010, Volume: 50 Issue: 1, 145 - 162, 01.01.2010

Abstract

Özetleme, alanyazınındaki pek çok çalışmada işaret edildiği gibi, anadili öğretiminin temel bileşenlerinden okuduğunu anlama ve anlatmaya dayalı bilişsel süreçleri içermektedir. Özetleme ediminin öncelediği bilişsel düzenlemelere dönük görünümleri, kuramsal ve deneysel çalışmalar doğrultusunda temellendiren van Dijk 1979 , anlama düzeyinde gerçekleşen bilişsel düzenlemeleri, önemli bilgiyi daha az önemli olan bilgiden ayırma olarak tanımlamaktadır. Bu tanım doğrultusunda özetleme edimi, kaynak metnin önemli içeriksel yapısının kısaltılmış olarak yeniden üretilmesi sürecinde iki alt eylemi gerektirmektedir. Söz konusu iki alt eylem, anlama düzeyinde metnin önemli birimlerinin seçilmesi ve anlatma düzeyinde ise seçilen birimlerin özet metne dönüştürülmesi sürecini kapsamaktadır. Bu çalışmada, bu iki alt eylem, 5.sınıf Türkçe-Almanca ikidilli ve 5. sınıf tekdilli öğrencilerin özet metinlerinin karşılaştırmasına dayalı olarak nasıl bir görünüm sunduğu bağlamında sorgulanmıştır. Çalışmadan elde edilen bulgulara dayalı olarak, ikidilli öğrencilerin özetleme edimlerinde kimi stratejilerin tekdilli öğrencilere göre belirgin ayrımlar içerdiği sonucuna ulaşılmıştır.

References

  • BROWN, Al und J. Day. (1983). “Macrorules for Summarizing Texts: The Development of Expertise”. Journal of Verbal Learning and Verbal Behavior. 1-14.
  • HABEL, Christopher. (1982)."Textverstehende Systeme: Ein Beispiel für die Beziehung Informatik-Kognitionswissenschaft" In GI 12. Jahresgang. (372- 391). London: Springer Verlag.
  • HEINEMANN, Margot und W. Heinemann. (2002). Grundlagen der Textlinguistik: Interaktion-Text-Diskurs. Tübingen: Max Niemeyer Verlag.
  • KESELING, Gisbert. (1993). Schreibprozess und Textstruktur: Empirische Untersuchungen zur Produktion von Zusammenfassungen. Tübingen: Max Niemeyer Verlag.
  • REITBAUER, Margit. (2000). Effektiver Lesen mit Superstrukturen: Eine Empirische Untersuchung anhand der Fachtextsorte Abstract. Tübingen: Günter Narr Verlag.
  • STROHNER, Hans und G. Rickheit. (1990). Kognitive, Kommunikative und Sprachliche Zusammenhänge: Eine Systemtheoretische Konzeption Linguistischer Kohärenz. Linguistische Berichte. Wiesbaden: Westdeutscher Verlag.
  • van DIJK, Teun A. (1977). Text and Context. London: Longman.
  • van DIJK, Teun A. (1979). "Relevance Assignment in Discourse Comprehension". Discourse Processes. 2: 113-126.
  • van DIJK, Teun A. (1980). Macrostructures: An Interdisiplinary Study of Global Structures in Discourse, Interaction and Cognition. New Jersey: Lawrence Erlbaum Associates.
  • van DIJK, Teun. A. und W. Kintsch. (1983). Strategies of Discourse Comprehension. New York: Academic Press.
  • WOLCOTT, Harry F. (1994). Transforming Qualitative Data: Description, Analysis, and Interpretation. United-States of America.

DIE ZUSAMMENFASSUNGSSTRATEGIEN DER BILINGUALEN UND MONOLINGUALEN SCHÜLER INNEN

Year 2010, Volume: 50 Issue: 1, 145 - 162, 01.01.2010

Abstract

Summarization, as indicated in many studies in the field, includes cognitive processes based on comprehension and narrative that are the basic components of native language teaching. Van Dijk 1979 , who based the cognitive arrangements that precede the summarizing act on theoretical and empirical studies, defines the cognitive arrangements at the level of comprehension as disconnecting important information from the less important information. In the context of this definition, summarization requires two sub-actions in the process of shortening the reproduction of the important contextual structure of the source text. The two sub-actions include the selection of significant units of text at comprehension level and the conversion of summary units of selected units at the level of narration. In the study, these two sub-actions were examined in the context of how the 5th-grade Turkish-German bilingual students performed compared to 5th-grade students based on their summary texts. In the light of the findings obtained during the study, it has been concluded that some strategies in the summarizing of the bilingual learners have distinct distinctions compared to the monolingual learners.

References

  • BROWN, Al und J. Day. (1983). “Macrorules for Summarizing Texts: The Development of Expertise”. Journal of Verbal Learning and Verbal Behavior. 1-14.
  • HABEL, Christopher. (1982)."Textverstehende Systeme: Ein Beispiel für die Beziehung Informatik-Kognitionswissenschaft" In GI 12. Jahresgang. (372- 391). London: Springer Verlag.
  • HEINEMANN, Margot und W. Heinemann. (2002). Grundlagen der Textlinguistik: Interaktion-Text-Diskurs. Tübingen: Max Niemeyer Verlag.
  • KESELING, Gisbert. (1993). Schreibprozess und Textstruktur: Empirische Untersuchungen zur Produktion von Zusammenfassungen. Tübingen: Max Niemeyer Verlag.
  • REITBAUER, Margit. (2000). Effektiver Lesen mit Superstrukturen: Eine Empirische Untersuchung anhand der Fachtextsorte Abstract. Tübingen: Günter Narr Verlag.
  • STROHNER, Hans und G. Rickheit. (1990). Kognitive, Kommunikative und Sprachliche Zusammenhänge: Eine Systemtheoretische Konzeption Linguistischer Kohärenz. Linguistische Berichte. Wiesbaden: Westdeutscher Verlag.
  • van DIJK, Teun A. (1977). Text and Context. London: Longman.
  • van DIJK, Teun A. (1979). "Relevance Assignment in Discourse Comprehension". Discourse Processes. 2: 113-126.
  • van DIJK, Teun A. (1980). Macrostructures: An Interdisiplinary Study of Global Structures in Discourse, Interaction and Cognition. New Jersey: Lawrence Erlbaum Associates.
  • van DIJK, Teun. A. und W. Kintsch. (1983). Strategies of Discourse Comprehension. New York: Academic Press.
  • WOLCOTT, Harry F. (1994). Transforming Qualitative Data: Description, Analysis, and Interpretation. United-States of America.
There are 11 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

S. Sevim Çıkrıkçı This is me

Publication Date January 1, 2010
Published in Issue Year 2010 Volume: 50 Issue: 1

Cite

APA Çıkrıkçı, S. S. (2010). DIE ZUSAMMENFASSUNGSSTRATEGIEN DER BILINGUALEN UND MONOLINGUALEN SCHÜLER INNEN. Ankara Üniversitesi Dil Ve Tarih-Coğrafya Fakültesi Dergisi, 50(1), 145-162.

Ankara University Journal of the Faculty of Languages and History-Geography

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