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Year 2015, Volume: 12 Issue: 1, 219 - 233, 12.06.2015

Gülay Kıray

Abstract

YDS, formerly known as KPDS, is a standardized multiple-choice exam used to assess the foreign language proficiency of state employees and academics in Turkey. Given its high-stakes nature in general and the particular significance of the assessment of reading skills within the test, the selection and use of appropriate and well-structured texts for the reading comprehension questions becomes acutely salient. Against this backdrop, this study analyzes the reading texts of KPDS and YDS tests between the years 2003 and 2013 in terms of their macro-structures with a particular focus on the existence of identifying macro-structures, the number and variety of macro-structures and text difficulty in relation to the difficulty of macrostructures. The findings reveal that about half of the reading texts do not have any identifying macro structure while the other half is centered on one of the four main macro-structures, which has significant implications not only for text difficulty but also for the appropriateness of texts for the accurate assessment of reading skills

Keywords

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References

  • Alderson, J. Charles. Assessing Reading. CUP.
  • Alderson, J.C. and A. H. Urquhart (1984). ‘Introduction: What is reading?, (pp. xv-xxviii) in Alderson, J.C. and A.H. Urquhart, Reading in a Foreign Language. Longman.
  • Anderson, A. and T. Lynch (1988) Listening. OUP.
  • Brown, G. and G. Yule (1983). Discourse Analysis. CUP.
  • Carrell, P. L. and Eisterhold, J. C. (1983). Schema Theory and ESL Reading Pedagogy. TESOL Quarterly, 17(4), 553-573.
  • Chang, C. (2002). The Reader Effect (Instruction/Awareness of Text Structure) and Text Effect (Well-structured vs. Bad-structured Texts) on First and Second/Foreign Language Reading Comprehension and Recall-What Does Research Teach Us?. U.S. Department of Education- Educational Resources Information Center (ERIC)
  • Dickson, S. V., D. C. Simmons and Kameenui, E. J., (1995). Text Organization and Its Relation to Reading Comprehension: A Synthesis of the Research. U.S. Department of Education- Educational Resources Information Center (ERIC).
  • Fitzgerald, J. (1989). ‘Research on Stories: Implications for Teachers’. (pp.2-36) in Muth K.D. Children's Comprehension of Text: Research into Practice. Newark, DE: International Reading Association.
  • Goodman, K. (1988). ‘The reading Process’, (pp. 11-26) in Carrell, P. L. Interactive Approaches to Second Language Reading. CUP.
  • Grabe, W. (1991). Current developments in Second-Language Reading Research. TESOL Quarterly 25 (3), 375-406.
  • Grabe, W. (1997). ‘Discourse Analysis and Reading Instruction’, (pp. 2-15) in Miller, T., Functional Approaches to Written Text; Classroom Applications. Washington, D.C.: English Language Programs United States Information Agency.
  • Halliday, M. A. K. and R. Hasan (1985). Language, Context and Text: Aspects of Language in a Socio-Semiotic Perspective. OUP.
  • Hoey, M. (1983). On the Surface of Discourse. London: George Allen and Unwin.
  • Huckin, T. (1997). ‘Critical Discourse Analysis’. (pp. 78- 92) in Miller, T., Functional Approaches to Written Text; Classroom Applications. Washington, D.C.: English Language Programs United States Information Agency.
  • Langan, J. (1993). Collage Writing Skills with Readings. New York: McGraw- Hill.
  • Marinak, B. A., J. C. Moore, Henk, W. A., and Keepers, M., (1997). The Pennsylvania Assessment System- reading Instructional Handbook. U.S. Department of Education- Educational resources Information Center (ERIC)
  • Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language. Heinemann.
  • Priti D. H. and E. Midgette (2014). A Genre-Specific Reading Comprehension Strategy to Enhance Struggling Fifth-Grade Readers' Ability to Critically Analyze Argumentative Text, Reading & Writing Quarterly: Overcoming Learning Difficulties, 30:4, 297-327
  • Raymond, P. M. (1993). The Effects of Structure Strategy Training on the Recall of Expository Prose for University Students Reading French as a Second Language. Modern Language Journal, 77(4), 445-458.
  • Reid, J. M. (2000). The Process of Composition. Longman.
  • Steffenson, M. S. and C. Joag-Dev (1984) ‘Cultural Knowledge and Reading’, (pp. 48-64) in Alderson, J.C. and A.H. Urquhart, Reading in a Foreign Language. Longman.
  • Taylor, B. M. (1992). ‘Text structure, comprehension, and recall’. (pp. 220-235) in Samuels, S. J. and A. E. Farstrup, What Research has to Say about Reading Instruction. Newark, DE: International Reading Association.
  • Tribble, C. (1996). Writing. OUP.
  • Wallace, C. (1992). Reading. OUP.
  • Wyrick, J. (1999). Steps to Writing Well. Forth Worth: Harcourt Brace College Publishers.
  • Zarrati, Z., R. M. K. Nambiar, and Tengku Nor Rizan Tg Mohd Maasumb (2014). The Importance of Text Structure Awareness in Prompting Strategic Reading among EFL Readers. Procedia- Social Behavior Sciences 118, 537-544.

Year 2015, Volume: 12 Issue: 1, 219 - 233, 12.06.2015

Gülay Kıray

Abstract

References

  • Alderson, J. Charles. Assessing Reading. CUP.
  • Alderson, J.C. and A. H. Urquhart (1984). ‘Introduction: What is reading?, (pp. xv-xxviii) in Alderson, J.C. and A.H. Urquhart, Reading in a Foreign Language. Longman.
  • Anderson, A. and T. Lynch (1988) Listening. OUP.
  • Brown, G. and G. Yule (1983). Discourse Analysis. CUP.
  • Carrell, P. L. and Eisterhold, J. C. (1983). Schema Theory and ESL Reading Pedagogy. TESOL Quarterly, 17(4), 553-573.
  • Chang, C. (2002). The Reader Effect (Instruction/Awareness of Text Structure) and Text Effect (Well-structured vs. Bad-structured Texts) on First and Second/Foreign Language Reading Comprehension and Recall-What Does Research Teach Us?. U.S. Department of Education- Educational Resources Information Center (ERIC)
  • Dickson, S. V., D. C. Simmons and Kameenui, E. J., (1995). Text Organization and Its Relation to Reading Comprehension: A Synthesis of the Research. U.S. Department of Education- Educational Resources Information Center (ERIC).
  • Fitzgerald, J. (1989). ‘Research on Stories: Implications for Teachers’. (pp.2-36) in Muth K.D. Children's Comprehension of Text: Research into Practice. Newark, DE: International Reading Association.
  • Goodman, K. (1988). ‘The reading Process’, (pp. 11-26) in Carrell, P. L. Interactive Approaches to Second Language Reading. CUP.
  • Grabe, W. (1991). Current developments in Second-Language Reading Research. TESOL Quarterly 25 (3), 375-406.
  • Grabe, W. (1997). ‘Discourse Analysis and Reading Instruction’, (pp. 2-15) in Miller, T., Functional Approaches to Written Text; Classroom Applications. Washington, D.C.: English Language Programs United States Information Agency.
  • Halliday, M. A. K. and R. Hasan (1985). Language, Context and Text: Aspects of Language in a Socio-Semiotic Perspective. OUP.
  • Hoey, M. (1983). On the Surface of Discourse. London: George Allen and Unwin.
  • Huckin, T. (1997). ‘Critical Discourse Analysis’. (pp. 78- 92) in Miller, T., Functional Approaches to Written Text; Classroom Applications. Washington, D.C.: English Language Programs United States Information Agency.
  • Langan, J. (1993). Collage Writing Skills with Readings. New York: McGraw- Hill.
  • Marinak, B. A., J. C. Moore, Henk, W. A., and Keepers, M., (1997). The Pennsylvania Assessment System- reading Instructional Handbook. U.S. Department of Education- Educational resources Information Center (ERIC)
  • Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language. Heinemann.
  • Priti D. H. and E. Midgette (2014). A Genre-Specific Reading Comprehension Strategy to Enhance Struggling Fifth-Grade Readers' Ability to Critically Analyze Argumentative Text, Reading & Writing Quarterly: Overcoming Learning Difficulties, 30:4, 297-327
  • Raymond, P. M. (1993). The Effects of Structure Strategy Training on the Recall of Expository Prose for University Students Reading French as a Second Language. Modern Language Journal, 77(4), 445-458.
  • Reid, J. M. (2000). The Process of Composition. Longman.
  • Steffenson, M. S. and C. Joag-Dev (1984) ‘Cultural Knowledge and Reading’, (pp. 48-64) in Alderson, J.C. and A.H. Urquhart, Reading in a Foreign Language. Longman.
  • Taylor, B. M. (1992). ‘Text structure, comprehension, and recall’. (pp. 220-235) in Samuels, S. J. and A. E. Farstrup, What Research has to Say about Reading Instruction. Newark, DE: International Reading Association.
  • Tribble, C. (1996). Writing. OUP.
  • Wallace, C. (1992). Reading. OUP.
  • Wyrick, J. (1999). Steps to Writing Well. Forth Worth: Harcourt Brace College Publishers.
  • Zarrati, Z., R. M. K. Nambiar, and Tengku Nor Rizan Tg Mohd Maasumb (2014). The Importance of Text Structure Awareness in Prompting Strategic Reading among EFL Readers. Procedia- Social Behavior Sciences 118, 537-544.

2003-2013 YILLARI ARASINDA YAPILAN KPDS VE YDS SINAVLARININ OKUMA-ANLAMA METINLERININ MAKRO YAPI ANALIZI

Year 2015, Volume: 12 Issue: 1, 219 - 233, 12.06.2015

Gülay Kıray

Abstract

Önceden KPDS sınavı olarak bilinen YDS sınavı, Türkiye’de kamu personelinin ve
akademisyenlerin yabancı dil yeterliliğini ölçmek için kullanılan standardize edilmiş,
çoktan-seçmeli bir sınavdır. Genelde, sınava giren adaylar için başarılı/başarısız
olmaları halinde önemli sonuçlar yaratıyor olması ve özelde de sınav içinde okuma
becerilerinin önemi göz önüne alındığında, okuma-anlama sorularının hazırlanmasında
iyi-yapılandırılmış ve uygun metinlerin seçilmesi ve kullanılması ciddi
bir biçimde önem kazanmaktadır. Bu bağlamda, bu çalışma 2003 ve 2013 yılları
arasındaki KPDS ve YDS sınavlarının okuma metinlerini makro metin yapıları açı-
sından incelemektedir. Metin analizinde, sınavlarda kullanılan okuma metinlerinde
belirleyici bir makro metin yapısı olup olmadığına, makro metin yapılarının sayısı ve
türlerine ve makro metin yapılarının zorluğuna bağlı olarak metin zorluğuna odaklanılmaktadır.
Çalışmanın bulguları, okuma metinlerinin yaklaşık yarısının herhangi
bir belirleyici makro metin yapısına sahip olmadığını ve diğer yarısında da dört ana
makro metin yapısından sadece birine yoğunlaşıldığını göstermektedir ki bu durum
da seçilen metinlerin hem okuma becerilerini doğru bir biçimde ölçmesi açısından
uygunluğuna hem de metin zorluğuna ilişkin önemli çıkarımlar barındırmaktadır

Keywords

Makro Metin Yapıları Metin Analizi Dil Yeterlilik Sınavları Okuma-Anlama

References

  • Alderson, J. Charles. Assessing Reading. CUP.
  • Alderson, J.C. and A. H. Urquhart (1984). ‘Introduction: What is reading?, (pp. xv-xxviii) in Alderson, J.C. and A.H. Urquhart, Reading in a Foreign Language. Longman.
  • Anderson, A. and T. Lynch (1988) Listening. OUP.
  • Brown, G. and G. Yule (1983). Discourse Analysis. CUP.
  • Carrell, P. L. and Eisterhold, J. C. (1983). Schema Theory and ESL Reading Pedagogy. TESOL Quarterly, 17(4), 553-573.
  • Chang, C. (2002). The Reader Effect (Instruction/Awareness of Text Structure) and Text Effect (Well-structured vs. Bad-structured Texts) on First and Second/Foreign Language Reading Comprehension and Recall-What Does Research Teach Us?. U.S. Department of Education- Educational Resources Information Center (ERIC)
  • Dickson, S. V., D. C. Simmons and Kameenui, E. J., (1995). Text Organization and Its Relation to Reading Comprehension: A Synthesis of the Research. U.S. Department of Education- Educational Resources Information Center (ERIC).
  • Fitzgerald, J. (1989). ‘Research on Stories: Implications for Teachers’. (pp.2-36) in Muth K.D. Children's Comprehension of Text: Research into Practice. Newark, DE: International Reading Association.
  • Goodman, K. (1988). ‘The reading Process’, (pp. 11-26) in Carrell, P. L. Interactive Approaches to Second Language Reading. CUP.
  • Grabe, W. (1991). Current developments in Second-Language Reading Research. TESOL Quarterly 25 (3), 375-406.
  • Grabe, W. (1997). ‘Discourse Analysis and Reading Instruction’, (pp. 2-15) in Miller, T., Functional Approaches to Written Text; Classroom Applications. Washington, D.C.: English Language Programs United States Information Agency.
  • Halliday, M. A. K. and R. Hasan (1985). Language, Context and Text: Aspects of Language in a Socio-Semiotic Perspective. OUP.
  • Hoey, M. (1983). On the Surface of Discourse. London: George Allen and Unwin.
  • Huckin, T. (1997). ‘Critical Discourse Analysis’. (pp. 78- 92) in Miller, T., Functional Approaches to Written Text; Classroom Applications. Washington, D.C.: English Language Programs United States Information Agency.
  • Langan, J. (1993). Collage Writing Skills with Readings. New York: McGraw- Hill.
  • Marinak, B. A., J. C. Moore, Henk, W. A., and Keepers, M., (1997). The Pennsylvania Assessment System- reading Instructional Handbook. U.S. Department of Education- Educational resources Information Center (ERIC)
  • Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language. Heinemann.
  • Priti D. H. and E. Midgette (2014). A Genre-Specific Reading Comprehension Strategy to Enhance Struggling Fifth-Grade Readers' Ability to Critically Analyze Argumentative Text, Reading & Writing Quarterly: Overcoming Learning Difficulties, 30:4, 297-327
  • Raymond, P. M. (1993). The Effects of Structure Strategy Training on the Recall of Expository Prose for University Students Reading French as a Second Language. Modern Language Journal, 77(4), 445-458.
  • Reid, J. M. (2000). The Process of Composition. Longman.
  • Steffenson, M. S. and C. Joag-Dev (1984) ‘Cultural Knowledge and Reading’, (pp. 48-64) in Alderson, J.C. and A.H. Urquhart, Reading in a Foreign Language. Longman.
  • Taylor, B. M. (1992). ‘Text structure, comprehension, and recall’. (pp. 220-235) in Samuels, S. J. and A. E. Farstrup, What Research has to Say about Reading Instruction. Newark, DE: International Reading Association.
  • Tribble, C. (1996). Writing. OUP.
  • Wallace, C. (1992). Reading. OUP.
  • Wyrick, J. (1999). Steps to Writing Well. Forth Worth: Harcourt Brace College Publishers.
  • Zarrati, Z., R. M. K. Nambiar, and Tengku Nor Rizan Tg Mohd Maasumb (2014). The Importance of Text Structure Awareness in Prompting Strategic Reading among EFL Readers. Procedia- Social Behavior Sciences 118, 537-544.
There are 26 citations in total.

Details

Primary Language EN
Journal Section Articles
Authors

Gülay Kıray

Publication Date June 12, 2015
Published in Issue Year 2015 Volume: 12 Issue: 1

Cite

APA Kıray, G. (2015). 2003-2013 YILLARI ARASINDA YAPILAN KPDS VE YDS SINAVLARININ OKUMA-ANLAMA METINLERININ MAKRO YAPI ANALIZI. HAYEF Journal of Education, 12(1), 219-233.
AMA Kıray G. 2003-2013 YILLARI ARASINDA YAPILAN KPDS VE YDS SINAVLARININ OKUMA-ANLAMA METINLERININ MAKRO YAPI ANALIZI. HAYEF Journal of Education. June 2015;12(1):219-233.
Chicago Kıray, Gülay. “2003-2013 YILLARI ARASINDA YAPILAN KPDS VE YDS SINAVLARININ OKUMA-ANLAMA METINLERININ MAKRO YAPI ANALIZI”. HAYEF Journal of Education 12, no. 1 (June 2015): 219-33.
EndNote Kıray G (June 1, 2015) 2003-2013 YILLARI ARASINDA YAPILAN KPDS VE YDS SINAVLARININ OKUMA-ANLAMA METINLERININ MAKRO YAPI ANALIZI. HAYEF Journal of Education 12 1 219–233.
IEEE G. Kıray, “2003-2013 YILLARI ARASINDA YAPILAN KPDS VE YDS SINAVLARININ OKUMA-ANLAMA METINLERININ MAKRO YAPI ANALIZI”, HAYEF Journal of Education, vol. 12, no. 1, pp. 219–233, 2015.
ISNAD Kıray, Gülay. “2003-2013 YILLARI ARASINDA YAPILAN KPDS VE YDS SINAVLARININ OKUMA-ANLAMA METINLERININ MAKRO YAPI ANALIZI”. HAYEF Journal of Education 12/1 (June 2015), 219-233.
JAMA Kıray G. 2003-2013 YILLARI ARASINDA YAPILAN KPDS VE YDS SINAVLARININ OKUMA-ANLAMA METINLERININ MAKRO YAPI ANALIZI. HAYEF Journal of Education. 2015;12:219–233.
MLA Kıray, Gülay. “2003-2013 YILLARI ARASINDA YAPILAN KPDS VE YDS SINAVLARININ OKUMA-ANLAMA METINLERININ MAKRO YAPI ANALIZI”. HAYEF Journal of Education, vol. 12, no. 1, 2015, pp. 219-33.
Vancouver Kıray G. 2003-2013 YILLARI ARASINDA YAPILAN KPDS VE YDS SINAVLARININ OKUMA-ANLAMA METINLERININ MAKRO YAPI ANALIZI. HAYEF Journal of Education. 2015;12(1):219-33.
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