Lise İngilizce Hazırlık Ders Kitabı Paketinin Tür Farkındalığı Geliştirmedeki Potansiyelinin Araştırılması

Year 2025, Volume: 11 Issue: 2, 833 - 858, 29.10.2025

Ali Efe Duymuş , Gülay Kıray

https://doi.org/10.31464/jlere.1619193

Abstract

Bu çalışmada, Türkiye'de lise öncesi İngilizce hazırlık programlarında kullanılan bir İngilizce ders kitabı paketi yazılı türler açısından incelenmiştir. Araştırma nitel bir yaklaşım izlemiş ve Progress ders kitabı paketindeki yazma etkinliklerini incelemek için içerik analizinden yararlanılmıştır. Kitaplar, içerdikleri metin türlerine ve yazma görevlerinin tür öğretim aşamalarını ne kadar sıkı bir şekilde takip ettiğine göre analiz edilmiştir. Bulgular, türlerin bir miktar çeşitliliğini ortaya koymaktadır ancak kişisel, sezgisel ve bilgilendirici türlerin daha geniş bir şekilde dahil edilmesi ihtiyacını göstermektedir. Tür öğretiminin aşamaları bazı görevlerde takip edilirken, birçoğu modelleme, müzakere veya inşa aşamalarından bir veya daha fazlasını içermemektedir. Ayrıca, eşlik eden çalışma kitabının daha önce çalışılmış türleri gözden geçirmede yetersiz olduğu bulunmuştur. Bu sonuçlar, belirli türlerin daha geniş bir şekilde dahil edilmesi, tür öğretim aşamalarının daha iyi uygulanması ve türleri gözden geçirmek için çalışma kitabında daha uyumlu görevlere ihtiyaç olduğunu vurgulamaktadır.

Anahtar sözcükler: dil eğitimi, yazma öğretimi, tür farkındalığı, ders kitabı incelemesi, Sistemik İşlevsel Dilbilim

Keywords

dil eğitimi , yazma eğitimi , tür farkındalığı , ders kitabı incelemesi , Sistemik İşlevsel Dilbilim

Ethical Statement

Bu çalışma, MEB tarafından yayımlanan ve herkesin erişimine açık ve ücretsiz olarak dağıtılan bir ders kitabının analizini içermektedir. Çalışmada insan katılımcı bulunmadığı için etik açıdan kaygılar asgari düzeydedir. Bununla birlikte, nitel araştırma yürütmeye ilişkin etik standartlar araştırma süreci boyunca korunmuştur. Ayrıca, İstanbul Üniversitesi - Cerrahpaşa Sosyal ve Beşeri Bilimler Etik Kurulu'na etik onay başvurusunda bulunulmuştur. Kurul, çalışmayı incelemiş ve E-74555795-050.04-1007159 referans numaralı mevcut çalışma için etik onam gerekmediği sonucuna varmıştır.

Exploring the Potential of a High School English Preparatory Coursebook Package in Developing Genre Awareness

Abstract

The present study analyzes an English coursebook package used in English preparatory programs prior to high-school education in Türkiye in terms of written genres. The research follows a qualitative approach and employs content analysis to examine writing activities in the Progress coursebook package. The books are analyzed based on the types of genres included and how strictly the writing tasks follow the genre teaching stages. Findings reveal a somewhat diverse representation of genres but indicate a need for broader inclusion of personal, heuristic, and informative types. While the stages of genre teaching are followed in some tasks, many fail to include one or more stages of modeling, negotiation, or construction. Additionally, the accompanying workbook is found to be insufficient in revising previously studied genres. These results underscore a need for broader inclusion of certain genres, improved application of genre teaching stages, and more compatible tasks in the workbook to revise genres.

Keywords: language eduction, teaching writing, genre awareness, coursebook analysis, Systemic Functional Linguistics

Keywords

language education , teaching writing , genre awareness , coursebook analysis , Systemic Functional Linguistics

Ethical Statement

This study involves the analysis of a coursebook published by the MoNE, which is publicly accessible and distributed free of charge. As no human participants are involved, the study poses minimal ethical concerns. Nevertheless, ethical standards for conducting qualitative research have been maintained throughout the research process. Additionally, an application for ethical approval was submitted to Istanbul University - Cerrahpaşa, Ethics Committee of Social and Human Sciences. The committee reviewed the study and concluded that there is no need for ethical consent for the present study with the reference number E-74555795-050.04-1007159.

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