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Yazma Eğitiminde Geri Bildirim Türleri ve Kullanımı / Types and Use of Feedback in Writing Education

Yıl 2015, Cilt: 12 Sayı: 32, 337 - 372, 30.12.2015

Öz

Yazma bir hamlede başlayıp biten bir eylem değildir. İyi bir metin yazmak için çoğu zaman bir metni birkaç kez gözden geçirmek gerekir. İnsanlar kendi yazdıkları metinlerdeki hatalarını belirlemekte güçlük çekebilir. Bu bakımdan yazma eğitiminde okur/öğretmen geri bildirimi yazma kalitesini etkileyen önemli bir etkendir. Bu çalışmada yazma eğitiminde kullanılan geri bildirimler sınıflandırılmış, açıklanmış ve örneklendirilmiş, avantaj ve dezavantajlarıyla değerlendirilmiştir.

Yazma eğitiminde geri bildirimler bakış açısına göre farklı şekillerde sınıflandırılabilmektedir. Metni değerlendiren kişi açısından geri bildirimler öğretmen ve akran geri bildirimi olarak ikiye ayrılmaktadır. İletişim biçimi açısından ise yazılı ve sözlü geri bildirim olarak ikiye ayrılmaktadır. Diğer geri bildirim türleri ise şöyledir: Övgü veya yergi bildiren geri bildirimler, değerlendirenin tutumuna göre yapıcı, yansız veya yıkıcı geri bildirimler; özgül veya genel geri bildirimler; biçime veya içeriğe yönelik geri bildirimler; açık veya muğlak geri bildirimler; metin içi veya metin dışı geri bildirimler.

Kaynakça

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Yıl 2015, Cilt: 12 Sayı: 32, 337 - 372, 30.12.2015

Öz

Kaynakça

  • Akyol, H. (2006). Yeni Programa Uygun Türkçe Öğretim Yöntemleri. Ankara: KÖK Yayıncılık.
  • Amores, M. (1997). A new perspective on peer editing. Foreign Language Annals 30.4, 513–523.
  • Anson, C. M. (1997). In our own voices: Using recorded commentary to respond to writing. New Directions for Teaching and Learning, 69, 105-113.
  • Arndt, V. (1993). Response to writing: Using feedback to inform the writing process. In M. Brook & L. Walters (eds.), Teaching composition around the Pacific rim: Politicsand pedagogy. Clevedon: Multilingual Matters, 90–116.
  • Ashwell, T. (2000). Patterns of teacher response to student writing in a multi-draft composition classroom: is content feedback followed by form feedback the best method? Journal of Second Language Writing 9.3, 227–257.
  • Balta, Y. ve Türel, Y.K. (2013). Çevrimiçi Uzaktan Eğitimde Kullanılan Farklı Ölçme Değerlendirme Yaklaşımlarına İlişkin Bir İnceleme. Turkish Studies, 8 (3), 37-45.
  • Bates, L., Lane, J. & Lange, E. (1993). Writing clearly: Responding to ESL composition. Boston: Heinle and Heinle.
  • Beach, R.& Friederich, T. (2006). Response to Writing. In C. A MacArthur, S. Graham, J.Fitzgerald (Eds.). Handbook of Wiriting Research. The Guilford Press. New York: pp.222-234.
  • Berg, E. (1999). The effects of trained peer response on ESL students’ revision types and writing quality. Journal of SecondLanguage Writing 8(3), 215–241.
  • Bostock, S.J. (2000). Computer Assisted Assessment - experiments in three courses. A workshop at Keele University.
  • Bulunuz, M. ve Bulunuz, N. (2013). Fen Öğretiminde Biçimlendirici Değerlendirme ve Etkili Uygulama Örneklerinin Tanıtılması. Türk Fen Eğitimi Dergisi, 10 (4), 119-135.
  • Caulk, N. (1994). Comparing teacher and student responses to written work. TESOL Quarterly 28(1), 181–187.
  • Chandler, J. (2003). The efficacy of various kinds of error correction for improvement of the accuracy and fluency of L2 student writing. Journal of Second Language Writing 12(3), 267–296.
  • Chaudron, C. (1984). The effects of feedback on students’ composition revisions. RELC Journal 15(2), 1–15.
  • Cheng, W. & Warren, M. (1996). Hong Kong students’ attitudes toward peer assessment in English language courses. Asian Journal of English Language Teaching 6, 61–75.
  • Cheng, W. & Warren, M. (1997). Having second thoughts: Students perceptions before and after a peer assessment exercise. Studies in Higher Education, 22(2), 233–239.
  • Coffin, C., Curry, M., Goodman, S., Hewings, A., Lilis, T., Swan, J. (2003). Teaching academic writing: A toolkit for higher education. London: Routledge.
  • Cohen, A. D. & Cavalcanti, M. C. (1990). Feedback on compositions: Teacher and student verbal reports. In B. Kroll (Ed.), Second Language Writing: Resarch insights for the clasroom. Cambridge, UK: Cambridge University Press. 155-177.
  • Connors, R. J. & Lunsford, A. (1993). Teachers’ rhetorical comments on student papers. College Composition and Communication, 44, 200-223.
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  • Nelson, G. & Murphy, J. (1993). Peer response groups: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly 27(1), 135–141.
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  • Nguyen, T.H.T. (2009). Relationship Between Teacher Written Feedback and Progress of The Freshmen in Writing. Hanoi: Wietnam National University Press.
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  • Paulus, T. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing 8(3), 265–289.
  • Polio, C., Fleck,C. & Leder, N. (1998). ‘If I only had more time’: ESL learners’ changes in linguistic accuracy on essay revisions. Journal of Second Language Writing 7(1), 43– 68.
  • Probst, R. E. (1989). Transactional theory and response to student writing. In C. Anson (ed.), Writing and response. Urbana, IL: NCTE, 68–79.
  • Radecki, P. & Swales, J. (1988). ESL student reaction to written comments on their work. System 16 (3), 355–365.
  • Raimes, A. (1983). Anguish as a second language? Remedies for composition teachers. In A. Freeman, I. Pringle, & J. Yalden (Eds.), Learning to write: First language/second language. (s. 258-272). London: Longman.
  • Reid, J.M. (1994). Responding to ESL students’ texts: Themyths of appropriation. TESOL Quarterly 28(2), 273–294.
  • Rezaei, S. (2011). Corrective feedback in task-based grammar instruction. Saarbrücken, Germany. LAP LAMBERT Academic Publishing.
  • Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre.
  • Robb, T., Ross, S. & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly 20 (1), 83–93
  • Roediger, H. L. (2007). Twelve Tips for Reviewers. APS Observer, 20 (4), 41–43.
  • Rushton, C., Ramsey, P., & Rada, R. (1993). Peer assessment in a collaborative hypermedia environment. Journal of Computer-Based Instruction, 20, 75–80.
  • Saddler, B.,& Andrade, H. (2004). The writing rubric. Educational Leadership, 62 (2), 48–52.
  • Saito, H. (1994). Teachers’ practices and students’ preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal, 11(2), 46–70.
  • Senemoğlu, N. (2002). Gelişim Öğrenme ve Öğretim: Kuramdan Uygulamaya. Ankara: Gazi Kitapevi.
  • Sengupta, S. (1998). Peer evaluation: ‘I am not the teacher’. ELT Journal, 52.1, 19–28.
  • Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal 23.1, 103–110.
  • Simmons, J. (2003). Responders are taught, not born. Journal of Adolescent and Adult Literacy, 46 (8),684-683.
  • Smith, S. (1997). The genre of the end comment: Conventions in teacher responses to student writing. College Composition and Communication, 48(2), 249-268.
  • Sommers, N. (1982). Responding to Student writing. In. I. L. Clark, (Ed.), Concepts in Composition: theory and practice in teaching of writing. New Jersey: Lawrence Erlbaum Associates Publisher. 232-240.
  • Stanley, G. (2003). Approaches to process writing. Teaching English. British Council, BBC.
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  • Stiff, R. (1967). The effect upon student composition of particular correction techniques. Research in the teaching English, 1, 54-75.
  • Stoddard, B., & MacArthur, C. (1993). A peer editor strategy: guiding learning disabled students in response and revision. Research in the Teaching of English, 27(1), 76–103.
  • Straub, R. (1996). The concept of control in teacher response: Defining the varicties of “directive” and “facilitative” commentary. College Composition and Communication, 47(2), 223-251.
  • Straub, R. (1997). Students reactions to teacher comments: An exploratory study. Research in the Teaching of English. 31, 91-119.
  • Sugita, Y. (2006). The impact of Teachers’ comment types on students’ revision. ELT Jurnal, 60 (1). Oxford: Oxford University Press.
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  • Temizkan, M. (2008). Türkçe ve Sınıf Öğretmeni Adaylarının Yazılı Anlatım Çalışmalarını Düzeltme ve Değerlendirme Durumları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 9 (3), 49-61.
  • Temizkan, M. (2009). Akran Değerlendirmenin Konuşma Becerisinin Geliştirilmesi Üzerindeki Etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(12), 90-112.
  • To, T. H. et al. (2008). ELT Methodology II. Hanoi: Wietnam National University Press.
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  • Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327–69.
  • Truscott, J. (1999). The case for ‘the case against grammar correction in L2 writing classes’: A response to Ferris. Journal of Second Language Writing 8.2, 111–122.
  • Truscott, J. (2004). Evidence and conjecture on the effects of correction: A response to Chandler. Journal of SecondLanguage Writing 13.4, 337–343.
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  • Ülper, H. (2009). Metinlerin Tutarlılık Özelliklerine İlişkin Olarak Öğrencilere Geri Bildirim Sunmada İşbirliği İlkelerinin Kullanımı. Uluslararası Sosyal Araştırmalar Dergisi, 2(8), 422-429.
  • Ülper, H. (2011). Öğrenci Metinlerinin Tutarlılık Ölçütleri Bağlamında Değerlendirilmesi. Turkish Studies. 6 (4), 849-863.
  • Ülper, H. (2011). Öğrencilerin Ürettikleri Taslak Metinlerine Yönelik Geri Bildirim Almaya İlişkin Yeğleyişleri, Mehmet Âkif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 11 (22), 280-300.
  • Ülper, H. (2012). Taslak Metinlere Öğretmenler Tarafından Sunulan Geribildirimlerin Özellikleri, Eğitim ve Bilim, 37 (165), 127-136.
  • Welch, N. (1997). Getting restless: Rethinking revision in writinginstruction. Portsmout, NH: Boynton/Cook.
  • Yılmaz, Y. (2006). Yazma Öğretimi. Kuramdan Uygulamaya Türkçe Öğretimi (Ed.: Cemal Yıldız). Ankara: Pegem A Yayıncılık, 203-276.
  • Yılmaz, M. (2012). İlköğretim I. Kademe Öğrencilerinin Kompozisyon Yazma Becerilerini Geliştirmede Planlı Yazma Modelinin Etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9 (19), 321-330.
  • Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19, (1), 79-101.
Toplam 134 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Eyyup Coşkun

Mehmet Tamer Bu kişi benim

Yayımlanma Tarihi 30 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 12 Sayı: 32

Kaynak Göster

APA Coşkun, E., & Tamer, M. (2015). Yazma Eğitiminde Geri Bildirim Türleri ve Kullanımı / Types and Use of Feedback in Writing Education. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(32), 337-372.
AMA Coşkun E, Tamer M. Yazma Eğitiminde Geri Bildirim Türleri ve Kullanımı / Types and Use of Feedback in Writing Education. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. Aralık 2015;12(32):337-372.
Chicago Coşkun, Eyyup, ve Mehmet Tamer. “Yazma Eğitiminde Geri Bildirim Türleri Ve Kullanımı / Types and Use of Feedback in Writing Education”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12, sy. 32 (Aralık 2015): 337-72.
EndNote Coşkun E, Tamer M (01 Aralık 2015) Yazma Eğitiminde Geri Bildirim Türleri ve Kullanımı / Types and Use of Feedback in Writing Education. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12 32 337–372.
IEEE E. Coşkun ve M. Tamer, “Yazma Eğitiminde Geri Bildirim Türleri ve Kullanımı / Types and Use of Feedback in Writing Education”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 12, sy. 32, ss. 337–372, 2015.
ISNAD Coşkun, Eyyup - Tamer, Mehmet. “Yazma Eğitiminde Geri Bildirim Türleri Ve Kullanımı / Types and Use of Feedback in Writing Education”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12/32 (Aralık 2015), 337-372.
JAMA Coşkun E, Tamer M. Yazma Eğitiminde Geri Bildirim Türleri ve Kullanımı / Types and Use of Feedback in Writing Education. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015;12:337–372.
MLA Coşkun, Eyyup ve Mehmet Tamer. “Yazma Eğitiminde Geri Bildirim Türleri Ve Kullanımı / Types and Use of Feedback in Writing Education”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 12, sy. 32, 2015, ss. 337-72.
Vancouver Coşkun E, Tamer M. Yazma Eğitiminde Geri Bildirim Türleri ve Kullanımı / Types and Use of Feedback in Writing Education. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015;12(32):337-72.

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