Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 7 Sayı: 3, 667 - 677, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.667

Öz

Kaynakça

  • Achard-Bayle, G. (1984). Lecture en français langue étrangère [Reading in French as a foreign language]. Les Langues Modernes: lecture et compréhension écrite, 77(6), 499-508.
  • Adam, J.-M. (1997). Les textes: types et prototypes. Récit, description, argumentation, explication et dialogue [Texts: types and prototypes. Narrative, description, argumentation, explanation and dialogue]. Paris: Armand Colin.
  • Akyol, H. (2006). Turkce ilkokuma yazma ogretimi [Turkish literacy teaching]. Ankara: PegemA.
  • Allam-Iddou, S. (2015). De l'usage des textes littéraires comme outil didactique pour l'enseignement/apprentissage du Français Langue Étrangère [About the use of literary texts as didactic tool for teaching / learning of foreign language French]. Synergies Chili, 11, 95-103.
  • Barth, M., & Chovelon, P. (2010). Le Français par les textes II [French through texts II]. Grenoble: Presse universitaire de Grenoble.
  • Basturk, S. (2011). Matematik ogretmen adaylarinin egitim fakultesindeki egitim-ogretim surecini degerlendirmeleri [Mathematics teacher candidates’ evaluations of teaching and learning process in faculty of education]. International Journal of Human Sciences, 8(1), 58-94.
  • Beacco, J. C. (1991). Types ou genres? Catégorisations des textes et didactique de la compréhension et de la production écrite [Types or types? Categorization of texts and didactics of understanding and written production]. Études de linguistique appliquée, 83, 19-28.
  • Benito, M. J. A. (2003). La lecture et le document authentique en classe de FLE [Reading and authentic document in FFL class]. In I. I. Las Heras & M. J. S. Cascante (Eds.), El texto como encrucijada: estudios franceses y francófonos (Vol.2) (pp.607-616). Espagne: Universidad de La Rioja.
  • Bertocchini, P., & Costanzo, E. (1989). Manuel d’autoformation: à l'usage des professeurs de langues [Self-study manual: for language teachers]. Paris: Hachette.
  • Bertocchini, P., & Costanzo, E. (2008). Manuel de formation pratique pour le professeur de FLE [Practical training manual for the FFL teacher]. Paris: Clé International.
  • Besse, H. (1984). Sur quelques aspects culturels et métalinguistiques de la compréhension d’un document en classe de langue [On some cultural and metalinguistic aspects of the comprehension of a document in a language class]. Tranel, 6,135-145.
  • Besse, H. (1985). Méthodes et pratiques des manuels de langue [Methods and practices of language manuals]. Paris: Didier-Crédif.
  • Boubir, N. (2010). Les stratégies de compréhension utilisées lors de la lecture de textes en FLE chez des étudiants algériens [The comprehension strategies used when reading texts in FFL among Algerian students]. Synergies Algérie, 9, 179-188.
  • Boucher, E. (2002). Lecture de textes à des fins académiques en L2 [Reading texts for academic purposes in L2]. La Revue de l’association québécoise des enseignants de français langue seconde, 23(1), 58-67.
  • Boyer, H., Butzbach-Rivera, M., & Pendanx, M. (1990). Nouvelle introduction à la didactique du français langue étrangère [New introduction to didactics of French as a foreign language]. Paris: Clé international.
  • Brew, L. S. (2008). The role of student feedback in evaluating and revising a blended learning course. The Internet and Higher Education, 11(2), 98-105.
  • Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2014). Bilimsel arastirma yontemleri [Scientific research methodologies]. Ankara: PegemA.
  • Cameron, L. (2005). Teaching languages to young learners. UK: Cambridge University Press.
  • Carras, C., Kohler, P., Sjilagyi, E., & Tolas, J. (2007). Le Français sur objectifs spécifiques et la classe de langue [French on specific objectives and the language class]. Paris: Clé International.
  • Cicurel, F. (1991). Lectures interactives en langue étrangère [Interactive readings in a foreign language]. Paris: Hachette.
  • Conseil de l’Europe. (2001). Un cadre européen commun de référence pour les langues: apprendre, enseigner, évaluer [A common european framework of reference for languages: learning, teaching, assessment]. Strasbourg: Division de politiques linguistiques.
  • Coskun, O. (2017). Yabanci dil ogretiminde eylem odakli yaklasim [The action-oriented approach to foreign language teaching]. Journal of Language and Literature Studies, 16, 83-101.
  • Coste, D. (1978). Lecture et compétence de communication [Reading and communication skill]. Le Français dans le Monde, 141, 25-34.
  • Cuq, J.-P., & Gruca, I. (2008). Cours de didactique du Français langue étrangère et seconde [Didactics course of French as a second and second language]. Genoble: Presses universitaires de Grenoble.
  • Deschênes, A.-J. (1991). Les stratégies de lecture [Reading strategies]. In Les entretiens Nathan: Lecture (Acte 1) [The Nathan Interviews: Reading (Act 1)](pp.29-45). Paris: Nathan.
  • Dévelotte, C. (1990). Lire: un contrat de confiance [Read: a contract of trust]. Le Français dans le Monde, 253, 50-54.
  • Durmuscelebi, M. (2013). Anadilde okuma becerilerinin ikinci dilde okumaya etkilerinin incelenmesi [An investigation of the effects of reading skills in native language on foreign language reading. The Journal of Academic Social Science Studies, 6, 23-33.
  • Emaish, N (2007). La presse écrite: pour un enseignement communicatif-culturel du FLE [The print media: for a communicative-cultural education of FFL]. Dirasat: Human and Social Sciences, 34(3), 697-703.
  • Eriskon-Cangil, B. (2008). Okumayi ogretmek: Almanca ogretmen adayi genclerin okuma ve kutuphane kullanma aliskanliklari [Teaching reading: Reading and library habits of young German teacher candidates]. In N. Kuruyazici (Ed.), Gencligin izdusumu-Nilufer Tapan Armagan Kitabi [Projection of youth- Book dedicated to Nilufer Tapan] (pp. 293-313). Istanbul: Multilingual Yabanci Dil Yayinlari.
  • Galisson, R. (1980). D’hier à aujourd’hui la didactique générale des langues étrangères [From yesterday to today the general didactics of foreign languages]. Paris: Clé International.
  • Gaonac’h, D. (1990). Lire dans une LE: approche cognitive [Reading in an FL: cognitive approach]. Revue Française de Pédagogie, 93, 75-100.
  • Gaonac’h, D. (2000). La lecture en langue étrangère: un tour d’horizon d’une problématique de psychologie cognitive [Reading in a foreign language: an overview of a problem in cognitive psychology]. Aile, 13, 5-15.
  • Gocer, A. (2007). Bir ogrenme alani olarak anlama egitimi ve Turkce ogretimindeki yeri [As a learning field the comprehension training and the stuation in Turkish teaching]. Erciyes University Journal of the Institute of Social Sciences, 23(2), 17-39.
  • González Hernández, A.-T. (2012). Paramètres pour la compréhension d’un texte écrit en langue étrangère [Parameters for understanding a written text in a foreign language]. La Clé des Langues. Retrieved June 15 2018, from http://cle.ens-lyon.fr/espagnol/parametres-pour-la-comprehension-d-un-texteecrit-en-langue-etrangere-164559.kjsp.
  • Goodman, K. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126-135.
  • Gunday, R. (2010). Démarche de lecture en classe de français langue étrangère [Reading procedure in French as a foreign language class]. Synergies Turquie, 3,191-204.
  • Kartal, E. (1999). Analyse des textes utilisés dans les méthodes actuelles de l’enseignement du français langue étrangère [Analysis of texts used in current methods of teaching French as a foreign language] (Mémoire de maîtrise non-punlié). Université Hacettepe, Institut des Sciences Sociales, Ankara, Turquie.
  • Kartal, E., & Melek, A. (2017). Fransizca dinleme becerisi ogretimine dair ogretmen adaylarinin gorus ve onerileri: Uludag Universitesi ornegi [Pre-service teachers’ views and recommendations about the teaching of French speaking skill: The case of Uludag university]. 2nd International Conference on Best Practices and Innovations in Education, 19-21 October 2017, Izmir, Turkey.
  • Kartal, E., & Melek, A. (2017). Fransizca konusma becerisi ogretimine dair ogretmen adaylarinin gorus ve onerileri: Uludag Universitesi ornegi [Opinions and suggestions of prospective teachers on the teaching of listening skills in French: The case of Uludag University]. 2nd International Conference on Best Practices and Innovations in Education, 19-21 October 2017, Izmir, Turkey.
  • Kartal, E., & Parlak, E. (2016). Optique des apprenants du Français langue étrangère au regard de l'évaluation [Optics of learners of French as a foreign language in terms of evaluation]. 9e Congrès Panhellénique et International des Professeurs de Français: Enseigner la langue et la culture françaises: Construire des ponts socio-humanistes, du 20 au 23 Octobre 2016, Athènes, Grèce.
  • Kartal, E., & Parlak, E. (2016). Perspectives des apprenants de FLE à l'égard de l'expression écrite [FFL learners' perspectives on written expression]. XIVe Congrès mondial Fédération Internationale des Professeurs de Français: Français, langue ardente, du 14 au 21 Juillet 2016, Liège, Belgique.
  • Kartal, E., & Parlak, E. (2017). Etkin bir Fransizca ogretimi icin ogretmen adaylarinin gorus ve onerileri: Uludag Universitesi ornegi. [Opinions and suggestions of prospective teachers for an effective French teaching: The case of Uludag University]. 3rd International Symposium on Language Education and Teaching, 20-23 April 2017. Rome, Italy.
  • Kunze, D. L. (2012). La Lecture interactive et la compréhension de textes en classe de Français langue étrangère [Interactive reading and comprehension of texts in French as a foreign language class]. Pensar línguas estrangeiras (PLE), 1(1), 1-16.
  • Lah, M. (2013). La lecture à haute voix en classe de langue étrangère: une activité à réhabiliter? [Reading aloud in a foreign language class: an activity to rehabilitate?] Linguistica, 53(1), 199-207.
  • Lavaur, J. M. (1995). Le traitement cognitif des textes en LE [Cognitive processing of texts in FL]. Les langues Modernes, 2, 25-33.
  • Lee, J.-W., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. Tesol Quarterly, 31(4), 713-739.
  • Lehmann, D. & Moirand, S. (1980). Une approche communicative de la lecture [A communicative approach to reading]. Le Français dans le Monde (Recherches et Applications), 153, 72-79.
  • López Alonso, C., & Seré de Olmos, A. (1996). Typologie des textes et stratégies de la compréhension en LE [Typology of texts and strategies of understanding in FL]. Études de Linguistique Appliquée, 104, 441-450.
  • Miles, M. B., & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. (2nd ed.). California: Sage Publications.
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  • Odabas, H., Odabas, Z. Y., & Polat, C. (2008). Univeriste ogrencilerinin okuma aliskanligi: Ankara Universitesi ornegi [Reading habit of university students: The model of Ankara University]. Information World, 9(2), 431-465.
  • Oppenheim, A.N. (1992). Questionnaire design, interviewing and attitude measurement. London: Pinter Publishers Ltd.
  • Ouhibi-Ghassoul, N (2003). Le savoir-savant: introduction du texte littéraire en cours de langue étrangère [Know-how: Introduction of literary text into a foreign language course]. Interculturalité et Didactique, 7, 109-115.
  • Pallotti, G. (2002). La classe dans une perspective écologique de l’acquisition [Class in an ecological perspective of the acquisition]. Acquisition et interaction en langue étrangère, 16, 165-197.
  • Pekkanli, I., & Kartal, E. (2010). Yabanci dil ogretmen adaylarinin anadil ve yabanci dilde okuma aliskanliklari uzerine bir arastirma: Uludag Universitesi Egitim Fakultesi ornegi [A research on the native and foreign language reading habits of the foreign language teacher candidates: Case of Uludag University Faculty of Education] Zeitschrift fur die Welt der Turken, 2(3), 91-105.
  • Piji Kucuk, D. (2014). Muzik ogretmeni adaylarinin bakisi ile eslik calma dersinin degerlendirilmesi [Evaluation of accompaniment playing course with the perspective of pre-service music teachers]. Hacettepe University Journal of Education, 29(2), 198-214.
  • Rodríguez Pedreira, N. (2013). Le document de presse dans un cours de FLE/FOS: de la théorie à la pratique de classe [Press release in a FFL / FSO course: From theory to classroom practice]. Thélème: Revista Complutense de Estudios Franceses, 28, 221-242.
  • Rui, B. (2000). Exploration de la notion de “stratégie de lecture” en français langues étrangère et maternelle [Exploring the notion of “reading strategy” in French as a foreign language and mother tongue]. Acquisition et interaction en langue étrangère, 13, 89-110.
  • Souchon, M. (2000). Lecture de textes en LE et compétence textuelle [Reading of texts in FL and textual competence]. Acquisition et interaction en langue étrangère, 13, 15-40.
  • Tagliante, C. (1994). La classe de langue [The language class]. Paris: Clé International.
  • Trocme-Fabre, H. (1987). J'apprends, donc je suis: introduction à la neuropédagogie [I am learning, so I am: Introduction to neuropedagogy]. Paris: Editions d'Organisation.
  • Van Chuong, V. (2003). Procédés anaphoriques et lecture en FLE [Anaphoric processes and reading in FFL]. Le Français dans le Monde, 327, 29-30.
  • Vigner, G. (1979). Lire: du texte au sens: éléments pour un apprentissage et un enseignement de la lecture [Reading: from text to meaning: elements for learning and teaching reading]. Paris: Clé International.
  • Vigner, G. (1996). Lire: comprendre ou decoder? [Reading: understanding or decoding?] Le Français dans le Monde, 283, 62-69.
  • Weiss, F. (1979). Expression et prise en compte des besoins langagiers [Expression and taking into account of language needs]. Le Français dans le Monde, 149, 59-62.
  • Wlassoff-Delahousse, M. (1997). Approche globale et typologie des textes [Global approach and typology of texts]. Le Français dans le Monde, 291, 60-65.
  • Yildirim, A., & Simsek, H. (2011). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences] (8th Edition). Ankara: Seckin Yayinevi.

Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University

Yıl 2018, Cilt: 7 Sayı: 3, 667 - 677, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.667

Öz

In this work, we have analyzed the opinions of teacher candidates of French as a foreign language on the method that should be used in the teaching of reading-comprehension, one of the main linguistic skills. At the end of the Fall Semester of the 2011-2012 academic year, a survey constituted of three open-ended questions was carried out among teacher candidates studying at the French Language Teaching Programme of the Faculty of Education of Uludag University. Among the 120 students enrolled in the Programme, 64 have participated in the survey voluntarily and expressed their opinions. Students have been priorly informed about the study and the link of the survey prepared via Google Docs has been sent to them through an e-mail where they were asked to fill in the study in Turkish. In the scope of the present work, only student opinions relating to option b of the study's second question -i.e. on the method that should be used in the teaching of the reading skill in French- have been taken into consideration. In this qualitative work based on a case study pattern, opinions have first been sorted out through the content analysis method and have been classified; then, they have been compared with and discussed in the light of opinions and suggestions that already exist in literature. Lastly, findings have been interpreted and presented as a determination.

Kaynakça

  • Achard-Bayle, G. (1984). Lecture en français langue étrangère [Reading in French as a foreign language]. Les Langues Modernes: lecture et compréhension écrite, 77(6), 499-508.
  • Adam, J.-M. (1997). Les textes: types et prototypes. Récit, description, argumentation, explication et dialogue [Texts: types and prototypes. Narrative, description, argumentation, explanation and dialogue]. Paris: Armand Colin.
  • Akyol, H. (2006). Turkce ilkokuma yazma ogretimi [Turkish literacy teaching]. Ankara: PegemA.
  • Allam-Iddou, S. (2015). De l'usage des textes littéraires comme outil didactique pour l'enseignement/apprentissage du Français Langue Étrangère [About the use of literary texts as didactic tool for teaching / learning of foreign language French]. Synergies Chili, 11, 95-103.
  • Barth, M., & Chovelon, P. (2010). Le Français par les textes II [French through texts II]. Grenoble: Presse universitaire de Grenoble.
  • Basturk, S. (2011). Matematik ogretmen adaylarinin egitim fakultesindeki egitim-ogretim surecini degerlendirmeleri [Mathematics teacher candidates’ evaluations of teaching and learning process in faculty of education]. International Journal of Human Sciences, 8(1), 58-94.
  • Beacco, J. C. (1991). Types ou genres? Catégorisations des textes et didactique de la compréhension et de la production écrite [Types or types? Categorization of texts and didactics of understanding and written production]. Études de linguistique appliquée, 83, 19-28.
  • Benito, M. J. A. (2003). La lecture et le document authentique en classe de FLE [Reading and authentic document in FFL class]. In I. I. Las Heras & M. J. S. Cascante (Eds.), El texto como encrucijada: estudios franceses y francófonos (Vol.2) (pp.607-616). Espagne: Universidad de La Rioja.
  • Bertocchini, P., & Costanzo, E. (1989). Manuel d’autoformation: à l'usage des professeurs de langues [Self-study manual: for language teachers]. Paris: Hachette.
  • Bertocchini, P., & Costanzo, E. (2008). Manuel de formation pratique pour le professeur de FLE [Practical training manual for the FFL teacher]. Paris: Clé International.
  • Besse, H. (1984). Sur quelques aspects culturels et métalinguistiques de la compréhension d’un document en classe de langue [On some cultural and metalinguistic aspects of the comprehension of a document in a language class]. Tranel, 6,135-145.
  • Besse, H. (1985). Méthodes et pratiques des manuels de langue [Methods and practices of language manuals]. Paris: Didier-Crédif.
  • Boubir, N. (2010). Les stratégies de compréhension utilisées lors de la lecture de textes en FLE chez des étudiants algériens [The comprehension strategies used when reading texts in FFL among Algerian students]. Synergies Algérie, 9, 179-188.
  • Boucher, E. (2002). Lecture de textes à des fins académiques en L2 [Reading texts for academic purposes in L2]. La Revue de l’association québécoise des enseignants de français langue seconde, 23(1), 58-67.
  • Boyer, H., Butzbach-Rivera, M., & Pendanx, M. (1990). Nouvelle introduction à la didactique du français langue étrangère [New introduction to didactics of French as a foreign language]. Paris: Clé international.
  • Brew, L. S. (2008). The role of student feedback in evaluating and revising a blended learning course. The Internet and Higher Education, 11(2), 98-105.
  • Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2014). Bilimsel arastirma yontemleri [Scientific research methodologies]. Ankara: PegemA.
  • Cameron, L. (2005). Teaching languages to young learners. UK: Cambridge University Press.
  • Carras, C., Kohler, P., Sjilagyi, E., & Tolas, J. (2007). Le Français sur objectifs spécifiques et la classe de langue [French on specific objectives and the language class]. Paris: Clé International.
  • Cicurel, F. (1991). Lectures interactives en langue étrangère [Interactive readings in a foreign language]. Paris: Hachette.
  • Conseil de l’Europe. (2001). Un cadre européen commun de référence pour les langues: apprendre, enseigner, évaluer [A common european framework of reference for languages: learning, teaching, assessment]. Strasbourg: Division de politiques linguistiques.
  • Coskun, O. (2017). Yabanci dil ogretiminde eylem odakli yaklasim [The action-oriented approach to foreign language teaching]. Journal of Language and Literature Studies, 16, 83-101.
  • Coste, D. (1978). Lecture et compétence de communication [Reading and communication skill]. Le Français dans le Monde, 141, 25-34.
  • Cuq, J.-P., & Gruca, I. (2008). Cours de didactique du Français langue étrangère et seconde [Didactics course of French as a second and second language]. Genoble: Presses universitaires de Grenoble.
  • Deschênes, A.-J. (1991). Les stratégies de lecture [Reading strategies]. In Les entretiens Nathan: Lecture (Acte 1) [The Nathan Interviews: Reading (Act 1)](pp.29-45). Paris: Nathan.
  • Dévelotte, C. (1990). Lire: un contrat de confiance [Read: a contract of trust]. Le Français dans le Monde, 253, 50-54.
  • Durmuscelebi, M. (2013). Anadilde okuma becerilerinin ikinci dilde okumaya etkilerinin incelenmesi [An investigation of the effects of reading skills in native language on foreign language reading. The Journal of Academic Social Science Studies, 6, 23-33.
  • Emaish, N (2007). La presse écrite: pour un enseignement communicatif-culturel du FLE [The print media: for a communicative-cultural education of FFL]. Dirasat: Human and Social Sciences, 34(3), 697-703.
  • Eriskon-Cangil, B. (2008). Okumayi ogretmek: Almanca ogretmen adayi genclerin okuma ve kutuphane kullanma aliskanliklari [Teaching reading: Reading and library habits of young German teacher candidates]. In N. Kuruyazici (Ed.), Gencligin izdusumu-Nilufer Tapan Armagan Kitabi [Projection of youth- Book dedicated to Nilufer Tapan] (pp. 293-313). Istanbul: Multilingual Yabanci Dil Yayinlari.
  • Galisson, R. (1980). D’hier à aujourd’hui la didactique générale des langues étrangères [From yesterday to today the general didactics of foreign languages]. Paris: Clé International.
  • Gaonac’h, D. (1990). Lire dans une LE: approche cognitive [Reading in an FL: cognitive approach]. Revue Française de Pédagogie, 93, 75-100.
  • Gaonac’h, D. (2000). La lecture en langue étrangère: un tour d’horizon d’une problématique de psychologie cognitive [Reading in a foreign language: an overview of a problem in cognitive psychology]. Aile, 13, 5-15.
  • Gocer, A. (2007). Bir ogrenme alani olarak anlama egitimi ve Turkce ogretimindeki yeri [As a learning field the comprehension training and the stuation in Turkish teaching]. Erciyes University Journal of the Institute of Social Sciences, 23(2), 17-39.
  • González Hernández, A.-T. (2012). Paramètres pour la compréhension d’un texte écrit en langue étrangère [Parameters for understanding a written text in a foreign language]. La Clé des Langues. Retrieved June 15 2018, from http://cle.ens-lyon.fr/espagnol/parametres-pour-la-comprehension-d-un-texteecrit-en-langue-etrangere-164559.kjsp.
  • Goodman, K. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126-135.
  • Gunday, R. (2010). Démarche de lecture en classe de français langue étrangère [Reading procedure in French as a foreign language class]. Synergies Turquie, 3,191-204.
  • Kartal, E. (1999). Analyse des textes utilisés dans les méthodes actuelles de l’enseignement du français langue étrangère [Analysis of texts used in current methods of teaching French as a foreign language] (Mémoire de maîtrise non-punlié). Université Hacettepe, Institut des Sciences Sociales, Ankara, Turquie.
  • Kartal, E., & Melek, A. (2017). Fransizca dinleme becerisi ogretimine dair ogretmen adaylarinin gorus ve onerileri: Uludag Universitesi ornegi [Pre-service teachers’ views and recommendations about the teaching of French speaking skill: The case of Uludag university]. 2nd International Conference on Best Practices and Innovations in Education, 19-21 October 2017, Izmir, Turkey.
  • Kartal, E., & Melek, A. (2017). Fransizca konusma becerisi ogretimine dair ogretmen adaylarinin gorus ve onerileri: Uludag Universitesi ornegi [Opinions and suggestions of prospective teachers on the teaching of listening skills in French: The case of Uludag University]. 2nd International Conference on Best Practices and Innovations in Education, 19-21 October 2017, Izmir, Turkey.
  • Kartal, E., & Parlak, E. (2016). Optique des apprenants du Français langue étrangère au regard de l'évaluation [Optics of learners of French as a foreign language in terms of evaluation]. 9e Congrès Panhellénique et International des Professeurs de Français: Enseigner la langue et la culture françaises: Construire des ponts socio-humanistes, du 20 au 23 Octobre 2016, Athènes, Grèce.
  • Kartal, E., & Parlak, E. (2016). Perspectives des apprenants de FLE à l'égard de l'expression écrite [FFL learners' perspectives on written expression]. XIVe Congrès mondial Fédération Internationale des Professeurs de Français: Français, langue ardente, du 14 au 21 Juillet 2016, Liège, Belgique.
  • Kartal, E., & Parlak, E. (2017). Etkin bir Fransizca ogretimi icin ogretmen adaylarinin gorus ve onerileri: Uludag Universitesi ornegi. [Opinions and suggestions of prospective teachers for an effective French teaching: The case of Uludag University]. 3rd International Symposium on Language Education and Teaching, 20-23 April 2017. Rome, Italy.
  • Kunze, D. L. (2012). La Lecture interactive et la compréhension de textes en classe de Français langue étrangère [Interactive reading and comprehension of texts in French as a foreign language class]. Pensar línguas estrangeiras (PLE), 1(1), 1-16.
  • Lah, M. (2013). La lecture à haute voix en classe de langue étrangère: une activité à réhabiliter? [Reading aloud in a foreign language class: an activity to rehabilitate?] Linguistica, 53(1), 199-207.
  • Lavaur, J. M. (1995). Le traitement cognitif des textes en LE [Cognitive processing of texts in FL]. Les langues Modernes, 2, 25-33.
  • Lee, J.-W., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. Tesol Quarterly, 31(4), 713-739.
  • Lehmann, D. & Moirand, S. (1980). Une approche communicative de la lecture [A communicative approach to reading]. Le Français dans le Monde (Recherches et Applications), 153, 72-79.
  • López Alonso, C., & Seré de Olmos, A. (1996). Typologie des textes et stratégies de la compréhension en LE [Typology of texts and strategies of understanding in FL]. Études de Linguistique Appliquée, 104, 441-450.
  • Miles, M. B., & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. (2nd ed.). California: Sage Publications.
  • Moirand S. (1979). Situations d‘écrit: compréhension, production en langue étrangère [Typology of texts and strategies of understanding in FL]. Paris: Edition Hachette.
  • Odabas, H., Odabas, Z. Y., & Polat, C. (2008). Univeriste ogrencilerinin okuma aliskanligi: Ankara Universitesi ornegi [Reading habit of university students: The model of Ankara University]. Information World, 9(2), 431-465.
  • Oppenheim, A.N. (1992). Questionnaire design, interviewing and attitude measurement. London: Pinter Publishers Ltd.
  • Ouhibi-Ghassoul, N (2003). Le savoir-savant: introduction du texte littéraire en cours de langue étrangère [Know-how: Introduction of literary text into a foreign language course]. Interculturalité et Didactique, 7, 109-115.
  • Pallotti, G. (2002). La classe dans une perspective écologique de l’acquisition [Class in an ecological perspective of the acquisition]. Acquisition et interaction en langue étrangère, 16, 165-197.
  • Pekkanli, I., & Kartal, E. (2010). Yabanci dil ogretmen adaylarinin anadil ve yabanci dilde okuma aliskanliklari uzerine bir arastirma: Uludag Universitesi Egitim Fakultesi ornegi [A research on the native and foreign language reading habits of the foreign language teacher candidates: Case of Uludag University Faculty of Education] Zeitschrift fur die Welt der Turken, 2(3), 91-105.
  • Piji Kucuk, D. (2014). Muzik ogretmeni adaylarinin bakisi ile eslik calma dersinin degerlendirilmesi [Evaluation of accompaniment playing course with the perspective of pre-service music teachers]. Hacettepe University Journal of Education, 29(2), 198-214.
  • Rodríguez Pedreira, N. (2013). Le document de presse dans un cours de FLE/FOS: de la théorie à la pratique de classe [Press release in a FFL / FSO course: From theory to classroom practice]. Thélème: Revista Complutense de Estudios Franceses, 28, 221-242.
  • Rui, B. (2000). Exploration de la notion de “stratégie de lecture” en français langues étrangère et maternelle [Exploring the notion of “reading strategy” in French as a foreign language and mother tongue]. Acquisition et interaction en langue étrangère, 13, 89-110.
  • Souchon, M. (2000). Lecture de textes en LE et compétence textuelle [Reading of texts in FL and textual competence]. Acquisition et interaction en langue étrangère, 13, 15-40.
  • Tagliante, C. (1994). La classe de langue [The language class]. Paris: Clé International.
  • Trocme-Fabre, H. (1987). J'apprends, donc je suis: introduction à la neuropédagogie [I am learning, so I am: Introduction to neuropedagogy]. Paris: Editions d'Organisation.
  • Van Chuong, V. (2003). Procédés anaphoriques et lecture en FLE [Anaphoric processes and reading in FFL]. Le Français dans le Monde, 327, 29-30.
  • Vigner, G. (1979). Lire: du texte au sens: éléments pour un apprentissage et un enseignement de la lecture [Reading: from text to meaning: elements for learning and teaching reading]. Paris: Clé International.
  • Vigner, G. (1996). Lire: comprendre ou decoder? [Reading: understanding or decoding?] Le Français dans le Monde, 283, 62-69.
  • Weiss, F. (1979). Expression et prise en compte des besoins langagiers [Expression and taking into account of language needs]. Le Français dans le Monde, 149, 59-62.
  • Wlassoff-Delahousse, M. (1997). Approche globale et typologie des textes [Global approach and typology of texts]. Le Français dans le Monde, 291, 60-65.
  • Yildirim, A., & Simsek, H. (2011). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences] (8th Edition). Ankara: Seckin Yayinevi.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Erdogan Kartal

Yayımlanma Tarihi 15 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 7 Sayı: 3

Kaynak Göster

APA Kartal, E. (2018). Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University. European Journal of Educational Research, 7(3), 667-677. https://doi.org/10.12973/eu-jer.7.3.667
AMA Kartal E. Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University. eujer. Temmuz 2018;7(3):667-677. doi:10.12973/eu-jer.7.3.667
Chicago Kartal, Erdogan. “Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University”. European Journal of Educational Research 7, sy. 3 (Temmuz 2018): 667-77. https://doi.org/10.12973/eu-jer.7.3.667.
EndNote Kartal E (01 Temmuz 2018) Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University. European Journal of Educational Research 7 3 667–677.
IEEE E. Kartal, “Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University”, eujer, c. 7, sy. 3, ss. 667–677, 2018, doi: 10.12973/eu-jer.7.3.667.
ISNAD Kartal, Erdogan. “Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University”. European Journal of Educational Research 7/3 (Temmuz 2018), 667-677. https://doi.org/10.12973/eu-jer.7.3.667.
JAMA Kartal E. Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University. eujer. 2018;7:667–677.
MLA Kartal, Erdogan. “Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University”. European Journal of Educational Research, c. 7, sy. 3, 2018, ss. 667-7, doi:10.12973/eu-jer.7.3.667.
Vancouver Kartal E. Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University. eujer. 2018;7(3):667-7.