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Abstract

This study investigates second generation period of Turkish German literature (also called as immigration literature) which began with laborer immigration from Turkey to Germany in 1960 s. The study initially defines immigration concept, explores how it was named in different ways, and historical development of Turkish – German immigration literature is described. Since the topic is limited, with second generation period, a writer Renan Demirkan and her work Üç Şekerli Demli Çay has been selected for this study. By means of this study it is aimed to investigate the concept of “immigration”, to deepen this subject, and to the work Üç Şekerli Demli Çay, which is selected to approach from different perspectives. Renan Demirkan and her work were studied in terms of questing for identity. The work reflects the characteristics of second generation immigration literature, and the main theme of this period which is the quest for identity. The study investigates the concepts of “longing for homeland” and “adaptation”. Works of the period reflect deep meaning of this concept, feelings of the people who face a different culture in a different country, different traditions, and a different language. Finally the study describes how immigration literature has changed from its appearance to present time. Turkish –German literature was investigated in the context of text

Keywords

• Immigration, Guest-Worker Literature, Literature, the Second Generation, Renan Demirkan

LES OPINIONS DES ETUDIANTS SUR LE COURS « EVALUATION ET ADAPTATION DE MATERIELS PEDAGOGIQUES »

Öz

Eğitim fakültelerinin yabancı dil bölümlerinin öncelikli hedefi öğrencileri öğrenim gördükleri yabancı dili etkili bir şekilde öğretmeye hazırlamaktır. Bunun için de, öğrencilerin birçok kuramsal bilginin yanı sıra, bu bilgilerini sınayabileceği bir öğretim ortamına ihtiyacı vardır. Bu bağlamda, eğitim fakültesi bölümlerinin programlarında okul deneyimi ve öğretmenlik uygulaması dersleri yer almaktadır. Ancak sadece birer akademik dönemle sınırlı bu stajlar, öğretmenlik mesleğine hazırlanmada yetersiz kalabilmektedir. Dolayısıyla da öğretmen adaylarına bu gözlem ve uygulamaya dayalı stajlardan önce, yöntem derslerinde bilgilerini sınayabilecekleri bir ortamın yaratılması gerekmektedir. Yaparak öğrenme bu ortamı sağlayabilecek yöntemlerden biri olarak karşımıza çıkmaktadır. Bu çalışmada hedefimiz yaparak öğrenme yöntemini kullanarak bu amaca hizmet etmektir. Bu doğrultuda, Materyal Değerlendirme ve Uyarlama dersinde tek grup son-test modeline dayanarak Fransızca bölümü öğrencilerine özgün dokümanlardan hareketle çalışma yaprakları hazırlattık. Dersler haftada 3 saat olmak üzere toplam 12 hafta sürdü. İlk 4 hafta teorik bilgiler verildi. İzleyen 8 hafta boyunca uygulama çalışmaları gerçekleştirildi. Yaparak öğrenmenin öğrenciler üzerindeki etkilerini ölçmek amacıyla açık uçlu sorulardan oluşan bir anket uygulandı. Sonuç olarak, yaparak öğrenmenin öğrencilerde bir Fransızca yabancı dil dersi hazırlama konusunda birçok beceriyi geliştirdiği ve öğrencilerin özgüvenini desteklediği görülmüştür. Öğrencilerin yaşadıkları güçlükleri tespit etmek maksadıyla sorulan soruya verdikleri cevaplar değerlendirildiğinde ise yaparak öğrenme tekniğinin güçlükleri azaltma yönünde olumlu bir katkısı olduğu ancak yine de bazı güçlüklerin devam ettiği tespit edilmiştir.

Anahtar Sözcükler: Çalışma Yaprağı, Yaparak Öğrenme, Yabancı Dil, Materyal Hazırlama, Özgün Doküman, Öğretmen Adayı.

STUDENT PERCEPTIONS ON THE MATERIALS DEVELOPMENT AND EVALUATION COURSE

Abstract: The primary objective of the foreign language departments of education faculties is to prepare their students to teach the foreign language effectively. The students not only need to have theoretical courses but also some courses that they can put into practice. To provide that need education faculties have school observation and teaching practice courses in their educational programs. Those courses are limited to only one semester and may not be very sufficient to prepare those students to their future professions. Before actual teaching and practicum, students need to have some application courses to apply their methodological knowledge. Learning by doing is one of the methods students can apply their theoretical knowledge into practice. In this study, learning by doing method was used to achieve this goal. This is a single group post-test study design in which students in the French department were asked to prepare worksheets using authentic materials in the Material Evaluation and Adaptation course. It took 12 weeks, 3 hourperiod for each week. The theoretical part took 4 weeks, and the practical activities were carried out during the following 8 weeks. In order to measure the effects of learning by doing method, students were administered a questionnaire consisting of open-ended questions. The results of the study revealed improvements in students’ skills in preparing a French language lesson as well as developments in their selfconfidence. The students were questioned to find out the difficulties that they had experienced. The result of this questioning reveals that learning by doing eliminated lots of difficulties to a great extent but still some of the difficulties remained as unsolved.

Keywords: Worksheets, Learning by Doing, Foreign Language, Preparing Materials, Authentic Document, Student Teacher.

Anahtar Kelimeler

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