YAZMA ÖĞRETİMİ ARAŞTIRMALARININ GÖRÜNÜMÜNE İLİŞKİN BİBLİYOMETRİK BİR İNCELEME

Yıl 2022, Cilt: 11 Sayı: 3, 1150 - 1175, 15.09.2022

Arzu Atasoy

Öz

Bu çalışmanın amacı yazma öğretimi araştırmalarını bibliyometrik analiz yöntemiyle incelemektir. Bu temel amaca bağlı olarak yazma öğretimi araştırmalarının dergilere, yıllara, ülkelere, yazar sayılarına, yayınların ve yazarların atıf sayılarına göre dağılımları; ortak anahtar kelime, ortak atıf-kaynak, ortak atıf-yazar, ortak yazar-ülke, ortak yazar-yazar ve bibliyografik eşleşme-ülke ağ yapıları belirlenmeye çalışılmıştır. Analizler 1172 yazma öğretimi araştırması üzerinde gerçekleştirilmiştir. Öne çıkan bazı sonuçlar şu şekildedir: Yazma öğretimi üzerine en fazla yayını olan dergi Reading and Writing’dir. Yayın sayısında 1990’dan 2020’ye doğru sürekli bir artış vardır. Araştırmaların %90,42’si en fazla 4 yazarlıdır. ABD tüm yayınların %51,1’ini; Avrupa ülkeleri %25’ini oluşturmaktadır. Anahtar kelime ağ analizinde yazma, ikinci dilde yazma, imla, yazmanın ölçülmesi-değerlendirilmesi, metin kalitesi, yazma sürecinde düzenleme ve düzeltme, öğretmen eğitimi kavramları öne çıkmaktadır. Araştırmacılar yazma öğretimine dilbilimsel, teknoloji tabanlı, psikolojik, ikinci dil, ilk okuma yazma perspektifinden yaklaşanlar olarak beş kümeye toplanmışlardır. Konum itibarıyla birbirine yakın olan ülkelerdeki araştırmacılar iş birliği yapmakta ve birbirlerine atıfta bulunmaktadırlar.

Anahtar Kelimeler

Yazma öğretimi, bibliyometrik analiz, atıf analizi, ortak anahtar kelime analizi, ortak yazar analizi

Kaynakça

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