İlköğretim 6. sınıf öğrencilerinin dinleyerek anladıklarını yazılı anlatıma aktarma becerilerinin değerlendirilmesi
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Date
2009-06
Authors
Çağlayan, Nilay
Journal Title
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Publisher
Uludağ Üniversitesi
Abstract
Bu çalışmada ilköğretim 6. sınıf öğrencilerinin dinlediklerini anlama ve anladıklarını yazıya aktarma becerilerinin ölçülmesi amaçlanmıştır.Bu amaçla, Türkçe Öğretim Programı 6-8. Sınıflar (2006)'da yer alan dinleme becerisi ve yazma becerisi kazanımlarından yola çıkılarak üç farklı ölçek hazırlanmıştır. Ölçekler, 2008?2009 eğitim öğretim yılında Bursa ilinde öğrenim gören üç farklı okuldaki ilköğretim 6. sınıf öğrencilerine uygulanmıştır. Uygulama yapılan okullardaki öğrencilerin oturdukları yerleşim yeri, ailelerinin aylık gelirleri, ebeveynlerinin eğitim durumu ve meslekleri gibi değişkenlerle öğrencilerin sosyoekonomik durumları da saptanmıştır.Uygulamaya tabi tutulan farklı sosyoekonomik düzeydeki ilköğretim 6. sınıf öğrencilerinin dinlediklerini anlama ve çözümleme kazanımlarını gerçekleştirmeye yönelik performansları, üst sosyoekonomik düzeydeki öğrencilerden aşağı doğru azalan bir tablo çizmiştir. Öğrencilerin adı geçen programdaki yazma becerisi kazanımlarını gerçekleştirme düzeyleri de yine üst sosyoekonomik düzeydeki öğrencilerden aşağı doğru azalan bir tablo çizmiştir. Öğrencilerin dinledikleri metne dair yazdıkları kompozisyonlara belirlenen anahtar kelimeleri transfer etme sıklıkları da üst sosyoekonomik düzeydeki 6. sınıf öğrencilerinde en fazla, diğerlerinde sırayla azalan şekilde saptanmıştır.Sonuç olarak, ilköğretim 6. sınıf öğrencilerinin dinlediklerini anlama ve çözümleme becerileri, yazma becerileri ve dinledikleri metne dair belirlenen anahtar kelimeleri kompozisyonlarına transfer etme becerileri sosyoekonomik düzeylerine göre farklılık göstermiştir. Üst sosyoekonomik düzeydeki ilköğretim 6. sınıf öğrencilerinin belirtilen becerilerinin gelişmişliği en fazla, alt sosyoekonomik düzeydekilerinki ise en az düzeydedir.Sosyoekonomik düzeyi alt düzeyde olan öğrencilerin dilsel becerileri daha üst sosyoekonomik düzeydeki öğrencilerinkine göre az gelişmişlik göstermektedir. Bu problemi giderebilmek için de alt sosyoekonomik düzeydeki öğrencilere yapılan eğitim uygulamalarında bu eksiklik göz önünde bulundurulmalı ve öğrencilerin gelişimlerini destekleyici ortamlar hazırlanmalıdır.
In the present study it was aimed at measuring 6th grade students‘ listening comprehension, and skill of writing what they comprehend. For that purpose, three divergent scales were prepared considering the acquisition of listening skill and writing skill, which are in the content of 2006 Turkish Education Program for 6th -8 th grades. Scales were applied to 6th grade primary school students who were enrolled in three different schools in Bursa province. The settlement area of the students that were included in the study, and monthly income, educational level, and profession of their parents were also investigated, by the help of which the socioeconomic state of students was determined. It was revealed that the listening comprehension and analysis acquisition performance of 6th grade primary school students who were included in the study descended from higher socioeconomic level to lower. Moreover, the realization of writing skill acquisition in the mentioned program again showed a descending line from higher socioeconomic level to lower. Additionally, the key words determined in the listening texts were transferred more frequently to the essays that students wrote related to what they listened accordingly with the socioeconomic level by being higher in the essays of 6th grade students of higher socioeconomic level, and descending in the essays of others. Consequently, the skills of listening comprehension and analysis of 6th grade students, and their writing skills and performance of transferring the key words of the text they listened into their essays revealed to vary in accordance with the socioeconomic level. The development of the mentioned skills of 6th grade students who belonged to the highest socioeconomic level was the highest, and the lowest in the students who belonged to the lowest socioeconomic level. The linguistic skills of students that were at a lower socioeconomic level revealed less improvement compared to the students at a higher socioeconomic level. That is why, in order to overcome this problem it is necessary to consider this shortage while carrying out educational applications with students of low socioeconomic level, and to provide environments that will support the development of the students.
In the present study it was aimed at measuring 6th grade students‘ listening comprehension, and skill of writing what they comprehend. For that purpose, three divergent scales were prepared considering the acquisition of listening skill and writing skill, which are in the content of 2006 Turkish Education Program for 6th -8 th grades. Scales were applied to 6th grade primary school students who were enrolled in three different schools in Bursa province. The settlement area of the students that were included in the study, and monthly income, educational level, and profession of their parents were also investigated, by the help of which the socioeconomic state of students was determined. It was revealed that the listening comprehension and analysis acquisition performance of 6th grade primary school students who were included in the study descended from higher socioeconomic level to lower. Moreover, the realization of writing skill acquisition in the mentioned program again showed a descending line from higher socioeconomic level to lower. Additionally, the key words determined in the listening texts were transferred more frequently to the essays that students wrote related to what they listened accordingly with the socioeconomic level by being higher in the essays of 6th grade students of higher socioeconomic level, and descending in the essays of others. Consequently, the skills of listening comprehension and analysis of 6th grade students, and their writing skills and performance of transferring the key words of the text they listened into their essays revealed to vary in accordance with the socioeconomic level. The development of the mentioned skills of 6th grade students who belonged to the highest socioeconomic level was the highest, and the lowest in the students who belonged to the lowest socioeconomic level. The linguistic skills of students that were at a lower socioeconomic level revealed less improvement compared to the students at a higher socioeconomic level. That is why, in order to overcome this problem it is necessary to consider this shortage while carrying out educational applications with students of low socioeconomic level, and to provide environments that will support the development of the students.
Description
Keywords
Dinleme becerisi, Yazma becerisi, Anahtar kelime, Anlama, Listening skill, Writing skill, Key word, Comprehension
Citation
Çağlayan, N. (2009). İlköğretim 6. sınıf öğrencilerinin dinleyerek anladıklarını yazılı anlatıma aktarma becerilerinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.