Teaching Conjunctions: Curriculum, Textbooks and Teachers' Views

Ömer Demirtaş; Yusuf Tepeli

Makale detayları

Teaching Conjunctions: Curriculum, Textbooks and Teachers' Views

Yazarlar:

Ömer Demirtaş | Yusuf Tepeli

Yayıncı:

Ataturk University

Ana Başlıklar:

Yeni Türk Dili (Eski Anadolu | Osmanlı | Türkiye Türkçesi)

Dergi:

Turcology Research Issue 84, pp.502-521

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001358592

pISSN:

2822-2725

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the teaching of conjunctions, structured according to the constructivist approach, within the framework of teacher opinions, activities in middle school Turkish textbooks, and the Turkish language curriculum. The research was designed as a case study, one of the qualitative research methods. The study group consists of 31 Turkish language teachers working in various schools. Data were collected through face-to-face interviews using a semi-structured interview form. In addition, activities related to conjunctions in middle school Turkish textbooks were analyzed in terms of frequency, their relation to core language skills, and the variety of conjunctions used. These data were obtained through document analysis of 5th, 6th, 7th, and 8th grade Turkish textbooks. The data were analyzed through content analysis and coded to reach the findings. According to the results, the conjunctions ve and, ama but, and fakat however are used most frequently in instruction, while teachers reported having the most difficulty with dade, ki, and ile. Most teachers preferred a functional grammar approach and primarily focused on teaching the functions of opposition, reinforcement, and explanation. It was found that students use conjunctions appropriately in their speech, although not always consciously, and make the most errors with conjunctions that display formal similarity in their writing. Teachers stated that they include listening-based activities in conjunction instruction and most commonly benefit from textbook listening texts and read-aloud practices. Drama was identified as the most frequently used and effective method in conjunction teaching. In the textbook analysis, the highest number of conjunction-related activities was found in 6th grade textbooks, while the lowest number appeared in 7th grade. In terms of variety, the 5th grade textbook prepared within the Türkiye Century Maarif Model had the richest content, followed by the 6th and 7th grade textbooks.

 The aim of this study is to examine the teaching of conjunctions, structured according to the constructivist approach, within the framework of teacher opinions, activities in middle school Turkish textbooks, and the Turkish language curriculum. The research was designed as a case study, one of the qualitative research methods. The study group consists of 31 Turkish language teachers working in various schools. Data were collected through face-to-face interviews using a semi-structured interview form. In addition, activities related to conjunctions in middle school Turkish textbooks were analyzed in terms of frequency, their relation to core language skills, and the variety of conjunctions used. These data were obtained through document analysis of 5th, 6th, 7th, and 8th grade Turkish textbooks. The data were analyzed through content analysis and coded to reach the findings. According to the results, the conjunctions ve and, ama but, and fakat however are used most frequently in instruction, while teachers reported having the most difficulty with dade, ki, and ile. Most teachers preferred a functional grammar approach and primarily focused on teaching the functions of opposition, reinforcement, and explanation. It was found that students use conjunctions appropriately in their speech, although not always consciously, and make the most errors with conjunctions that display formal similarity in their writing. Teachers stated that they include listening-based activities in conjunction instruction and most commonly benefit from textbook listening texts and read-aloud practices. Drama was identified as the most frequently used and effective method in conjunction teaching. In the textbook analysis, the highest number of conjunction-related activities was found in 6th grade textbooks, while the lowest number appeared in 7th grade. In terms of variety, the 5th grade textbook prepared within the Türkiye Century Maarif Model had the richest content, followed by the 6th and 7th grade textbooks.

 The aim of this study is to examine the teaching of conjunctions, structured according to the constructivist approach, within the framework of teacher opinions, activities in middle school Turkish textbooks, and the Turkish language curriculum. The research was designed as a case study, one of the qualitative research methods. The study group consists of 31 Turkish language teachers working in various schools. Data were collected through face-to-face interviews using a semi-structured interview form. In addition, activities related to conjunctions in middle school Turkish textbooks were analyzed in terms of frequency, their relation to core language skills, and the variety of conjunctions used. These data were obtained through document analysis of 5th, 6th, 7th, and 8th grade Turkish textbooks. The data were analyzed through content analysis and coded to reach the findings. According to the results, the conjunctions ve and, ama but, and fakat however are used most frequently in instruction, while teachers reported having the most difficulty with dade, ki, and ile. Most teachers preferred a functional grammar approach and primarily focused on teaching the functions of opposition, reinforcement, and explanation. It was found that students use conjunctions appropriately in their speech, although not always consciously, and make the most errors with conjunctions that display formal similarity in their writing. Teachers stated that they include listening-based activities in conjunction instruction and most commonly benefit from textbook listening texts and read-aloud practices. Drama was identified as the most frequently used and effective method in conjunction teaching. In the textbook analysis, the highest number of conjunction-related activities was found in 6th grade textbooks, while the lowest number appeared in 7th grade. In terms of variety, the 5th grade textbook prepared within the Türkiye Century Maarif Model had the richest content, followed by the 6th and 7th grade textbooks.

 Bu çalışmanın amacı, yapılandırmacı yaklaşıma göre düzenlenen bağlaç öğretimini öğretmen görüşleri, ortaokul Türkçe ders kitapları etkinlikleri ve Türkçe Dersi Öğretim Programı TDÖP çerçevesinde incelemektir. Araştırma, nitel araştırma yöntemlerinden durum çalışması ile desenlenmiştir. Araştırmanın çalışma grubu farklı okullarda görev yapan 31 Türkçe öğretmeninden oluşmaktadır. Öğretmenler ile görüşmeler yüz yüze gerçekleştirilmiş ve veriler yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Ayrıca çalışmada ortaokul Türkçe ders kitaplarındaki bağlaçlara yönelik etkinlikler sayı, temel dil becerileriyle ilişkisi ve etkinlikte yer alan bağlaçların çeşitliliği bağlamında incelenmiştir. Veriler doküman analizi yoluyla Türkçe 5, 6, 7 ve 8. sınıf ders kitaplarından elde edilmiştir. Veriler içerik analizi yapılarak çözümlenmiş ve kodlanarak bulgulara ulaşılmıştır. Araştırma sonuçlarına göre bağlaç öğretiminde ve, ama, fakat bağlaçlarının sık kullanıldığı ve en çok dade, ki, ile bağlaçlarında zorlanıldığı belirlenmiştir. Araştırma sonuçlarına göre öğretmenler genellikle işlevsel dilbilgisi yaklaşımını benimsemekte ve bağlaçların en çok zıtlık, pekiştirme ve açıklama işlevlerini öğretmektedir. Öğrenciler konuşmalarında bağlaçları bilinçli değil ama yerinde kullanmakta ve kendi kaleme aldıkları metinlerde en çok eş biçimlilik gösteren bağlaçlar da hata yapmaktadır. Öğretmenler bağlaç öğretim sürecinde dinleme becerisini içeren etkinlikler yaptıklarını ve en çok ders kitabındaki dinleme metinleri ve sesli okuma lardan yararlandıklarını ifade etmişlerdir. Bağlaç öğretiminde en sık başvurulan ve faydalı bulunan yöntemin drama olduğu belirlenmiştir. Ortaokul Türkçe ders kitaplarındaki bağlaç etkinliklerine yönelik incelemede ise en fazla etkinliğin 6. sınıf, en az etkinliğin 7. sınıf ders kitabında yer aldığı belirlenmiştir. Etkinliklerde bağlaç çeşitliliği açısından ise 6, 8 ve Türkiye Yüzyılı Maarif Modeli kapsamında hazırlanan 5. sınıf ders kitabının en zengin içeriğe sahip olduğu, onu sırasıyla 5. sınıf ve 7. sınıf ders kitaplarının takip ettiği sonucuna ulaşılmıştır.

Makale detayları

Teaching Conjunctions: Curriculum, Textbooks and Teachers' Views

Yazarlar:

Ömer Demirtaş | Yusuf Tepeli

Yayıncı:

Ataturk University

Ana Başlıklar:

Yeni Türk Dili (Eski Anadolu | Osmanlı | Türkiye Türkçesi)

Dergi:

Turcology Research Issue 84, pp.502-521

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001358592

pISSN:

2822-2725

Conjunctions

Teacher Views

Conjunction Teaching

Turkish Textbook

Turkish Language CurriculumBağlaçlar

Öğretmen Görüşleri

Bağlaç Öğretimi

Türkçe Ders Kitabı

Türkçe Dersi Öğretim Programı

Sayı

Makale detayları

Yazarlar: Ömer Demirtaş | Yusuf Tepeli

Yayıncı: Ataturk University

Ana Başlıklar: Yeni Türk Dili (Eski Anadolu | Osmanlı | Türkiye Türkçesi)

Dergi: Turcology Research Issue 84, pp.502-521

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001358592

pISSN: 2822-2725

Sayı

Yazarlar:

Ömer Demirtaş | Yusuf Tepeli

Yayıncı:

Ataturk University

Ana Başlıklar:

Yeni Türk Dili (Eski Anadolu | Osmanlı | Türkiye Türkçesi)

Dergi:

Turcology Research Issue 84, pp.502-521

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001358592

pISSN:

2822-2725