Evaluation of the Activities on the Theme of ‘Erdemler’ in the 7th Grade Turkish Textbook in the Context of Textlinguistic Analysis

Yunus Emre Uyar; İlker Aydın

Makale detayları

Evaluation of the Activities on the Theme of ‘Erdemler’ in the 7th Grade Turkish Textbook in the Context of Textlinguistic Analysis

Yazarlar:

Yunus Emre Uyar | İlker Aydın

Yayıncı:

Ordu University

Dergi:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.13 Issue 1, pp.277-300

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001285600

pISSN:

1309-9302

Anahtar kelimeler:

Özet:

 With the paradigm shift experienced since the 1950s, it has been foreseen that texts can be approached from different angles. Textlinguistics, which is a product of post-sentence language studies, is also a product of this understanding. Textlinguistics proposes seven criteria, called textuality criteria, for a text to be accepted as a text. These are cohesion, coherence, purposefulness, contingency, acceptability, informationalism, and intertextuality. Cohesion, which is one of the most used criteria in text analysis, is related to the small-scale structure of the text, and coherence is related to its large-scale structure. The aim of this study is to reveal the general view of the activities designed for the processing of texts in the 7th grade Turkish textbook in terms of textlinguistic analysis and to present equivalent activities based on textlinguistic analysis. The study was carried out with document analysis, one of the qualitative research designs. The theme of Virtues in the 7th grade Turkish textbook was used as the data source of the study. This theme consists of four texts and thirty-two activities structured on these texts. Three of the texts are narrative texts and one is poetry. The findings were presented in the form of tables, and then it was emphasized how the activities discussed could be developed based on the textlinguistic analysis steps. As a result of the study, it has been revealed to what extent the textlinguistic analysis steps are used in the Turkish textbook, and how the activities can be developed over the theme of Virtues. In this context, it was determined that sixteen of the activities in the examined theme were directly in line with the steps of textlinguistic analysis; It was emphasized that seven of these activities overlapped with the minor structure of the text, the major structure in twelve, and the superstructure of the text in three of them. When these activities are evaluated according to Blooms taxonomy; it was seen that five of them required comprehension, four of them required application, two of them analysis, three of them required evaluation, and five of them required mental processing at the synthesis step. In the study, it was determined that all of the activities were designed for seventeen different acquisitions in the Turkish Curriculum. In addition, it was observed that four steps related to the small-scale structure and large-scale structure of the text were used, but the activity related to intertextuality was not included. Due to the negativities that this will cause in developing basic language skills, equivalent activity suggestions have been made that also take these steps into account.

 With the paradigm shift experienced since the 1950s, it has been foreseen that texts can be approached from different angles. Textlinguistics, which is a product of post-sentence language studies, is also a product of this understanding. Textlinguistics proposes seven criteria, called textuality criteria, for a text to be accepted as a text. These are cohesion, coherence, purposefulness, contingency, acceptability, informationalism, and intertextuality. Cohesion, which is one of the most used criteria in text analysis, is related to the small-scale structure of the text, and coherence is related to its large-scale structure. The aim of this study is to reveal the general view of the activities designed for the processing of texts in the 7th grade Turkish textbook in terms of textlinguistic analysis and to present equivalent activities based on textlinguistic analysis. The study was carried out with document analysis, one of the qualitative research designs. The theme of Virtues in the 7th grade Turkish textbook was used as the data source of the study. This theme consists of four texts and thirty-two activities structured on these texts. Three of the texts are narrative texts and one is poetry. The findings were presented in the form of tables, and then it was emphasized how the activities discussed could be developed based on the textlinguistic analysis steps. As a result of the study, it has been revealed to what extent the textlinguistic analysis steps are used in the Turkish textbook, and how the activities can be developed over the theme of Virtues. In this context, it was determined that sixteen of the activities in the examined theme were directly in line with the steps of textlinguistic analysis; It was emphasized that seven of these activities overlapped with the minor structure of the text, the major structure in twelve, and the superstructure of the text in three of them. When these activities are evaluated according to Blooms taxonomy; it was seen that five of them required comprehension, four of them required application, two of them analysis, three of them required evaluation, and five of them required mental processing at the synthesis step. In the study, it was determined that all of the activities were designed for seventeen different acquisitions in the Turkish Curriculum. In addition, it was observed that four steps related to the small-scale structure and large-scale structure of the text were used, but the activity related to intertextuality was not included. Due to the negativities that this will cause in developing basic language skills, equivalent activity suggestions have been made that also take these steps into account.

 With the paradigm shift experienced since the 1950s, it has been foreseen that texts can be approached from different angles. Textlinguistics, which is a product of post-sentence language studies, is also a product of this understanding. Textlinguistics proposes seven criteria, called textuality criteria, for a text to be accepted as a text. These are cohesion, coherence, purposefulness, contingency, acceptability, informationalism, and intertextuality. Cohesion, which is one of the most used criteria in text analysis, is related to the small-scale structure of the text, and coherence is related to its large-scale structure. The aim of this study is to reveal the general view of the activities designed for the processing of texts in the 7th grade Turkish textbook in terms of textlinguistic analysis and to present equivalent activities based on textlinguistic analysis. The study was carried out with document analysis, one of the qualitative research designs. The theme of Virtues in the 7th grade Turkish textbook was used as the data source of the study. This theme consists of four texts and thirty-two activities structured on these texts. Three of the texts are narrative texts and one is poetry. The findings were presented in the form of tables, and then it was emphasized how the activities discussed could be developed based on the textlinguistic analysis steps. As a result of the study, it has been revealed to what extent the textlinguistic analysis steps are used in the Turkish textbook, and how the activities can be developed over the theme of Virtues. In this context, it was determined that sixteen of the activities in the examined theme were directly in line with the steps of textlinguistic analysis; It was emphasized that seven of these activities overlapped with the minor structure of the text, the major structure in twelve, and the superstructure of the text in three of them. When these activities are evaluated according to Blooms taxonomy; it was seen that five of them required comprehension, four of them required application, two of them analysis, three of them required evaluation, and five of them required mental processing at the synthesis step. In the study, it was determined that all of the activities were designed for seventeen different acquisitions in the Turkish Curriculum. In addition, it was observed that four steps related to the small-scale structure and large-scale structure of the text were used, but the activity related to intertextuality was not included. Due to the negativities that this will cause in developing basic language skills, equivalent activity suggestions have been made that also take these steps into account.

 1950lerden itibaren yaşanan paradigma değişimiyle metinlere farklı açılardan yaklaşılabileceği ön görülmüştür. Tümce ötesi dil çalışmalarının bir ürünü olan metindilbilim de bu anlayışın bir ürünüdür. Metindilbilim, bir metnin metin olarak kabul görmesi için metinsellik ölçütleri olarak adlandırılan yedi ölçüt öne sürer. Bunlar baglasıklık, bagdasıklık, amaclılık, durumsallık, kabul edilebilirlik, bilgisellik ve metinlerarasılıktır. Bu ölçütlerden metin çözümlemelerinde en çok kullanılanlardan bağlaşıklık metnin küçük ölçekli yapısıyla, bağdaşıklık ise büyük ölçekli yapısıyla ilintilidir. Bu çalışmanın amacı, 7. sınıf Türkçe ders kitabındaki metinlerin işlenmesi için tasarlanan etkinliklerin metindilbilimsel çözümleme bakımından genel görünümünü ortaya koymak ve metindilbilimsel çözümlemeye dayalı muadil etkinlikler sunmaktır. Çalışma nitel araştırma desenlerinden doküman analiziyle gerçekleştirilmiştir. 7. sınıf Türkçe ders kitabındaki Erdemler teması çalışmanın veri kaynağı olarak kullanılmıştır. Bu tema dört metin ve bu metinler üzerine yapılandırılmış otuz iki etkinlikten oluşmaktadır. Metinlerden üçü anlatısal metinken biri şiirdir. Bulgular tablolar şeklinde sunulmuş, sonrasında ele alınan etkinliklerin metindilbilimsel çözümleme basamaklarına dayanarak nasıl geliştirilebilecekleri üzerinde durulmuştur. Çalışmanın sonucunda, Erdemler teması üzerinden Türkçe ders kitabında metindilbilimsel çözümleme basamaklarından hangi ölçüde yararlanıldığı ve etkinliklerin nasıl geliştirilebileceği ortaya konmuştur. Bu bağlamda incelenen temadaki etkinliklerden on altısının metindilbilimsel çözümlemenin basamaklarıyla doğrudan örtüşme içinde olduğu belirlenmiş; bu etkinliklerden yedisinin metnin küçük yapısı, on ikisinin büyük yapısı, üçünde de metnin üst yapısıyla ilgili basamaklarla örtüştüğü vurgulanmıştır. Bu etkinlikler Bloom taksonomisine göre değerlendirildiğinde; beşinin kavrama, dördünün uygulama, ikisinin analiz, üçünün değerlendirme, beşinin ise sentez basamağında zihinsel işlem gerektirdiği görülmüştür. Çalışmada, etkinliklerin tamamının Türkçe Öğretim Programındaki on yedi değişik kazanıma yönelik olarak tasarlandığı saptanmıştır. Ayrıca metnin küçük ölçekli yapısı ve büyük ölçekli yapısıyla ilgili dörder basamaktan yararlanıldığı ancak metinlerarasılığa ilişkin etkinliğe yer verilmediği gözlenmiştir. Bunun temel dil becerilerini geliştirmede neden olacağı olumsuzluklardan ötürü bu basamakları da dikkate alan eşdeğer etkinlik önerilerinde bulunulmuştur.

Makale detayları

Evaluation of the Activities on the Theme of ‘Erdemler’ in the 7th Grade Turkish Textbook in the Context of Textlinguistic Analysis

Yazarlar:

Yunus Emre Uyar | İlker Aydın

Yayıncı:

Ordu University

Dergi:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.13 Issue 1, pp.277-300

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001285600

pISSN:

1309-9302

Text linguistics

Turkish textbook

activity

textlinguistic analysis

Text linguistics, Turkish textbook, activity, textlinguistic analysis

Metindilbilim

Türkçe ders kitabı

etkinlik

metindilbilimsel çözümleme

Metindilbilim, Türkçe ders kitabı, etkinlik, metindilbilimsel çözümleme

Sayı

Makale detayları

Yazarlar: Yunus Emre Uyar | İlker Aydın

Yayıncı: Ordu University

Dergi: Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.13 Issue 1, pp.277-300

Belge Tipi: Makale

Yayın Tarihi: 3/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001285600

pISSN: 1309-9302

Sayı

Yazarlar:

Yunus Emre Uyar | İlker Aydın

Yayıncı:

Ordu University

Dergi:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.13 Issue 1, pp.277-300

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001285600

pISSN:

1309-9302