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Today, the rapid proliferation of digital environments and the games played in these environments, as well as children's increasing digital-based game playing habits, prevent them from socializing with their peers and developing various motor skills. Our schools, where they are somewhat removed from these digital gaming environments, offer a rich environment for children to be intertwined with people of many ages and identities. In this environment, students' interaction with each other should be increased in the classroom as well as in free time outside the classroom. Teachers can provide a common space where everyone has the right to express themselves equally, especially for students who have difficulty expressing themselves. When considered within the context of the Turkish lesson, drama is a technique that allows students to experience all these emotions and skills. Although there are studies on what kind of feelings, thoughts and judgments teachers have for the technique as the founding element in this application, it is a need to examine and determine in detail whether the application of drama in Turkish lessons is preferred by pre-service teachers who are currently continuing their student life and who can look at the situation from both teacher and student perspectives, or the opinions of pre-service teachers against the problems that may arise in practice.The aim of this study is to evaluate the opinions of preservice teachers who will perform the Turkish course, which is based on developing the four basic skills of students, on the use of drama technique in the lessons. Within the scope of the research, semi-structured interview forms were applied to 6 prospective Turkish language teachers studying at Düzce University who had previously taken drama courses during their undergraduate years. The qualitative data obtained from the forms were divided into categories and themes, examined in detail and subjected to content analysis. As a result of the research, it was seen that the majority of the prospective Turkish teachers thought that the drama technique activated the learning processes of the students, that it gave the students the most reading and speaking skills, and that it was a time-consuming technique with active participation in the lesson. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the researches carried out using virtual reality technology in the context of language teaching and to determine their reflections on language teaching. In this research, which was carried out in accordance with the nature of qualitative research, document analysis technique was used to collect data. The data were obtained by examining the articles that used virtual reality applications in language teaching scanned in Web of Science. As a result of the content analysis, it was seen that the students studying at high school and undergraduate level were mostly preferred as samples in the articles examined. In addition, a significant part of the research was carried out on the teaching of English and Chinese. Also, it has been determined that the researches mostly focus on writing skills and vocabulary teaching. When the results of the related studies were examined, it was seen that the negative results were more in the context of reading skills. On the other hand, it has been determined that virtual reality supported activities produce positive results in researches on listening skills, speaking skills, writing skills, grammar teaching and vocabulary teaching. The results obtained were discussed together with the results of the articles scanned in different indexes and various suggestions were presented. [ABSTRACT FROM AUTHOR]

Writing which is the products of human beings' ability to tell, occupy an important place in Turkish teaching. Turkish teaching, which is mostly carried out face-to-face in schools, has been carried out online for a certain period of time due to the COVID-19 pandemic. It is important for mother language education to determine the reflections of Turkish lessons held during this period on writing education. In this respect, the study aims to determine the reflections of Turkish lessons conducted through online environments on writing education. In the qualitative research approach, in the phenomenological design, the study group was determined by the criterion sampling method, which is one of the purposive sampling methods and consists of 18 Turkish teachers working in the Ergani district of Diyarbakır province. A semi-structured interview guide consisting of 9 openended questions was used as a data collection tool. One-on-one interviews were conducted with the participants and these interviews were recorded with a voice recorder. The data recorded with the voice recorder were written down in the computer environment and analyzed with descriptive analysis and content analysis methods. The findings obtained as a result of the analyzes were tabulated and interpreted. As a result of these findings, it can be said that the reflections of online Turkish lessons given during the pandemic period on writing skills and writing education are mostly negative. The main reasons why writing education is negatively affected by online courses can be listed as follows: Low student participation in the lessons, insufficient duration of the lessons, not being able to control the writing activities of the students in a healthy way and not giving them sufficient feedback and corrections. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the trends in the articles and thesis studies on Turkish textbooks between the years 2004-2022. Document analysis, one of the qualitative research methods, was used in the study. The researches examined within the scope of the study were accessed from the YÖK National thesis center, Google Scholar and Researchgate databases. While examining the studies, the classification form was used and descriptive analysis was made. At the end of the research, it was determined that 77% of the studies on Turkish textbooks were articles, 19% were thesis, 2% were book chapters and papers; 30 of them were prepared at primary school, 130 at secondary school, 4 at primary and secondary school level; Qualitative research method was used in 91%, mixed research method was used in 1%, and the research method used was not specified in 8%; It was determined that content analysis was used in 35%, descriptive analysis in 27%, frequency/percentage calculations in 4%, and categorical analysis in 0.40% of data analysis methods. 32 of the 248 studies on the Turkish textbook were included in the sample; Other results reached within the scope of the study, in which 67% of the studies examined the texts in the textbook, 18% activities, 13% overall, 2% visuals and 0.75% theme evaluation questions. [ABSTRACT FROM AUTHOR]

This study aims to reveal the perceptions of pre-service Turkish language teachers towards their linguistics lesson through metaphor analysis method. The study group of the research consists of 45 pre-service Turkish language teachers who have taken the linguistics lesson at Zonguldak Bülent Ecevit University, Ereğli Faculty of Education, Department of Turkish Language Education in 2021-2022 academic year. The phenomenological design, one of the qualitative research methods, was used in the study. The data were collected with the form prepared by the researcher, in which the phrase "Linguistics is like.....Because...." is included. The obtained data from the forms were analyzed with content analysis. The pre-service Turkish language teachers produced a total of 45 metaphors, 34 of which were different, for the linguistics lesson. The methaphors produced by the pre-service Turkish language teachers were grouped 6 conceptual categories, taking into account their explanations. According to the results of the research, it was determined that the preservice Turkish language teachers perceive the linguistics lesson positively. Although the pre-service Turkish language teachers found the lesson content diffcult and comprehensive, they stated that it contributed to them and linguistics lesson will enable them to more equipped in their professional life. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify the word and sentence lengths of the texts in the 6th grade Turkish textbooks taught in the 2021-2022 academic year, specify the readability levels of these texts and investigate the suitability of the texts for the intrinsic grade level. Readability is based on the number of words in the sentence and the number of sounds in the word. The readability score is calculated by revealing the average sentence and word lengths obtained with these numbers. In the present study, the readability scores were calculated in an attempt to elicit how understandable the texts were in Turkish textbooks. The Ateşman Readability Formula and Çetinkaya/Long Readability formulas adapted to Turkish were utilized. Expository and narrative texts were included in the study. The free reading texts in the textbooks were also examined; however, the poems were not included in the study. In the present study, which was implemented with a qualitative research methodology, a document review design was utilized. In this study, 25 narrative and 24 expository texts in both textbooks were analyzed in terms of readability. As a result of the study, it was found that the word and sentence lengths and readability scores of the texts in the 6th Grade Ata Publishing Turkish Textbook were higher than the texts in the 6th Grade MEB (The Ministry of National Education) Secondary School and Imam Hatip Secondary School Turkish Textbook.aralığında olmalıdır. [ABSTRACT FROM AUTHOR]

Adapted texts are used in foreign language teaching due to pedagogical needs. The original texts are adapted by making them suitable for the language level of the target audience. The original texts were not written for foreign language learners, so it is not always possible to use them directly in the teaching environment. In adapted texts, words are replaced with more common ones, and grammatical elements are replaced with simpler ones. Text adaptation can be done with intuitive, structural and textlinguistic approaches. Adapted texts are important in meeting the need for extracurricular reading. The aim of this research is to describe the text adaptation studies in teaching Turkish as a foreign language. Document analysis was conducted. 46 studies were identified. Descriptive analysis was applied. It was found that text adaptation studies started in 2010, 76.1% of the studies were carried out in the last 4 years, 65.2% were master's thesis, 56.8% are for A2 and B1 levels. Modern Turkish Literature texts were adapted in 76.4%. The Common European Framework of Reference for Languages was the most frequently referenced. It was observed that the tendency not to get expert opinion at any stage of the studies was common. It was determined that adapted texts had a positive effect on reading comprehension. In 54.8% of them, the texts were adapted with a structuralist approach. Enriching the studies with different types of texts, including more informative texts in the research, determining the target audience just one specific level, taking measures to ensure the valid and reliable quality, investigating the instructional effect of the adapted texts, methodically, orientation to experimental and action research, and the text-linguistic adaptation method are recommended. [ABSTRACT FROM AUTHOR]

The purpose of this research is a holistic synthesis of the scale development studies which were conducted in the field of reading education in Turkey or adapted to Turkish. In line with this purpose, 32 studies were reached on the basis of inclusion and exclusion criteria from the research by searching databases as Google Academic, YÖK Academic, and TR Index. These studies were examined by meta-synthesis method by adopting a qualitative research approach. The studies included in the meta-synthesis were shown in the tables and interpreted within the context of the subject area, the purpose of the study, the study group, the type of data collection tool and the data analysis method. The findings have revealed that the scales for reading education were related to 16 different subject areas; attitude scales were the mostly developed ones when the scales were examined according to the purpose of the research; secondary school students were the mostly chosen study group when the scales were examined according to the study group; EFA, CFA and reliability analysis were used when the scales were examined according to data analysis method. [ABSTRACT FROM AUTHOR]

The purpose of this research is; to design contemporary Turkish courses that lead to the upbringing of highly thought and sensitive individuals with advanced comprehensive and telling skills with educational environments where linguistic, visual and audio stimual stimaics are used to the level, to set out what sample training situations should be like, preparing a sample educational status for higher education in accordance with the data obtained and to give different perspectives to the turkish teaching process. This research is a decimal study in the scanning model. A framework for how multistimed training environments should be configured as a result of examining data sources, the case of exemplary education has been tried to be embodied with an understanding in accordance with this framework. As a result, Turkish language courses in the classroom environment, guided by the tutorial, in a one-to-one relationship, made in practice and carried out by moving multiple steadily into the classroom environment, will fulfill their responsibility and the individual will achieve competence in their native language. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the trends in doctoral dissertations prepared using qualitative research methods in the field of Turkish education between 2011-2020. Document analysis, which is one of the qualitative research methods, was used in the study. Theses within the scope of the study have been accessed through the Higher Education Council National Thesis Center. During the study process, 285 theses were reached. 99 of these theses were prepared using qualitative research methods. While examining the theses, the thesis evaluation form was used and descriptive analysis was made. As a result of the study, it was seen that the subjects of teaching Turkish as a foreign language were studied in theses prepared with qualitative research methods. It has been determined that document analysis is generally performed in theses. It was determined that purposeful sampling methods were used as sampling selection method. Most of the content analysis was done in theses. It is thought that this study can provide information for meta-synthesis studies. [ABSTRACT FROM AUTHOR]

Poetry supports students' linguistic, affective and mental development as well as their personality development in various aspects. Therefore, the selection of poetry texts used in education is important for the development of the child. This study is a qualitative research conducted with a document analysis method. The purpose of this research; It is to find an answer to the question "Are the poems in the 5th-grade Turkish coursebook by the criteria of child-appropriateness?" The material analyzed; these are the poems included in the 5th grade Turkish textbook of MEB Publications determined by purposeful and random sampling. In the study, Analytical Rubric for the Poems in the Turkish Course Book at the secondary school level was developed by the researchers. It can be said that most of the poems are at a sufficient level according to the criteria of child-appropriateness. Therefore, it can be stated that the poems in the coursebook are supportive of the students' mother tongue skills as well as their holistic development, interest, attitude, and motivation to the course. [ABSTRACT FROM AUTHOR]

Since teaching Turkish as a foreign language has recently spread around the world, the number of foreigners working in this field has also increased. A great number of foreign teachers teaching Turkish both in Turkey and abroad are doing their postgraduate research in the field of Turkish language teaching at Turkish universities. The aim of this paper is to examine the postgraduate theses written in the field of Turkish language teaching by foreign students studying in Turkey in terms of various variables, and thus to provide those who work in this field with new ideas and different perspectives. For this purpose, 59 postgraduate theses prepared between the years 1990-2018 in the field of Turkish language teaching by foreign students studying in Turkey were examined. In this study using the descriptive survey model, it was observed that the majority of theses prepared by foreign students in the field of Turkish language teaching were written in 2016 and that 58 of them are Master's theses and only one of them is a PhD thesis. the results of the research revealed that a large number of foreign students doing their postgraduate research in the field of Turkish language education studied at Dokuz Eylül University, Gazi University and Istanbul University, and that most of the postgraduate students came from Kazakhstan, Afghanistan, Georgia, Iraq and Egypt. It was found out that the majority of foreign students focused on comparing Turkish with their native languages in terms of grammar, word types, discourse characteristics and semantics. Besides, the results showed that foreign students doing their postgraduate research in the field of Turkish language teaching mostly used the quantitative method and the least used method was the mixed one. Last but not the least, 25 out of 59 theses do not directly refer to any kind of research method in them. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to investigate the effect of the use of drama in Turkish lessons in the teaching of gifted students. The research was conducted in the action research model. The research was carried out by 15 students in the 6th grade in the Science and Art Center. Turkish attitude scale, researcher diary, student diary and focus group interview were used as data collection tools. The data were analyzed by Nvivo 11 qualitative data analysis program. These codes were categorized and the themes were created. Pre-test and post-test results obtained from quantitative data were analyzed by Wilcoxon signed rank test. As a result of the research; there is a significant difference between pre-test and post-test data. It is seen that there is a significant difference between processing the tables with drama method, high motivation in the students, pre-application Turkish lesson causes low motivation in students, positive evaluations are made for the application, learning and learning environment are positively affected, it has been seen that the course has a positive impact on the process. [ABSTRACT FROM AUTHOR]

This study was conducted to analyse Fakir Baykurt's tales that he wrote for children in terms of value education and to determine whether they contribute to Turkish education. 27 tales included in Fakir Baykurt's three tales book constituted sample of the study. Qualitative research analysis was used in this study and tales were analysed according to content analysis method. This analysis was done in three ways, which were reading, indexing and classifying the mentioned tales. Tales' features were determined as values education in accordance with the messages they gave and the study tried to determine tales' contribution to Turkish education in terms of lexical richness. From the Fakir Baykurt's analysed tales, it was found out that they could be used for value education and in the process of Turkish education. [ABSTRACT FROM AUTHOR]

It can be said that the primary words to be taught while teaching a language should be the ones that are fundamental for individuals daily lives. These words are the most frequently and extensively used ones in the language and communication. The words that are necessary for the learners can be better detected by studying the extensiveness of the words seen in the written and oral expressions of the learners of Turkish as a foreign language. This also helps select the words for the teaching materials in a more valid and reliable way. Therefore, the research aims to study the extensiveness of the words seen in the written expressions of the learners that study Turkish as a foreign language from the level of A1 to C1, and the distribution of these words into the language levels. Phenomenography is applied in the study. The participants are 25 learners that learn Turkish as a foreign language from the beginning of A1 level to the end of C1 level at Turkish teaching centers of Ankara University and Istanbul University by using textbooks named "Yeni Hitit" and "İstanbul for Foreigners". Written text papers including open-ended questions were used as data collection tool. With the help of the data that is obtained with content analysis, the extensiveness of the words seen in the written expressions of learners from A1 to C1 level and distribution of these words into the language levels were found. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the objectives of the 2015 and 2017 primary school Turkish curricula according to the revised Bloom taxonomy. The qualitative research method and the document analysis technique were used, and a total of 392 cognitive domain objectives, including 168 in the 2015 curriculum and 224 in 2017 curriculum, were examined. In the analysis of the data, content analysis was adopted, frequency and percentage values were presented. Two-dimensional revised Bloom taxonomy was used in the coding of the data. As a result of the study, when the objectives of the 2015 curriculum are examined based on the knowledge dimension of the revised taxonomy, it was seen that the objectives are mostly in procedural knowledge type, it was followed by factual, conceptual and meta-cognitive knowledge types. When the objectives of the 2015 curriculum are examined based on the cognitive process dimension, it was revealed that most of the objectives were at applying, understanding and analyzing levels in order. On the other hand, when the cognitive domain objectives of the 2015 curriculum are examined, it is seen that the number of objectives has increased by 56 objectives. Moreover, when the objectives of 2017 curriculum is considered in terms of the knowledge dimension, it is seen that the vast majority of objectives are in factual and procedural knowledge types, and in terms of the cognitive process dimension, it appears that the vast majority of gains are related to low-level cognitive processes (remembering, understanding, applying). In the light of the results reached in the study, it is suggested that more objectives should be made in the type of conceptual knowledge and meta-cognitive knowledge and in high-level cognitive processes (analyzing, evaluating, and creating). [ABSTRACT FROM AUTHOR]

This study aimed to determine which subjects the theses performed in Turkish Language Education showed orientations. In accordance with this purpose, 1154 postgraduate theses written in Turkish language field were investigated according to their years, types, institutes, universities, targets and subjects. In the study, document analysis, one of qualitative research methods and techniques, was used. The data collected via Postgraduate Theses Classification Form, developed by the researcher. According to the findings, 81.3% of the theses done in the 2011-2015 years were master's and 18.5% were doctorate theses. For the 2011-2015 years, the most theses were written in the institute of educational sciences (67.8%) and the institute social sciences (27.8%). The five universities with the most theses were Gazi, Atatürk, Çanakkale Onsekiz Mart, Dokuz Eylül and Ankara universities. In the 2011-2015 years, most of the theses were done with secondary school students (31.5%) and learners of Turkish as a foreign language (11.3%). The most theses made on the subjects of teaching strategy, method and technique (20,1%), reading education (17,5%), writing education (13,6%), textbooks (13,2%) and Turkish language teaching for foreigner (11,3%). [ABSTRACT FROM AUTHOR]

Turkish education, understanding and managed a gain of skill-training skills to tell. Here the goal is to make inferences rather than theoretical memorization, change, interpret the utterance again corroborating, is the correct and proper expressions. This behavior can develop in the students down and release your mind must teach him. We looked at the person who listened to release your mind, as they give different detection against at the same time all this different interpretation and ability to express. The purpose of this training is the most important Turkish, but on our minds have ones by replicating connotations is bringing more active to use will be able to make. Indeed, the term refers to the world of connotations are on our minds. Connotation without any detection and expression e is also out of the question. Research conducted in the field or in the application program and today the connotation in school textbooks are not even place it application technique, this technique works, emphasized that the activities of the scientific discussion and based on statistical data is to expose to the application. Therefore this study Turkish education should be used in the training of Turkish connotation cause connotation, which can be exploited, the host of this event reveals the results of implementation of the evaluation of the results of scientific and validity and reliability in the process of achieving a scale of the work. Among creative writing techniques as for connotation technique that can make unbelievable connections among synapses which activates almost all of the neurons of the brain is not applied at schools most of the time and even it is applied, the activities it includes and its results can not be set forth. In our study to overcome this insufficiency we made students write compositions by experimental method at three schools that show different and same socio cultural characteristics. In some of the classes we taught the students the connotation technique and in others we did not and Arts and Science Centers which give education to gifted students were among these schools. We evaluated the compositions in terms of both the effectiveness of the connotation technique and the influence of socioeconomic status in the success of writing, we tried to have similar experimental and control groups with respect to teachers (that attended the classes were the same), family background and etc. Since each school had different socioeconomic properties each one had different experimental and control groups. As a result of our study the following is set forth: an activity list to teach connotation technique, a scale to evaluate written expression, findings indicating that connotation technique develops written expression of the students and a comparison of socioeconomic status and these findings. To date, research on the contribution of the Association technique in the ability to writing about whether or not there has not been a practical research. Ability to work on writing, we concentrated on conventional techniques. Connotation as with abroad we can available written walk through point is emphasised. With connotation not credible not discussed in textbooks about activities, and these are general or grammar-level activities had nothing to do with writing or even as a scale could not be subject to prosecution. This will close the investigation we think this deficiency. [ABSTRACT FROM AUTHOR]

Graphs and tables as the visual reading and presentation tools have been used in many fields from advertising sector to trade, and art to education. The widespread use of graphs and tables results from man's needs of comprehension and expression. Recently, they have been used widely in education, especially in the field of science, and they are utilized more and more by other disciplines. Turkish Language Education, as one of these disciplines, distinguishes from others since it aims to help students gain basic language skills (listening, reading, speaking, and writing). It is necessary to focus on the use of graphs and tables in Turkish Language courses in which new learning domains such as visual reading and visual presentation are taught to the students in addition to the basic language skills. This study focuses on the importance of the acquisition of graph and table creation skills as well as graph and table interpretation skills. [ABSTRACT FROM AUTHOR]

The aim of this study is to make an assessment of the effectiveness of computer aided instruction method in the pre-reading-writing instruction of elementary school teacher candidates. In this research, weak-static group comparison experimental design was utilized. The study selected by convenience sampling was carried out by 60 prospective teachers who study in the Primary School Education Department, Faculty of Education in Mustafa Kemal University. Observation records and the pre-reading-writing evaluation form developed by the researcher were collected as a data collection tool for 7 weeks of training. In the analysis of qualitative data, document analysis technique was used. Also, Chi-squared test was used for the significance of the relationship between qualitative variables. As a result of the research, it was determined that there are significant differences between computer-assisted instruction and traditional teaching methods in terms of pre-reading-writing instruction of teacher candidates. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify the effect of writing strategies instruction on Turkish Language Teaching Department freshmen's writing achievement. In accordance this aim, the pretest-posttest control group design was used to identify the effect of writing strategies instruction on freshmen's writing achievement. As the quasi-experimental design was used in the study, population and sample was not defined. Instead, sample groups were taken based on the equality of the groups. The control group consisted of 18 girls and 6 boys, totally 24 students whereas the experimental group included 21 girls and 5 boys, totally 26 students. In the study, written expression evaluation scale was used as measurement device. At the end of the study, it was concluded that writing strategies instruction enhances writing achievement of the experimental group while the scores of pretest and posttest of the control group were not significantly changed. [ABSTRACT FROM AUTHOR]

The quality of the dictionaries written with the target group in mind are adversely affected due to the lack of scientific data on the effective use of dictionaries by students that are users of school dictionaries adversely affect. It is necessary to determine students' levels of habits related to dictionary use so as to overcome these adverse effects. To fill this gap in the literature, the study aimed to investigate middle school students' dictionary use habits. The participants of the study were the group of students, with 8 students in each group, from grades 5 to 8 at TOKİ Şehit Jandarma Er Osman Öden Middle School. Qualitative research techniques were utilized in the study. Phenomenography, one of the qualitative research methods, was used to analyze the data collected through semi-structured interview forms. The results of the study indicated that there was a positive relation between the students' grade levels and students' dictionary use. [ABSTRACT FROM AUTHOR]