No abstract

ÖZ. Bu çalışmanın amacı, eğitim fakültesinde öğrenim gören Türkçe öğretmeni adaylarının "Medya Okuryazarlığı" dersine yönelik görüşlerini belirlemektir. Nitel araştırma yaklaşımlarından durum çalışması ile desenlenen araştırmanın çalışma grubunu Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümü'nde öğrenim gören 45 katılımcı oluşturmaktadır. Yapılandırılmış görüşme formu kullanılarak toplanan veriler üzerinde QSR NVivo 8.0 nitel veri analiz programı ile içerik analizi yapılmıştır. Araştırma sonuçları, Türkçe öğretmeni adaylarının medya okuryazarlığını; medya mesajlarını analiz ederek yorumlama ve medyaya eleştirel bakma olarak tanımladıklarını; ders tercihlerinde medyayı kullanma ve gelişen dünyaya uyum sağlama gibi amaçların belirleyici olduğunu ortaya koymaktadır. Ayrıca öğretmen adaylarının Medya Okuryazarlığı dersinin Türkçe öğretmenliği lisans programlarında yer almasını; temel beceriler, sosyal yaşam ve dil becerilerinin geliştirilmesi açısından gerekli gördükleri belirlenmiştir. Bunun yanında dersin öğrenme öğretme sürecinde alternatif ölçme değerlendirme tekniklerinin daha çok kullanılmasını istedikleri tespit edilmiştir. Öğretmen adaylarının dersin sonunda geliştirdiklerini düşündükleri becerilerin çoğunlukla bilişsel alanda olması, dersin öğrenme çıktılarında duyuşsal ve davranışsal becerilere daha fazla yer verilmesinin gerekliliğini ortaya koymuştur. Anahtar sözcükler: Medya, medya okuryazarlığı, medya eğitimi, Türkçe öğretmeni adayları.ABSTRACT. The purpose of this study is to reveal opinions of Turkish language prospective teachers receiving education at the faculty of teaching on "Media Literacy" course. Case study is used as a qualitative research pattern in this study where the study group consists of 45 participants receiving education at Turkish Language Education Department of the Faculty of Education, Çanakkale Onsekiz Mart University. Content analysis was carried out by means of the qualitative analysis software QSR NVivo 8.0 on the data collected by using a structured interview form. The results of research indicate that Turkish language prospective teachers define media literacy as the act of analyzing and interpreting messages of the media and a critical perspective towards the media, and that objectives such as using media and adapting to the developing world are decisive in their selection of this course. In addition, prospective teachers were found out to consider that the media literacy course should be included in undergraduate programmes for Turkish language teaching as they find it necessary for improving their basic skills, social lives and language skills. In addition, it was found out that prospective teachers demand more frequent use of alternative measuring and evaluation methods in the learning and teaching process of the course. The skills which the prospective teachers think they have improved at the end of the course are mainly in cognitive domain, which has revealed the necessity for the course to provide more learning outcomes as affective and b...

The vocabulary teaching which one of the oldest fields in educational researches is is viewed as an activity which contributes to the development of social and communicational skills as well as the comprehension and speech skills of individuals. The fact that the traditional approaches in education were abandoned especially in the 21th century resulted in the utilization of different methods, techniques or materials in vocabulary teaching as it is in different fields of language teaching. In this respect, the aim of the research is to determine the overall effect of the said vocabulary teaching methods, techniques and materials on the vocabulary development of the students with reference to the conducted studies. Results of 31 quasi-experimental/experimental studies conducted between 2000-2016 in the field of Turkish language teaching were synthesized within the scope of the research in which meta-analysis methods were used. The effect size (Hedge g) calculations, heterogeneity and publication bias tests and intervening variable analyses of the studies included in the meta-analysis were carried out by using the Comprehensive Meta-Analysis v2.0 (CMA) software. It was determined as a result of the study that the overall effect size on the vocabulary development was wide and statistically significant (g=1.133; p<.05). Adjusted effect size of the studies were estimated to be g=.79. On the other hand, while the conducted intervening variable analyses suggested that the effect size values differed depending on the number of words taught and vocabulary teaching methods, techniques or materials used, it was determined that the level of teaching, publication type, sample size, field of study and the taught vocabulary categories were not variables that affected the effect size significantly.© 2017 IOJES. All rights reserved Keywords: 1 Turkish language teaching, vocabulary teaching, vocabulary, meta-analysis. Extended Summary PurposeVocabulary is an element that sets the limits and determines the capacity of the world in which thoughts can be developed. The development of this field is made possible through practices for teaching vocabulary that are associated with comprehension and speech skills. Studies show that individuals with a highly developed vocabulary are more competent in terms of reading, writing and speaking skills than those with a limited vocabulary (Meara, 1995). Because of the great importance of vocabulary, some of the issues related to the teaching of vocabulary include what the content and aim of such teaching should be; whether direct (intentional) or indirect (incidental) teaching is more effective; and which approaches, methods, techniques or materials are most useful in studies about vocabulary teaching. Parallel with this, an increase was seen in the literature in the number of experimental studies about the effectiveness of vocabulary teaching approaches, methods, techniques and/or materials.

The aim of this study is to identify-by merging the results of a large number of studies conducted in related literature review-at which level "writing as a process" approach affects students' writing success. Additionally, this paper investigates whether the writing success level differentiates depending on certain study characteristic. Metaanalysis has been preferred as research method in this study and among the studies which are associated with process-based writing practice, only the results of 21 experimental/quasi experimental studies that are conducted in Turkey have been synthesized which meet the inclusion criteria. In this regard, effect size measures (Hedge g) of studies included into meta-analysis, heterogeneity, publication bias tests and intervening variable analysis have been done with the use of Comprehensive Meta Analysis v2.0 (CMA) software. In the results of study, Hedge g=0,983 has been determined as the corrected effect size related to effect of process-based writing approach on students' writing success levels. This value indicates that process-based writing approaches affect students' writing success levels to a large extent. The results of this study reveal that-in spite of teaching levels-process based writing model, duration of practice, text type used in practice and publication type in which practice has been reported do not make a statistically significant difference in effect sizes.

http://www.efdergi.hacettepe.edu.tr/ student-centered approach, method or techniques used in the experimental procedure, which are described as intervening variables. To this end, results of 41 studies which were conducted on the topic and were reported as scientific paper or master's/doctorate thesis were synthesized by using meta-analysis method. Comprehensive Meta-Analysis v2.0 (CMA) software was used in order to conduct effect size calculations, intervening variable analysis and tests of significance on student success based on the data obtained from the relevant studies. At the end of the study, the effect size of the student-centered grammar practices on student success and corrected effect size were calculated as g=0,95 and g=0,708, respectively. These values demonstrate that student-centered grammar teaching practices affect student success vastly and positively. Additionally, the intervening variable analysis indicated that success level of the students did not differ significantly with respect to education level, geographical region, the type of publication where the study was reported, field of grammar, and student-centered grammar teaching practice which was used as an experimental procedure. However, it was found out that sample size variable had a significant effect on the success of the students and success levels of the students in the practices carried out in small samples were higher.