2017
DOI: 10.13189/ujer.2017.050407
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Microstructural (Cohesion and Coherence) Text Generation Problems of Syrian Refugee Students Learning Turkish

Abstract: In language education, teaching a language as a foreign language is an emerging field compared to teaching it as a mother tongue. However, the experiences obtained in mother tongue education are adapted to teaching a language as a foreign language with various amendments and therefore progress in this field has been achieved. Council of Europe presented some common criteria for teaching a language as a foreign language and these criteria are put into practice in many countries, including Turkey, therefore Comm… Show more

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Cited by 1 publication
(3 citation statements)
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“…From this point of view, problems in language skills or other learning areas will cause students to have problems in expressing themselves. According to the researches, the problems experienced by students in learning areas can be given as follows: having pronunciation problems, being unable to speak fluently, using local dialect, inability to understand listening texts (Akkaya & Ulum, 2018;Aydın & Kaya, 2019;Dönmez & Paksoy, 2015;Erdem, 2016;Erdem, Şengül, Gün & Büyükaslan, 2015;Yaşar & Amaç, 2018); inability to understand reading texts, having difficulty in writing, making spelling mistakes, having trouble in first reading and writing (Erdem, 2017;Kara, 2010;Taşkaya & Ersoy, 2016;Taşkın & Erdemli, 2018); problems related to grammar and inadequate vocabulary (Demirci & Dinçaslan, 2016;Demirgüneş, 2017;Gürbüz & Güleç, 2016;Kan and Utlu, 2017). There are also problems with learning areas in the teaching of different languages.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
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“…From this point of view, problems in language skills or other learning areas will cause students to have problems in expressing themselves. According to the researches, the problems experienced by students in learning areas can be given as follows: having pronunciation problems, being unable to speak fluently, using local dialect, inability to understand listening texts (Akkaya & Ulum, 2018;Aydın & Kaya, 2019;Dönmez & Paksoy, 2015;Erdem, 2016;Erdem, Şengül, Gün & Büyükaslan, 2015;Yaşar & Amaç, 2018); inability to understand reading texts, having difficulty in writing, making spelling mistakes, having trouble in first reading and writing (Erdem, 2017;Kara, 2010;Taşkaya & Ersoy, 2016;Taşkın & Erdemli, 2018); problems related to grammar and inadequate vocabulary (Demirci & Dinçaslan, 2016;Demirgüneş, 2017;Gürbüz & Güleç, 2016;Kan and Utlu, 2017). There are also problems with learning areas in the teaching of different languages.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…Suriyelilere Türkçe öğretiminde yaşanan sorunları ele alan veya bu sorunlara değinen çalışmaların sayısı oldukça fazladır. Alanyazın incelendiğinde bu çalışmalarda ortaya çıkan sorunların genel olarak materyal sorunları (Beyhan ve Epçaçan, 2018;Boylu ve Işık, 2019;Bulut, Kanat Soysal ve Gülçiçek, 2018;Doğan ve Ateş, 2018;Gözübüyük Tamer, 2020); Türkçenin dil özelliklerinden dolayı yaşanan sorunlar (Demirci, 2015;Gün ve Ağırman, 2018;Koçoğlu ve Yanpar Yelken, 2018;; duyuşsal sorunlar (Bozkırlı, Er ve Alyılmaz, 2018;Dilek, Boyaci ve Yaşar, 2018;Erdem, 2016;Yıldız, 2016); eğiticilerden kaynaklanan sorunlar (Eyüp, Aslan ve Cevher, 2017;Özkale ve Yanpar Yelken, 2020;Pilancı, Çalışır Zenci, Saltık ve Yaşar, 2020); müfredat kaynaklı sorunlar (Aykırı, 2017; Şen ve Ünal, Taşkaya ve Ersoy, 2018); sınıf yönetimi ve öğretim ortamından kaynaklanan sorunlar (Balkar, Şahin ve Işıklı Babahan, 2016;Kardeş ve Akman, 2018); öğrenme alanlarında yaşanan sorunlar (Demirgüneş, 2017;Kan ve Utlu, 2017;Kara, 2010); aile ve çevreden kaynaklanan sorunlar (Güngör ve Şenel, 2018) olarak sıralanabilir.…”
Section: Introductionunclassified
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