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    Dergimizin 31. sayısı (8 / 3) 15 Eylül 2019 tarihi itibarıyla yayımlanmıştır.

    Dergimizde yayımlanacak makalelerde 700-1000 kelimeden oluşan geniş İngilizce özet bölümü yer alacaktır.



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Turkey is located in a region where many cultures have lived together for centuries. This cultural diversity results in different languages being spoken in this area. In this process, students who do not speak Turkish fluently experience a set of problems, particularly in communication. It is quite normal that these students have problems in terms of expressing themselves, listening and reading comprehension in the basal reading and writing process because even the students whose mother tongue is Turkish have various problems when they start elementary school. Of course, this situation affects their educational life negatively. Educational policies developed towards teaching Turkish in the areas where Turkish is less widely spoken can be effective in solving the problems that these students experience. The aim of this study is to identify teacher views on the problems encountered in teaching basal reading and writing in the areas where Turkish is less widely spoken. Among Case study designs, holistic single case design was employed. The study was conducted in three cities and their districts randomly selected from the South East Anatolian Region in 2013-2014 school year. In the study that was conducted in the cities of Mardin, Muş and Adıyaman, elementary first grade teachers’ views were examined. The schools were determined based on maximum variation sampling. As this sampling method facilitates forming a relatively small sample group, it reflects the variation of individuals in the sample to the maximum extent. 72 teachers (Female=42; Male=30) from 27 schools participated in the study. In data gathering, an open-ended question survey developed by the researchers and consisted of 10 questions was employed. Content analysis was performed by the researchers to analyze the qualitative dataset obtained through the survey form. Themes were revealed by combining codes, and then interpretations were made by the researchers. In calculating the reliability coefficient of the codes, the formula “Reliability=Agreement/Disagreement+Agreement x 100” was used. After the calculation, the agreement percentage for all questions was found to be over 80 per cent. Quotations from the teachers’ views were used to support the interpretations. Tables were formed by combining similar quotations in a common statement. The content analysis revealed 17 codes and 8 themes after these codes were combined together. The themes are respectively include: 1) The effect of speaking Turkish

Areas where Turkish is less widely spoken, teachers’ opinion, basal reading and writing.

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