Abstract
THE EFFECT OF THE 4+1 PLANNED WRITING AND EVALUATION MODEL ON THE COHERENCE DEVICE USAGE SKILLS OF FOREIGN STUDENTS
This study aimed to determine the effect of the 4+1 Planned Writing and Evaluation Model on the coherence device usage of students learning Turkish as a foreign language.
A semi-experimental model from quantitative research methods was used in the study. The study was conducted with 20 students in the experimental group and 20 students in the control group who were learning Turkish at the B2 level at the Kilis 7 Aralık University Turkish and Foreign Languages Research and Application Center. The writing classes were provided using the 4+1 Planned Writing and Evaluation Model with the experimental group and the Kilis Turkish Education Center (Kilis TÖMER) program with the control group. The study was finished in 12 weeks. "Cohesion Evaluation Form" created by using the criteria from "Cohesion Types" by Bae (2001) in order to reveal students' cohesion tools level of use was used in the study. Percentage (%), frequency (f) and average were used in the analysis of the data. In this context, the frequency and percentage of students using the coherence through quantitative assessment was determined by the examination of pretest and posttest data obtained from student compositions.
According to the study findings, when students' rate of using cohesion tools in pretest and posttest studies in experimental and control groups are compared, students in the experimental group are determined to use cohesion tools 37.2% in pretest and 52.2% in the posttest studies. Students in the control group used cohesion tools in the pretest studies averagely 39.4% and 44.8% in the posttest studies.
This study determined that foreign learners of Turkish use coherence devices however the 4+1 Planned Writing and Evaluation Model improved the students’ increased their usage of coherence devices.
Keywords
Teaching Turkish to foreign, writing, planned writing and evaluation models, coherence.