A Linguistic Evaluation on the Types of Vocabulary Teaching Activities in Secondary School Turkish Textbooks

Meltem Merve Konu

Article Details

A Linguistic Evaluation on the Types of Vocabulary Teaching Activities in Secondary School Turkish Textbooks

Authors:

Meltem Merve Konu

Publisher:

Bursa Uludağ University

Main Topics:

Dil Çalışmaları (Diğer) | Uygulamalı Dilbilim ve Eğitim Dilbilimi | Dilbilim (Diğer)

Journal:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.1058-1089

Document Type:

Article

Publication Date:

12/2023

Document Language:

Turkish

Document ID (Org No.):

2001303497

pISSN:

2667-6788

Keywords:

Abstract:

 The aim of the study is to systematically evaluate the vocabulary teaching activities in secondary school Turkish textbooks in terms of frequency and diversity within the framework of the sub and applied fields of linguistics. Basic qualitative research design was used in the study. The data were obtained from all levels of secondary school Turkish textbooks via document analysis. Accordingly, 561 activities were analyzed with the descriptive analysis technique in terms of 54 different evaluation criteria created according to 12 linguistics fields. The findings were evaluated in terms of three different outcomes: For 12 linguistic fields 10 different fields were used in 5th grade, 9 in 6th grade, 10 in 7th grade, 8 in 8th grade; in terms of 54 different evaluation criterias 18 in 5th grade, 17 in 6th grade, 16 in 7th grade, 14 in 8th grade; the general frequency of vocabulary teaching activities was 147 in 5th grade, 121 in 6th grade, 142 in 7th grade, 151 in 8th grade. According to the total number of activities, there is a ratio ranging between 40 and 53  for vocabulary teaching activities. The number of fields utilized in terms of 12 fields of linguistics is between 8-10. For 54 different evaluation criteria, the result is between 14-18, which is not even half of the number of criteria, and it is thought that different types of activities can be included in the textbooks by diversifying the types of activities.

 The aim of the study is to systematically evaluate the vocabulary teaching activities in secondary school Turkish textbooks in terms of frequency and diversity within the framework of the sub and applied fields of linguistics. Basic qualitative research design was used in the study. The data were obtained from all levels of secondary school Turkish textbooks via document analysis. Accordingly, 561 activities were analyzed with the descriptive analysis technique in terms of 54 different evaluation criteria created according to 12 linguistics fields. The findings were evaluated in terms of three different outcomes: For 12 linguistic fields 10 different fields were used in 5th grade, 9 in 6th grade, 10 in 7th grade, 8 in 8th grade; in terms of 54 different evaluation criterias 18 in 5th grade, 17 in 6th grade, 16 in 7th grade, 14 in 8th grade; the general frequency of vocabulary teaching activities was 147 in 5th grade, 121 in 6th grade, 142 in 7th grade, 151 in 8th grade. According to the total number of activities, there is a ratio ranging between 40 and 53  for vocabulary teaching activities. The number of fields utilized in terms of 12 fields of linguistics is between 8-10. For 54 different evaluation criteria, the result is between 14-18, which is not even half of the number of criteria, and it is thought that different types of activities can be included in the textbooks by diversifying the types of activities.

 The aim of the study is to systematically evaluate the vocabulary teaching activities in secondary school Turkish textbooks in terms of frequency and diversity within the framework of the sub and applied fields of linguistics. Basic qualitative research design was used in the study. The data were obtained from all levels of secondary school Turkish textbooks via document analysis. Accordingly, 561 activities were analyzed with the descriptive analysis technique in terms of 54 different evaluation criteria created according to 12 linguistics fields. The findings were evaluated in terms of three different outcomes: For 12 linguistic fields 10 different fields were used in 5th grade, 9 in 6th grade, 10 in 7th grade, 8 in 8th grade; in terms of 54 different evaluation criterias 18 in 5th grade, 17 in 6th grade, 16 in 7th grade, 14 in 8th grade; the general frequency of vocabulary teaching activities was 147 in 5th grade, 121 in 6th grade, 142 in 7th grade, 151 in 8th grade. According to the total number of activities, there is a ratio ranging between 40 and 53  for vocabulary teaching activities. The number of fields utilized in terms of 12 fields of linguistics is between 8-10. For 54 different evaluation criteria, the result is between 14-18, which is not even half of the number of criteria, and it is thought that different types of activities can be included in the textbooks by diversifying the types of activities.

 Çalışmanın amacı, ortaokul Türkçe ders kitaplarındaki sözcük öğretimi etkinliklerini sıklık ve çeşitlilik açısından dil biliminin alt ve uygulamalı alanları çerçevesinde sistemli biçimde değerlendirerek eklenebilecek etkinlik türlerine yönelik öneriler sunmaktır. Çalışmada temel nitel araştırma deseni kullanılmıştır. Veriler doküman incelemesi ile ortaokul Türkçe ders kitaplarından elde edilmiştir. Bu doğrultuda 5.sınıfta 147, 6. Sınıfta 121, 7. sınıfta 142, 8. sınıfta 151 etkinlik toplam 561 etkinlik 12 dil bilimi alanına göre oluşturulan 54 farklı değerlendirme ölçütü açısından betimsel analiz tekniğiyle çözümlenmiştir. Çalışmanın geçerliğini ve güvenilirliğini sağlamak amacıyla inceleme iki farklı alan uzmanı tarafından da yapılmıştır. Bulgular üç farklı sonuç açısından değerlendirilmiştir: 12 dil bilimi alanı için 5. sınıfta 10, 6. sınıfta 9, 7. sınıfta 10, 8. sınıfta 8 farklı alandan yararlanıldığı; 54 farklı değerlendirme ölçütü açısından 5. sınıfta 18, 6. sınıfta 17, 7. sınıfta 16, 8. sınıfta 14; sözcük öğretimi içerikli etkinliklerin genel sıklığı ise 5. sınıfta 147, 6. sınıfta 121, 7. sınıfta 142, 8. sınıfta 151 olarak tespit edilmiştir. Kitaplardaki toplam etkinlik sayılarına göre sözcük öğretimi etkinlikleri için  40- 53 arasında değişen bir oran söz konusudur. Dil biliminin 12 alanı açısından yararlanılan alan sayısı 8-10 arasındadır. 54 farklı değerlendirme ölçütü için ise sonucun 14-18 arasında olmasının ölçüt sayısının yarısı bile olmaması nedeniyle etkinliklerde çeşitliğin artırılarak farklı türde sözcük öğretimi etkinliklerinin de ders kitaplarına dâhil edilebileceği düşünülmektedir.

Article Details

A Linguistic Evaluation on the Types of Vocabulary Teaching Activities in Secondary School Turkish Textbooks

Authors:

Meltem Merve Konu

Publisher:

Bursa Uludağ University

Main Topics:

Dil Çalışmaları (Diğer) | Uygulamalı Dilbilim ve Eğitim Dilbilimi | Dilbilim (Diğer)

Journal:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.1058-1089

Document Type:

Article

Publication Date:

12/2023

Document Language:

Turkish

Document ID (Org No.):

2001303497

pISSN:

2667-6788

Activity type

Linguistics

Turkish textbooks for secondary school

Vocabulary teachingDil bilimi

Etkinlik türü

Ortaokul Türkçe ders kitapları

Sözcük öğretimi

Issues

Article Details

Authors: Meltem Merve Konu

Publisher: Bursa Uludağ University

Main Topics: Dil Çalışmaları (Diğer) | Uygulamalı Dilbilim ve Eğitim Dilbilimi | Dilbilim (Diğer)

Journal: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.1058-1089

Document Type: Article

Publication Date: 12/2023

Document Language: Turkish

Document ID (Org No.): 2001303497

pISSN: 2667-6788

Issues

Authors:

Meltem Merve Konu

Publisher:

Bursa Uludağ University

Main Topics:

Dil Çalışmaları (Diğer) | Uygulamalı Dilbilim ve Eğitim Dilbilimi | Dilbilim (Diğer)

Journal:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.1058-1089

Document Type:

Article

Publication Date:

12/2023

Document Language:

Turkish

Document ID (Org No.):

2001303497

pISSN:

2667-6788