Nihat BAYAT, Gökhan ÇETİNKAYA, Seçil ALACA

Yabancı Dil Olarak Türkçe Öğretim Sürecinde Yazılı Düzeltme Geribildirimleri ve Öğrencilerin Edimsel Çıkarımları

Bu araştırmanın amacı, yabancı dil olarak Türkçe öğretim sürecinde öğretmenlerin öğrencilerin yazılı metinlerine sundukları düzeltme geribildirimlerini yöneldikleri dilbilgi sel boyut ve nite likleri açısından incelemek, ayrıca geribildirimlerin işlevselliğini ortaya koymaktır. Araştırmanın çalışma grubunda 2 ayrı üniversiteye bağlı TÖMER'de 2014- 2015 öğretim yılında B1 düzeyinde öğreni mlerini sürdüren 25 öğrenci ve 6 okutman y er almıştır. Öğrencilere bir metin yazdırılmış,yazdıkları metinler 6 ayrı okutmana paylaştırılarak metinlerde yer alan dilbilgisel yanlışlara yönelik geribildirimler yazmaları istenmiştir. Öğretmenlerin geribildirim verdikleri kağıtlar tekrar öğrencilere dağıtılarak, var olan geribildirimler doğrultusunda aynı metni düzelterek başka bir kağıda yazmaları istenmiştir. Yapılan çözümleme sonucunda, öğrencilerin taslak metinlerinde toplam 608 yanlış saptanmıştır. Öğretmenler ise bu yanlışların 439'una geribildirim vermiştir. Öğretmenler nitelik özelliklerine göre, 357 doğrudan, 82 dolaylı biçimde düzeltme geribildirimi vermiştir. Öğrencilerin tam doğru düzeltme oranı doğrudan geribildirimde yüksekken, dolaylı geribildirimde düşük olmuştur.

Written Corrective Feedback and Students' Uptake in Teaching Turkish as a Foreign Languag

The aim of this research was to investigate teachers' written corrective feedback that they provide to students' on their written texts in terms of head towards linguistic trait and their quality and besides to demonstrate the functionality of the feedback. In the study group for this research, 25 students who were continuing their educatioWritten Corrective Feedback and Students' Uptake in Teaching Turkish as a Foreign Languagen at B1 level and six lecturers from two separate universities during the course of the 2014-2015 academic year. The texts written by the students were shared to six individual lecturers and then they were asked to write feedback on the linguistic errors in these draft texts. The papers with the feedback from the teachers were distributed to the students again and they were asked to write the same texts to another paper through correcting according to the feedback givenAs a result of this analysis, a total of 608 errors were determined. The lecturers gave feedback to only 439 of these errors. According to the characteristics of feedback quality, teachers provided 357 direct and 82 indirect feedback. In provided direct feedback, the ratio of students' precise corrections were found higher than for the indirect feedback.

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