Arbeitsfragen und Arbeitsanweisungen zu Lesetexten in einem globalen und einem regionalen Daf-Lehrbuch

ÖZ Dünya genelinde Yabancı Dil Olarak Almanca derslerinin kurumsal bir kimlik kazanmasında küresel ve yerel ders kitaplarının önemi yadsınamayacak kadar büyüktür. Etkin bir öğrenme süreci oluşabilmesi bakımından ders kitaplarında yer alan alıştırmaların ve bunlara bağlı olarak öğrencilere yöneltilen soru ve talimatların, iletişimsel yabancı dil eğitim-öğretim ilkelerine uygun olması gerekmektedir. Bu çalışmamızda küresel çaptaki bir Almanca ders kitabı ve Türkiyedeki orta öğretim düzeyi için hazırlanmış yerel bir Almanca ders kitabı örnek alınarak, bu kitaplarda yer alan okuma parçaları öğrenmeye yönelik etkinlikleri açısından incelenmiştir. Okuma parçalarına ilişkin alıştırma soru ve talimatlarının işlevselliklerini ve hangi derecede bilişsel etkinlik oluşturduklarını ölçebilmek amacıyla literatüre dayalı bir kategori sistemi geliştirilmiştir. Bu sınıflandırmaya dayanarak, iki kitapta belirlenen alıştırma sorularının ve çalışma talimatlarının dağılımını karşılaştırmada Wilcoxon sıralama toplamı testi kullanılmıştır. Analiz sonucunda, incelenen iki ders kitabının soru ve talimat kategorilerinin dağılımında farklılık görülmezken, metinleri anlamaya ve okuma parçalarındaki kelimelere yönelik sorularda istatistiksel açıdan anlamlı farklılıklar olduğu ortaya çıkmıştır. Araştırmamızın sonucunda, incelenen küresel ders kitabının okuma alıştırmalarına ilişkin soru ve talimatlarında özdeş söylem biçimlerinden kaçınıldığı için, bunun bilişsel olarak daha zengin bir ders içeriği yelpazesi sağladığı görülmüştür. Çalışmamızın sonunda okuma alıştırmalarının geliştirilmesine yönelik öneriler sunulmuştur. Anahtar Kelimeler: Yabancı dil olarak Almanca ders kitapları, okuma alıştırmaları, alıştırma soruları, alıştırma talimatları

Anahtar Kelimeler:

Yabancı dil olarak Almanca ders kitapları, okuma alıştırmaları, alıştırma soruları, alıştırma talimatları

Questions and tasks for reading activities in a global and a local German as a foreign language coursebook

Global and local coursebooks play a crucial role in the formal instruction of German as a foreign language worldwide. Therefore, coursebook exercises and tasks need to contribute to effective learning and meet validated principles of communicative language teaching. Reporting on the case of a global and a local coursebook designed for the use in Turkish secondary schools, this study examines the effectiveness of reading activities for learning. For that reason, a literature-based category framework was developed which allows identifying the functions of questions and tasks in reading exercises and evaluating to what extent they are cognitively activating. To compare the distribution of the questions and tasks identified in the two coursebooks, Wilcoxon rank sum test was run. While both coursebooks did not display differences in the distribution of question and task categories, statistically significant differences were found in questions aiming at text comprehension and lexical examination of texts. The results suggest that the reading exercises in the global coursebook offer a cognitively more activating instruction because identical formulations in questions and in reading texts are avoided. Suggestions to develop reading exercises conclude this paper. Keywords: coursebooks for German as a foreign language, reading activities, questions, tasks

Keywords:

coursebooks for German as a foreign language, reading activities, questions, tasks,

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