Türkçe-Almanca İki Dilli ve Yabancı Dil Olarak Almanca Öğrenen Öğrencilerin Sesli Düşünme Odaklı Yazma Sürecine İlişkin Görüşlerinin Retrospektif Analizi

Bu çalışmada, Türkçe-Almanca iki dilli ve Almancayı yabancı dil olarak öğrenen öğrencilerin sesli düşünerek yazma sürecine ilişkin görüşleri retrospektif olarak analiz edilmiştir. Sekiz kişilik öğrenci grubuyla yapılmış olan bu çalışmadaki katılımcılar, Anadolu Üniversitesi’nde, 2018-2019 akademik yılında, altıncı yarıyılda öğrenim görmüştür ve dördü Almancayı birinci veya ikinci dil olarak, dördü ise yabancı dil olarak öğrenmiştir. Çalışmada her bir katılımcı sesli düşünme tekniğini kullanarak dört farklı metin (sentezleyici-yapılandırıcı-serbest/yaratıcı-iletişimsel) yazmıştır ve tüm yazma süreci ses kayıt cihazı ile kaydedilmiştir. Çalışmanın sonunda her bir katılımcıyla yazma sürecindeki performansı hakkında görüşme yapılmıştır ve yazma süreci geriye dönük olarak analiz edilmiştir. Verilerin sonuçları, yabancı dil olarak Almanca öğrenen grubun yazma sürecinde sesli düşünme tekniğine daha olumlu yaklaştığını, diğer grubun ise buna daha mesafeli olduğunu göstermektedir. Her iki grupta da sesli düşünme sürecine yönelik farklı yaklaşımlar gözlemlenmiş olup, bu gözlemler görüşmelerden alınan örneklerle desteklenmiştir.

Anahtar Kelimeler:

Sesli düşünme, İçgözlem, Geriye Dönük Gözlem, Yazma Süreci, İki dilli ve Yabancı Dilli Öğrenciler

A retrospective analysis of Turkish-German bilingual and German as a foreign language students’ view on the think-aloud-oriented writing process

In this study, the views of Turkish-German bilingual and German as a foreign language university student on the process of transferring writing skills were retrospectively analysed. The participants in this study, which was conducted with a group of eight students, were studying at Anadolu University in the sixth semester of the 2018-2019 academic year and four of them learnt German as a first or second language and four as a foreign language. Within the scope of the research, each participant wrote four different writing texts (constructive-structural-free/creative-communicative) with the think-aloud technique and the whole writing process was recorded with a voice recorder. At the end of the study, each participant was interviewed about the implementation of the writing process and the process was analysed retrospectively. According to the results of the data, the group who learnt German as a foreign language approached the think-aloud technique more positively in the writing process, while the other group expressed that they were more distant to this technique. Different approaches to the process of thinking aloud were observed in both groups and these observations were supported with examples from the interviews.

Keywords:

Think Aloud, Introspection, Retrospection, Writing Process, Bilingual and Foreign Language Students,

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