An investigation of textbooks used to teach Turkish as a foreign language with Rasch measurement model and Maxqda

This study aims to investigate textbooks used to teach Turkish as a foreign language according to Turkish lecturers’ perspectives. Within this scope, these textbooks were evaluated in terms of the characteristics they possess. The study benefited from qualitative and quantitative approaches. The Rach measurement model was used in the quantitative and case study was used in the qualitative part. The perspectives of 54 lecturers working at Turkish education centers of universities in Turkey were obtained and 32 of them were used in the study. The Textbook Evaluation Scale developed by Batdı (2010) was used to collect the quantitative data of the study. A semistructured interview form developed by the researchers was used to collect the qualitative data. Rasch and content analysis were used to analyze the data. Codes and themes were revealed using Maxqda software while conducting the content analysis. Excerpts from the interviews were included to corroborate the participants’ assessments. At the end of the study, the general characteristics of the textbooks used to teach Turkish as a foreign language were identified and the positive and negative attributes were determined. The different analyses conducted indicated that the books of Yediİklim and İstanbul have positive characteristics compared to the other books.

Yabancı dil olarak Türkçe öğretiminde kullanılan ders kitaplarının Rasch ölçme modeli ve Maxqda ile incelenmesi

Bu çalışmanın amacı yabancı dil olarak Türkçe öğretiminde kullanılan ders kitaplarını Türkçe okutmanlarının görüşlerine göre incelemektir. Bu kapsamda yabancı dil olarak Türkçe öğretiminde kullanılan ders kitapları sahip oldukları özellikler açısından değerlendirilmiştir. Bu çalışma nitel ve nicel yaklaşımlardan yararlanılarak hazırlanmıştır. Nicel boyutta Rasch ölçme modeli kullanılırken nitel boyutta ise durum çalışmasından yararlanılmıştır. Veriler toplanırken Türkiye’deki üniversitelerin Türkçe öğretim merkezlerinde görev yapan 54 okutmandan görüş alınmış ve bunlardan 32’sinin verileri araştırmada kullanılmıştır. Araştırmada nicel veri toplama aracı olarak Batdı’nın (2010) geliştirdiği ders kitaplarını değerlendirme ölçeğinden yararlanılmıştır. Nitel veriler için araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde Rasch ve içerik analizi kullanılmıştır. İçerik analizi yapılırken Maxqda programı kullanılarak kodlar ve temalar çıkarılmıştır. Katılımcıların görüşlerini desteklemek için örnek alıntılar eklenmiştir. Çalışmanın sonucunda yabancı dil olarak Türkçe öğretiminde kullanılan kitapların genel özellikleri ortaya konarak olumlu ve olumsuz yönleri belirlenmiştir. Yapılan farklı analizler sonucunda Yedi İklim ve İstanbul kitaplarının diğer kitaplara göre artı yönlerinin olduğu görülmüştür.

Kaynakça

Akbulut, S. & Yaylı, D. (2015). A study on the syllabuses of a1-a2 level Turkish as a foreign language textbook. Erzincan University Journal of Social Sciences Institute, ÖS II, 35-46.

Bamberger, M. (2012). Introduction to mixed methods in impact evaluation. Impact Evaluation Notes, 3, 1–38.

Batdı, V. (2010). An assessment of teachers’opinions about the effectiveness of English coursebook used in foreign language highschools. A case of Elazığ and Diyarbakır. (Master’s thesis), Fırat University, Elazığ, Turkey.

Bayezit, H. & Çubukçu, F. (2015). The use of learning strategies in English and Turkish as a foreign language coursebooks. Abant İzzet Baysal University Journal of Education Faculty, 15(1), 25-47. doi: 10.17240/aibuefd.2015.15.1-5000128593

Biçer, N. & Kılıç, B. S. (2017). Evaluation of text books which are used for teaching Turkish to Syrian students based on teacher opinions. Journal of Mother Tongue Education, 5(4), 649-663. doi: 10.16916/aded.329809

Chambliss, M. J., & Calfee, R. C. (1998). Textbooks for learning - nurturing children's minds. Malden: Blackwell.

Council of Europe. (2001). Common European framework of reference for languages: learning, teaching, assessment. Strasbourg: Cambridge University Press.

Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Macmillan Heinemann ELT.

Çelik, Y. & Gülcü, İ. (2016). Teachers’ views about Turkish and Turkish culture textbooks used abroad. Bartin University Journal of Faculty of Education, 5(2), 287-296. doi: 10.14686/buefad.v5i2.5000183344

Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5, 194–197.

Demir, T. (2015). Material efficiency in Turkish teaching as a foreign language-coursebooks. Language Journal, 166(1), 43-52.

Demirel, Ö. (2012). Curriculum development in education, from theory to practice. Ankara: Pegem A. Publication.

Fidan, D. (2016). Grammar subjects in Turkish as a foreign language course books and teachers’- learners’ views. Turkish Studies, 11(14), 257-276. doi: 10.7827/TurkishStudies.9826

Fuller, G. E. (2001). How can a foreign language be learned? İstanbul: Avesta Publication.

Göçer, A. (2007). Analysis of textbooks in measuring and evaluating used in teaching Turkish as a foreign language. Journal of Language, 137, 30-48.

Gün, M., Akkaya, A. & Kara, Ö. T. (2014). The assessment of Turkish class books for foreigners by the instructors in Turkish teaching centers. Turkish Studies, 9(6), 1-16. doi: 10.7827/TurkishStudies.7134

Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. doi: 10.1177/1049732305276687

Karababa, Z. C. & Üstünsoy Taşkın, S. (2012). An evaluation of the course books for teaching Turkish as a foreign language based on teacher opinions. Language Journal, 157, 65-80.

Karasar, N. (2008). Scientific research methods. (23. Edition). Ankara: Nobel Publicaion.

Kılınç, H. H. & Yenen, E. T. (2015). Lecturers’ opinions regarding textbooks used in Turkish education for foreigners. International Journal of Language Academy, 3(4), 429-441. doi: 10.18033/ijla.288

Lewins, A., & Silver, C. (2008). Using software in qualitative research. Los Angeles, CA: Sage.

Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford: Oxford University Press.

Ömeroğlu, E. (2016). Review of the textbooks prepared for teaching Turkish to foreigners. (PhD dissertation), Sakarya University, Sakarya, Turkey.

Özdemir, C. (2013). The importance of teaching materials in Turkish language teaching and the required qualifications of these materials. Turkish Studies, 8(1), 2049-2056. doi: 10.7827/TurkishStudies.4495

Richards, J. C. (2001). The role of textbooks in a language program. Cambridge, UK: Cambridge University Press.

Şimşek, P. (2011). A survey on reading texts and supplementary reading books for foreigners learning Turkish. (Master’s thesis), Afyon Kocatepe University, Afyon, Turkey.

Tennant, A., & Conaghan, P. G. (2007). The Rasch measurement model in rheumatology: what is it and why use it? When should it be applied, and what should one look for in a Rasch paper? Arthritis Care & Research, 57(8), 1358-1362.

Veneziano L. & Hooper J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21(1), 67-70.

Viera, A. J. & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37(5), 360-363.

Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37(3), 251-255.

Wright B. D., & Linacre J. M. (1994). Reasonable mean‐square fit values. Transactions of the Rasch measurement SIG American Educational Research Association. Rasch Measurement Transaction 8(3), 370‐382.

Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in social sciences. (7. Edition). Ankara: Seçkin Publication.

Kaynak Göster