Metin Değiştirimi Bağlamında Türkçe Öğretmeni Adaylarının Yeniden Yazma Becerilerinin Değerlendirilmesi

Bu çalışmanın amacı Türkçe öğretmeni adaylarının metin değiştirimi bağlamında yeniden yazma becerilerini değerlendirmektir. Araştırmanın katılımcılarını, bir devlet üniversitesinin Eğitim Fakültesi Türkçe ve Sosyal Bilimler Eğitimi Bölümü Türkçe Eğitimi Ana Bilim Dalında 1, 2, 3 ve 4. sınıf düzeylerinde öğrenim görmekte olan 223 öğretmen adayı oluşturmaktadır. Adaylardan “Metin 1” (zayıf) ve “Metin 2” (iyi) olmak üzere iki farklı nitelikteki metni yeniden yazmaları istenmiştir. Öğrenci metinlerinden elde edilen veriler analiz edilmiştir. Bu bağlamda hangi yeniden yazma tekniğinin ne kadar ve ne düzeyde kullanıldığını belirlemek için araştırmacılar tarafından geliştirilen 2 farklı form; yeniden yazılan metinlerin niteliğini ve kelime, cümle, paragraf, metin düzeylerinde hangi değişikliklerin yapıldığını tespit etmek amacıyla da yine araştırmacılar tarafından geliştirilen 2 farklı dereceli puanlama anahtarı kullanılmıştır. Araştırmadan elde edilen bazı sonuçlara göre Türkçe öğretmeni adayları Metin 1 üzerinde daha çok değişiklik yapmışlardır. Öğrenciler Metin 1’i yeniden yazdıklarında Doğruluk, Açıklık, Tutarlılık ve Planlılık boyutlarının tümünde genellikle (1), (2) ve (3) puan; Metin 2’yi yeniden yazdıklarında ise genellikle (4) ve (5) puan almışlardır. Bu durum, öğrencilerin yeniden yazdıkları metinlerde, orijinal metinlere çok büyük oranda bağlı kaldıkları şeklinde yorumlanmıştır.

Anahtar Kelimeler:

Yeniden yazma, yeniden yazma stratejileri, açımlama, düzenleme, metin değitirim

The Evaluation of Rewriting Skills of Turkish Teacher Candidates Within the Scope of Text Transformation

This study aims at evaluating Turkish teacher candidates’ rewriting skills within the text transformation scope. The research participants included 223 teacher candidates from the 1st, 2nd, 3rd, and 4th years of a public university, the department of Turkish and Social Sciences Education. The participants were asked to rewrite two texts: “Text 1” (weak) and “Text 2” (good). Data obtained from students’ texts were analyzed. Within this scope, researchers developed two forms to determine the type and level of used rewriting techniques. The researchers developed two different rubrics to assess the quality of rewritten texts and to determine the changes made in terms of lexicon, sentence, and text. According to the results obtained from the present research, Turkish teacher candidates made more changes to Text 1. When students rewrote Text 1, they usually got (1), (2), and (3) points in terms of accuracy, clarity, consistency, and planning, and when they wrote Text 2, they basically got (4) and (5) points. This situation was interpreted in a way that students were mostly faithful to the original texts in the texts they rewrote.

Keywords:

Rewriting, Rewriting Strategies, Paraphrasing, Revision, Text Transformation,

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