0,05). Sonuç olarak genelde bakıldığında ana dili Kürtçe olan öğrencilerin Türkçe yazma becerisine yönelik tutumlarında ana dili Türkçe olanlara göre bir olumsuzlukları olmadığı rahatlıkla söylenebilir Maternal language education aims to develop four main linguistic skills. And it has an important place in the process of socializing and individualization. But reading and writing, which are accepted as fundamental qualities of a modern society, are considered as more advanced of the language skills. While other skills are innate, reading and writing are developed later. Reading and writing skills, and particularly writing skill, are more difficult skills to develop, and thus, the attitude towards writing is more negative when compared to other skills. For this reason, exercises to develop writing skill are important necessities of native language teaching. On the other hand, the existence of peoples whose native languages are different in the country, is an important reality, which must be taken into consideration in terms of native language teaching. The realization of the obstructions standing against the good teaching of Turkish (which is a unifying element for the peoples whose native languages are different) to the children whose native languages are different is important in getting rid of the obstructions. From this perspective, together with other native languages, the attitudes of students whose native language is Kurdish is a problem to be searched. This kind of studies can contribute the scientific studies to understand the conditions of the students whose native language is not Turkish but learning Turkish and developing Turkish language skills. On this ground, this study aims to compare the attitudes for Turkish writing exercises of the 4th class students whose native language is Turkish and those whose native language is Kurdish. The screening model has been used in research. The target population of the study are the 4th grade students from villages and center of Ağrı/Tutak and from schools chosen randomly in Burdur. The study sample is constituted from 200 students consist of 133 students whose native language is Turkish and 67 students whose native language is Kurdish. Random selection of sample has been used in sample selection. The public survey which is taken from the site www.region15.org/file/3465/download have been used to specify the attitudes of students towards writing. First the survey has been translated in Turkish, then it has been read by the students from all classes to specify the incoherent expressions, and then it has taken its last form. The survey-alpha reliability coefficient of which is 82,4 consists of 15 articles, 5 point of them is Likert scale. After taken out the missing data, data of 200 survey picked up from students has been entered to SPSS and statistical analyses have been done according to 200 surveys. Meaningfulness state of results of surveys has been evaluated according to level p<0,05. Percentage and frequency amounts have been used for the opinions of students to the survey of the writing attitude. Kay-Square analysis has been done for the connection between the mother tongue and the writing attitudes. While analyzed the percentages between the native language and writing attitudes, it is observed that there is a meaningful connection between the native language and the articles “I like drawing” “thinking what I will write makes me sad” “I wish I had much time to write in school”( p<0,05). While In the articles “I like drawing” and “I wish I had much time to write in school”, there is a meaningful difference on behalf of the students whose native language is Kurdish, in the article “thinking what I will write makes me sad” has a meaningful difference on behalf of the students whose native language is Turkish. Consequently, these 3 articles at once show that the writing attitudes of the students whose mother tongue is Kurdish is more positive. There is not a meaningful relation between the native language of students and the articles “I like writing stories” “writing is boring” “I like writing in my spare times” “I like writing letters to people” “I like writing in school” “I like writing at home” “I like reading” “I think I am a good writer” “I like writing” “i like sharing my writing to the others” “writing is joyful” (p>0,05) As a consequence, it can be said that there is not a negative attitude in the students whose mother tongue is Kurdish while compared to the ones whose mother tongue is Turkish">
TÜRKÇEDE PARA BİRİMLERİYLE İLGİLİ DEYİMLER VE BUNLARIN ANLAM BİLİMSEL KARŞILAŞTIRILMASI
OĞUZ ATAY’IN KORKUYU BEKLERKEN HİKÂYE KİTABINDA RONİNİN KULLANIMI
SAFA ÇELEBİ, MERVE HÜLYA KİBAR FURTUN
İLKÖĞRETİM 8. SINIF ÖĞRENCİLERİNİN OKUR ÖZ YETERLİKLERİNİN ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ
H Özgür İNNALI, İBRAHİM SEÇKİN AYDIN
AVUSTRALYA’DA İLKOKUL DÜZEYİNDEKİ TÜRK ÖĞRENCİLERİN ANA DİL EDİNİMİNDE AİLE VE OKUL ETKİLEŞİMİ
FİRDEVSÎ-İ RÛMÎ’NİN SÜLEYMÂNNÂME-İ KEBÎR’İNDEKİ DEYİMLER
Murat ÇOLAK, MESUT BAYRAM DÜZENLİ
"YALNIZLIK" VE "YALAN" BAĞLAMINDA KURGULANAN ÜÇ ROMAN KAHRAMANI: FAHİM BEY, SAMİM VE HAYRİ İRDAL