Beşinci sınıf öğrencilerinin somut ve soyut konularda yazma becerileri üzerine bir araştırma
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Tarih
2015
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Yazılı anlatım, bireyin kendini doğru ve amacına uygun olarak ifade etmesinde ve iletişim kurmasında en etkili araçlardan biridir. Yazma becerisinin istenen düzeye getirilmesinde yazma konusunun kişiye ifade ettiği anlam önemli bir yer tutar. Seçilen konular, öğrencinin daha iyi anlamlandırabildiği, ön bilgisinin olduğu, yorum yapabildiği, örnekleyebildiği, ilgi alanına giren ve günlük hayatında çokça karşısına çıkan konulardan olduğunda öğrencinin daha rahat yazması beklenmektedir. Ancak günlük hayatın içinden olsa bile somut ve soyut kavramların öğrenciler tarafından algılanması farklılık göstermektedir. Bu çalışmanın amacı somut dönemden soyut döneme geçiş sürecindeki beşinci sınıf öğrencilerinin somut ve soyut konularda yazma becerilerini kelime ve cümle sayısı, cümle uzunluğu, düşünceyi geliştirme yolları ve tür bakımından karşılaştırmaktır. Bu amaçla, Adana ili Yumurtalık Ortaokulunda okuyan 32 beşinci sınıf öğrencisine somut ve soyut konularda kompozisyon yazdırılmış ve elde edilen metinler doküman analizi yoluyla incelenmiştir. Araştırmada öğrencilerin soyut konulardaki kelime ve cümle sayılarının somut konulara göre daha fazla olduğu ancak kullanılan farklı kelime sayısının ve ortalama cümle uzunluklarının somut konularda arttığı tespit edilmiştir. Öğrencilerin düşünceyi geliştirme yollarını somut konularda daha çok kullandıkları; somut konularda en çok benzetmeye, soyut konularda ise örneklemeye yer verdikleri belirlenmiştir. Somut konularda en çok tercih ettikleri edebî tür deneme iken soyut konularda en çok hikâye türünde yazmışlardır.
Written expression is one of the most effective tools that an individual may apply to express himself/herself in a proper and relevant way to the purpose. The meaning of a writing subject to a person takes an important place in bringing writing skills to the desired level. When selected topics are among those that students can make sense, make comments on, exemplify, have foreknowledge about and those which are within their interest and often encountered in their daily lives, it is expected that a student writes more comfortably. However, the perception of abstract and concrete subjects by students differs from each other even they are selected from daily life. The purpose of this research is to compare writing skills of fifth grade students, who are in the process of passing from the concrete stage to abstract stage, in terms of number of words and sentences, sentence length, methods to develop the idea and genres. For this purpose, 32 fifth grade students from Yumurtalık Secondary School in the province of Adana were asked to write compositions on concrete and abstract subjects and the collected texts were examined through document analysis. In the research, it was detected that the numbers of students' words and sentences in abstract subjects were more in comparison with concrete subjects but the number of different words used and the average sentence length increased in concrete subjects. It was determined that the students employed methods to develop their ideas mostly in concrete subjects; they mostly included metaphors in concrete subjects, on the other hand, they mostly included exemplifications in abstract subjects. The literary genre that they mostly preferred on concrete subjects was essay, whereas story was the genre mostly written on abstract subjects.
Written expression is one of the most effective tools that an individual may apply to express himself/herself in a proper and relevant way to the purpose. The meaning of a writing subject to a person takes an important place in bringing writing skills to the desired level. When selected topics are among those that students can make sense, make comments on, exemplify, have foreknowledge about and those which are within their interest and often encountered in their daily lives, it is expected that a student writes more comfortably. However, the perception of abstract and concrete subjects by students differs from each other even they are selected from daily life. The purpose of this research is to compare writing skills of fifth grade students, who are in the process of passing from the concrete stage to abstract stage, in terms of number of words and sentences, sentence length, methods to develop the idea and genres. For this purpose, 32 fifth grade students from Yumurtalık Secondary School in the province of Adana were asked to write compositions on concrete and abstract subjects and the collected texts were examined through document analysis. In the research, it was detected that the numbers of students' words and sentences in abstract subjects were more in comparison with concrete subjects but the number of different words used and the average sentence length increased in concrete subjects. It was determined that the students employed methods to develop their ideas mostly in concrete subjects; they mostly included metaphors in concrete subjects, on the other hand, they mostly included exemplifications in abstract subjects. The literary genre that they mostly preferred on concrete subjects was essay, whereas story was the genre mostly written on abstract subjects.
Açıklama
Anahtar Kelimeler
Yazılı anlatım, Yazma becerisi, Somut konu, Soyut konu, Written expression, Writing skill, Concrete subject, Intangible subject
Kaynak
Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
12
Sayı
29
Künye
Ceran, D., Kordak S. (2015). Beşinci sınıf öğrencilerinin somut ve soyut konularda yazma becerileri üzerine bir araştırma. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12, 29, 47-59.
