Türkçe ve Türk kültürü ders kitaplarının metinlerarasılık bağlamında incelenmesi
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Metinlerarasılık, üretilen her yeni metnin önceki metinlerle doğrudan yahut dolaylı bir ilişkisi olduğunu ve ortaya konan her yeni metnin bir öncekinden izler taşıdığını tanımlayan kavramdır. Yazılan metinler, metinlerarasılık unsurları sayesinde bilgi, duygu ya da düşünce aktarımı yaparlar. Yurtdışında yaşayan Türk çocuklarının Türkçe ve Türk kültürünü öğrenmeleri noktasında bu kavram daha bir önem arz etmektedir. Vatanlarından ve ana dillerinden uzakta yetişen bu çocukların ana dilleriyle öz vatanlarına ait kültür, tarih, coğrafya, tarihe mal olmuş şahsiyetler vb. hususları tanımaları, öğrenmeleri ve bilmeleri metinlerde yer verilen metinlerarası ögelere bağlıdır. Bu çalışma yurtdışında yaşayan Türk çocukları için MEB tarafından hazırlanmış Türkçe ve Türk Kültürü ders kitapları okuma ve dinleme metinleriyle görsellerinde bulunan metinlerarası unsurların tespitini amaçlamıştır. Bu bağlamda MEB tarafından hazırlanan 2019-2020 öğretim yılından itibaren 5 yıl süreyle ders kitabı olarak kabul edilmiş 5, 6, 7 ve 8. Seviye Türkçe ve Türk Kültürü ders kitapları; Kolcu (2017) tarafından geliştirilen “Metinlerarasılık Değerlendirme Formu” kaynak alınarak incelenmiştir. Türkçe ve Türk Kültürü ders kitaplarındaki metinler dokuman incelemesi yöntemi kullanılarak tespit ve analiz edilmiş, betimsel analiz yöntemi ile yorumlanmıştır. Yapılan incelemeler neticesinde bu seviye ders kitapları okuma ve dinleme metinlerinde metinlerarasılığın plansız, bulunma miktarının düzensiz olduğu; metinlerarasılık durumunun seviyeler arasında belli bir doğrultuda artıp azalmadığı; okuma metinlerinde en çok alıntı, biçimsel dönüştürüm ve gönderim unsurları yer alırken dinleme metinlerinde alıntı, gönderim ve deyime yer verildiği; anonim alıntı kullanımının sınırlı, diğer metinlerarasılık alt başlıklarının kullanımının ise çok az olduğu yahut hiç olmadığı sonucuna ulaşılmıştır. Metinlerde kullanılan bazı görsellerin ise ilgili metinle alakasız olduğu tespit edilmiştir. Elde edilen sonuçlar doğrultusunda ders kitaplarının hazırlanırken metinlerarasılık kavramına dikkat edilmediği, gereken hassasiyetin gösterilmediği görülmüştür.
Intertextuality is a concept that defines the direct or indirect relationship of every newly produced text with previous ones, suggesting that each new text carries traces of its predecessors. Through elements of intertextuality, texts facilitate the transmission of knowledge, emotions, or ideas. This concept becomes particularly significant in the context of Turkish children living abroad as they strive to learn the Turkish language and culture. For children raised away from their homeland and native language, understanding and learning about their native culture, history, geography, historical figures, and other related aspects are closely tied to the intertextual elements embedded in texts. This study aims to identify the intertextual elements found in the reading and listening texts, as well as the visuals, within Turkish Language and Turkish Culture books prepared by the Turkish Ministry of National Education (MoNE - MEB) for Turkish children living abroad. Within this scope, Turkish Language and Turkish Culture textbooks at levels 5, 6, 7, and 8, which were approved by MoNE (MEB) as course books for a five-year period starting from the 2019–2020 academic year, were analyzed based on the “Intertextuality Evaluation Form” developed by Kolcu (2017). The texts in Turkish and Turkish Culture textbooks were determined and analyzed using the document analysis method and interpreted by the descriptive analysis method. As a result of the analysis, it was concluded that intertextuality in the reading and listening texts of these level-specific textbooks was unplanned and inconsistently distributed. It was observed that the presence of intertextuality did not follow a clear pattern of increase or decrease across levels. In the reading texts, the most frequently used intertextual elements were quotations, formal transformation, and references, while in the listening texts, quotations, references, and idioms were the most common. The use of anonymous quotations was found to be limited, and other subcategories of intertextuality were either rarely used or entirely absent. Additionally, some visuals included in the texts were found to be unrelated to the corresponding content. Based on the findings, it was determined that insufficient attention was given to the concept of intertextuality in the preparation of these textbooks, and the necessary care was not exercised.
Intertextuality is a concept that defines the direct or indirect relationship of every newly produced text with previous ones, suggesting that each new text carries traces of its predecessors. Through elements of intertextuality, texts facilitate the transmission of knowledge, emotions, or ideas. This concept becomes particularly significant in the context of Turkish children living abroad as they strive to learn the Turkish language and culture. For children raised away from their homeland and native language, understanding and learning about their native culture, history, geography, historical figures, and other related aspects are closely tied to the intertextual elements embedded in texts. This study aims to identify the intertextual elements found in the reading and listening texts, as well as the visuals, within Turkish Language and Turkish Culture books prepared by the Turkish Ministry of National Education (MoNE - MEB) for Turkish children living abroad. Within this scope, Turkish Language and Turkish Culture textbooks at levels 5, 6, 7, and 8, which were approved by MoNE (MEB) as course books for a five-year period starting from the 2019–2020 academic year, were analyzed based on the “Intertextuality Evaluation Form” developed by Kolcu (2017). The texts in Turkish and Turkish Culture textbooks were determined and analyzed using the document analysis method and interpreted by the descriptive analysis method. As a result of the analysis, it was concluded that intertextuality in the reading and listening texts of these level-specific textbooks was unplanned and inconsistently distributed. It was observed that the presence of intertextuality did not follow a clear pattern of increase or decrease across levels. In the reading texts, the most frequently used intertextual elements were quotations, formal transformation, and references, while in the listening texts, quotations, references, and idioms were the most common. The use of anonymous quotations was found to be limited, and other subcategories of intertextuality were either rarely used or entirely absent. Additionally, some visuals included in the texts were found to be unrelated to the corresponding content. Based on the findings, it was determined that insufficient attention was given to the concept of intertextuality in the preparation of these textbooks, and the necessary care was not exercised.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Göstergelerarasılık, Metin, Metinlerarasılık, Türkçe Öğretimi, Türkçe ve Türk Kültürü Ders Kitapları, Interspecificity, Text, Intertextuality, Teaching Turkish, Turkish Language and Turkish Culture Textbooks
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Özkan, F. B. (2025). Türkçe ve Türk kültürü ders kitaplarının metinlerarasılık bağlamında incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı, Konya.
