Abstract
Sound based sentence method has been used since the 2005-2006 academic year in Turkey. However, criticism of these methods has brought the search for new methods to the agenda. One of these methods is sentence-based sound teaching method, which can be evaluated under the title of mixed methods specific to Turkish language. In the sentence-based sound teaching method, it is aimed to teach reading and writing with simple and regular sentences, reaching sounds in a short time and analyzing-synthesis-analysis logic. This process has five stages: “sentence stage, sentence completion stage, analysis, synthesis and evaluation”. The aim of this research is to evaluate the results of the sentence-based sound teaching method in practice according to the opinions of a primary school teacher and six teacher candidates. This research was designed as a case study from qualitative research patterns. It was carried out with a classroom teacher who stated that she had two students having difficulty in learning reading and writing in her classroom in a primary school in Muğla Province Center in 2018-2019 Spring Semester, and 6 volunteer teacher candidates who are registered to Muğla University Faculty of Education Primary Education Program and want to learn how to carry out their reading and writing activities in the first grades. Purposeful and criterion sampling methods were used to create the working group. The data were obtained by interview method and analyzed by descriptive analysis technique. In the heading of the findings, the opinions of the classroom teachers and teacher candidates who applied the sentence-based sound teaching method were evaluated under three sub-headings as “before application, during application and after application” impressions. The teacher candidates who applied the method in company with the class teacher also found the method useful. It was determined that it served their purpose and stated that they wanted to use the method when they became teachers.
Highlights
Teaching Turkish is a field of study that requires the use of certain methods, techniques and tools systematically
In the heading of the findings, the opinions of the classroom teachers and teacher candidates who applied the sentence-based sound teaching method were evaluated under three sub-headings as “before application, during application and after application” impressions
The researcher, who recorded the impressions conveyed by the classroom teacher and prospective teachers, took care to adopt an attitude that is free from personal opinions and prejudices during this process too and tried to reflect participatory opinions, thoughts and impressions with an objective attitude. In this part, the opinions of the classroom teachers and teacher candidates who applied the sentence-based sound teaching method were evaluated under three sub-headings as “before application, during application and after application” impressions
Summary
Teaching Turkish is a field of study that requires the use of certain methods, techniques and tools systematically. In the Turkish classes in the first grades, while the literacy skill is gained by the individual, activities based on listening and speaking are carried out. In this process, how the teaching should be carried out is an issue that needs to be emphasized. Because students who can read accurately, quickly, understand, and interpret what they read, use the language well in oral and written language can express themselves better in daily life (Çelenk, 2005), and thanks to the new skills gained after literacy education, the individual can learn new information and use this information in many fields that he /she needs (Shaul & Leikin, 2014)
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