Bağlam ve Süreç Temelli Yazma Becerisinin Gelişiminde Söylem Çözümleme Yönteminin Etkisi: Örnek Uygulama

Abstract

In this mixed methods research, experimental study with pre-test post-test group in which the quantitative and qualitative data collection tools were used to examine the effect of discourse analysis method on writing skills, the writing practices of the students were evaluated in various ways; quantitative data collected through 5-step writing practices and 7-criteria-evaluation form; and qualitative data collected and evaluated through interview forms. According to the criteria in the evaluation form, the student scores were marked based on a Likert scale. The answers structured by the students to the guiding questions in the 5-step writing practices which were conducted at the end of each process of analyzing texts through discourse analysis, were assessed as in the International Student Assessment Program (PISA): Full score (2), partial score (1) and zero score (0). Participants consisted of 7th graders; 21 students in the treatment and 19 students in the control group. Before the groups were determined, information was obtained about the level of writing skills of the students, especially from the teachers of relevant classes, specifically from social studies and Turkish lessons. Additionally, while creating groups, it was also be ensured that two groups with similar achievement levels were selected by looking at the students’ averages of Turkish lesson and the other courses of 6th grade and 1st semester of 7th grade. As a result of the study, it has been found out that the students were able to recognize elements and process related to creating a text such as; how thoughts are placed in the sentences and paragraphs, how the words and sentences located in texts to affect understanding, why all these choices are made etc. by taking advantage of the opportunities of discourse analysis. In addition to these, they also expressed positive opinions on discourse analysis method to be used in Turkish lessons and that the method contributed to the development of skills such as comprehension and writing.