Writing, which is one of the ways people express themselves, develops within a certain plan; it is a complex process formed by blending of affective, cognitive and psychomotor skills. Writing skill is the latest skill acquired among skills. In order for students to acquire this skill, Turkish teachers need to apply their writing methods and techniques effectively in their lessons. The aim of this study is to determine the situation of Turkish teachers using methods and techniques related to writing skills in 5, 6, 7, 8. grade Turkish Education Programs (2017). While conducting the research, general screening model was used. The working group consists of 196 Turkish teachers working in the Ministry of National Education. The working group was created by simple random sampling. The data were collected with the “Methods and Techniques Questionnaire Used by Turkish Teachers for Writing Skills”. The developed questionnaire is composed of three additional sections independent of each other. The first appendix consists of 17 items, including the methods and techniques recommended for use in the field of Turkish Language Curriculum writing. These substances were created to determine the frequency of use. The second appendix consists of 11 items that contain the applications specified for the writing area of the participants, and the third appendix consists of 11 items prepared to determine the degree of use of the specified equipment. Descriptive statistics were used in the analysis of the data. According to the data obtained from the survey; It is seen that teachers focus more on taking notes (58.5%) and creative writing (49.2%) in methods and techniques. In practice, mostly preferred visual use, brainstorming, question-answer and sample text reading practices. In the use of equipment, it is observed that the teachers concentrate on the textbook and the notebook at the same rate.


Turkish teachers, writing skill, writing methods-techniques, writing practices, writing tools and equipment

Author : Aygül DİNÇ - Fulya TOPÇUOĞLU ÜNAL
Number of pages: 373-389
DOI: http://dx.doi.org/10.29228/ijla.43522
Full text:
Alıntı Yap:
International Journal of Language Academy
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