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Yedinci Sınıf Öğrencilerinin Sentez Metin Yazma Sürecindeki Sorunları: Öğrenci Metinlerinin ve Okuma Süreçlerinin Analizi

Year 2020, Volume: 8 Issue: 4, 1291 - 1310, 29.10.2020

Fidan Geçici

https://doi.org/10.16916/aded.785767

Abstract

21. yüzyılda artan bilgi birikimi ve okuryazarlık bilgisiyle birlikte çoklu kaynaklardan okuma ve anlama, kaynaklardan hareketle metin oluşturma kavramları gündeme gelmiştir. Bu kavramları içeren sentez metin yazma da yazarların birden fazla kaynaktaki bilgilerden ve ön bilgilerinden yararlanarak kendi özgün metinlerini oluşturma sürecini ifade etmektedir. Bu araştırmada 7. sınıf öğrencilerinin sentez metin yazma sürecindeki sorunlarını, oluşturdukları metinlerden, özgün metinlerini oluşturmak için yararlandıkları kaynak metinlerden ve not kâğıtlarından hareketle incelemek amaçlanmıştır. Araştırmanın çalışma grubunu, Hatay il merkezindeki bir devlet okulunun 7. sınıfında öğrenim görmekte olan 51 öğrenci oluşturmaktadır. Veriler incelendiğinde, öğrencilerin yazdıkları sentez metinlerde, metnin genel organizasyonu, metin yapısı oluşturma, içerik ve anlatımı düzenleme, kaynak metinlerin kullanımı, dil kullanımına ilişkin sorunlar tespit edilmiştir. Kaynak metinlerin ve not kâğıdı kullanımının incelenmesiyle öğrencilerin okuma süreciyle ilgili eksikleri belirlenmiştir.

Keywords

Yazma becerisi sentez metin yazma söylem sentezi kaynaklardan yazma okuma becerisi

References

  • Asención, Y. (2004). Validation of reading to write assessment tasks performed by second language learners (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3138530)
  • Beal, J. A. (2010). Toward a definition assesment and measure of synthesis of multiple texts (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3438029)
  • Boscolo, P., Arfé, B., & Quarisa, M. (2007). Improving the quality of students' academic writing: An intervention study. Studies in Higher Education, 32(4), 419-438.
  • Bråten, I., & Strømsø, H. I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the natüre of knowledge and knowing. Instructional Science, 38(6), 635-657.
  • Can, T. (2012). Dinozorların dünyası. Bilim Çocuk, 169, s. 38-39. (EBA’dan erişilmiştir.)
  • Creswell, J. W. (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları. (Research design qualitative, quantitative and mixed methods approaches). (Çev. Ed. Selçuk Beşir Demir). Ankara: Eğiten Kitap.
  • Cumming, A., Lai, C., & Cho, H. (2016). Students' writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes, 23, 47-58.
  • De La Paz, S., & Felton, M. K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35, 174-192. doi:10.1016/j.cedpsych.2010.03.001
  • Dovey, T. (2010). Facilitating writing from sources: A focus on both process and product. Journal of English for Academic Purposes, 9, 45-60.
  • Emehatsion, T. G. (1998). Investigation and explanation of major factors affecting academic writing: Using multiple sources (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 10079562)
  • Gebril, M. A. (2006). Independent and integrated academic writing tasks: A study in generalizability and test method (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3248012)
  • Gil, L., Bråten, I., Abarca, E. V., & Strømsø, H. I. (2010). Summary versus argument tasks when working with multiple documents: Which is better for whom?. Conteporary Educational Psychology, 35, 157-173.
  • Goldman, S. R. (2004). “Cognitive aspects of constructing meaning through and across multiple texts”. In N. Shuart-Faris and D. Bloom (Eds.), Uses of ıntertextuality in classroom and educational research (pp. 317–351). Greenwich, CT: Information Age Publishing.
  • González-Lamas, J., Cuevas, I., & Mateos, M. (2016). Arguing from sources: Design and evaluation of a programme to improve written argumentation and its impact according to students’ writing beliefs/Argumentar a partir de fuentes: diseño y evaluación de un programa para mejorar la argumentación escrita y su impacto en función de las creencias acerca de la escritura académica que mantienen los estudiantes. Infancia y Aprendizaje, 39(1), 49-83.
  • Göçer, A. (2018). Yazma eğitimi-yazma uğraşı: Yazı nasıl yazılır?, Nasıl yazar olunur? 3. baskı, Ankara: Pegem Akademi.
  • Graham, S., & Harris, K. R. (2013). Designing an effective writing program. In Steve Graham, Charles A. MacArthur, Jill Fitzgrald (Eds.), Best practices in writing instruction (pp. 3-25). NewYork: The Guilford Press.
  • Hammann, L. A., & Stevens, R. J. (2003). Instructional approaches to improving students’ writing of compare-contrast essays: An experimental study. Journal of Literacy Research, 35(2), 731-756. https://journals.sagepub.com/doi/pdf/10.1207/s15548430jlr3502_3
  • Holmberg, B. H. (1998). Developmental students’ orchestration of strategies in an ıntegrated reading and writing task (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 9836414)
  • Karadağ, R. (2016). Yazma eğitimi. F. Susar Kırmızı (Ed.), İlk ve ortaokullarda Türkçe öğretimi içinde (s. 163-210). Ankara: Anı Yayıncılık.
  • Kim, J. Y. (2008). Development and validation of an ESL diagnostic reading to write test: An effect-driven approach (Doctoral Dissertation) Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3337823)
  • Kirkpatrick, L. C. (2012). Students’ strategies for writing arguments from online sources of information. (Doctoral Dissertation) University of Western Ontario, London, Ontario, Canada.
  • Kirkpatrick, L. C. & Klein, P. D. (2009). Planning text structure as a way to improve students’ writing from sources in the compare-contrast genre. Learning and Instruction, 19, 309-321.
  • Luo, L. (2018). Helping students SOAR to success on synthesis writing (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 10748131)
  • Martínez, I., Martín, E., & Mateos, M. (2011). Enseñar a leer y escribir para aprender en la Educación Primaria [Teaching to read and write to learn in primary education] Cultura Y Educacion, 23(3), 399-414. doi:10.1174/113564011797330306
  • Martínez, I., Mateos, M., Martín, E., & Rijlaarsdam, G. (2015). Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality. Journal of Writing Research, 7(2), 275-302.
  • Mateos, M., Martín, E., Cuevas, I., Villalón, R., Martínez, I., & González-Lamas, J. (2018). Improving written argumentative synthesis by teaching the integration of conflicting information from multiple sources. Cognition and Instruction, 0(0), 1-20. DOI: 10.1080/07370008.2018.1425300
  • Mateos, M., Martín, E., Villalón, R., & Luna, M. (2008). Reading and writing to learn in secondary education: Online processing activity and written products in summarizing and synthesizing tasks. Reading and Writing, 21, 675-697.
  • Mateos, M., & Solé, I. (2009). Synthesising Information from various texts: A Study of procedures and products at different educational levels. European Journal of Psychology of Education, 24, 435-451.
  • Mather, N., Wendling, B. J., & Roberts, R. (2009). Writing assessment and instruction for students with leaning disabilities. San Francisco: Jossey-Bass.
  • McCutchen, D. (2008). Cognitive factors in the development of children’s writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald, J. (Eds.), Handbook of writing research (pp.115-130). New York: Guilford Press.
  • McMackin, M. C. (1994). Discourse synthesis: The role of task ımpression, goal setting, organization and connectivity when writing from sources (Doctoral Dissertation). University of Massachusetts Lowell, Massachusetts.
  • Nash, J. G. (1990). Writing from sources: A structure-mapping model (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 9111455)
  • Nelson, N. (2009). The reading-writing nexus in discourse research. In Charles Bazerman (Ed.), Handbook of research on writing (pp. 534-553). New York: Taylor & Francis Group.
  • Özçakmak, H. (2015). Türkçe öğretmeni adaylarının not alarak dinlemede özetleme stratejilerini kullanma becerileri (Doktora tezi). Yükseköğretim Kurulu Ulusal Tez Merkezi’nden edinilmiştir. (Tez No. 388180).
  • Read, S. (2000). First and second graders writing information texts: An interpretive case study (Doctoral Dissertation). Utah State University, Logan, Utah.
  • Reynolds, G.A. (2006). Teaching composing from sources to middle grade students (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3213583)
  • Risemberg, R. (1993). Self-regulated strategies of organizing and information seeking when writing expository text from sources (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no.9325139)
  • Schlumberger, A. L. (1991). The effects of elaboration on community college students’ execution of a reading-writing task (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 9200024)
  • Segev-Miller, R. (2004). Writing from sources: The effect of explicit instruction on college students' processes and products. L1-Educational Studies in Language and Literature, 4, 5-33.
  • Solé, I., Miras, M., Castells, N., Espino, S., & Minguela, M. (2013). Integrating infomation: An analysis of the processes involved and the products generated in a written synthesis task. Written Communication, 30(1), 63-90.
  • Spivey, N. N. (1983). Discourse synthesis: Constructing texts in reading and writing (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 8329876)
  • Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written Communication, 7(2), 256-287.
  • Spivey, N. N. (1997). The constructivist metaphor reading, writing and the making of meaning. San Diego, CA: Academic Press.
  • Strømsø, H. I., Bråten, I., & Samuelstuen, M. S. (2003). Students' strategic use of multiple sources during expository text reading: A longitudinal think-aloud study. Cognition and Instruction, 21(2), 113-147.
  • Tok, G. (1998). Geçmişin gerçek devleri dinozorlar. Bilim Çocuk, 10, s. 12-13. (EBA’dan erişilmiştir.)
  • Tolchinsky, L. (2008). Emergence of writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp.83-95). New York: Guilford Press.
  • Uğur, F. (2017). Ortaokul 7. sınıf öğrencilerinin bilgilendirici metin yapısı unsurlarını belirleme düzeyleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(39), 200-222.
  • Watanabe, Y. (2001). Read to write tasks for the assesment of second language academic writing skills: Investigating text features and rater reactions (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3017414)
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel veri analizi. Ankara: Seçkin Yay.
  • Zhang, C. (2012). Effect of instruction on english as a second language students’ discourse synthesis writing (Doctoral Dissertation). Arizona State University, Flagstaff, Arizona.
  • Zhao, R., & Hirvela, A. (2015). Undergraduate ESL students' engagement in academic reading and writing in learning to write a synthesis paper. Reading in a Foreign Language, 27(2), 219-241.

Problems of Seventh Grade Students’ in the Synthesıs Text Writing Process: Analysis of the Students’ Texts and Reading Processes

Year 2020, Volume: 8 Issue: 4, 1291 - 1310, 29.10.2020

Fidan Geçici

https://doi.org/10.16916/aded.785767

Abstract

With the increasing knowledge and literacy knowledge of today's world, the concepts of reading and understanding from multiple sources and creating texts from sources have come to the agenda. Synthesis text creation, which includes these concepts, also refers to the process of creating authors' own original texts using information from multiple sources and prior knowledge. In this study, it is aimed to examine the problems of seventh grade students’ in the synthesis text writing process based on the texts they have created, the source texts they have used to create their original texts, and the note papers. The study group of the research consists of 51 students studying in the 7th grade of a public school in the city center of Hatay. When the data are analyzed, problems related to the general organization of the text, creating the text structure, organizing the content and expression, use of the source texts, use of the language were identified in the synthesis texts written by the students. By examining the source texts and the use of note paper, students ' deficiencies regarding the reading process were determined.

Keywords

Writing skill synthesis text writing discourse synthesis writing from sources reading skill

References

  • Asención, Y. (2004). Validation of reading to write assessment tasks performed by second language learners (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3138530)
  • Beal, J. A. (2010). Toward a definition assesment and measure of synthesis of multiple texts (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3438029)
  • Boscolo, P., Arfé, B., & Quarisa, M. (2007). Improving the quality of students' academic writing: An intervention study. Studies in Higher Education, 32(4), 419-438.
  • Bråten, I., & Strømsø, H. I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the natüre of knowledge and knowing. Instructional Science, 38(6), 635-657.
  • Can, T. (2012). Dinozorların dünyası. Bilim Çocuk, 169, s. 38-39. (EBA’dan erişilmiştir.)
  • Creswell, J. W. (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları. (Research design qualitative, quantitative and mixed methods approaches). (Çev. Ed. Selçuk Beşir Demir). Ankara: Eğiten Kitap.
  • Cumming, A., Lai, C., & Cho, H. (2016). Students' writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes, 23, 47-58.
  • De La Paz, S., & Felton, M. K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35, 174-192. doi:10.1016/j.cedpsych.2010.03.001
  • Dovey, T. (2010). Facilitating writing from sources: A focus on both process and product. Journal of English for Academic Purposes, 9, 45-60.
  • Emehatsion, T. G. (1998). Investigation and explanation of major factors affecting academic writing: Using multiple sources (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 10079562)
  • Gebril, M. A. (2006). Independent and integrated academic writing tasks: A study in generalizability and test method (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3248012)
  • Gil, L., Bråten, I., Abarca, E. V., & Strømsø, H. I. (2010). Summary versus argument tasks when working with multiple documents: Which is better for whom?. Conteporary Educational Psychology, 35, 157-173.
  • Goldman, S. R. (2004). “Cognitive aspects of constructing meaning through and across multiple texts”. In N. Shuart-Faris and D. Bloom (Eds.), Uses of ıntertextuality in classroom and educational research (pp. 317–351). Greenwich, CT: Information Age Publishing.
  • González-Lamas, J., Cuevas, I., & Mateos, M. (2016). Arguing from sources: Design and evaluation of a programme to improve written argumentation and its impact according to students’ writing beliefs/Argumentar a partir de fuentes: diseño y evaluación de un programa para mejorar la argumentación escrita y su impacto en función de las creencias acerca de la escritura académica que mantienen los estudiantes. Infancia y Aprendizaje, 39(1), 49-83.
  • Göçer, A. (2018). Yazma eğitimi-yazma uğraşı: Yazı nasıl yazılır?, Nasıl yazar olunur? 3. baskı, Ankara: Pegem Akademi.
  • Graham, S., & Harris, K. R. (2013). Designing an effective writing program. In Steve Graham, Charles A. MacArthur, Jill Fitzgrald (Eds.), Best practices in writing instruction (pp. 3-25). NewYork: The Guilford Press.
  • Hammann, L. A., & Stevens, R. J. (2003). Instructional approaches to improving students’ writing of compare-contrast essays: An experimental study. Journal of Literacy Research, 35(2), 731-756. https://journals.sagepub.com/doi/pdf/10.1207/s15548430jlr3502_3
  • Holmberg, B. H. (1998). Developmental students’ orchestration of strategies in an ıntegrated reading and writing task (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 9836414)
  • Karadağ, R. (2016). Yazma eğitimi. F. Susar Kırmızı (Ed.), İlk ve ortaokullarda Türkçe öğretimi içinde (s. 163-210). Ankara: Anı Yayıncılık.
  • Kim, J. Y. (2008). Development and validation of an ESL diagnostic reading to write test: An effect-driven approach (Doctoral Dissertation) Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3337823)
  • Kirkpatrick, L. C. (2012). Students’ strategies for writing arguments from online sources of information. (Doctoral Dissertation) University of Western Ontario, London, Ontario, Canada.
  • Kirkpatrick, L. C. & Klein, P. D. (2009). Planning text structure as a way to improve students’ writing from sources in the compare-contrast genre. Learning and Instruction, 19, 309-321.
  • Luo, L. (2018). Helping students SOAR to success on synthesis writing (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 10748131)
  • Martínez, I., Martín, E., & Mateos, M. (2011). Enseñar a leer y escribir para aprender en la Educación Primaria [Teaching to read and write to learn in primary education] Cultura Y Educacion, 23(3), 399-414. doi:10.1174/113564011797330306
  • Martínez, I., Mateos, M., Martín, E., & Rijlaarsdam, G. (2015). Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality. Journal of Writing Research, 7(2), 275-302.
  • Mateos, M., Martín, E., Cuevas, I., Villalón, R., Martínez, I., & González-Lamas, J. (2018). Improving written argumentative synthesis by teaching the integration of conflicting information from multiple sources. Cognition and Instruction, 0(0), 1-20. DOI: 10.1080/07370008.2018.1425300
  • Mateos, M., Martín, E., Villalón, R., & Luna, M. (2008). Reading and writing to learn in secondary education: Online processing activity and written products in summarizing and synthesizing tasks. Reading and Writing, 21, 675-697.
  • Mateos, M., & Solé, I. (2009). Synthesising Information from various texts: A Study of procedures and products at different educational levels. European Journal of Psychology of Education, 24, 435-451.
  • Mather, N., Wendling, B. J., & Roberts, R. (2009). Writing assessment and instruction for students with leaning disabilities. San Francisco: Jossey-Bass.
  • McCutchen, D. (2008). Cognitive factors in the development of children’s writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald, J. (Eds.), Handbook of writing research (pp.115-130). New York: Guilford Press.
  • McMackin, M. C. (1994). Discourse synthesis: The role of task ımpression, goal setting, organization and connectivity when writing from sources (Doctoral Dissertation). University of Massachusetts Lowell, Massachusetts.
  • Nash, J. G. (1990). Writing from sources: A structure-mapping model (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 9111455)
  • Nelson, N. (2009). The reading-writing nexus in discourse research. In Charles Bazerman (Ed.), Handbook of research on writing (pp. 534-553). New York: Taylor & Francis Group.
  • Özçakmak, H. (2015). Türkçe öğretmeni adaylarının not alarak dinlemede özetleme stratejilerini kullanma becerileri (Doktora tezi). Yükseköğretim Kurulu Ulusal Tez Merkezi’nden edinilmiştir. (Tez No. 388180).
  • Read, S. (2000). First and second graders writing information texts: An interpretive case study (Doctoral Dissertation). Utah State University, Logan, Utah.
  • Reynolds, G.A. (2006). Teaching composing from sources to middle grade students (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3213583)
  • Risemberg, R. (1993). Self-regulated strategies of organizing and information seeking when writing expository text from sources (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no.9325139)
  • Schlumberger, A. L. (1991). The effects of elaboration on community college students’ execution of a reading-writing task (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 9200024)
  • Segev-Miller, R. (2004). Writing from sources: The effect of explicit instruction on college students' processes and products. L1-Educational Studies in Language and Literature, 4, 5-33.
  • Solé, I., Miras, M., Castells, N., Espino, S., & Minguela, M. (2013). Integrating infomation: An analysis of the processes involved and the products generated in a written synthesis task. Written Communication, 30(1), 63-90.
  • Spivey, N. N. (1983). Discourse synthesis: Constructing texts in reading and writing (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 8329876)
  • Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written Communication, 7(2), 256-287.
  • Spivey, N. N. (1997). The constructivist metaphor reading, writing and the making of meaning. San Diego, CA: Academic Press.
  • Strømsø, H. I., Bråten, I., & Samuelstuen, M. S. (2003). Students' strategic use of multiple sources during expository text reading: A longitudinal think-aloud study. Cognition and Instruction, 21(2), 113-147.
  • Tok, G. (1998). Geçmişin gerçek devleri dinozorlar. Bilim Çocuk, 10, s. 12-13. (EBA’dan erişilmiştir.)
  • Tolchinsky, L. (2008). Emergence of writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp.83-95). New York: Guilford Press.
  • Uğur, F. (2017). Ortaokul 7. sınıf öğrencilerinin bilgilendirici metin yapısı unsurlarını belirleme düzeyleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(39), 200-222.
  • Watanabe, Y. (2001). Read to write tasks for the assesment of second language academic writing skills: Investigating text features and rater reactions (Doctoral Dissertation). Proquest Dissertations & Theses veri tabanından edinilmiştir. (UMI no. 3017414)
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel veri analizi. Ankara: Seçkin Yay.
  • Zhang, C. (2012). Effect of instruction on english as a second language students’ discourse synthesis writing (Doctoral Dissertation). Arizona State University, Flagstaff, Arizona.
  • Zhao, R., & Hirvela, A. (2015). Undergraduate ESL students' engagement in academic reading and writing in learning to write a synthesis paper. Reading in a Foreign Language, 27(2), 219-241.
There are 51 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Fidan Geçici 0000-0002-3336-4914

Publication Date October 29, 2020
Published in Issue Year 2020Volume: 8 Issue: 4

Cite

APA Geçici, F. (2020). Yedinci Sınıf Öğrencilerinin Sentez Metin Yazma Sürecindeki Sorunları: Öğrenci Metinlerinin ve Okuma Süreçlerinin Analizi. Ana Dili Eğitimi Dergisi, 8(4), 1291-1310. https://doi.org/10.16916/aded.785767

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