Öz
Nowadays, the order of sounds to be taught for effective language teaching is done, priority is given to frequently used sounds in the language. In this study, the characteristics of the sounds in Turkish are tried to be determined for effective teaching reading and writing. For this purpose, a total of 120,151 words and 788,316 letters from the Turkish Language Association Turkish Dictionary was investigated. At the end of the research, it was found out that the vowels commonly used in Turkish were “a” and “e” whereas the consonant was “k”. It was sorted out that “a, e, k, i, l, m, r, n, t, ı" were used as the top 10 commonly sounds and more than half of the texts were written utilizing these letters. It was found that the vowels made up a rate of 41.22%, and consonants a rate of 58.78%, which most of the vowels are back vowel while consonants are continuous and voiced consonant. This makes it easier to create melodies with sounds, to prolong and upgrade sounds, to compose rhythm, to emphasize intonation, to play with sounds; therefore, it promotes the learning process more enjoyable.
Anahtar Kelimeler
Destekleyen Kurum
Limitless Education and Research Association
Proje Numarası
SEADBAP2017-1
Kaynakça
- Armbruster, B. & Osborn, J. (2001). Put Reading first. The research building blocks for teaching children to read. Jessup : National Insitute for Literacy.
- Bétrix Köhler D. & Martin D. (2002). Je lis en couleur. Une démarche d’enseignement de la lecture face aux acquis de la recherche, Lausanne : HEP.
- Bina, D. (2011). La syllabe dans l’´ecriture inventee en francais, (these de doctorate), Universite Toulouse le Mirail –Toulouse II, Francais.
- Dehaene, S. (2011). Apprendre à lire. Des sciences cognitives à la salle de classe, Paris: Odile Jacob
- Demolin (2010). Les langues dans le monde: entre diversité et disparition. Université Libre de Bruxelles &Laboratoire des sciences de la parole de l’Académie Universitaire Wallonie-BruxellesChaire Francqui, FUNDP, Namur
- Gombert, J. E. & Fayol, M. (1992). Psychologie cognitive de la lecture. Paris: PUF.
- Gunes, F. & Isik, A. D. (2018a). Ilk okuma yazma ogretimi acisindan Turkcedeki ses ve harflerin incelenmesi. II. Uluslararasi Sinirsiz Egitim ve Arastirma Sempozyumu, 26-28 April 2018, Tam Metin Bildiri Kitabı (01.09.2018), 137-152, Mugla/Türkiye.
- Gunes, F. & Isik, A. D. (2018b). Turkcede sik kullanilan harfler ve ögretilmesi, The Journal of Limitless Education and Research, 3(1), 1 – 26, DOI:10.29250/sead.402700.
- Gunes, F. (2007). Ses temelli cumle yontemi ve zihinsel yapılandırma, Ankara: Nobel Yayınları.
- Gunes, F. (2016). Turkcenin ogretim ustunlukleri ve zenginlikleri. Milli Egitim Dergisi, 45 (210), 93-114.
- Jaffré, J-P. & Fayol, M. (1997). Orthographes, Des systèmes aux usages, Paris : Flammarion, Collection Domino.
- Morais, J. (1994). L'art de lire, Paris: Editions Odile Jacob.
- National Reading Panel (2000). Teaching children to read : an evidence-based assessment of the scientific research litterature on reading and its implications for reading instruction, Rockville : National Institute of Child Health and Human Development.
- OCDE, CERI, Ontario, (2007). Recherche sur le cerveau, apprentissages et acquisition de la lecture, Ministère de l'Éducation de l'Ontario, Toronto, Canada
- Québec (2011). Écrire Au Primaire, Programme de recherche sur l’écriture, Gouvernement du Québec Ministère de l’Éducation, du Loisir et du Sport, Bibliothèque et Archives Canada.
- Sprenger-Charolles, E. (2003). Apprentissage de la lecture et dyslexie, L'apport dessciences cognitives, 11.12.2004 tarihinde www.coridys.asso.fr adresinden erişilmiştir.
- Stanké, B. (2001). L’apprenti lecteur: activités de conscience phonologique. Montréal: Chenelière.
- TDK. (2011). Türkçe Sözlük, 11. Baskı, Ankara: Türk Dil Kurumu
- Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin, 131 (1), 3-29.
Öz
Nowadays, the order of sounds to be taught for effective language teaching is done, priority is given to frequently used sounds in the language. In this study, the characteristics of the sounds in Turkish are tried to be determined for effective teaching reading and writing. For this purpose, a total of 120,151 words and 788,316 letters from the Turkish Language Association Turkish Dictionary was investigated. At the end of the research, it was found out that the vowels commonly used in Turkish were “a” and “e” whereas the consonant was “k”. It was sorted out that “a, e, k, i, l, m, r, n, t, ı" were used as the top 10 commonly sounds and more than half of the texts were written utilizing these letters. It was found that the vowels made up a rate of 41.22%, and consonants a rate of 58.78%, which most of the vowels are back vowel while consonants are continuous and voiced consonant. This makes it easier to create melodies with sounds, to prolong and upgrade sounds, to compose rhythm, to emphasize intonation, to play with sounds; therefore, it promotes the learning process more enjoyable.
Anahtar Kelimeler
Proje Numarası
SEADBAP2017-1
Kaynakça
- Armbruster, B. & Osborn, J. (2001). Put Reading first. The research building blocks for teaching children to read. Jessup : National Insitute for Literacy.
- Bétrix Köhler D. & Martin D. (2002). Je lis en couleur. Une démarche d’enseignement de la lecture face aux acquis de la recherche, Lausanne : HEP.
- Bina, D. (2011). La syllabe dans l’´ecriture inventee en francais, (these de doctorate), Universite Toulouse le Mirail –Toulouse II, Francais.
- Dehaene, S. (2011). Apprendre à lire. Des sciences cognitives à la salle de classe, Paris: Odile Jacob
- Demolin (2010). Les langues dans le monde: entre diversité et disparition. Université Libre de Bruxelles &Laboratoire des sciences de la parole de l’Académie Universitaire Wallonie-BruxellesChaire Francqui, FUNDP, Namur
- Gombert, J. E. & Fayol, M. (1992). Psychologie cognitive de la lecture. Paris: PUF.
- Gunes, F. & Isik, A. D. (2018a). Ilk okuma yazma ogretimi acisindan Turkcedeki ses ve harflerin incelenmesi. II. Uluslararasi Sinirsiz Egitim ve Arastirma Sempozyumu, 26-28 April 2018, Tam Metin Bildiri Kitabı (01.09.2018), 137-152, Mugla/Türkiye.
- Gunes, F. & Isik, A. D. (2018b). Turkcede sik kullanilan harfler ve ögretilmesi, The Journal of Limitless Education and Research, 3(1), 1 – 26, DOI:10.29250/sead.402700.
- Gunes, F. (2007). Ses temelli cumle yontemi ve zihinsel yapılandırma, Ankara: Nobel Yayınları.
- Gunes, F. (2016). Turkcenin ogretim ustunlukleri ve zenginlikleri. Milli Egitim Dergisi, 45 (210), 93-114.
- Jaffré, J-P. & Fayol, M. (1997). Orthographes, Des systèmes aux usages, Paris : Flammarion, Collection Domino.
- Morais, J. (1994). L'art de lire, Paris: Editions Odile Jacob.
- National Reading Panel (2000). Teaching children to read : an evidence-based assessment of the scientific research litterature on reading and its implications for reading instruction, Rockville : National Institute of Child Health and Human Development.
- OCDE, CERI, Ontario, (2007). Recherche sur le cerveau, apprentissages et acquisition de la lecture, Ministère de l'Éducation de l'Ontario, Toronto, Canada
- Québec (2011). Écrire Au Primaire, Programme de recherche sur l’écriture, Gouvernement du Québec Ministère de l’Éducation, du Loisir et du Sport, Bibliothèque et Archives Canada.
- Sprenger-Charolles, E. (2003). Apprentissage de la lecture et dyslexie, L'apport dessciences cognitives, 11.12.2004 tarihinde www.coridys.asso.fr adresinden erişilmiştir.
- Stanké, B. (2001). L’apprenti lecteur: activités de conscience phonologique. Montréal: Chenelière.
- TDK. (2011). Türkçe Sözlük, 11. Baskı, Ankara: Türk Dil Kurumu
- Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin, 131 (1), 3-29.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Makaleler |
| Yazarlar | |
| Proje Numarası | SEADBAP2017-1 |
| Yayımlanma Tarihi | 15 Temmuz 2021 |
| Gönderilme Tarihi | 27 Haziran 2021 |
| Kabul Tarihi | 15 Temmuz 2021 |
| Yayımlandığı Sayı | Yıl 2021 Cilt: 6 Sayı: 2 |
