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İki Dilli Türk Çocuklarının Türkçe Yazma Tutumları: Bir Ölçek Geliştirme Çalışması

Yıl 2025, Cilt: 13 Sayı: 2, 162 - 184, 30.06.2025

İsa Gündoğdu , Ülker Şen

https://doi.org/10.71084/ijlet.1647944

Öz

Bu çalışmanın amacı, iki dilli Türk çocuklarının Türkçe yazma tutumlarına yönelik geçerli ve güvenilir bir ölçme aracı geliştirmektir. Araştırmanın birinci çalışma grubunu Almanya'nın Hamburg, Schleswig-Holstein, Aşağı Saksonya ve Kuzey Ren-Vestfalya eyaletlerinde öğrenim gören 5-8. sınıf düzeyindeki 309 iki dilli Türk öğrenci; ikinci çalışma grubunu ise Hamburg ve Schleswig-Holstein eyaletlerinde öğrenim gören 5-8. sınıf seviyesindeki 155 iki dilli Türk öğrenci oluşturmaktadır. Veriler, IBM SPSS V23 ve IBM AMOS V23 ile analiz edilmiştir. Ölçeğe ait yapıların belirlenmesinde Açıklayıcı Faktör Analizi (AFA) kullanılmıştır. Ölçeğe ait yapı geçerliğinin doğrulanmasında ise Doğrulayıcı Faktör Analizi (DFA) kullanılmıştır. Ölçeğe ait iç tutarlılık, Cronbach’s Alfa katsayısı ile incelenmiştir. Analiz sonucunda, 24 maddeden oluşan 4 boyutlu bir ölçek yapısı ortaya çıkmıştır. 4 faktörlü yapı, toplam varyansın %55,82’sini açıklamaktadır. Birinci faktör “Zorlanma”, ikinci faktör “Farkındalık”, üçüncü faktör “Uygulama” ve dördüncü faktör “İsteklilik” olarak adlandırılmıştır. Faktör 1’e ait Cronbach’s alfa katsayısı 0,904, Faktör 2’ye ait Cronbach’s alfa katsayısı 0,816, Faktör 3’e ait Cronbach’s alfa katsayısı 0,739, Faktör 4’e ait Cronbach’s alfa katsayısı 0,786 olarak elde edilmiştir. Alt ve üst gruplara göre ölçek maddelerinin ortanca değerleri farklılık olduğu bulunmuştur. Araştırma bulguları, ölçeğin iki dilli Türk çocuklarının Türkçe yazma tutumlarını değerlendirmek için kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Anahtar Kelimeler

Yazma Tutumu İki Dilli Türk Çocukları Ölçek Geliştirme Yazma Tutum Ölçeği

Kaynakça

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  • Akaydın, Ş., & Kurnaz, H. (2015). Lise öğrencilerine yönelik yazma tutum ölçeği: geçerlik ve güvenirlik çalışması. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(32), 246-261.
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Turkish Writing Attitudes of Bilingual Turkish Children: A Scale Development Study

Yıl 2025, Cilt: 13 Sayı: 2, 162 - 184, 30.06.2025

İsa Gündoğdu , Ülker Şen

https://doi.org/10.71084/ijlet.1647944

Öz

This study aims to develop a valid and reliable scale to assess bilingual Turkish children's attitudes toward writing in Turkish. The participants comprised two groups: 309 students from grades 5 to 8 in Hamburg, Schleswig-Holstein, Lower Saxony, and North Rhine-Westphalia, and 155 students from Hamburg and Schleswig-Holstein. Data were analyzed using IBM SPSS V23 and IBM AMOS V23. Exploratory Factor Analysis (EFA) was conducted to identify the scale’s structure, and Confirmatory Factor Analysis (CFA) was used to confirm its construct validity. Internal consistency was evaluated using Cronbach’s Alpha. The final version of the scale consists of 24 items across four factors: “Challenge,” “Awareness,” “Implementation,” and “Willingness,” explaining 55.82% of the total variance. The Cronbach’s Alpha values for the four factors ranged from 0.739 to 0.904, indicating high reliability. A significant difference was found between the lower and upper group medians, supporting the scale's discriminatory power. The findings demonstrate that the developed scale is both valid and reliable for measuring the Turkish writing attitudes of bilingual Turkish students.

Anahtar Kelimeler

Writing Attitudes Bilingual Turkish Children Scale Development Writing Attitude Scale

Kaynakça

  • Abbas, S. H. (2016). The effect of reflection-supported process-based writing teaching on Iraqi EFL students' writing performance and attitude. Arab World English Journal (AWEJ), 7(4), 42-62. Doi: 10.24093/awej/vol7no4.4. Agesty, E., Inderawati, R., & Eryansyah, E. (2021). Writing attitude and emotional intellıgence as determinants in boosting EFL learners’writing performance. English review: Journal of English Education, 10(1), 245-254. Doi: 10.25134/erjee.v10i1.5384.
  • Akaydın, Ş., & Kurnaz, H. (2015). Lise öğrencilerine yönelik yazma tutum ölçeği: geçerlik ve güvenirlik çalışması. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(32), 246-261.
  • Alarcón, I. (2010). Advanced heritage learners of Spanish A sociolinguistic profile for pedagogical purposes. Foreign Language Annals, 43(2), 269-288.
  • Al-Sobhi, B., Md. Rashid, S., & Abdullah, A. N. (2018). Arab ESL secondary school students’ attitude toward English spelling and writing. Sage Open, 8(1). Doi: 2158244018763477.
  • Arslan, M. Ve Kiliç, E. (2015). Yabancı dil olarak Türkçe öğretiminde yazma becerisinin gelişiminde karşılaşılan sorunlar: Bosna Hersek örneği. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 5(2), 169-182.
  • Bain, R. (1928). An attitude on attitude research. American Journal of Sociology, 33(6), 940-957.
  • Baker, C. (1992). Attitudes and language. Multilingual Matters.
  • Baştuğ, M. (2015). İlkokul dördüncü sınıf öğrencilerinin yazma eğilimi, tutumu ve yazma tutukluğunun yazma başarısı üzerine etkisi. Eğitim ve Bilim, 40(180). Doi: 10.15390/EB.2015.4279.
  • Beaudrie, S., & Ducar, C. (2005). Beginning level university heritage programs: Creating a space for all heritage language learners. Heritage Language Journal, 3(1), 1-26.
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  • LaRotonda, A. (2015). Attitudes of parents and children toward maintaining their heritage language. Doctoral dissertation, State University of New York at Fredonia Fredonia, New York.
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  • Millî Eğitim Bakanlığı (2018). Türkçe ve Türk kültürü dersi öğretim programı. (1, 2, 3, 4, 5, 6, 7 ve 8. Seviyeler). http://abdigm.meb.gov.tr/meb_iys_dosyalar/2018_11/30092244_TTKD_YYretim_ProgramYTYrkYe.pdf sayfasından erişilmiştir.
  • O’Neal, M.R.; Guttinger, H.I. and Morris, C.M. (1984). Validation of a writing attitude scale. Paper presented at the thirteenth annual meeting of the mid-south educational research associations, November 14-16. New Orleans, Louisiana.
  • Oh, J. S., & Nash, B. A. (2014). Attitudes and motivations of adult Spanish language learners A comparison of heritage language learners and second language learners. Heritage Language Journal, 11(1), 29-44.
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  • Öztürk, J., &Alan, Y. (2019). 4+ 1 Planlı yazma ve değerlendirme modelinin Türkçeyi yabancı dil olarak öğrenen öğrencilerin yazma becerilerine etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(44), 221-250.
  • Park, S. M., & Sarkar, M. (2007). Parents’ attitudes toward heritage language maintenance for their children and their efforts to help their children maintain the heritage language: A case study of Korean-Canadian immigrants. Language, culture and curriculum, 20(3), 223-235. Doi: 10.2167/lcc337.0.
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  • Setyowati, L., & Sukmawan, S. (2016). EFL Indonesian students' attitude toward writing in English. Arab World English Journal (AWEJ), 7(4). Doi: 10.24093/awej/vol7no4.24.
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  • Torres, K. M., Arrastia-Chisholm, M. C., & Tackett, S. (2020). Perceptions of writing anxiety and self-efficacy among Spanish heritage language learners. Journal of Hispanic Higher Education, 19(1), 84-98. Doi: 10.1177/1538192718775175.
  • Wen, X. (2011). Chinese language learning motivation A comparative study of heritage and non-heritage learners. Heritage Language Journal, 8(3), 333-358.
  • Xiao, Y., & Wong, K. F. (2014). Exploring heritage language anxiety: A study of Chinese heritage language learners. The Modern Language Journal, 98(2), 589-611. Doi: 10.1111/modl.12085.
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  • Zetterholm, E., & Lindström, E. (2022). The writing process of bilingual students with focus on revisions and spelling errors in their final texts. Languages, 7(1), 61. Doi: 10.3390/languages7010061.
Toplam 92 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Dil Çalışmaları (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

İsa Gündoğdu 0000-0002-0301-6169

Ülker Şen 0000-0002-1855-6336

Erken Görünüm Tarihi 28 Haziran 2025
Yayımlanma Tarihi 30 Haziran 2025
Gönderilme Tarihi 27 Şubat 2025
Kabul Tarihi 1 Mayıs 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 13 Sayı: 2

Kaynak Göster

APA Gündoğdu, İ., & Şen, Ü. (2025). İki Dilli Türk Çocuklarının Türkçe Yazma Tutumları: Bir Ölçek Geliştirme Çalışması. International Journal of Languages’ Education and Teaching, 13(2), 162-184. https://doi.org/10.71084/ijlet.1647944
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