Jugendjournal 1-2-3 A1.1 ve A1.2 düzeyi Almanca ders kitapları'ndaki kültürel öğelere ilişkin öğretmen ve öğrenci görüşleri
Küçük Resim Yok
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada "Jugendjournal 1-2-3 (Deutschbuch mit vielen Übungen) A1.1 ve A1.2 Düzeyi Almanca Ders Kitapları" ilk önce kitap inceleme ölçütleri (Engel u.a. 1977; Engel u.a., 1979; Krumm, 1985; Funk, 2004 ve Tomková, 1992) ile incelenmiş, analiz edilmiş, kültürel öğeler betimlenmiş, daha sonra Bernstein ve Claudia Guadalupe Garcia Llampallas (2015) tarafından geliştirilen "rubrik" kullanılarak öğrenci (n=35) ve öğretmenlerin (n=6) öğretim materyaline ilişkin görüşleri alınmıştır. Öğretmen ve öğrenciler 13 başlık altında toplanan 112 maddeyi A bölümünde 0 (önemli değil), 1 (önemli) veya 2 (çok önemli) puan vererek bunları ne derece önemli bulduklarını ifade etmişler, öte yandan B bölümünde 0 (kötü), 1 (iyi) veya 2 (çok iyi) puan vermek suretiyle bu maddelerin kitapta veriliş biçimini ne derece iyi bulduklarını belirtmişlerdir. Araştırma neticesinde kitapta coğrafi ve tarihsel bilgilere belli ölçüde yer verildiği, sayısal ve istatiksel bilgilere rastlanmadığı, kültürlerarası karşılaştırma etkinliklerine sınırlı sayıda yer verildiği, ancak erek dili konuşan kişilerin sözel olmayan mesajlarını anlayabilme becerisini geliştirecek düzenlemelere yeterince gidilmediği sonucuna varılmıştır. Rubrik ise A bölümüne 224, B bölümüne 224 puan verilebilecek iken öğretmenlerin A bölümüne 196,46, öğrencilerin 159,21 puan, B bölümüne öğretmenlerin 147,3, öğrencilerin 127,4 puan verdiklerini, bu da gerek öğretmenlerin gerekse öğrencilerin ilgili maddeleri çok önemsediklerini ancak bunların kitaptaki veriliş kalitesini orta düzeyin biraz üzerinde, "iyi düzeyde" bulduklarını göstermiştir. Bu tespitlerden hareketle günümüzde Türkiye'de hazırlanan ve basılan yerel Almanca ders kitaplarında kültürel öğelerin aktarımının önceki çalışmalarda varılan sonuçlarda olduğu gibi henüz literatürde belirtildiği gibi düzenlenmediği sonucuna varılmış ve Almancayı benzer ders kitapları ile öğretecek olan öğretmenlerin derslerini mutlaka kültürbilgisi materyalleri ile desteklemeleri gerektiği önerilmiştir.
In this study, "Jugendjournal 1-2-3 (Deutschbuch mit vielen Übungen) A1.1 and A1.2 Level German Textbooks" were firstly studied with book review criteria (Engel ua 1977; Engel ua, 1979; Krumm, 1985; Funk, 2004 and Tomková, 1992), analyzed, and cultural elements were described. Then, by using the rubric developed by Bernstein and Claudia Guadalupe Garcia Llampallas (2015), the opinions of students (n = 35) and teachers (n = 6) about the teaching material were obtained. The teachers and students gave a score of 0 (not important), 1 (important) or 2 (very important) in section A to 112 items under 13 headings and expressed how important they found these items. On the other hand, by giving 0 (bad), 1 (good) or 2 (very good) points in part B, they stated how good they found the way these items were given in the book. As a result of the research, it was concluded that geographical and historical information is included in the book to a certain extent while numerical and statistical information are not encountered. In addition, cross-cultural comparison activities are limited in number, but that the regulations that would improve the non-verbal messages of the speakers of the target language were not sufficiently made. Rubric showed that while 224 points could be given to section A and 224 points to section B, teachers gave 196,46 points and students gave 159,21 points to section A. In part B, teachers gave 147,3 points, and students gave 127,4. This, in turn, revealed that both teachers and students attach great importance to the relevant items, but found the quality of their delivery in the book to be "good", slightly above the medium level. In line with these findings, in local German textbooks prepared and published today in Turkey, it appears that the transfer of cultural elements is not yet regulated as stated in the literature, as in the results of previous studies. It is suggested that teachers who will teach German with similar textbooks should definitely support their lessons with cultural information materials.
In this study, "Jugendjournal 1-2-3 (Deutschbuch mit vielen Übungen) A1.1 and A1.2 Level German Textbooks" were firstly studied with book review criteria (Engel ua 1977; Engel ua, 1979; Krumm, 1985; Funk, 2004 and Tomková, 1992), analyzed, and cultural elements were described. Then, by using the rubric developed by Bernstein and Claudia Guadalupe Garcia Llampallas (2015), the opinions of students (n = 35) and teachers (n = 6) about the teaching material were obtained. The teachers and students gave a score of 0 (not important), 1 (important) or 2 (very important) in section A to 112 items under 13 headings and expressed how important they found these items. On the other hand, by giving 0 (bad), 1 (good) or 2 (very good) points in part B, they stated how good they found the way these items were given in the book. As a result of the research, it was concluded that geographical and historical information is included in the book to a certain extent while numerical and statistical information are not encountered. In addition, cross-cultural comparison activities are limited in number, but that the regulations that would improve the non-verbal messages of the speakers of the target language were not sufficiently made. Rubric showed that while 224 points could be given to section A and 224 points to section B, teachers gave 196,46 points and students gave 159,21 points to section A. In part B, teachers gave 147,3 points, and students gave 127,4. This, in turn, revealed that both teachers and students attach great importance to the relevant items, but found the quality of their delivery in the book to be "good", slightly above the medium level. In line with these findings, in local German textbooks prepared and published today in Turkey, it appears that the transfer of cultural elements is not yet regulated as stated in the literature, as in the results of previous studies. It is suggested that teachers who will teach German with similar textbooks should definitely support their lessons with cultural information materials.
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Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
