Opinions of 11th Grade Students on Using Discourse Analysis Method in Turkish Language and Literature Lessons

Dilek Ünveren Kapanadze, Turhan Kaya

Abstract


The aim of this study is to identify the effect of discourse analysis method on Turkish Language and Literature teaching in ter¬ms of comprehension, textual analysis and use of language skills; and to get the opinions of the students on this method to use in Turkish courses. The study group of the research is the 11th grade students at Bilkent Private Laboratory School of Erzurum in the spring semester of 2014-2015 academic year. Qualitative research method was used in research. The opinions and thoughts of study group about using the discourse analysis method in Turkish language and literature les¬sons were gathered through the opinion forms conducted before and after the method was applied. Opinions of students were also gathered by interviewing them and they were recorded. Additionally, observations of the researcher were taken into consideration. Analysis of recordings and observations overlapped with and supported the data collected through opinion forms. Descriptive analysis and content analysis approaches were used in the analysis of the data. As a result of the research; it was found that discourse analysis has enabled the learning process to be effective, it helped students to develop skills of comprehension, textual analysis and use of language, it created meaningful, permanent and transferable learning opportunities and has increased the participation in the lessons. Moreover, the method has been found to support students’ personal development by contributing to the social and communication skills. Reading and comprehension skills are effective in all areas of learning and experience. In addition, there is only small number of studies on discourse analysis method, and we couldn’t find any research where discourse analysis was used as a method of teaching in first language and literature course. By taking all of these facts into consideration, it is believed that this study will provide important contributions to the literature.


Keywords


Comprehension skill; discourse analysis method; language and literature teaching; textual analysis skill; use of language

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DOI: https://doi.org/10.24106/kefdergi.427429

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