Dil Yapılarının Sezdirilmesi Bağlamında Bağdaşıklık: Metindilbilimsel Bir Çözümleme.

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Title:	Dil Yapılarının Sezdirilmesi Bağlamında Bağdaşıklık: Metindilbilimsel Bir Çözümleme.
Alternate Title:	Cohesion in the Context of Implicit Instruction of Language Structures: A Textlinguistic Analysis.
Authors:	Yıldırım, Türkan¹ turkanyildirim@harran.edu.tr
Source:	Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi. ara2025, Vol. 27 Issue 4, p564-583. 20p.
Subject Terms:	Cohesion (Linguistics), Implicit learning, Discourse analysis, Qualitative research, Structural linguistics, Content analysis
Abstract (English):	Textlinguistics is a linguistic field that examines the connections ensuring the coherence and unity of texts and, through the criteria of cohesion and coherence, identifies the conditions for textuality as a supra-sentential discipline. This study aims to reveal how cohesion is constructed in the reading texts of the 7th grade Turkish (L2) textbook in line with the principle of implicit instruction of language structures, which stands at the core of the 2024 Turkish Language Education Program. The program's implicit instruction approach prioritizes the functional noticing of linguistic structures through texts rather than their direct teaching. Therefore, determining the distribution of cohesion devices in the textbook is essential for evaluating how this pedagogical principle is reflected in practice. The research was conducted within a qualitative design; 32 reading texts included in the 2024-2025 textbook were analyzed through document analysis. Data were collected using the "Text Evaluation Form" developed by the researcher and examined in terms of reference, substitution, ellipsis, lexical cohesion, and conjunctive elements. The findings indicate that the texts contain a total of 5,020 cohesion devices. Lexical cohesion was identified as the most frequent device, while ellipsis was used the least. The study's unique contribution lies in its comprehensive analysis of all texts in the textbook--unlike prior studies that typically focus on a limited selection of samples--and in relating the observed cohesion patterns directly to the program's principle of implicit instruction of language structures. In this regard, the study provides concrete insights both for textlinguistic analysis and for evaluating the text-based structure of the new language education program. [ABSTRACT FROM AUTHOR]
Abstract (Turkish):	Metindilbilim, metinlerin bütünlüğünü ve tutarlılığını sağlayan bağlantıları inceleyen; bağdaşıklık ve tutarlılık ölçütleri üzerinden metin olma koşullarını belirleyen cümle üstü bir dilbilim alanıdır. Bu çalışma, 2024 Türkçe Öğretim Programı'nın merkezinde yer alan dil yapılarının sezdirilmesi anlayışı doğrultusunda, 7. sınıf Türkçe (L2) ders kitabındaki okuma metinlerinde bağdaşıklığın nasıl kurulduğunu ortaya koymayı amaçlamaktadır. Programın sezdirme yaklaşımı, dil bilgisinin doğrudan öğretiminden ziyade metinler aracılığıyla işlevsel olarak fark ettirilmesini öngörmektedir. Bu nedenle ders kitabındaki bağdaşıklık unsurlarının dağılımını belirlemek, programın uygulamadaki yansımasını değerlendirmek açısından önem taşımaktadır. Araştırma nitel desende yürütülmüş; 2024-2025 eğitim öğretim yılında kullanılmak üzere hazırlanan ders kitabındaki 32 okuma metni doküman analiziyle incelenmiştir. Veriler, araştırmacı tarafından geliştirilen "Metin Değerlendirme Formu" aracılığıyla toplanmış ve gönderim, değiştirim, eksiltili anlatım, kelime bağdaşıklığı ve bağlayıcı ögeler bakımından çözümlenmiştir. Bulgular, metinlerde toplam 5.020 bağdaşıklık unsurunun yer aldığını göstermektedir. En sık kullanılan unsurun kelime bağdaşıklığı, en az kullanılanın ise eksiltili anlatım olduğu belirlenmiştir. Çalışmanın alana özgün katkısı, literatürde genellikle yalnızca örnek metinlere odaklanan araştırmalardan farklı olarak, ders kitabındaki tüm metinlerin bütüncül olarak incelenmesi ve elde edilen bağdaşıklık örüntülerinin dil yapılarının sezdirilmesi yaklaşımıyla doğrudan ilişkilendirilmesidir. Böylece çalışma hem metindilbilimsel çözümleme alanına hem de yeni öğretim programının metin temelli yapısının değerlendirilmesine yönelik somut veriler sunmaktadır. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	Textlinguistics is a linguistic field that examines the connections ensuring the coherence and unity of texts and, through the criteria of cohesion and coherence, identifies the conditions for textuality as a supra-sentential discipline. This study aims to reveal how cohesion is constructed in the reading texts of the 7th grade Turkish (L2) textbook in line with the principle of implicit instruction of language structures, which stands at the core of the 2024 Turkish Language Education Program. The program's implicit instruction approach prioritizes the functional noticing of linguistic structures through texts rather than their direct teaching. Therefore, determining the distribution of cohesion devices in the textbook is essential for evaluating how this pedagogical principle is reflected in practice. The research was conducted within a qualitative design; 32 reading texts included in the 2024-2025 textbook were analyzed through document analysis. Data were collected using the "Text Evaluation Form" developed by the researcher and examined in terms of reference, substitution, ellipsis, lexical cohesion, and conjunctive elements. The findings indicate that the texts contain a total of 5,020 cohesion devices. Lexical cohesion was identified as the most frequent device, while ellipsis was used the least. The study's unique contribution lies in its comprehensive analysis of all texts in the textbook--unlike prior studies that typically focus on a limited selection of samples--and in relating the observed cohesion patterns directly to the program's principle of implicit instruction of language structures. In this regard, the study provides concrete insights both for textlinguistic analysis and for evaluating the text-based structure of the new language education program. [ABSTRACT FROM AUTHOR]
ISSN:	21487758
DOI:	10.17556/erziefd.1727613