KAZAK DILININ SEVIYELI ÖĞRETIMINDE DIL BECERILERI VE ESNEK BECERILER: İSTATISTIKSEL VE DIL-DIDAKTIKSEL BIR ANALIZ
DOI:
https://doi.org/10.47526/3107-3085.41Anahtar Kelimeler:
dilsel eylem, söylem (diskur) yetkinliği, CEFR A2–B1, esnek beceriler (soft skills), pragmatik yorumlama, regresyon modeli.Özet
Makale, bilgi toplumu koşullarında Kazak dilinin seviye temelli (CEFR A2–B1) öğretim sürecinde dil becerileri ile esnek becerilerin (soft skills) karşılıklı ilişkisini istatistiksel açıdan belirlemeyi ve bu ilişkinin dilsel başarı üzerindeki etki derecesini modelleme yoluyla ortaya koymayı amaçlamaktadır. Bu amaca uygun olarak araştırma; dil becerilerinin seviye profilini betimlemeye, esnek beceri bileşenlerini ölçmeye, aralarındaki bağımlılığın yönünü ve gücünü saptamaya ve esnek becerilerin dilsel çıktılara yönelik yordayıcı (tahminî) katkısını belirlemeye odaklanmıştır. Elde edilen sonuçlar temelinde, Kazak dili öğretimini yalnızca “dil sistemini edindirme” düzeyinde değil; dilsel eylem ile kişisel kaynakların bütünleşik, bütüncül (integratif) bir alanı olarak ele almanın teorik-metodolojik temelleri önerilmektedir.
Araştırma, Abay Kazak Ulusal Pedagoji Üniversitesi Filoloji Fakültesi’nde öğrenim gören 60 öğrenci katılımıyla yürütülmüştür. Dil becerileri özel olarak geliştirilmiş tanılayıcı (diyagnostik) görevlerle ölçülürken, esnek beceriler 1–5’li Likert ölçeği temelinde değerlendirilmiştir. Elde edilen veriler SPSS Statistics 26.0 programında işlenmiş; Pearson ve Spearman korelasyon analizleri ile çoklu doğrusal regresyon yöntemleri uygulanmıştır. Araştırmanın bilimsel yeniliği; Kazak dilinin CEFR A2–B1 düzeyinde öğretiminde esnek becerileri dilsel göstergelerle aynı sistem içinde ölçmesi, bunların dilsel başarı üzerindeki etkisini regresyon modeli aracılığıyla nicel olarak temellendirmesi ve Kazak dili öğretimini dijital, veri odaklı ve öğrenci merkezli bütünleşik bir model olarak ele alma gerekliliğini kanıtlamasıdır.
Referanslar
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20. Likert R. A technique for the measurement of attitudes // Archives of Psychology. – 1932. – №140. – P. 1–55.
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