Förderung des wissenschaftlichen Schreibens angehender DeutschlehrerInnen in der Türkei am Beispiel des Exzerpierens – Eine Aktionsforschung
Das Verarbeiten der gelesenen Informationen stellt eine große Herausforderung für Studierende dar. Für die Bewältigung dieser Herausforderung erfüllt das Exzerpt eine wichtige Funktion, da es ein Mittel darstellt, Fachwissen auf dem Wege der Textreproduktion in individuelles Wissen der Studierenden zu transformieren. Somit gehört das Exzerpieren zu einer der Kernkompetenzen angehender DeutschlehrerInnen und beeinflusst sowohl den Erfolg im Studium als auch das spätere Berufsleben. Ziel dieses Artikels ist es, eine Unterrichtseinheit zum Schreiben eines Exzerpts im Lehramtsstudiengang Deutsch als Fremdsprache in der Türkei vorzustellen und Ergebnisse der Evaluation der Unterrichtseinheit zu präsentieren. Zu diesem Zweck wurde eine Aktionsforschung durchgeführt, die in Form der schriftlichen Befragung angelegt ist und bei der quantitative Datenerhebungsmethoden verwendet werden. Die Stichprobe besteht aus 22 Studierenden aus dem 2. Studienjahr der Abteilung für Deutschlehrerausbildung der Marmara Universität in Istanbul. Nach einer durchgeführten Unterrichtseinheit im Umfang von sechs Wochen wurde die Untersuchung von einer Evaluationsphase mittels schriftlicher Befragung begleitet, in der Bilanz über die Auswahl von Texten im Seminar, über die Unterrichtsform im Seminar, über die Bewertung der Aufgaben im Seminar sowie über die eigenen Lernfortschritte durch die Unterrichtseinheit und über das gesamte Ergebnis des Seminars gezogen wurde. Nach der Selbsteinschätzung der beteiligten Studierenden in der Unterrichtseinheit konnten sie durch die Unterrichtseinheit „Förderung des wissenschaftlichen Schreibens am Beispiel des Exzerpierens“ Lernfortschritte vor allem in den Bereichen „die Handlung des Autors benennen“, „die Argumentationsstruktur wiedergeben“, „die Sätze miteinander verknüpfen“ und „Angemessene Konnektoren einsetzen“ erzielen.
Promoting Teaching Academic Writing Among German Teacher Candidates in Turkey in the Sample of Abstract Text Writing – An Action Research
The processing of the information read is a big challenge for the students. The abstract text takes an important function to overcome this challenge. This is because the abstract text mediates the transformation of expert knowledge into individual information in the way of reproducing the text. Thus, the summarization is one of the main achievements of German teacher candidates and has impact not only on their success in university, but also on their future working lives. The aim of this study is to develop a model for writing an abstract text for the students in the Department of German Language Teaching and to represent the results in relation with this model. For this purpose, an action research based on written questionnaire and using quantitative data collection tools has been carried out. The sample group of the study consists of 22 2nd grade students in total attending the Department of German Language Teaching at Marmara University. After the model has been applied for a 6-week period, a written questionnaire about the texts used in the model, the teaching method, the activities used in the model, the proceedings obtained through the model and the general results related to the model aiming to write an abstract text has been conducted with the students during evaluation stage. According to the data regarding to the self-assessments of the students, thanks to the model about “teaching how to write a academic text in the sample of abstract text writing”, the students have made progress in “expressing the author’s action”, “specifying the argumentative structure”, “connecting the sentences” and “using appropriate conjunctions”.
The processing of the information read is a big challenge for the students. The abstract text takes an important function to overcome this challenge. This is because the abstract text mediates the transformation of expert knowledge into individual information in the way of reproducing the text. Thus, the summarization is one of the main achievements of German teacher candidates and has impact not only on their success in university, but also on their future working lives. The abstract text is the reformation of the primary text as secondary text (Ehlich, 1981, S. 379). Abstract texts can be either composed of literary text or reusable texts. The purpose in summarizing the literary text is to summarize the content of the text in terms of actions and personnel descriptions (Fix & Dittmann, 2008, S. 18). In the case of reusable texts, the point is to transfer and continue the information (Ehlich, 1981, S. 383). For example, the abstract texts in the universities are written to shorten the information in the primary text and to process the information afterwards. Such abstract texts have an argumentative structure.
Although abstract texts are important for writing academic text, it is seen that abstract writing is difficult for the students who write in both native and foreign languages (Keseling, 1993; Menne-El-Sawy & Einig, 2011; Moll, 2002; Heppınar, 2017).
In line with the aforementioned considerations, this study aims to develop a course model in writing an abstract text and to present the results of this course model in the Department of German Language Teaching. Thus, the research will contribute to how writing academic texts in German as a foreign language can be taught.
Therefore, for this purpose, an action research based on written questionnaire and using quantitative data collection tools has been carried out. The sample group of the study consists of 22 2nd grade students in total attending the Department of German Language Teaching in Marmara University. After the model has been applied for a 6-week period, a written questionnaire about the texts used in the model, the teaching method, the activities used in the model, the proceedings obtained through the model and the general results related to the model aiming to write an abstract text has been conducted with the students during evaluation stage. The reliability of the study has been tested by Cronbach Alpha Test and the reliability coefficient of the test has been found to be 0,73-0,80.
According to the data regarding to the self-assessments of the students, the texts used in the model are informative and the subject of the texts is related to the lives of the students. The views of the students on the teaching method used in the course model indicate that, as result of the cooperative teaching method, the students are more motivated and active in the course, and communicate with their friends, who they do not normally communicate with. The views of the students about the activities in the course model showed that the students have found meaningful the activities of “expressing the actions and argumentative structure in the text summarized“, “using abstract writing table in abstract text writing” and “abstract text writing”. According to the data regarding to the self-assessments of the students, thanks to the model, the students have made progress in “expressing the author’s action”, “specifying the argumentative structure of the text”, “connecting the sentences” and “using appropriate conjunctions”.
In conclusion, the course model, which is about “teaching how to write a academic text in the sample of abstract text writing”, met the expectations of the students and enabled them to develop their abstract writing skills.
Finally, it should be stated that the research results presented above are limited to a sample group of 22 students and that the model introduced should be measured experimentally with a larger sample group in order to obtain higher validity.
