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Dergiler / Dil Eğitimi ve Araştırmaları Dergisi / 2026 / Cilt: 12 Sayı: 1

B1 Düzeyi Yabancı Dil Öğretiminde Kavram Öğretimi: Bütüncül Kavram Geliştirme Modelinin Etkisi

Concept Teaching in B1-Level Foreign Language Learning: A Mixed-Methods Study

Ayşegül Güler Yıldız(Tömer)0000-0002-7149-463X
Mehmet Ali Bahar(ERCİYES ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, TÜRKÇE EĞİTİMİ BÖLÜMÜ)0000-0003-4193-4515
Sayfa
1125–1152
Yayın Tarihi
2026-10-20
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Ancak yabancı dil olarak Türkçe öğretimi alanında yapılan çalışmalar, öğretim materyalleri ve sınıf içi uygulamların ağırlıklı olarak sözcük öğretimine odaklandığını göstermektedir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Yabancı dil olarak Türkçe öğretiminde, öğrenicilerin kavramları anlamlı ve etkili bir biçimde öğrenmeleri, kavramlar arası ilişki kurabilmeleri ve soyut kavramları somutlaştırabilmeleri kavram öğrenimi açısından oldukça önemlidir.
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Temel Bulgular & Veri:Özellikle soyut kavramların yoğunlaştığı B1 düzeyinde, öğrencilerin hedef dili etkili kullanabilmeleri için kavram öğretiminin sistematik bir şekilde ele alınması gerekmektedir.
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Sonuç & Katkı:Ancak yabancı dil olarak Türkçe öğretimi alanında yapılan çalışmalar, öğretim materyalleri ve sınıf içi uygulamların ağırlıklı olarak sözcük öğretimine odaklandığını göstermektedir.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:2024-2025 Verileri
⚙️Değişkenler:B1 düzeyi · bütüncül kavram geliştirme modeli · kavram öğretimi

Özet

Yabancı dil olarak Türkçe öğretiminde, öğrenicilerin kavramları anlamlı ve etkili bir biçimde öğrenmeleri, kavramlar arası ilişki kurabilmeleri ve soyut kavramları somutlaştırabilmeleri kavram öğrenimi açısından oldukça önemlidir. Özellikle soyut kavramların yoğunlaştığı B1 düzeyinde, öğrencilerin hedef dili etkili kullanabilmeleri için kavram öğretiminin sistematik bir şekilde ele alınması gerekmektedir. Ancak yabancı dil olarak Türkçe öğretimi alanında yapılan çalışmalar, öğretim materyalleri ve sınıf içi uygulamların ağırlıklı olarak sözcük öğretimine odaklandığını göstermektedir. Bunun yanı sıra, kavram öğretimine yönelik kapsamlı bir öğretim modelinin bulunmaması, kavram öğrenme sürecinin niteliğini olumsuz yönde etkilemektedir. Alanyazındaki bu boşluktan hareketle, bu çalışmada Bütüncül Kavram Geliştirme Modelinin (BKGM) yabancı dil olarak Türkçe öğrenenlerin kavram öğrenme başarıları üzerindeki etkisinin incelenmesi amaçlanmıştır. Araştırma karma yöntem yaklaşımına göre desenlenmiş olup 2024-2025 eğitim öğretim yılında Gaziantep Üniversitesi Türkçe Öğretimi Uygulama ve Araştırma Merkezi’nde yürütülmüştür. Çalışma grubunu 21’i deney ve 13’ü kontrol grubunda olmak üzere 34 gönüllü öğrenici oluşturmaktadır. Deney grubunda kavramlar, BKGM basamkalaklarına uygun olarak yapılandırılmış ve kavram öğretim araçları ile Web 2.0 araçları ile oluşturulan etkinlikler aracılığıyla öğretilmiştir. Kontrol grubunda ise dersler yalnızca ders kitabına dayalı etkinliklerle, kavram öğretim araçları ve Web 2.0 araçları kullanılmadan yürütülmüştür. Elde edilen bulgular BKGM ile yapılan öğretimin öğrenme sürecini güçlendirdiğini ve yabancı dil olarak Türkçe öğretiminde kavram öğretimini desteklediğini göstermektedir.

Abstract

In teaching Turkish as a foreign language, learners’ ability to acquire concepts meaningfully and effectively, to establish relationships among concepts, and to concretise abstract notions is crucial to conceptual learning. Especially at the B1 proficiency level, where abstract concepts become more prevalent, conceptual instruction needs to be systematically addressed to enable learners to use the target language effectively. However, studies conducted in the field of teaching Turkish as a foreign language indicate that instructional materials and classroom practices predominantly focus on vocabulary teaching. Moreover, the absence of a comprehensive instructional model specifically designed for concept teaching negatively affects the quality of the concept learning process. Given this gap in the literature, the present study aims to examine the effect of the Holistic Concept Development Model (HCDM) on learners of Turkish as a foreign language's concept learning outcomes. The study was designed according to a mixed-methods research approach and conducted during the 2024–2025 academic year at the Gaziantep University Turkish Language Teaching Implementation and Research Centre, involving 34 volunteer students: 21 in the experimental group and 13 in the control group. In the experimental group, concepts were structured according to the stages of the HCDM and taught through activities utilising concept teaching tools and Web 2.0 tools. In contrast, instruction in the control group was conducted solely through textbook-based activities, without the use of concept-teaching tools or Web 2.0 applications. Overall, the findings suggest that the HCDM strengthens the learning process and effectively supports meaningful concept learning in teaching Turkish as a foreign language.

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Bu Makaleye Atıf Yap

Yıldız, A. G., Bahar, M. A. (2026). B1 Düzeyi Yabancı Dil Öğretiminde Kavram Öğretimi: Bütüncül Kavram Geliştirme Modelinin Etkisi. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 12 Sayı: 1, 1125–1152. https://doi.org/10.31464/jlere.1944527

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