DER EINFLUSS DER DYNAMISCHEN LEISTUNGSMESSUNG UND –BEWERTUNG AUF DIE MEDIATIONSBEDÜRFNISSE DER TÜRKISCHEN DAF-LERNENDEN IM KONTEXT DER ZIELSPRACHLICHEN TEXTPRODUKTION
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Abstract
Dynamische Leistungsmessung und –bewertung, die auf den Theorien von Vygotsky basiert ist, steht in letzten Jahren im Vordergrund der Fremdsprachenausbildung. Aber es handelt sich um noch keine Untersuchung, die dynamische Leistungsmesung und –bewertung betrifft oder als Ausgangspunkt ansieht, im DaF-Bereich im Ausland und in der Türkei. Deswegen wurde diese Untersuchung gewidmet, Antwort auf die Frage zu finden, inwieweit dynamische Leistungsmessung und –bewertung die Mediationsbedürfnisse der türkischen DaF-Lernenden in der mediationalen Interaktion verringern kann. Als Datenerhebungsinstrument in der Untersuchung wurden Vortest, Nachtest und Folgetest innerhalb der dynamischen Leistungsmessung und –bewertung eingesetzt. Die Mediationstypologie wurde zur Bestimmung der Veränderung der Mediationsbedürfnisse unter der mikrogenetischen Perspektive benutzt. Die erhobenen Befunde wurden durch Rubrike unter der qualitativ-interpretativen Perspektive ausgewertet. Ferner wurden die erhobenen Daten statistisch mit SPSS-Programm ausgewertet. Dabei wurden die Daten zu den unabhängigen Stichproben mit Mann-Whitney U-Test getestet. Deswegen besitzt die vorliegende Untersuchung ein gemischtes Untersuchungsformat.
Keywords
Abstract
The dynamic assessment, which forms the theoretical foundations of Vygotsky's perspectives such as sociocultural theory and proximity development, stands out in the field of teaching English as a foreign language as a subject of research. However, as a result of the field summer screening, it was determined that the issue is not known much in turkey and abroad in the field of German teaching as a foreign language. For this reason, the study tested whether dynamic assessment positively affected the needs of the university preparatory class students who learned German as a foreign language in interactive conversations aimed at learning and teaching. Pre-test, finaltest and tracking testing were used as a data collection tool. The experimental group applied an enrichment program between pretest and finaltest, while the control group was traditionally taught. Interactive conversations between learners and tutorials have been recorded and transcription of recorded conversations. The collected data were recorded in columns created according to help typology and analyzed with a qualitative interpretational perspective. In addition, the collected data was statistically analyzed using the SPSS program with the Mann Whitney U-Test. In this context, this study, which is a mixed method research, aims to be a pioneer for the studies on german teaching as a foreign language. As a result of the study, considering the need for help in the context of the writing skills of Turkish students who learn German as foreign languages, significant difference was found in the final test, no significant difference between the experiment and control group, and there was a significant difference in favor of the experimental group in the follow-up test.
Keywords
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