Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri
Yıl: 2022 Cilt: Sayı: 56 Sayfa Aralığı: 372 - 400 Metin Dili: Türkçe DOI: 10.9779/pauefd.1026827 İndeks Tarihi: 04-01-2023
Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri
Öz: Anlama, bireyin zihinsel işlevlerini kullanarak dinleme ve okuma gibi dil becerileri aracılığıyla bilgi edinme sürecidir. Kökeni kelime bilgisine dayanan bu süreç, öğrencilerin dinleme sonrası hatırladıklarını kendi kelimeleri ile ifade ettiklerinde anlatım becerisine dönüşür. Bu araştırmanın amacı ilkokul öğrencilerinin kelime bilgisi ve anlama becerilerinin anlatım becerileri üzerindeki rolünü farklı modeller aracılığıyla test etmektir. Araştırma ilişkisel tarama modelinde yürütülmüştür. Çalışma grubunu ilkokul 4. sınıfta öğrenim gören 286 öğrenci oluşturmaktadır. Kelime bilgisi ve dinlediğini anlama becerisi bağımlı, dinlediğini yazılı ve sözlü anlatma becerisi bağımsız değişkenler olarak ele alınmıştır. Kelime bilgisi nicelik ve derinlik olarak iki boyutta ele alınarak farklı yol analizi denemeleri yapılmıştır. Araştırma sonuçlarına göre; bağımlı ve bağımsız değişkenler arasında pozitif ve orta düzeyde anlamlı ilişkiler bulunmuştur. Ayrıca dinlediğini anlama ve kelime bilgisinin derinliği bağımsız değişkenleri ile oluşturulan birinci yol model kabul edilebilir uyum değerleri göstermiştir ve bağımlı değişkendeki varyansın %37’sini açıklamaktadır. Üçüncü olarak dinlediğini anlama ve kelime bilgisinin niceliği bağımsız değişkenleri ile oluşturulan ikinci yol model kısmen kabul edilebilir uyum değerleri göstermiş ve bağımlı değişkendeki varyansın %47’sini açıklasa da teorik olarak belirlenen model örneklem verisine uymamıştır. Bu durum anlama becerileri ile birlikte kelime bilgisinin niceliği ve derinliğinin anlatım becerileri üzerindeki rolünün önemli bir kanıtı olarak bilinen kelimelerin sayısı ve bu kelimelerin ne kadar iyi bilinerek kullanıldığı ayrımının ilkokul düzeyinde göstergesidir.
Anahtar Kelime: The Role of Vocabulary Knowledge and Comprehension Skills on Retelling Skills: Different Path Analysis Tests
Öz: Comprehension is the process by which knowledge is acquired through language skills such as listening, reading, and visual reading, using one's mental functions. This process, which has its origins in vocabulary knowledge, turns into a narrative skill when students retell the things they remember orally, in writing, or visually after they read or listen. The aim of this research is to test the role of primary school (4th grade) students’ vocabulary knowledge and comprehension skills on their retelling skills by using different models. The research was carried out in a correlational survey model. The study group consisted of 286 students studying in the fourth grade of primary school. During the data collection process, three illustrated children’s storybooks were used for comprehension and retelling skills. Vocabulary knowledge and listening comprehension skills were treated as independent variables, while the skills of post-listening written, and oral retelling was treated as dependent variables. Different path analysis tests were made by considering vocabulary knowledge in the two dimensions of breadth and depth. According to the research results, firstly, positive and moderately significant relationships were found between the dependent and independent variables. Secondly, the first path model for the independent variables (listening comprehension and depth of vocabulary knowledge) and dependent variables (written and oral retelling) created for fourth-grade primary school students showed acceptable fit values, and the independent variables explained 37% of the variance in the dependent variables. Thirdly, the second path model for the independent variables (listening comprehension and breadth of vocabulary knowledge) and dependent variables (written and oral retelling) created for fourth-grade primary school students showed partially acceptable fit values, and although the independent variables explained 47% of the variance in the dependent variables, the theoretically determined model did not fit the sample data. This is an indication of the difference between the number of words known and how well these words are known and used at the primary school level, which is an important proof of the role of the breadth and depth of vocabulary knowledge along with comprehension skills on retelling skills.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- Aarnoutse, C., Brand-Gruwel, S., & Oduber, R. (1997). Improving reading comprehension strategies through listening. Educational Studies, 23(2), 209-227.
- Aarnoutse, C., Van Den Bos, K.P., & Brand-Gruwel, S. (1998). Effects of listening comprehension training on listening and reading. The Journal of Special Education, 32(2), 115-126.
- Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç.,& Rasinki, T.V. (2014). Assessing Reading: An Easy and Practical Way for Teachers. Ankara: Pegem.
- Akyol, H. (2019). Primary reading and writing teaching. (17th edition). Ankara: Pegem Publishing.
- Akyol, H. (2020). Turkish teaching methods suitable for the program. (10th edition). Ankara: Pegem Publishing.
- Alpar, R. (2011). Multivariate statistical methods. Ankara: Detay Publishing.
- Anderson, R. C.,& Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews(pp. 77–117). Newark, DE: International Reading Association.
- Arizona Department of Education. (2006). AIMS six trait analytic writing rubric official scoring guide. “http://www.ade.state.az.us/SBTL/6traits/Default.asp”.
- Ateş, S., Çetinkaya, Ç., &Yıldırım, K. (2012). How to choose a readable book?. İlköğretim Online, 11(2), 319-331.
- Babayiğit, S.,& Stainthorp, R. (2011). Modeling the relationships between cognitive-linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103, 169–189.
- Baker, S., Gersten, R., & Graham, S. (2003). Teaching expressive writing to students with learning disabilities: Research-based applications and examples. Journal of Learning Disabilities, 36, 109–123.
- Baş, B, & Karadağ, Ö . (2012). Basic research on vocabulary knowledge in Turkey and abroad. Journal of National Education, 42 (193), 81-105. Retrieved from https://dergipark.org.tr/en/pub/milliegitim/issue/36181/406774.
- Baumgartner, H.,& Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139-161.
- Beck, I., Perfetti, C. & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506–521.
- Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24, 323-335. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/02702710390227297?needAcces=true.
- Browne, M. W. & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136.
- Bulut, B. (2013). The effect of active listening education on listening comprehension, reading comprehension and vocabulary. Unpublished Master Thesis. Adnan Menderes University, Institute of Social Sciences. Aydın.
- Büyüköztürk, Ş. (2013). Data analysis handbook for social sciences: statistics, research design, SPSS applications and interpretation. Ankara: Pegem Publishing.
- Büyüköztürk, Ş., Kılıç- Çakmak, E., Akgün, Ö. E., Karadeniz, Ş.,& Demirel, F. (2014). Scientific research methods (18th edition). Ankara: Pegem Publishing.
- Byrne, B. M. (2012). Structural equation modeling with M plus: Basic concepts, applications and programming. New York. Routledge Taylor & Francis Group.
- Cain, K. ve Oakhill, J. V. (2007). Children’s comprehension problems in oral and written language: A cognitive perspective. New York: Guilford.
- Can, A. (2013). Quantitative data analysis in scientific research process with SPSS. Ankara: Pegem Publishing.
- Center, Y., Freeman, L., Robertson, G. ve Outhred, L. (1999). The effect of visual training on the reading and listening comprehension of low listening comprehenders in year 2. Journal of Research in Reading, 22(2), 241-256.
- Chapelle, C. A. (1994). Are C-tests valid measures for L2 vocabulary research?.Second Language Research, 10(2), 157-187.
- Coşkun, E. (2005). Cohesion, coherence and text elements in narrative texts of primary school students. Doctoral Thesis, Gazi University Institute of Educational Sciences, Ankara.
- Crocker, L. ve Algina, J. (2006). Introduction to classical and modern test theory. USA: Cengage Learning.
- Dağ, N. (2010). A study on the use of the 3p method and the cloze technique in eliminating reading difficulties. Ankara University Faculty of Educational Sciences Journal of Special Education, 11(01), 63-77.
- Dickinson, D. K., Nesbitt, K. T., Collins, M. F., Hadley, E. B., Newman, K., Rivera, B. L., ... & Hirsh-Pasek, K. (2019). Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts. Early Childhood Research Quarterly, 47, 341-356.
- Dunsmuir, S., Kyriacou, M., Batuwitage, S., Hinson, E., Ingram, V. ve O'Sullivan, S. (2015). An evaluation of the writing assessment measure (WAM) for children's narrative writing. Assessing Writing, 23, 1-18.
- Durkan, E.,& Özen, F. (2018). Evaluation of the class teachers’ applications that enable their students to use metacognitive reading strategies during fourth grade Turkish lessons: the sample of Giresun province. Turkish Studies, 13(4), 519-550.
- Ebel, R. L. (1965). Measuring educational achievement. New Jersey: Englewood Cliffs.
- Eckhardt, A. G. (2008). Sprache als Barriere für den schulischen Erfolg: Potentielle Schwierigkeiten beim Erwerb schulbezogener Sprache für Kinder mit Migrationshintergrund [Language as a barrier for educational success: Potential challenges for children with an immigrant background in acquiring school-related language]. Münster, Germany: Waxmann. Education Northwest. (2006). 6 + 1 trait writing. “http://www.educationnorthwest.org”
- Fong, C. Y. C. & Ho, C. S. H. (2017). What are the contributing cognitive-linguistic skills for early Chinese listening comprehension?.Learning and Individual Differences, 59, 78-85.
- Gönen, M., Katrancı, M., Uygun, M. & Uçuş, Ş. (2011). Examination of children's books for primary school students in terms of content, illustration and physical properties. Education and Science, 36(160), 250-265.
- Gürbüz, S. & Şahin, F. (2014). Scientific Research Methods in Social Sciences. Ankara: Seçkin.
- Güneş, F. (2013). Turkish teaching, approaches and models. Ankara: Pegem Publishing.
- Hadley, E. B., Dickinson, D. K., Hirsh Pasek, K., Golinkoff, R. M., & Nesbitt, K. T. (2016). Examining the acquisition of vocabulary knowledge depth among preschool students. Reading Research Quarterly, 51(2), 181-198.
- Hadley, E. B.,& Dickinson, D. K. (2020). Measuring young children’s word knowledge: A conceptual review. Journal of Early Childhood Literacy, 20(2), 223-251. http://dx.doi.org/10.1177/1468798417753713.Harris, P., Turbill, J., Fitzsimmons, P. ve
- McKenzie (2006). Reading in the primary school years (2nd ed.). Melbourne: Thomson Social Science.
- Hawkins, O. R., Musti-Rao, S., Hale, A. D., Mcguire, S., & Hailley, J. (2010). Examining listening previewing as a class wide strategy to promote reading comprehension and vocabulary. Psychology in the Schools, 47(9), 903-916.
- Hedberg, N. L.,& Westby, C. E. (1993). Analyzing storytelling skills: Theory to practice. Tucson, AZ: Communication Skill Builders.
- Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 303-317.
- Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16(3), 199-207.
- Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
- Johnston, P. H. (1981). Implications of basic research for the assessment of reading comprehension. Center for the Study of Reading Technical Report; no. 206.
- Kara, C. (2012). The main factors that parents should pay attention to regarding illustrations in choosing a children's book. Batman University Journal of Life Sciences, 1(1), 225-232.
- Karabay, A. (2005). The effects of cooperative learning activities on the listening and speaking skills of elementary school fifth grade students in Turkish language course. Unpublished master's thesis, Çukurova University, Institute of Social Sciences, Adana.
- Karagöz, Y. (2019). Spss, Amos, Meta applied statistical analysis. (2nd Edition).Ankara: Nobel Publishing.
- Kavcar, C, Oğuzkan, F.,&Sever, S. (1997). Turkish teaching. Ankara: Engin Publishing.
- Kaygas, N. (2002). Written expression skills of university senior students as a result of reading and listening. Unpublished Master's Thesis, Çanakkale Onsekiz Mart University, Institute of Social Sciences, Çanakkale.
- Keskil, G. (1997). Listening vs. reading: an experiment to see how they improve each other. Journal of Hacettepe University Faculty of Education, 13, 135-140.
- Kim, Y. S. G. (2016). Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology, 141, 101-120.
- Kim, Y. S. G.,& Pilcher, H. (2016). What is listening comprehension and what does it take to improve listening comprehension?. In Interventions in Learning Disabilities (ss. 159-173). Springer, Cham.
- Kline, R. B. (2015). Principals and practice of structural equation modeling (5th edition). New York: The Guilford.
- Koskinen, P. S., Gambrell, L. B., Kapinus, B. A., & Heathington, B. S. (1988). Retelling: A strategy for enhancing students' reading comprehension. The Reading Teacher, 41, 892-896.
- Koutsoftas, A. D.,& Gray, S. (2012). Comparison of narrative and expository writing in students with and without language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43(4), 395-409.
- Landis, J, R.,& Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
- Laufer, B., Elder, C., Hill, K., & Congdon, P. (2004). Size and strength: Do we need both to measure vocabulary knowledge?. Language testing, 21(2), 202-226.
- Leech, D. H. (1991). Teaching and Learning Vocabulary by ISP Nation. New York: Newbury House, 1990. 275 pp. Issues in Applied Linguistics, 2(1).112-116.
- MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84-99.
- Marx, A.,& Roick, T. (2012). Prädiktoren des Hörverstehens bei Jugendlichen deutscher und Jugendlichen nichtdeutscher Herkunftssprache [Predictors of listening comprehension in native and non-native German speaking adolescents]. Zeitschrift Für Pädagogische Psychologie, 26, 121–134.
- Mazı, A. (2008). The effect of thinking through stories on reading and listening comprehension in primary school 5th grade Turkish lesson. Unpublished Master's Thesis, Mustafa Kemal University, Institute of Social Sciences, Hatay.
- Mehrpour, S.,& Rahimi, M. (2010). The impact of general and specific vocabulary knowledge on reading and listening comprehension: A case of Iranian efl learners. System, 38, 292-300.
- Meyers, L. S., Gamst, G. & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. California: Sage.
- Morrow, L. M. (1986). Effects of structural guidance in story retelling on children's dictation of original stories. Journal of Reading Behavior, 18(2), 135-152.
- Morrow, L. M. (1989). Using story retelling to develop comprehension. In K. D. Muth (Ed.), Children's comprehension of text: Research into practice (ss. 37-58). Newark, DE: International Reading Association. (ERIC Document Reproduction ServiceNo.ED304672).
- Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: Newbury House.
- Olinghouse, N. G.,& Leaird, J. T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing: An Interdisciplinary Journal, 22, 545–565.
- Onan, B. (2005). The role of language structures in developing comprehension skills (reading/listening) in primary school second grade Turkish teaching. Unpublished Doctoral Thesis, Gazi University, Institute of Social Sciences., Ankara.
- Orhunbilge, N. (2017). Applied regression and correlation analysis. Ankara: Nobel Publishing.
- Özbay, M. (2005). Listening Training as a Language Skill. Ankara: Akçağ Publishing.
- Özkara, Y. (2007). The effect of the 6+1 analytical writing and evaluation model on the development of 5th grade students' narrative writing skills. Unpublished Doctoral Thesis, Gazi University, Institute of Educational Sciences, Ankara.
- Pflaum, S. W. (1980). The predictability of oral reading behaviors on comprehension in learning disabled and normal readers. Journal of Reading Behavior, 12, 231–236.
- Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56, 282–307.
- Qian, D. D. (2000). Validating the role of depth of vocabulary knowledge in assessing reading for basic comprehension [TOEFL 2000 Research Report]. Princeton, NJ: Educational Testing Service.
- Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language learning, 52(3), 513-536.
- Quinn, J. M., Wagner, R. K., Petscher, Y. & Lopez, D. (2015). Developmental relations between vocabulary knowledge and reading comprehension: A latent change score modeling study. Child Development, 86 (1), 159-175.
- Rasinski, T. V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. The Journal of Educational Research, 83(3), 147-150.
- Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
- Schisler, R. A. (2008). Comparing the effectiveness and efficiency of oral and written retellings as strategies for improving reading comprehension performance. Doctoral dissertation, The Ohio State University.
- Schisler, R., Joseph, L. M., Konrad, M., & Albert Morgan, S. (2010). Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text. Psychology in the Schools, 47(2), 135-152.
- Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language learning, 64(4), 913-951.
- Segalowitz, S. J., Segalowitz, N. S., & Wood, A. G. (1998). Assessing the development of automaticity in second language word recognition. Applied Psycholinguistics, 19, 53– 67.
- Sever, S. (1995). Structural and educational features that should be found in children's books. Abece Education and Culture and Art Journal,107, 14-15.
- Shen, Z. (2008). The roles of depth and breadth of vocabulary knowledge in EFL reading performance. Asian Social Science, 4(12), 135-137.
- Snowling, M. J. & Hulme, C. (2005). The science of reading: A handbook. Malden, MA: Blackwell. Stauffer, R.G. (1980). The language-experience approach to the teaching of reading (2nd Edition) New York: Harper.
- Stoicovy, C. (1997). Retelling as a culturally responsive strategy for Micronesian students: Eduard’s story. Micronesian Educator. A Journal of Research and Practice on Education in Guam and Micronesia, 8, 3–20.
- Sulak, S. E. (2014). The effect of instructional text instruction with a procedural model on reading comprehension skills. Unpublished Doctoral Thesis. Gazi University Institute of Educational Sciences, Ankara.
- Tabachnick, B. G. & Fidell, L. S. (2015). Use of multivariate statistics (M. Baloğlu, Trans.). Ankara: Nobel Publishing.
- Tompkins. G. E. (2000). Teaching writing: Balancing process and product (3rd edition). United States of America: Prentice Hall.
- Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. (4th edition). New Jersey: Pearson.
- Ulusoy, M. (2009).The use of the gap completion test to measure reading level and readability. Journal of Turkish Educational Sciences, 7(1), 105-126.
- Ulusoy, M. (2017). Assessing Elementary School Students' Oral Retelling Skills of Picture books. Journal of Ahi Evran University Institute of Social Sciences(AEÜSBED), 3(1), 29-43.
- Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied Psycholinguistics, 22, 217–234.
- Vidal, K. (2011). A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquistion. Language Learning, 61(1), 219-258.
- Wagner, R. K.,& Meros, D. (2010). Vocabulary and reading comprehension: Direct, indirect, and reciprocal influences. Focus on Exceptional Children, 43, 1–10.
- Walczyk, J. J.,& Raska, L. J. (1992). The relation between low- and high-level reading skills in children. Contemporary Educational Psychology, 17, 38–46.
- Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., & Wolf, M. (2007).The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50(4), 1093-1109.
- Wolvin, A. D.,& Coakley, C. G. (1991). A survey of the status of listening training in some Fortune 500 corporations. Communication Education, 40(2), 152-164.
- Yekeler Gökmen, A. D. (2020). Investigation of the relationships between listening comprehension and retelling skills with motivation. Doctoral Thesis, Gazi University Institute of Educational Sciences, Ankara.
- Yıldız, M. (2019). Developing vocabulary and comprehension skills. H. Akyol & A. Şahin (Ed.), in Teaching Turkish (pp.129-181). Ankara: Pegem Publishing.
| APA | YEKELER GÖKMEN A, ulusoy M (2022). Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. , 372 - 400. 10.9779/pauefd.1026827 |
| Chicago | YEKELER GÖKMEN AYŞE DİLEK,ulusoy Mustafa Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. (2022): 372 - 400. 10.9779/pauefd.1026827 |
| MLA | YEKELER GÖKMEN AYŞE DİLEK,ulusoy Mustafa Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. , 2022, ss.372 - 400. 10.9779/pauefd.1026827 |
| AMA | YEKELER GÖKMEN A,ulusoy M Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. . 2022; 372 - 400. 10.9779/pauefd.1026827 |
| Vancouver | YEKELER GÖKMEN A,ulusoy M Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. . 2022; 372 - 400. 10.9779/pauefd.1026827 |
| IEEE | YEKELER GÖKMEN A,ulusoy M "Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri." , ss.372 - 400, 2022. 10.9779/pauefd.1026827 |
| ISNAD | YEKELER GÖKMEN, AYŞE DİLEK - ulusoy, Mustafa. "Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri". (2022), 372-400. https://doi.org/10.9779/pauefd.1026827 |
| APA | YEKELER GÖKMEN A, ulusoy M (2022). Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (56), 372 - 400. 10.9779/pauefd.1026827 |
| Chicago | YEKELER GÖKMEN AYŞE DİLEK,ulusoy Mustafa Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi , no.56 (2022): 372 - 400. 10.9779/pauefd.1026827 |
| MLA | YEKELER GÖKMEN AYŞE DİLEK,ulusoy Mustafa Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, vol., no.56, 2022, ss.372 - 400. 10.9779/pauefd.1026827 |
| AMA | YEKELER GÖKMEN A,ulusoy M Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 2022; (56): 372 - 400. 10.9779/pauefd.1026827 |
| Vancouver | YEKELER GÖKMEN A,ulusoy M Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 2022; (56): 372 - 400. 10.9779/pauefd.1026827 |
| IEEE | YEKELER GÖKMEN A,ulusoy M "Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri." Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, , ss.372 - 400, 2022. 10.9779/pauefd.1026827 |
| ISNAD | YEKELER GÖKMEN, AYŞE DİLEK - ulusoy, Mustafa. "Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri". Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 56 (2022), 372-400. https://doi.org/10.9779/pauefd.1026827 |
