Comprehension and Narration Skills Education Based on Semiology in Turkish Language Teaching
Türkçe Öğretiminde Göstergebilim Dayanaklı Görsel Anlama ve Anlatma Becerisi Eğitimi

Author : Rifat OYMAK
Number of pages : 326-342

Abstract

Teaching does not mean filling a bottle with water but rather helping a flower to grow in its own way. / Chomsky The scientific basis of the Turkish/ language teaching is generally nourished by two fields of science. One of them is linguistics and the other one is semiology. Semiology, in a strict sense, is about the visuals based upon the visual perception. Visual perception is a cognitive activity whereas perception is a process within the visual thinking. Visual thinking is a sensorial way of thinking. It has a high-level function in perceiving and understanding and in being perceived and narrating. The first learning of a child is realized by the visual sense which is developed and used before the verbal skills. For this reason, it can be stated that the human cognition starts with the visual sense. Cognition is a cognitive result that is acquired by a child using the visual sense to develop and use mental capabilities such as looking, acknowledging, and associating. For these reasons, the primary course resources of language teaching are developed on visual and textual relation. In addition, visual reading and visual presentation are types of skills with a continuous increase of its effectiveness, functionality and importance in terms of comprehension and narration in everyday life, in education, in science, in art and almost in all areas of life. Due to the stated effectiveness, functionality and importance, the primary purpose of the study is to attract attention to the fact that the development of the mentioned skill model should be based on theoretical background information in Turkish/Native language teachingfrom the viewpoint of “even though all teaching is based upon the behavior, the important part is conceptual and theoretical”. The secondary aim is to contribute to the Turkish (native) teachers, teachers of teaching Turkish language to the foreigners and other field trainers and related institutions for the organization of unique educational activities having conceptual/theoretical knowledge and creative teaching activities. In this study regarding these aims, discussion and the introduction of the literature on language, indicator, visual perception and presentation in semiology and the theories related and limited to the content have been performed. The visual reading and visual presentation skills training which has been started to be implemented for Grades 1-5 in the scope of 2005 programme of the Ministry of National Education (MoNE) and 2017 Turkish Language Programme of MoNE for Grades 1-8 and the acquisitions related to this skill have been attempted to be associated with the conceptual essence, indicator and semiology data fields. In the conclusion part, conceptual/theoretical determinationsare associated and integrated with the skill training and recommendations have been presented and interpreted. .

Keywords

language, indicator, semiology, visual perception, visual reading/comprehension, narration

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