USE OF CONJUNCTIONS IN THE TEXTS CREATED BY SECONDARY SCHOOL STUDENTS
Cohesion which is regulation the relationship of meaning and holds the text together is an issue that should be taught in the teaching process. In this study, it was aimed to reveal the secondary school students’ usage level of conjunctions which were “additive, distinguishing, contrastive, time-seq...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/f56fbea87c014f0cb6cf66ae938ad409 |
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| Sumario: | Cohesion which is regulation the relationship of meaning and holds the text together is an issue that should be taught in the teaching process. In this study, it was aimed to reveal the secondary school students’ usage level of conjunctions which were “additive, distinguishing, contrastive, time-sequence, conditional, explanatory, exemplification and causal”. The secondary school students are requested to compose a text about one of the topics given to them and this text examined the use of conjunctions. The study group of the research consisted of 817 secondary school students studying in Hatay (Antakya), Turkey. In this study, document review among qualitative research techniques was applied and the texts created by the secondary school students were only analyzed with regard to the usage frequency of conjunctions. The following results were obtained from the study: the usage of additive, distinguishing, explanatory, causal, contrastive, time-sequence, exemplification and conditional conjunctions showed a steady increase from the 5th graders to the 8th graders. Use of conjunctions in 5th grade is average 2,75 per text, 6th grade is average 3,33 per text, 7th grade is average 3,86 per text and 8th grade is average 4,92 per text. It was found out that the students mostly used additive conjunctions, then according to the usage frequency they used contrastive, time-sequence and exemplification, distinguishing and conditional, causal conjunctions, and they applied explanatory conjunctions least. It was also concluded that the students never used some of the conjunctions. |
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