Akademik Veri Yönetim Sistemi
Anadolu Journal of Educational Sciences International , cilt.14, sa.1, ss.284-310, 2024 (TRDizin)
The ability to receive texts in GFL lessons is a central key competence that also has an impact on other linguistic competences. The factor "cooperative learning" also seems to play a major role in the development of this competence. It influences both the learning activation and the teaching method for GFL lessons. Reciprocal reading is a cooperative method for students' text comprehension in which they are divided into four groups, work on four different tasks and realize the learning together. However, compared with classical methods, reading promotion through this new method occupies a lower position in GFL lessons for various reasons. The purpose of the study is to investigate how and to what extent the cooperative method of "Reciprocal Reading" can promote students' currently available reading skills. In accordance with the aim of the study, an attempt was made to seek answers to the following questions: How can the "Reciprocal Reading" method in the context of GFL teaching promote students' reading comprehension competence and expand reading strategy application?, What contributions does the "Reciprocal Reading" method offer to students in terms of cooperative learning?, Is the "Reciprocal Reading" method profitable in the process of developing the text in GFL teaching?, What personal experiences do students access during the process of Reciprocal Reading and after applying the method? For the purpose of implementing the theoretical principles of this method, a practical application was carried out with 35 students (level B1, Program of German Language Teaching) in GFL lessons at Trakya University in the first academic year 2022-2023. Subsequently, a survey regarding the students' views on Reciprocal Reading and a mini-test on the edited text were used, both of which are relevant for comparing the traditional with the cooperative method of reading comprehension. Furthermore, the advantages and disadvantages of Reciprocal Reading compared to traditional reading methods in GFL lessons were discussed. After a research overview, the possible applications of this cooperative method in GFL lessons were presented.