Okuma Becerisinin Geliştirilmesine Hermeneutik Bakış Açısı

It is aknown fact that the individual has come to the world to observe, interpret andtry to understand nature and its surroundings. This process of interpretationand interpretation has an important place in the life of the individual. Thus,the process of making meaning has entered into the field of scientificinvestigation and has provided the emergence of the hermeneutic methodology. Itis known that Hermeneutic is also associated with mother tongue education.Because dialogues are important factors in the process of comprehension.Gadamer (2008) proposed the Theory of Fusion of Horizons about the process ofunderstanding and interpreting from these dialogues. "Horizons"(horizons) reflect the point of view of the individual. It can be said that theinteraction with others is to cross your traditions with their traditions. Explanationsabaout hermeneutic show that it is not a new concept, it corresponds todifferent meanings in the historical process, it is an interpretation trying tounderstand the meaning, it is a method which is being used in reading educationin the future. In this regard, it is determined that there is a deficiency inthe literature. It is thought that this study, which will be done abouthermeneutic reading, will bring a different point of view to literature andwill make a shortage.The aim ofresearch is to make use of hermeneutic in the development of reading skills.However, the reader and the text relation in the reading education have beentried to be analyzed in the context of the Fusion of Horizons. The research wasdesigned with phenomenology from qualitative research designs. The content ofthe work was related to the interpretation, so the phenomenology was done withthe "hermeneutic" type. A total of 5 students were selected to studyin the first semester of the Turkish Language Education Department of the Facultyof Education of a state university by criterion sampling technique; but becauseone of the girl students was uncomfortable and could not continue to work, thestudy was conducted with 4 students. Three of the participants were born inGermany and continued to study there until they graduated from university.Another student was born in Turkey and have received primary education inTurkey; but later moved to Canada with his family. All participants came toTurkey for university education. Semi-structured interview form andsemi-structured observation form were used as data collection tool. Two lessonhours per week were administered. The data obtained from semi-structuredobservation and interview forms were analyzed by descriptive analysistechnique. The reason for the choice of the descriptive analysis technique isto report the implementation process in a gradual and understandable way.Another reason for the selection of descriptive analysis is the desire toadhere to the nature of phenomenology. That is to say, the emphasis should beplaced on the expressions of the participants, not the analysis process or thedata.Looking atthe first interpretations of texts in general, it is seen that EÖ1 has a more concrete explanation of textsthan the other students. This is thought to be due to her being in high schoolduring her high school education in a classroom of 9, in an intimate classroomenvironment, with every detail being handled in detail, and being more lenientin literary situations because she studied in a verbal class. In theinterpretations of KÖ1 and EÖ2, it is seen that they are generally dependent onthe text, interpreted text at certain boundaries and have a normativestructure. The KÖ2 tried to approach different points in his interpretationsbecause of his confidence. Looking atthe post-implementation interviews, participants emphasized that the previousknowledge of text understanding and interpretation alone were not sufficient.They also pointed to the importance of the historical process and groupdiscussions needed to understand the text. Participants were sometimes mistakenfor texts. In their last interviews with them, they also stated that theirinitial interpretation was inadequate and that the text was not sufficient interms of meaning. In the questions asked about the key concepts in the texts,it was seen that the comments of the participants were limited to sentence andword analysis. Because the students are trying to understand the text with theprevious knowledge of consisting only of individual and social experiences.During the exercises, it was seen that the discussions of participants amongthemselves had a positive influence on the process of textual interpretation.Thanks to these discussions, participants, as well as the known characteristicsof the text, the author and the turnover, have made a significant contributionto making sense of their own ideas.

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