The effects of the teaching through multiple-intelingence theory and the methodology of presentation on the students success in the 8th grade Turkish lessons

In Turkish language lessons,capability of students understanding and reading should be gradually improved from the beginning of Primary School and this stiation is seen as a necessity increasing the effect of learning,therefore we need the student- centered education which developes the understanding and writing capability of students.Turkish language lessons,aiming the development of understanding and making comments,is a kind of skill and expression lessons which contains alot of knowledge and principles.İf knowledge don?t bring profit for students,they encounter with problems of communication and expressing their emotion and thoughts,therefore their attitudes towards Türkish language lesson is important for them to get the ability of understanding and expression.Regarding,Multi- Intelligence Method, we use four main skill;reading ,writing,speaking and listening.This method that considers individual differences provided the students both positive attitudes towards Turkish language lessons and also self-confidence, That also improved the student?s cooparation, ağabeylity and leadership sides.In contrast to Presetation Method which makes students possive,ın this Multi-Intelligence Method it was observed that they can make different comments about a subject,This method also provided to escape the rote learning.The purpose of research is to provide for 8th class students to compare Presentation Method and Multi-Intelligence Method In this research ,it has been used etamination of documents and Constructed Observing Technipves ameng the gualitative research methodsThis research took place in 2007-2008 education year,in spring term,with the students of 8A-8E class of primary school in Siverek ,Şanlıurfa.Fourty four students took part in this research. The datum of research was collected as students compositions,test results amang different collecting data tools.The data was etamined as descriptive analysis way,then findings were described and commented by considering the research resultsIn 8th class ,with Multi-Intelligence Method,students used more words than usual and their language capability has developed in the process of speaking in Turkish language lesson.In addition,in the writing process of the lesson,it was observed that students wrote down more willingly and creative texts at the subjects taking of their concerns.In the Reading Process it was observed that they pay attention to the stress and toning and they could read the texts by understanding.It was also observed in listening process,that they learnt listening,having process of listening in order to take notes.Life and Education of students affects the students using of different words .It is a fact that their life out of the school makes them more cultivative about language skills and it affects their communicating in society more than school life it was observed that these students are more active than others.I hope; this thesis writen by me will be a reference for multiple intelligence centric researches in the era of 21st century?s contemprorary education, in which the behavioral theory leaves its position to the structural theory.Development of Turkish LanguageIn Turkish language lessons,capability of students understanding and reading should be gradually improved from the beginning of Primary School and this stiation is seen as a necessity increasing the effect of learning,therefore we need the student- centered education which developes the understanding and writing capability of students.Turkish language lessons,aiming the development of understanding and making comments,is a kind of skill and expression lessons which contains alot of knowledge and principles.İf knowledge don?t bring profit for students,they encounter with problems of communication and expressing their emotion and thoughts,therefore their attitudes towards Türkish language lesson is important for them to get the ability of understanding and expression.Regarding,Multi- Intelligence Method, we use four main skill;reading ,writing,speaking and listening.This method that considers individual differences provided the students both positive attitudes towards Turkish language lessons and also self-confidence, That also improved the student?s cooparation, ağabeylity and leadership sides.In contrast to Presetation Method which makes students possive,ın this Multi-Intelligence Method it was observed that they can make different comments about a subject,This method also provided to escape the rote learning.The purpose of research is to provide for 8th class students to compare Presentation Method and Multi-Intelligence Method In this research ,it has been used etamination of documents and Constructed Observing Technipves ameng the gualitative research methodsThis research took place in 2007-2008 education year,in spring term,with the students of 8A-8E class of primary school in Siverek ,Şanlıurfa.Fourty four students took part in this research. The datum of research was collected as students compositions,test results amang different collecting data tools.The data was etamined as descriptive analysis way,then findings were described and commented by considering the research resultsIn 8th class ,with Multi-Intelligence Method,students used more words than usual and their language capability has developed in the process of speaking in Turkish language lesson.In addition,in the writing process of the lesson,it was observed that students wrote down more willingly and creative texts at the subjects taking of their concerns.In the Reading Process it was observed that they pay attention to the stress and toning and they could read the texts by understanding.It was also observed in listening process,that they learnt listening,having process of listening in order to take notes.Life and Education of students affects the students using of different words .It is a fact that their life out of the school makes them more cultivative about language skills and it affects their communicating in society more than school life it was observed that these students are more active than others.I hope; this thesis writen by me will be a reference for multiple intelligence centric researches in the era of 21st century?s contemprorary education, in which the behavioral theory leaves its position to the structural theory.