The effect of comparison bridge application in teaching text types

Language skills essentially belong to a systemic structure that is interrelated. Meaningful texts are created with patterned paragraphs. Text types have been tried to be taught to students in the teaching process for years. In this research, the effect of the planned teaching process on teaching text types was examined by making use of comparison of ways to develop thinking. A total of ten text types have been tried to be understood by drawing attention to their similar and different aspects. This study is to determine the effect of teaching text types through the comparison bridge application, which includes planned activities, on 7th grade students' ability to distinguish text types. In the process of collecting, analyzing and interpreting information, a quasi-experimental design with a pretest-posttest control group, one of the quantitative research methods, was used. The research was conducted in the 2023-2024 academic year with 48 7th grade students in the experimental and control groups of 7-D and 7-A classes, who were continuing their education at a public school in Gediz district of Kütahya province. Pretest and posttest were applied to the research group. The comparison bridge technique was applied to the experimental group for two lesson hours each week and a total of twenty-two lesson hours in eleven weeks in teaching text types. While teaching text types, direct explanation was applied to the control group, and a comparison bridge was applied to the experimental group. In the post-test, an increase in success was detected in both groups, but it was seen that the experimental group was more successful. The comparison technique, which is one of the ways to develop thinking, should be used to understand the distinction between text types within the framework of a certain plan. Comparison is effective in helping students distinguish text types by grouping distinctive and similar aspects.