Turkish Textbooks Dialogues and Comparable Authentic Conversations / Ders Kitabı Diyalogları ve Karşılaştırılabilir Orijinal Diyaloglar
Abstract
Abstract
This study investigates the discourse features of dialogues in textbooks of Turkish dialogues as a foreign language. These dialogues seem to be different from their authentic equivalents in terms of length, terminal overlap, latching, hesitation devices, and false starts, repetitions, and pragmatic appropriateness of a conversation. The implications of the inclusion and absence of these features are discussed and for future textbooks of Turkish, as a promising foreign language, the use of more natural discourse features are suggested.
Key Words: Teaching Turkish, textbook, authenticity, textbook dialogues.
Özet
Bu çalışma, Türkçenin yabancı dil olarak öğretildiği ders kitaplarında geçen diyalogların söylemsel özelliklerini araştırmaktadır. Bu ders kitaplarında geçen diyalogların, uzunluk, durak, konuşma sırası, duraksama araçları, hatalı giriş, bağlama, tekrarlama ve konuşmanın pragmatik uygunluğu açısından gerçek hayatta geçen diyaloglardan farklı olduğu görünmektedir. Bu konuşmalarda geçen özelliklerin varlığı ya da yer verilmeyişi tartışılmış, yabancı dil olarak öğrenimi önemli ve gelecek vadeden Türkçenin ilgili ders kitaplarında daha orijinal ve doğal söylem özelliklerine yer verilmesi önerilmektedir.
Anahtar Kelimeler: Türkçe öğretimi, ders kitabı, orijinallik, yabancı dil ders kitabı diyalogları.
Keywords
References
- Brown, G., & Yule G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.
- Gilmore, A. (2004). A comparison of textbook and authentic interactions. ELT Journal, 58, (4), 363-374.
- Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning [Electronic version]. Language Teaching, 40, 97-118.
- Hutchinson, T. & Torres, E. 1994. The Textbook as agent of change. ELT Journal. 48,(4), 315-328.
- Language learning framework for Turkish. (n.d.) The National Council of Organizations of Less Commonly Taught Languages. New Jersey, Princeton University, the American Association of Teachers of Turkic Languages. Retrieved October 10, 2006 from www. princeton.edu/ /~turkish/aatt/pdf/LLFreport.pdf.
- McCarthy, M. (1991). Discourse analysis for language teachers, Cambridge, CUP.
- McDonough, J. & Shaw, C. (1993) Materials and methods in ELT. Oxford: Blackwell
- Morrow, K. (1977). Authentic texts and ESP. In S. Holden (ed.), English for Specific Purposes. London: Modern English Publications, 13–17.
- Nunan D. (1988). The learner-centered curriculum. Cambridge: Cambridge University Press.
- Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle Publishers.
- Oura G. K. (n.d.) Authentic task based materials: Bringing the real world into the classroom. Retrived. November 12, 2006, from http://www.jrc.sophia.ac.jp/kiyou/ki21/ gaio.pdf
- Widdowson, H. G. (1979). Explorations in applied linguistics. Oxford: Oxford University Press.
- Wong, J. (2002). Applying conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks. International Review of Applied Linguistics in Language Teaching, 40,(1), pp. 37-60.
- Huth, T., Taleghani-Nikazm, C. (2006). How can insights from conversation analysis be directly applied to teaching L2 pragmatics? Language Teaching Research, 10, (1) 53–79.
Abstract
Bu çalışma, Türkçenin yabancı dil olarak öğretildiği ders kitaplarında
geçen diyalogların söylemsel özelliklerini araştırmaktadır. Bu ders kitaplarında geçen
diyalogların, uzunluk, durak, konuşma sırası, duraksama araçları, hatalı giriş, bağlama,
tekrarlama ve konuşmanın pragmatik uygunluğu açısından gerçek hayatta geçen
diyaloglardan farklı olduğu görünmektedir. Bu konuşmalarda geçen özelliklerin varlığı
ya da yer verilmeyişi tartışılmış, yabancı dil olarak öğrenimi önemli ve gelecek vadeden
Türkçenin ilgili ders kitaplarında daha orijinal ve doğal söylem özelliklerine yer verilmesi
önerilmektedir
References
- Brown, G., & Yule G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.
- Gilmore, A. (2004). A comparison of textbook and authentic interactions. ELT Journal, 58, (4), 363-374.
- Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning [Electronic version]. Language Teaching, 40, 97-118.
- Hutchinson, T. & Torres, E. 1994. The Textbook as agent of change. ELT Journal. 48,(4), 315-328.
- Language learning framework for Turkish. (n.d.) The National Council of Organizations of Less Commonly Taught Languages. New Jersey, Princeton University, the American Association of Teachers of Turkic Languages. Retrieved October 10, 2006 from www. princeton.edu/ /~turkish/aatt/pdf/LLFreport.pdf.
- McCarthy, M. (1991). Discourse analysis for language teachers, Cambridge, CUP.
- McDonough, J. & Shaw, C. (1993) Materials and methods in ELT. Oxford: Blackwell
- Morrow, K. (1977). Authentic texts and ESP. In S. Holden (ed.), English for Specific Purposes. London: Modern English Publications, 13–17.
- Nunan D. (1988). The learner-centered curriculum. Cambridge: Cambridge University Press.
- Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle Publishers.
- Oura G. K. (n.d.) Authentic task based materials: Bringing the real world into the classroom. Retrived. November 12, 2006, from http://www.jrc.sophia.ac.jp/kiyou/ki21/ gaio.pdf
- Widdowson, H. G. (1979). Explorations in applied linguistics. Oxford: Oxford University Press.
- Wong, J. (2002). Applying conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks. International Review of Applied Linguistics in Language Teaching, 40,(1), pp. 37-60.
- Huth, T., Taleghani-Nikazm, C. (2006). How can insights from conversation analysis be directly applied to teaching L2 pragmatics? Language Teaching Research, 10, (1) 53–79.
Details
| Primary Language | en; tr |
|---|---|
| Journal Section | Makaleler |
| Authors | |
| Publication Date | April 20, 2010 |
| Published in Issue | Year 2009 Volume: 13 Issue: 1 |
