Yabancılar için İngilizce ve Türkçe Ders Kitaplarındaki Kültürel İçeriklerin Karşılaştırması

Year 2018, Issue: 84, 301 - 327, 29.01.2018

Meliha R. Şimşek

Abstract

Yabancı dil ders kitapları hem dilsel hem kültürel bilginin taşıyıcısıdır.
Ancak metin seçimindeki ölçütsüzlük nedeniyle, kültürel içerikleri
aidiyet ve derinlik sorunuyla karşıkarşıyadır. Bu nedenle, mevcut
çalışmada yabancılar için İngilizce ve Türkçederskitaplarındaki kültürel
içeriklerin uluslararasılığını ve temsil yeterliliğini değerlendirmek
amaçlanmıştır. Okuma metinlerindeki kültürel öğeler, ait olduğu
kültür türüne (hedef/kaynak) ve içerdiği konuya göre (beş boyutlu
kültür modeli) sınıflandırılmıştır. Karşıtsal kültürel çözümlemeden şu
sonuçlara ulaşılmıştır: (i) kültürel öğeler dengesiz dağılmış ve yüzeysel sunulmuş; (ii) kültürel içerik ağırlıklı olarak Anglo-Amerikan
ürünlerle popüler kişiliklerden oluşmuş; (iii) kültürel açıdan hassas
görüşler yerine, farklı grupları incitmemek uğrunagençlik ve medya
kültürleri verilmiş; (iv) uygulamalar ve topluluklar çoğunlukla hedef
kültürü yansıtmış ve (v) kaynak kültürler içinde Batılı olmayanların
edilginleştirilmesi yüzünden çokuluslu okuyucuların yerel kültürleri
ihmal edilmiştir. Kültürel kimlik sorununu çözmek için içeriği küreyerelleştirme önerilmiştir.

Keywords

Hedef/kaynak kültürler, kültürel çözümleme, küre-yerelleştirme, yabancı dil ders kitapları

References

• ACTFL (2013). “Standards For Foreign Language Learning: Executive Summary”. http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.pdp (Erişim Tarihi: 10.03.2015).
• Adaskou, Kheira vd. (1990). “Design Decisions on the Cultural Content of a Secondary English Course for Morocco”. ELT Journal 44(1): 3-10.
• Aliakbari, Mohammad ve Behrouz Jamalvandi (2012). “Realization of Culture in English Textbooks in Chinese High School Level”. Journal of Pan-Pacific Association of Applied Linguistics 16(2): 89-101.
• Alptekin, Cem (1993). “Target-Language Culture in EFL Materials”. ELT Journal 47(2): 136-143.
• Basabe, Enrique (2006). “From De-Anglicization to Internationalisation: Cultural Representations of the UK and USA in Global, Adapted and Local ELT Textbooks in Argentina”. Profile Issues in Teachers’ Professional Development 7: 59-75.
• Başal, Ahmet ve Talat Aytan (2014). “Investigation of Cultural Elements in Coursebooks Developed for Teaching Turkish as a Foreign Language”. International Online Journal of Educational Sciences 6(2): 328-336.
• Bennett, Janet vd. (2003). “Developing Intercultural Competence in the Language Classroom”. Ed. D. L. Lange ve R. M. Paige. Culture as the Core: Perspectives on Culture in Second Language Education. Greenwich: Information Age Publishing. 237-270.
• Breton, Roland (2007). Dünya Dilleri Atlası. Çev. O. Türkay. İstanbul: NTV Yayınları.
• Büyüköztürk, Şener vd. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
• Byram, Michael ve Carol Morgan (1994). Teaching-and-Learning Language-and-Culture. Clevedon: Multilingual Matters.
• Byram, Michael vd. (2002). Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers. Strasbourg: Council of Europe.
• Byram, Michael ve Peter Grundy (2003). “Introduction”. Ed. M. Byram ve P. Grundy. Context and Culture in Language Teaching and Learning. Clevedon: Multilingual Matters. 1-3.
• Cockey, Sheila (2014). Teaching World Languages: A Practical Guide. Washington, DC: NCLRC.
• Cortazzi, Martin ve Lixian Jin (1999). “Cultural Mirrors: Materials and Methods in the EFL Classroom”. Ed. E. Hinkel. Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press. 196-219.
• Crystal, David (2003). English as a Global Language. New York: Cambridge University Press.
• Cutshall, Sandy (2012). “More than a Decade of Standards: Integrating Cultures in Your Language Instruction”. The Language Educator 7(3): 32-37.
• Çelik, Servet ve Şakire Erbay (2013). “Cultural Perspectives of Turkish ELT Coursebooks: Do Standardized Teaching Texts Incorporate Intercultural Features?” Education and Science 38(167): 336-351.
• Davcheva, Leah ve Lies Sercu (2005). “Culture in Foreign Language Teaching Materials”. Ed. L. Sercu vd. Foreign Language Teachers and Intercultural Competence: An International Investigation. Clevedon: Multilingual Matters. 90-109.
• Demir, Dursun (2014). “Yabancı Dil Olarak Türkçe Öğretim Kitaplarının Kültürel İçeriği”. Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları Dergisi 1: 53-61.
• Demir, Ahmet ve Fatma Açık (2011). “Türkçenin Yabancı Dil Olarak Öğretiminde Kültürlerarası Yaklaşım ve Seçilecek Metinlerde Bulunması Gereken Özellikler”. Türklük Bilimi Araştırmaları 30: 51-72.
• Demirbaş, Müzeyyen (2013). “Investigating Intercultural Elements in English Coursebooks”. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi 14(2): 291-304.
• Ferguson, Niall (2004). Empire: The Rise and Demise of the British World Order and the Lessons for Global Power. New York: Basic Books.
• Garcia, Maria (2005). “International and Intercultural Issues in English Teaching Textbooks: The Case of Spain”. Intercultural Education 16(1): 57-68.
• Gardner, Howard (2006). Multiple Intelligences: New Horizons. New York: Basic Books.
• Garton, Sue ve Kathleen Graves (2014). “Materials in ELT: Current Issues”. Ed. S. Garton ve K. Graves. International Perspectives on Materials in ELT. London: Palgrave Macmillan. 1-15.
• Gray, John (2000). “The ELT Coursebook as Cultural Artefact: How Teachers Censor and Adapt”. ELT Journal 54(3): 274-283.
• Gray, John (2002). “The Global Coursebook in English Language Teaching”. Ed. D. Block ve D. Cameron. Globalization and Language Teaching. London: Routledge. 151-167.
• Gray, John (2010). The Construction of English. London: Palgrave Macmillan.
• Hadley, Gregory (2014). “Global Textbooks in Local Contexts: An Empirical Investigation of Effectiveness”. Ed. N. Harwood. English Language Teaching Textbooks. London: Palgrave Macmillan. 205-238.
• Hamiloğlu, Kamile ve Bahar Mendi (2010). “A Content Analysis Related to the Cross-Cultural/Intercultural Elements Used in EFL Coursebooks”. Sino-US English Teaching 7(1): 16-23.
• Hammer, Judith ve Elena Schmitt (2015). “Shifting Paradigms: A Model for the Integrated Assessment of Language and Culture”. Ed. W. M. Chan vd. Culture and Foreign Language Education: Insights from Research and Implications for the Practice. Berlin: De Gruyter. 331-366.
• Hermawan, Budi ve Lia Noerkhasanah (2012). “Traces of Cultures in English Textbooks for Primary Education”. Indonesian Journal of Applied Linguistics 1(2): 49-61.
• Hong, Huaqing ve Xianzhong He (2015). “Ideologies of Monoculturalism in Confucius Institute Textbooks: A Corpus-Based Critical Analysis”. Ed. X. Curdt-Christiansen ve C. Weninger. Language, Ideology and Education: The Politics of Textbooks in Language Education. Routledge: New York. 90-108.
• House, Juliane (2007). “What is an Intercultural Speaker?” Ed. E. A. Soler ve M. P. S. Jorda. Intercultural Language Use and Language Learning. Dordrecht: Springer. 7-21.
• Işık, Ali (2008). “Yabancı Dil Eğitimimizdeki Yanlışlar Nereden Kaynaklanıyor?” Journal of Language and Linguistic Studies 4(2): 15-26.
• Johanson, Lars (2009). Türk Dili Haritası Üzerinde Keşifler. Çev. Nurettin Demir ve Emine Yılmaz. Ankara: Grafiker Yayınları.
• Juan, Wu (2010). “A Content Analysis of the Cultural Content in the EFL Textbooks”. Canadian Social Science 6(5): 137-144.
• Ke, I-Chung (2012). “From EFL to English as an International and Scientific Language: Analysing Taiwan’s High-School English Textbooks in the Period 1952-2009”. Language, Culture and Curriculum 25(2): 173-187.
• Kırkgöz, Yasemin ve Reyhan Ağçam (2011). “Exploring Culture in Locally Published English Textbooks for Primary Education in Turkey”. Center for Educational Policy Studies Journal 1(1): 153-167.
• Kramsch, Claire (2004). Context and Culture in Language Teaching. Oxford: Oxford University Press.
• Kramsch, Claire (2013). “Culture in Foreign Language Teaching”. Iranian Journal of Language Teaching Research 1(1): 57-78.
• Kurt, Cemil vd. (2012). Yeni Hitit: Yabancılar için Türkçe Ders Kitabı 3. Ankara: Ankara Üniversitesi Basımevi.
• Matsuda, Aya (2002). “Representation of Users and Uses of English in Beginning Japanese EFL Textbooks”. JALT Journal 24(2): 182-200.
• Matsuda, Aya (2006). “Negotiating ELT Assumptions in EIL Classrooms”. Ed. J. Edge. (Re-) Locating TESOL in an Age of Empire. New York: Palgrave Macmillan. 158-170.
• Matsuda, Aya (2012). “Teaching Materials in EIL”. Ed. L. Alsagoff vd. Principles and Practices for Teaching English as an International Language. New York: Routledge. 168-185.
• McGrath, Ian (2002). Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press.
• Medgyes, Peter. (1994). The Non-Native Teacher. Hong Kong: Macmillan.
• Meidani, Naji ve Reza Pishghadam (2013). “Analysis of English Language Textbooks in the Light of English as an International Language: A Comparative Study”. International Journal of Research Studies in Language Learning 2(2): 83-96.
• Messekher, Hayat (2014). “Cultural Representations in Algerian English Textbooks”. Ed. S. Garton ve K. Graves. International Perspectives on Materials in ELT. London: Palgrave Macmillan. 69-86.
• Mete, Filiz (2013). “Yabancı Dil Olarak Türkçe Öğretiminde Ortam Farkının Yeterliliklere Verilen Önem Derecesine Etkisi”. Toplum Bilimleri Dergisi 7(13): 171-192.
• Miles, Matthew ve Michael Huberman (1994). Qualitative Data Analysis. California: Sage.
• Moran, Patrick (2001). Teaching Culture. Boston: Heinle.
• NSFLEP (1996). Standards for Foreign Language Learning: Preparing for the 21st Century. Lawrence: Allen Press.
• Okur, Alpaslan ve Funda Keskin (2013). “Yabancılara Türkçe Öğretiminde Kültürel Öğelerin Aktarımı: İstanbul Yabancılar için Türkçe Öğretim Seti Örneği”. The Journal of Academic Social Science Studies 6(2): 1619-1640.
• Oxenden, Clive ve Christina Latham-Koenig (2014). English File Upper-Intermediate Student’s Book (Third Edition). Oxford: Oxford University Press.
• Ökten, Celile ve Suzan Kavanoz (2014). “Yabancı Dil Olarak Türkçe Öğretimini Hedefleyen Ders Kitaplarında Kültür Aktarımı”. Turkish Studies 9(3): 845-862.
• Pennycook, Alastair (1994). The Cultural Politics of English as an International Language. New York: Longman.
• Pfister, Guenter ve Petra Borzilleri (1977). “Surface Cultural Concepts: A Design for the Evaluation of Cultural Materials in Textbooks”. Teaching German 10(2): 102-108.
• Prodromou, Luke (1988). “English as Cultural Action”. ELT Journal 42(2): 73-83.
• Ramirez, Arnulfo ve Joan Hall (1990). “Language and Culture in Secondary Level Spanish Textbooks”. The Modern Language Journal 74(1): 48-65.
• Risager, Karen ve Carol Chapelle (2012). “Culture in Textbook Analysis and Evaluation”. Ed. Carol Chapelle. The Encyclopedia of Applied Linguistics. Oxford: Blackwell. 1-5.
• Shah, Sayed vd. (2014). “Representation of Target Culture in the ELT Textbooks in Pakistan: Evaluation of Oxford Progressive English for Cultural Relevance”. Journal of Education and Practice 5(13): 89-101.
• Silverman, David (2010). Doing Qualitative Research. London: Sage.
• Tajeddin, Zia ve Shohreh Teimournezhad (2015). “Exploring the Hidden Agenda in the Representation of Culture in International and Localised ELT Textbooks. The Language Learning Journal 43(2): 180-193.
• Tryhorn, Chris (2011). “English Language Turns into Big Business Asset”. The Sunday Times. http://www.thesundaytimes.co.uk/sto/public/roadtorecovery/article615630.ec (Erişim Tarihi: 26.10.2015).
• Tomalin, Barry ve Susan Stempleski (1994). Cultural Awareness. Oxford: Oxford University Press.
• Tüm, Gülden (2014). “Öğretmen Adaylarının Türkçenin Yabancı Dil Olarak Öğretimi Kitaplarını Değerlendirme Ölçütleri”. Ana Dili Eğitimi Dergisi 2(3): 77-88.
• Tüm, Gülden ve Özlem Sarkmaz (2012). “Yabancı Dil Türkçe Ders Kitaplarında Kültürel Öğelerin Yeri”. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 43: 448-459.
• Tüm, Gülden ve Seda Uğuz (2014). “An Investigation on the Cultural Elements in a Turkish Textbook for Foreigners”. Procedia Social and Behavioral Sciences 158: 356-363.
• Türkan, Sultan ve Servet Çelik (2007). “Integrating Culture into EFL Texts and Classrooms: Suggested Lesson Plans”. Novitas-Royal 1(1): 18-33.
• Ülker, Nilüfer (2007). Hitit Ders Kitapları Örneğinde Yabancı Dil Olarak Türkçe Öğretiminde Kültür Aktarımı Sürecine Çözümleyici ve Değerlendirici Bir Bakış. Yüksek Lisans Tezi. İstanbul: İstanbul Üniversitesi.
• Yamada, Mieko (2010). “English as a Multicultural Language: Implications from a Study of Japan’s Junior High Schools’ English Language Textbooks”. Journal of Multilingual and Multicultural Development 31(5): 491-506.
• Yamanaka, Nobuko (2006). “An Evaluation of English Textbooks in Japan from the Viewpoint of Nations in the Inner, Outer, and Expanding Circles”. JALT Journal 28(1): 57-76.
• Yıldırım, Ali ve Hasan Şimşek (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
• Yılmaz, Fatih (2012). “Cultural Transmission through Teaching Turkish as a Foreign Language Coursebooks”. Turkish Studies 7(3): 2751-2759.
• Yılmaz, Fatih (2014). “An Investigation into Students’ Turkish Language Needs at Jagiellonian University in Poland”. Educational Research and Reviews 9(16): 555-561.
• Yuen, Ka-Ming (2011). “The Representation of Foreign Cultures in English Textbooks”. ELT Journal 65(4): 458-466.
• Zacharias, Nugrahenny (2014). “The Relocation of Culture in the Teaching of English as an International Language”. Ed. R. Marlina ve R. Giri. The Pedagogy of English as an International Language. London: Springer. 129-141.