Why Should Bilingualized Dictionary of Turkish Be Used in Teaching Turkish as a Foreign Language

Year 2018, , 319 - 327, 15.04.2018

Sami Baskin

https://doi.org/10.12973/eu-jer.7.2.319

Abstract

The first person to learn Turkish as a foreign
language is a Chinese woman writing Turkish love letters for her exiled husband
in the 4th century. However, we do not know much about how this woman learned
Turkish. The known history of teaching Turkish as a Foreign Language goes back
to the first concrete material produced for this process. They are usually
bilingual dictionaries and the oldest one was written in the 11th century. It
is therefore more accurate to say that teaching Turkish as a Foreign Language
has a history of nearly a thousand years. The changing educational paradigm
since the 20th century has deeply influenced the teaching of language, which
was previously carried out in accordance with the grammar – translation method.
And, dictionaries ceased to be the main device for language teaching and became
a source of complementary materials in learning environment, which has
necessitated their re-regulation. Yet, Turkish dictionary authors continue to
maintain old habits and produce classical bilingual dictionaries. The bilingual
dictionaries, proven to be more helpful on second language teaching, have been
used across the world from the 1980s onwards. In this paper, the history of the
teaching Turkish as a Foreign Language is briefly explained by taking into
consideration the resources used in the second language teaching and then
answers are given to the questions "Why should bilingualized dictionaries
be used in the teaching Turkish as a Foreign Language" and "How
should two bilingual dictionaries be prepared?".

Keywords

Teaching Turkish as a foreign language, bilingual dictionaries, microstructure, macrostructure

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