Literature Teaching Models: A Review on Turkish Textbooks

Year 2022, Volume: 19 Issue: 48, 648 - 656, 05.08.2022

Sercan Demirgüneş Büşra Özbek

https://doi.org/10.26466/opusjsr.1114735

Abstract

The most basic tool in the language teaching process is texts. Especially, modern literature teaching is based on the texts. Educational activities carried out with texts that carry the aesthetic values of the language are known to be more effective in the learning process. Besides the basic language-specific features and vocabulary teaching prioritized by curriculums, textbooks should be able to convey or impart the elements of creative thinking, critical thinking, discussion, aesthetic value and cultural heritage to students. The inculcation of these features is possible with the conduct of teaching on the basis of specific and effective models. The current study describes on which literary model (individual model, cultural model, linguistic model) the texts in Turkish textbooks are constructed. Thus, the values of texts in the teaching process will be determined. In this context, the poems in the Turkish textbooks taught in the 5th, 6th, 7th and 8th grades in the 2021-2022 school year were determined and then it was determined on which model these poems are constructed. As a result, it was concluded that while the texts constructed on the basis of the individual model and cultural model are dominant, the texts constructed on the basis of the linguistic model are few in number.

Keywords

Language and Literature Teaching, Poem, Teaching Models, Turkish Textbooks

References

• Aktaş, Ş. (2011). Edebiyat ve edebî metinler üzerine yazılar. (Mustafa Kurt, Haz.). Ankara: Kurgan Edebiyat.
• Aslan, C., Doğu, Y. (2016). Öğrencilerin ortaokul Türkçe ders kitaplarındaki metinlere ilişkin görüşleri. Akademik Araştırmalar Dergisi, 17(67), 1-30.
• Aydın, İ. ve Torusdağ, G. (2014). Türkçe öğretimi çerçevesinde yazınsal bir metin çözümleme örneği olarak Refik Halit Karay’ın Garip Bir Hediye’si. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 3(4) , 109-134. DOI: 10.7884/teke.340.
• Bennett, A. ve Royle, N. (2018). Edebiyat, eleştiri ve kurama giriş (çev.: Deniz Tekin). İstanbul: Sanat ve Kuram Yayınları.
• Bibby, S., McIlroy, T. (2013). Literature in language teaching: What, why, and how. Jalt Sig, Specıal Issue, 19-21.
• Cuq, J. P., Gruca, I. (2005). Cours de didactique du français langue étrangère et seconde. Grenoble Presses Universitaires de Grenoble.
• Çelik, T. (2018). Dil ve Edebiyat öğretimi. 3. Baskı. Ankara: Anı Yayıncılık.
• Çer, E. (2016). Çocuk Edebiyatı: 0-6 yaş çocuk kitaplarında çocuk gerçekliği ve çocuğa görelik. Ankara: Eğiten Kitap.
• Göğüş, B. (1978). Orta dereceli okullarımızda Türkçe ve yazın eğitimi. Ankara: Kadıoğlu Yayınları.
• Güneş, F. (2013). Türkçede metin öğretimi yerine metinle öğrenme. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11, 603-637. DOI: 10.14520/adyusbd.454.
• Kavcar, C. (2017). Edebiyat ve eğitim. Ankara: Anı Yayıncılık.
• Mlcakova, Eva B. (2013). Teaching literature in secondary schools. Masaryk University Faculty of Arts Master’s Diploma Thesis. Brno; Çekya.
• Padurean, A.N. (2015). Approaches to teaching lıterature in efl classrooms. Journal Of Romanian Literary Studies, 6, 195-200.
• Polat, T. (1990). Kültürlerarası bildirişimde etkin bir süreç: Yabancı dilde okuma-anlama. Alman Dili ve Edebiyatı Dergisi, 7, 69-90.
• Widdowson, H. G. (1983). Stylistics and the teaching of literature. London: Longman.