Araştırma Makalesi
BibTex RIS Kaynak Göster

Structural Syllabus in Teaching Turkish as a Foreign Language

Yıl 2024, , 3090 - 3100, 21.12.2024
https://doi.org/10.35675/befdergi.1554987

Öz

This paper examines the historical and theoretical underpinnings of the structural syllabus rooted on behaviorist and structuralist paradigms, while also comparing it to communicative and task-based techniques. The study underscores the appropriateness of a structured syllabus for agglutinative languages like Turkish, emphasizing the necessity of systematic and sequential acquisition of morpho-syntactic structures. It posits that such a syllabus establishes a robust foundation for fundamental grammatical proficiency, while also suggesting that language learning and use can be enhanced through the incorporation of communicative components and technology. The proposed syllabus model seeks to deliver a holistic approach that harmonizes structural and communicative tactics to enhance learning results. It also tackles the distinctive obstacles presented by the morphemic complexity of Turkish and demonstrates how a systematic syllabus can efficiently enhance the acquisition of grammatical and syntactic connections. The structural syllabus integrates conventional and contemporary pedagogical methods to enhance linguistic precision and fluency, aiming to deliver comprehensive language training for novice learners.

Kaynakça

  • American Council on the Teaching of Foreign Languages (ACTFL). (2012). ACTFL proficiency guidelines 2012. https://www.actfl.org/resources/actfl-proficiency-guidelines-2012 adresinden 29 Temmuz 2024 tarihinde alındı.
  • Campbell, L., & Poser, W. J. (2008). Language Classification: History and Method. (1st ed.). Cambridge University Press.
  • Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course (2nd ed.). Heinle & Heinle.
  • Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge University Press.
  • Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages
  • De Saussure, F. (2004). Course in general linguistics. In J. Rivkin & M. Ryan (Eds.), Literary Theory: An Anthology (2nd ed., pp. 59-70). John Wiley & Sons.
  • Ellis, R. (2005). Instructed language learning and task-based teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 713-728). Routledge.
  • Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly, 40(1), 83-107.
  • Graham, C. R. (2006). Blended learning systems. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (1st ed., pp. 3-21). John Wiley & Sons.
  • Göksel, A., & Kerslake, C. (2005). Turkish: A comprehensive grammar (3rd ed.). Routledge.
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014, January 6-9). Does Gamification Work?- A Literature Review of Empirical Studies on Gamification. [Conference session]. 47th Hawaii International Conference on System Sciences, Waikoloa, USA.
  • Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569.
  • Karlsson, F. (2017). Finnish: A comprehensive grammar. (1st ed.). Routledge.
  • Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. (1st ed.). Longman.
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching. (1st ed.). Oxford University Press.
  • Larsen-Freeman, D. (2003). Teaching Language: From Grammar to Grammaring. (2nd ed.). Heinle & Heinle.
  • Long, M. (2014). Second language acquisition and task-based language teaching. (1st ed.). John Wiley & Sons.
  • Nunan, D. (1998). Teaching grammar in context. (1st ed.). Oxford University Press.
  • Richards, J. C. (2001). Curriculum development in language teaching. (1st ed.). Cambridge University Press.
  • Skinner, B. F. (1965). Science and human behavior. (1st ed.). Simon and Schuster.
  • Sohn, H. M. (2005). The Korean language in culture and society. (1st ed.). University of Hawaii Press.
  • Thornbury, S. (1999). How to Teach Grammar. (2nd ed.). Pearson Education.
  • Tsujimura, N. (2013). An introduction to Japanese linguistics (2nd ed.). John Wiley & Sons.

Türkçenin Yabancı Dil Olarak Öğretiminde Yapısal İzlence

Yıl 2024, , 3090 - 3100, 21.12.2024
https://doi.org/10.35675/befdergi.1554987

Öz

Çalışmada, davranışçı ve yapısalcı kuramsal çerçeveye dayanan yapısal izlencenin tarihsel ve kuramsal temelleri ele alınmakta; iletişimsel ve görev temelli yaklaşımlarla karşılaştırma yapılmaktadır. Türkçe gibi sondan eklemeli diller için yapısal izlencenin uygunluğunu vurgulayan çalışmada, biçim-sözdizimsel yapıların sistematik ve sıralı öğreniminin önemi öne çıkarılmakta, yapısal izlencenin temel dilbilgisi yeterliliği için sağlam bir çerçeve sunduğu belirtilmekte ancak iletişimsel unsurların ve teknolojinin entegrasyonuyla dil öğreniminin ve kullanımının geliştirilebileceği önerilmektedir. Bu çalışmayla başlangıç düzeyde öğrenme çıktılarının en uygun şekilde oluşması hedeflenmiş ve bunun için yapısal ve iletişimsel stratejileri birlikte kullanılmasıyla kapsamlı bir izlence önerisi sunmak amaçlanmıştır. Ayrıca çalışmada, Türkçenin biçimbirimsel karmaşıklığının yarattığı benzersiz zorluklar ele alınmakta ve yapısal izlencenin dilbilgisel ve sözdizimsel bağların öğrenimini nasıl etkili bir şekilde kolaylaştırabileceği gösterilmektedir. Sunulan yapısal izlence ile geleneksel ve modern öğretim yaklaşımları birleştirilerek dilde doğruluk ve akıcılık teşvik edilmekte, başlangıç düzeyindeki dil öğrenicileri için çok yönlü bir dil öğretiminin sağlanması hedeflemektedir.

Etik Beyan

Bu makale için etik kurul beyanı gerekmemektedir.

Kaynakça

  • American Council on the Teaching of Foreign Languages (ACTFL). (2012). ACTFL proficiency guidelines 2012. https://www.actfl.org/resources/actfl-proficiency-guidelines-2012 adresinden 29 Temmuz 2024 tarihinde alındı.
  • Campbell, L., & Poser, W. J. (2008). Language Classification: History and Method. (1st ed.). Cambridge University Press.
  • Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course (2nd ed.). Heinle & Heinle.
  • Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge University Press.
  • Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages
  • De Saussure, F. (2004). Course in general linguistics. In J. Rivkin & M. Ryan (Eds.), Literary Theory: An Anthology (2nd ed., pp. 59-70). John Wiley & Sons.
  • Ellis, R. (2005). Instructed language learning and task-based teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 713-728). Routledge.
  • Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly, 40(1), 83-107.
  • Graham, C. R. (2006). Blended learning systems. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (1st ed., pp. 3-21). John Wiley & Sons.
  • Göksel, A., & Kerslake, C. (2005). Turkish: A comprehensive grammar (3rd ed.). Routledge.
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014, January 6-9). Does Gamification Work?- A Literature Review of Empirical Studies on Gamification. [Conference session]. 47th Hawaii International Conference on System Sciences, Waikoloa, USA.
  • Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569.
  • Karlsson, F. (2017). Finnish: A comprehensive grammar. (1st ed.). Routledge.
  • Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. (1st ed.). Longman.
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching. (1st ed.). Oxford University Press.
  • Larsen-Freeman, D. (2003). Teaching Language: From Grammar to Grammaring. (2nd ed.). Heinle & Heinle.
  • Long, M. (2014). Second language acquisition and task-based language teaching. (1st ed.). John Wiley & Sons.
  • Nunan, D. (1998). Teaching grammar in context. (1st ed.). Oxford University Press.
  • Richards, J. C. (2001). Curriculum development in language teaching. (1st ed.). Cambridge University Press.
  • Skinner, B. F. (1965). Science and human behavior. (1st ed.). Simon and Schuster.
  • Sohn, H. M. (2005). The Korean language in culture and society. (1st ed.). University of Hawaii Press.
  • Thornbury, S. (1999). How to Teach Grammar. (2nd ed.). Pearson Education.
  • Tsujimura, N. (2013). An introduction to Japanese linguistics (2nd ed.). John Wiley & Sons.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Türkçe Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Erçin Ayhan 0000-0002-8072-4257

Erken Görünüm Tarihi 13 Aralık 2024
Yayımlanma Tarihi 21 Aralık 2024
Gönderilme Tarihi 23 Eylül 2024
Kabul Tarihi 4 Aralık 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Ayhan, E. (2024). Türkçenin Yabancı Dil Olarak Öğretiminde Yapısal İzlence. Bayburt Eğitim Fakültesi Dergisi, 19(44), 3090-3100. https://doi.org/10.35675/befdergi.1554987