TEACHER KNOWLEDGE ON HOW TO TEACH TURKISH GRAMMAR: FULBRIGHTERS' PERSPECTIVES

Yıl 2010, Cilt: 9 Sayı: 34, 70 - 79, 01.08.2010

Sezgi Saraç Süzer

Öz

Each research on teacher knowledge, regardless of the selected language area, contributes to applied linguistics with complementary findings. Nevertheless, only the teaching of English language takes the largest share within the related literature today (i.e. Ellis, 2006; Borg, 1999, 2001; Andrews, 2003; Senior, 2006). Moreover, unfortunately, there is no study focusing on practitioners' insights on the teaching of Turkish as a foreign language. Therefore, in this study the aim is to initialize research into the teaching of Turkish via practitioners' knowledge. The research was designed in line with qualitative research tradition. Five (N=5) alumni Fulbright FLTA scholars who taught Turkish in the United States took part in the data collection procedure. The participants answered open-ended questions in one-to-one interviews. The findings share teacher knowledge on 'the ideal way' to teach Turkish grammar and the features of 'best' grammar teaching practices, which conclude with a composite of recommendations from teachers' first-hand experience.

Anahtar Kelimeler

-

TÜRKÇE DİLBİLGİSİNİN ÖĞRETİMİNE DAİR ÖĞRETMEN BİLGİSİ: FULBRIGHT BURSİYERLERİNİN BAKIŞ AÇISI

Öz

Seçilen dil alanına bakılmaksızın, öğretmen bilgisi üzerine yapılmış her araştırma, uygulamalı dilbilim alanına birbirini bütünleyen bulgular ile katkıda bulunmaktadır. Ancak günümüzde, sadece İngiliz dilinin öğretimi ilgili alanyazında en büyük paya sahiptir (örnek: Ellis, 2006; Borg, 1999, 2001; Andrews, 2003; Senior, 2006). Ayrıca, malesef yabancı dil olarak Türkçenin öğretimine ilişkin öğretmen görüşünü araştıran çalışma bulunmamaktadır. Dolayısıyla bu çalışma, uygulamacıların bilgisi aracılığıyla Türkçenin öğretimi alanında yapılacak araştırmalara ilk adımı atmayı amaçlamaktadır. Araştırma, niteliksel araştırma geleneğine uygun tasarlanmıştır. Veri toplama sürecine, Türkçeyi Amerika Birleşik Devletlerinde Türkçeyi yabancı dil olarak öğreten, beş (N=5) mezun Fulbright FLTA bursiyeri katılmıştır. Katılımcılar, bire bir görüşmelerde, açık uçlu sorulara cevap vermiştir. Bulgular, Türkçe dilbilgisinin 'en iyi' öğretim yöntemine ve 'en iyi' dilbilgisi öğretim uygulamalarına ilişkin öğretmen bilgisini paylaşmakta; ayrıca, yine öğretmenlerin ilk elden deneyimlerine dayanan önerileriyle sonuçlandırılmaktadır.

Anahtar Kelimeler

Öğretmen bilgisi, Türkçenin yabancı dil olarak öğretimi, Türkçe dilbilgisi

Kaynakça

• Andrews, S. (2003). Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness. 12(2), 81-95.
• Arıkan, A. (2006). Postmethod condition and its implications for English language teacher education. Journal of Language and Linguistic Studies. (2) 1. 1-11
• Borg, S. (1998). Teachers’ pedagogical systems and grammar teaching: A Qualitative Study. TESOL Quarterly. (32) 1. 9-38.
• Borg, S. (1999a). Studying teacher cognition in second language grammar teaching. System, 27, 19–31.
• Borg, S. (1999b). Teachers’ theories in grammar teaching. ELT Journal. (53) 3, 157-167.
• Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal. (55) 1, 21-29.
• Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language Awareness. 12, 96-108.
• Borko, H. & Putnam, R. T. (1996). Learning to teach. In R. C. Calfee and D. Berliner (Eds.), Handbook on Educational Psychology (pp. 673-708). New York: Macmillan Publishing Company.
• Brown, J.S.; Collings, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher. 18 (1), pp. 32-42.
• Calderhead, J. (ed.) (1987a) Exploring Teachers’ Thinking. London: Cassell.
• Calderhead, J. (1987b). Developing a framework for the elicitation and analysis of teachers’ verbal reports. Oxford Review of Education, 13, 183–189.
• Clark, C. M. &. Peterson, P. L. (1986). Teacher’s thought processes. In M. Wittrock (Ed.), Handbook of research in teaching (3rd ed., pp. 255–296). New York: Macmillan.
• Elbaz, F. (1983). Teacher Thinking: A Study of Practical Knowledge. London: Croom Helm.
• Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly, 32 (1), 39-60.
• Ellis, E. M. (2006). Language learning experience as a contributor to ESOL teacher cognition. TESL- EJ: Teaching English as a second or foreign language. (10) 1.
• Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10, 439-452.
• Harris, D., & Eggen, P. (1993). The Impact of Experience on Conceptions of Expertise: A Comparison of the Thinking of Veteran, First-year, and Preservice Teachers. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
• Kumaravadivelu, B. (2001). Towards a postmodern pedagogy. TESOL Quarterly, 35 (4). 537-560.
• Senior, R. M. (2006). The Experience of Language Teaching. Cambridge: Cambridge University Press.
• Shulman, L. S. (1986a). Paradigms and research programs in the study of teaching. In M. C. Wittrock (Ed.) Handbook of research on teaching (3rd edition). Macmillian.
• Shulman, L. S. (1986b). Those who understand: Knowledge growth in teaching. Educational Researcher. (15) 2. 4-14.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, (57) 1. 1-22.
• Sis, N. (2007). Preparing syllabus at teaching Turkish as a foreign language: Some considerations. Turkish Studies. (2)2. 565-569.
• Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education. 4. 99-110.
• Tosun, C. (2005). Türkçe’nin yabancı dil olarak öğretilmesi. Journal of Language and Linguistics. 1/1. 22-28.
• Tsui, A.B.M. (2003). Understanding Expertise in Teaching. Cambridge: Cambridge University Press.
• Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press.