Evaluating B1-Level Turkish as a Foreign Language Coursebooks: A Comparative Study

Öz

In foreign language education, textbooks remain essential despite technological progress and various teaching methods. Turkish as a Foreign Language (TFL) is a relatively new area, making textbook design and content particularly significant. Although many studies have analysed textbooks for teaching Turkish as a foreign language, most focus on specific criteria or one theoretical approach. This research aims to give a broad overview of textbooks by evaluating five Turkish B1-level books based on layout, syllabus, skill distribution, authenticity, cultural focus, and idiom use. A qualitative approach was used, concentrating on reading passages. Cultural content was assessed through C1 (local culture), C2 (target culture), and C3 (global culture); idioms and proverbs were identified using the TDK dictionary. Results show that textbooks at the same level vary in structure and pedagogical strategies, offering valuable insights into Turkish as a foreign language textbook design.

Anahtar Kelimeler

• Turkish as a Foreign Language
• Coursebook Evaluation
• B1 Level
• Syllabus Design
• Cultural Representation

Yabancı Dil Olarak Türkçe B1 Seviyesi Ders Kitaplarının Değerlendirilmesi: Karşılaştırmalı Bir Çalışma

Öz

Yabancı dil eğitiminde, teknolojik ilerlemelere ve çeşitli öğretim yöntemlerine rağmen ders kitapları hala çok önemli. Yabancı Dil Olarak Türkçe (YDT) nispeten yeni bir alan olduğundan, ders kitaplarının tasarımı ve içeriği özellikle önemlidir. Yabancı dil olarak Türkçe öğretimine yönelik ders kitaplarını analiz eden birçok çalışma olsa da, bunların çoğu belirli kriterlere veya tek bir teorik yaklaşıma odaklanmaktadır. Bu araştırma, beş adet B1 seviyesindeki Türkçe ders kitabını düzen, müfredat, beceri dağılımı, özgünlük, kültürel odak ve deyim kullanımı açısından değerlendirerek ders kitaplarına genel bir bakış sunmayı amaçlamaktadır. Okuma parçalarına odaklanan nitel bir yaklaşım kullanılmıştır. Kültürel içerik C1 (yerel kültür), C2 (hedef kültür) ve C3 (küresel kültür) üzerinden değerlendirilmiş; deyimler ve atasözleri TDK sözlüğü kullanılarak belirlenmiştir. Sonuçlar, aynı seviyedeki ders kitaplarının yapı ve pedagojik stratejiler açısından farklılık gösterdiğini ortaya koymakta ve yabancı dil olarak Türkçe ders kitabı tasarımına ilişkin değerli bilgiler sunmaktadır.

Anahtar Kelimeler

• Yabancı Dil Olarak Türkçe Ders Kitabı Değerlendirmesi
• B1 Seviyesi
• Müfredat Tasarımı
• Kültürel Temsil

Kaynakça

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