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Türkçenin yabancı dil olarak öğretimine yönelik kitap setleri hazırlayan yazarların kitap yazım sürecine yönelik algıları

Yıl 2021, Sayı: 24, 55 - 76, 21.09.2021
https://doi.org/10.29000/rumelide.990081

Öz

Ders kitabı, Türkçenin yabancı dil olarak öğretiminde önemli ve işlevsel bir araç olarak nitelenmektedir. Öğretici, öğrenici ve sınav uygulayıcıları, müfredata uygun olarak hazırlanmış ders kitabını hedef dilin öğretim sürecini inşa etmek, ölçme ve değerlendirme aşamaları takip etmek için önemli bir materyal olarak görmektedir. Alanyazın incelendiğinde Türkçenin yabancı dil olarak öğretimine yönelik hazırlanan ders kitapları üzerine farklı bağlamlarda pek çok çalışmanın yapıldığı anlaşılmaktadır. Bu çalışmada ise ders kitapları, kitap yazarları boyutunda ele alınmaktadır. Çalışmanın amacı, Türkçenin Yabancı Dil Olarak Öğretimi Programı’nı esas alarak örgün eğitim kapsamında ilk defa kitap yazılmasını sağlayan Türkiye Maarif Vakfı bünyesindeki yazarların, kitap yazma sürecine ilişkin algılarını belirlemektir. Araştırmanın çalışma kümesini yirmi iki katılımcı oluşturmaktadır. Katılımcıların, ders kitabı yazma sürecine ilişkin algılarını belirlemek için nitel araştırma yöntemlerinden olgubilim kullanılmıştır. Verilerin toplanmasında yarı yapılandırılmış görüşme formu kullanılmış, analiz sürecinde ise içerik analizinden faydalanılmıştır. Buna göre araştırma bulguları; ders kitabı hazırlama ilkeleri, süreçte yaşananlar, ders kitabına seçilecek metinlerin özellikleri, ders kitabındaki etkinliklerin nitelikleri ve ders kitabının set olma özelliği olmak üzere beş ana başlık altında toplanmıştır.

Kaynakça

  • Ankara TÖMER (2015). Yabancı Dil Olarak Türkçe Öğretimi Programı (The Curriculum for Teaching Turkish as a Foreign Language), (M. Ertan Gökmen, Editor), Ankara, Ankara University Press.
  • Balcı, M. (2017). Türkçenin yabancı dil olarak öğretiminde temel kavramlar (Basic concepts in teaching Turkish as a foreign language). Hayati Develi, Cemal Yıldız, Mustafa Balcı, İbrahim
  • Gültekin, Deniz Melanlıoğlu (Editors). In Uygulamalı Türkçenin yabancı dil olarak öğretimi el kitabı (The handbook of teaching applied Turkish as a foreign language) (p. 43-133). İstanbul: Kesit Publications.
  • Balcı, M. and Melanlıoğlu, D. (2020). On the curriculum of teaching Turkish as a foreign language. Kırıkkale University Journal of Social Sciences, 10 (2), 173-198.
  • Biçer, N. and Kılıç, B. S. (2017). Evaluation of Text Books which are Used for Teaching Turkish to Syrian Students based on Teacher Opinions. Journal of Mother Tongue Education, 5(4), 649-663.
  • Biçer, N., Çoban, İ. and Bakır, S. (2014). The problems faced by the foreign students learning Turkish: Atatürk University Case. The Journal of International Social Research, 7 (19), 125-135.
  • Candaş Karababa, C. (2009). Teaching Turkish as a Foreign Language and Problems Encountered. Ankara University Journal of Faculty of Educational Sciences (JFES), 42 ( 2), 265-277.
  • Demirtaş, S. K. and Acer, E. K. (2016). Türkçe öğretiminde karşılaşılan sorunlara yönelik bir değerlendirme: Passau üniversitesi örneği (An evaluation of the problems encountered in teaching Turkish: The case of Passau University). Alpaslan Okur, Bekir İnce, İsmail Güleç (Editors). In Yabancılara Türkçe öğretimi üzerine araştırma (Research on teaching Turkish to foreigners) (177-184). Sakarya: Sakarya University TÖMER Publications.
  • Durmuş, M. (2013). Teaching Turkish to foreigners: problems, solutions and ideas on the future of teaching Turkish to foreigners. Adıyaman University Journal of Social Sciences Institute, Special Issue of Teaching Turkish, 6 (11), 207-228.
  • Durukan, E. and Maden, S. (2013). Yabancılara Türkçe öğretimi programı geliştirme (Developing a curriculum of teaching Turkish to foreigners). Mustafa Durmuş and Alpaslan Okur (Editors). In Yabancılara Türkçe öğretimi el kitabı (The handbook of teaching Turkish to foreigners), (p. 511-526). Ankara: Grafiker Publications.
  • Gün, M., Yalçın, Ç. and Pişkin, B. S. (2019). Temel seviye yabancılara Türkçe öğretimi kitaplarında yer alan dil bilgisi konularının ve etkinliklerinin karşılaştırılması ve analizi (Comparison and analysis of grammar topics and activities in the coursebooks for teaching Turkish to foreigners at the basic level). Atatürk University Journal of Social Sciences Institute, (23), 2089-2101.
  • Gün, M., Akkaya, A. and Kara, Ö. T. (2014). The Assessment Of Turkish Class Books For Foreigners By The Instructors In Turkish Teaching Centers. Turkish Studies, 9 (6), 1-16.
  • Hengirmen, M. (1993). Yabancı dil öğretim yöntemleri ve TÖMER yöntemi (Foreign language teaching methods and TÖMER method). Ankara: Engin Publications.
  • Kalaycı, D. and Durukan, E. (2019). Comparing The Textbooks Of Teaching Turkish And English As A Foreign Language In Terms Of Learning Domains. International Journal of Turkish Literature Culture Education, 8 (4), 2162-2177.
  • Karagöl, E. ve Kurt B. (2021). Ders kitabı yazarlarının görüşlerine göre yabancı dil olarak Türkçe öğretimi, Bayburt Eğitim Fakültesi Dergisi, Cilt:16 Sayı: Özel Sayı, 184-209.
  • Kılınç, H. H. and Yenen, E. T. (2015). Lecturers’ Opinions Regarding Textbooks Used In Turkish Education For Foreigners. International Journal of Language Academy, 3 (4), 429-441.
  • Kolaç, E. (2003). The Evaluation of The Primary Education Fourth Grade Turkish Course Books With Regard to Teachers’s Views. Journal of Uludağ University Faculty of Education, 17 (1), 105-137.
  • MEB (2006). İlköğretim Türkçe dersi (6, 7, 8. sınıflar) öğretim programı (Curriculum of primary education Turkish lesson (6th, 7th, 8th grades)). Ankara: Milli Eğitim Bakanlığı Publications.
  • MEB (2019). Türkçe dersi öğretim programı (ilkokul-ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) (Curriculum of Turkish lesson (primary-secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades)). Ankara.
  • Ömeroğlu, E. (2016). Review Of The Textbooks Prepared For Teaching Turkish To Foreigners. Unpublished Doctoral Thesis. Sakarya University Institute of Educational Sciences, Sakarya.
  • Özbay, M. (2003). Türkçe öğretiminde hedef-araç ilişkisinin Ders kitabı örneğinde değerlendirilmesi (Evaluation of the target-tool relationship in Turkish teaching in the example of coursebook). TÜBAR-XIII-Spring.
  • Tiryaki, E. N. and Kayatürk, N. (2017). Evaluation Of Listening Texts In Coursebooks Of Teaching Turkish As A Foreign Language In Terms Of Implicit Meaning (Istanbul B1-B2 Level Course). Mustafa Kemal University Journal of Graduate School of Social Sciences, 14 (39), 300-319.
  • Tok, M. (2013). Assessing Writing Studies in the Textbooks of Teaching Turkish to Foreign. Uşak University Journal of Social Sciences, 6 (1), 249-279.
  • TYDÖP (2020). Türkçenin Yabancı Dil Olarak Öğretim Programı (The Curriculum for Teaching Turkish as a Foreign Language). İstanbul: TMV Publications.
  • Ulutaş, M. and Kara, M. (2019). Investigation Of Text Comprehension Questions In Teaching Turkish As A Foreign Language Textbooks According To Revised Bloom Taxonomy. International Journal of Turkish Literature Culture Education, 8 (4), 2198-2214.
  • Yalçın, S. (1994). The effect of the textbook written according to the principles of prose learning on the student achievement. Unpublished Doctoral Thesis. Hacettepe University Graduate School of Social Sciences, Ankara.
  • Yıldırım, A. and Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative research methods in social sciences). Ankara: Seçkin Publications.

Perceptions of the authors writing book sets for teaching Turkish as a foreign language on the process of writing a book

Yıl 2021, Sayı: 24, 55 - 76, 21.09.2021
https://doi.org/10.29000/rumelide.990081

Öz

Coursebook is described as an important and functional tool in teaching Turkish as a foreign language. Instructors, learners and testers consider the coursebook, which is prepared in accordance with the curriculum, as an important material for constructing the teaching process of the target language and following the assessment and evaluation stages. When the literature is analyzed, it is understood that many studies have been carried out in different contexts on coursebooks prepared for teaching Turkish as a foreign language. In this study, coursebooks are discussed in the dimension of authors. The aim of the study is to determine the perceptions of the authors writing under the roof of Turkish Maarif Foundation, which enabled the first book to be written within the scope of formal education based on the Curriculum for Teaching Turkish as a Foreign Language, regarding the process of writing a book. The study group of the research consists of twenty-two participants. As one of the qualitative research methods, phenomenology was used to determine the perceptions of the participants about the writing process of coursebooks. A semi-structured interview form was used to collect the data, and the content analysis was used in the analysis process. Accordingly, findings of the research were categorized under five main headings as being the principles of preparing the coursebook, the experiences experienced during the process, the characteristics of the texts to be selected for the coursebook, the qualities of the exercises in the coursebook, and the feature of the coursebook as a set.

Kaynakça

  • Ankara TÖMER (2015). Yabancı Dil Olarak Türkçe Öğretimi Programı (The Curriculum for Teaching Turkish as a Foreign Language), (M. Ertan Gökmen, Editor), Ankara, Ankara University Press.
  • Balcı, M. (2017). Türkçenin yabancı dil olarak öğretiminde temel kavramlar (Basic concepts in teaching Turkish as a foreign language). Hayati Develi, Cemal Yıldız, Mustafa Balcı, İbrahim
  • Gültekin, Deniz Melanlıoğlu (Editors). In Uygulamalı Türkçenin yabancı dil olarak öğretimi el kitabı (The handbook of teaching applied Turkish as a foreign language) (p. 43-133). İstanbul: Kesit Publications.
  • Balcı, M. and Melanlıoğlu, D. (2020). On the curriculum of teaching Turkish as a foreign language. Kırıkkale University Journal of Social Sciences, 10 (2), 173-198.
  • Biçer, N. and Kılıç, B. S. (2017). Evaluation of Text Books which are Used for Teaching Turkish to Syrian Students based on Teacher Opinions. Journal of Mother Tongue Education, 5(4), 649-663.
  • Biçer, N., Çoban, İ. and Bakır, S. (2014). The problems faced by the foreign students learning Turkish: Atatürk University Case. The Journal of International Social Research, 7 (19), 125-135.
  • Candaş Karababa, C. (2009). Teaching Turkish as a Foreign Language and Problems Encountered. Ankara University Journal of Faculty of Educational Sciences (JFES), 42 ( 2), 265-277.
  • Demirtaş, S. K. and Acer, E. K. (2016). Türkçe öğretiminde karşılaşılan sorunlara yönelik bir değerlendirme: Passau üniversitesi örneği (An evaluation of the problems encountered in teaching Turkish: The case of Passau University). Alpaslan Okur, Bekir İnce, İsmail Güleç (Editors). In Yabancılara Türkçe öğretimi üzerine araştırma (Research on teaching Turkish to foreigners) (177-184). Sakarya: Sakarya University TÖMER Publications.
  • Durmuş, M. (2013). Teaching Turkish to foreigners: problems, solutions and ideas on the future of teaching Turkish to foreigners. Adıyaman University Journal of Social Sciences Institute, Special Issue of Teaching Turkish, 6 (11), 207-228.
  • Durukan, E. and Maden, S. (2013). Yabancılara Türkçe öğretimi programı geliştirme (Developing a curriculum of teaching Turkish to foreigners). Mustafa Durmuş and Alpaslan Okur (Editors). In Yabancılara Türkçe öğretimi el kitabı (The handbook of teaching Turkish to foreigners), (p. 511-526). Ankara: Grafiker Publications.
  • Gün, M., Yalçın, Ç. and Pişkin, B. S. (2019). Temel seviye yabancılara Türkçe öğretimi kitaplarında yer alan dil bilgisi konularının ve etkinliklerinin karşılaştırılması ve analizi (Comparison and analysis of grammar topics and activities in the coursebooks for teaching Turkish to foreigners at the basic level). Atatürk University Journal of Social Sciences Institute, (23), 2089-2101.
  • Gün, M., Akkaya, A. and Kara, Ö. T. (2014). The Assessment Of Turkish Class Books For Foreigners By The Instructors In Turkish Teaching Centers. Turkish Studies, 9 (6), 1-16.
  • Hengirmen, M. (1993). Yabancı dil öğretim yöntemleri ve TÖMER yöntemi (Foreign language teaching methods and TÖMER method). Ankara: Engin Publications.
  • Kalaycı, D. and Durukan, E. (2019). Comparing The Textbooks Of Teaching Turkish And English As A Foreign Language In Terms Of Learning Domains. International Journal of Turkish Literature Culture Education, 8 (4), 2162-2177.
  • Karagöl, E. ve Kurt B. (2021). Ders kitabı yazarlarının görüşlerine göre yabancı dil olarak Türkçe öğretimi, Bayburt Eğitim Fakültesi Dergisi, Cilt:16 Sayı: Özel Sayı, 184-209.
  • Kılınç, H. H. and Yenen, E. T. (2015). Lecturers’ Opinions Regarding Textbooks Used In Turkish Education For Foreigners. International Journal of Language Academy, 3 (4), 429-441.
  • Kolaç, E. (2003). The Evaluation of The Primary Education Fourth Grade Turkish Course Books With Regard to Teachers’s Views. Journal of Uludağ University Faculty of Education, 17 (1), 105-137.
  • MEB (2006). İlköğretim Türkçe dersi (6, 7, 8. sınıflar) öğretim programı (Curriculum of primary education Turkish lesson (6th, 7th, 8th grades)). Ankara: Milli Eğitim Bakanlığı Publications.
  • MEB (2019). Türkçe dersi öğretim programı (ilkokul-ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) (Curriculum of Turkish lesson (primary-secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades)). Ankara.
  • Ömeroğlu, E. (2016). Review Of The Textbooks Prepared For Teaching Turkish To Foreigners. Unpublished Doctoral Thesis. Sakarya University Institute of Educational Sciences, Sakarya.
  • Özbay, M. (2003). Türkçe öğretiminde hedef-araç ilişkisinin Ders kitabı örneğinde değerlendirilmesi (Evaluation of the target-tool relationship in Turkish teaching in the example of coursebook). TÜBAR-XIII-Spring.
  • Tiryaki, E. N. and Kayatürk, N. (2017). Evaluation Of Listening Texts In Coursebooks Of Teaching Turkish As A Foreign Language In Terms Of Implicit Meaning (Istanbul B1-B2 Level Course). Mustafa Kemal University Journal of Graduate School of Social Sciences, 14 (39), 300-319.
  • Tok, M. (2013). Assessing Writing Studies in the Textbooks of Teaching Turkish to Foreign. Uşak University Journal of Social Sciences, 6 (1), 249-279.
  • TYDÖP (2020). Türkçenin Yabancı Dil Olarak Öğretim Programı (The Curriculum for Teaching Turkish as a Foreign Language). İstanbul: TMV Publications.
  • Ulutaş, M. and Kara, M. (2019). Investigation Of Text Comprehension Questions In Teaching Turkish As A Foreign Language Textbooks According To Revised Bloom Taxonomy. International Journal of Turkish Literature Culture Education, 8 (4), 2198-2214.
  • Yalçın, S. (1994). The effect of the textbook written according to the principles of prose learning on the student achievement. Unpublished Doctoral Thesis. Hacettepe University Graduate School of Social Sciences, Ankara.
  • Yıldırım, A. and Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative research methods in social sciences). Ankara: Seçkin Publications.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Türk dili, kültürü ve edebiyatı
Yazarlar

İbrahim Gültekin Bu kişi benim 0000-0002-6084-7129

Yayımlanma Tarihi 21 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 24

Kaynak Göster

APA Gültekin, İ. (2021). Perceptions of the authors writing book sets for teaching Turkish as a foreign language on the process of writing a book. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(24), 55-76. https://doi.org/10.29000/rumelide.990081