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ANLATILARLA TÜRK KÜLTÜREL DEĞERLERİNİN ÖĞRETİMİNDE KONU YAPISI İNCELEME YAKLAŞIMI

Yıl 2018, , 215 - 226, 23.07.2018
https://doi.org/10.21563/sutad.510506

Öz

Bu çalışma, kültürel değerlerin yabancı dil sınıfında öğretilmesinde, bir sorun içeren kültürlerarası iletişim deneyimleri üzerine yazılmış anlatılarda kullanılmak üzere bir konu yapısı inceleme yaklaşımı sunmaktadır. Çalışmada, olumsuzluk içeren bir kültürlerarası deneyim üzerine yazılmış anlatıların, konu yapılarının kültürlearası iletişimin önemli unsurlarını yansıtan ayırt edici özelliklere sahip oldukları öne sürülmektedir. Yabancı dil öğrencilerinin kültürlerarası iletişim deneyimlerinde, kültürel değerler konusunda bilgisiz olunması gibi, iletişim pronlemlerine sebep olabilecek durumlar ile ilgili duyarlılıkları bu ayırt edici özelliklerin üzerinde durularak geliştirilebilir. Çalışma ilk olarak, Türkiye’de yaşamış yabancıların yazdığı iki kişisel anlatının konu yapısı incelemesini sunmaktadır. Daha sonra, bu incelemeye dayanarak, zor bir kültürlerarası iletişim deneyimi üzerine yazılmış anlatıların konu yapılarının ayırt edici özellikleri öne sürülmektedir. Seçilen iki anlatı da Türk kültüründe önemli bir değer olan misafirperverlik ile ilgilidir. Dolayısıyla, inceleme özellikle Türkçe’yi yabancı dil olarak öğrenen öğrencilere Türk kültürel değerlerinin tanıtılmasında ve öğretilmesinde faydalı olacaktır. “Rescued by Village Intelligence” (“Köy İstihbarat Birimlerince Kurtarılma”) ve “Hediye” adlı iki anlatı ilk olarak 2005 yılında yayımlanan Türkçe Sevmek: Türkiye’de Yaşayan Yabancı Kadınların Gözüyle Türkler adlı anı derlemesinden seçilmiştir. Anılardan biri misafirperverlik örneklerinden birinin yazarın en çok ihtiyacı olan bir zamanda nasıl hayat kurtarıcı bir etkisi olduğundan bahsederken, diğeri ise yazarın hayatında Türk misafirperverliğinin ne kadar rahatsız edici bir hal aldığı ile ilgilidir.

Kaynakça

  • ASHMAN, Anastasia M., & Eaton Gökmen, Jennifer (2005) (eds.) Türkçe Sevmek: Türkiye’de Yaşayan Yabancı Kadınların Gözüyle Türkler. İstanbul: Doğan Kitap.
  • ASHMAN, Anastasia M., & Eaton Gökmen, Jennifer (2006) (eds.) Tales from the Expat Harem: Foreign Women in Modern Turkey. Emeryville, CA: Seal Press.
  • BYRAM, M., Barrett, M., Ipgrave, J., Jackson, R., & Mendez Garcia, M. C. (2009). Autobiography of intercultural encounters. Strasbourg: Council of Europe Publishing. Retrieved from:
  • https://www.coe.int/t/dg4/autobiography/Source/AIE_en/AIE_autobiography_en.pdf
  • CORBETT, John (2010). Intercultural Language Activities. Cambridge: Cambridge University Press.
  • ELLSA (Electronic Literature and Language in South East Asia). (2014). Analyzing a story’s plot: Freytag’s Pyramid. Retrieved from: http://users.aber.ac.uk/jpm/ellsa/ellsa_openboat3. html
  • FREYTAG, Gustav (2008). Freytag’s technique of the drama: An exposition of dramatic composition and art. Trans. E. J. MacEwan, Charleston: BilbioBazaar, LLC.
  • GIOVANANGELI, Angela & Oguro, Susan (2016). “Cultural Responsiveness: A Framework for Re-thinking Students’ Interculturality through Study Abroad”. Intercultural Education, 27 (1): 70-84.
  • GERTSEN, Martine Cardel & Soderberg, Anne-Marie (2011). “Intercultural collaboration stories: On narrative inquiry and analysis as tools for research in international business”. Journal of International Business Studies, 42, 787-804.
  • GOMEZ R., Luis Fernando (2012). “Fostering Intercultural Communicative Competence Through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective”. Profile, 14(1): 49-66.
  • KILIANSKA-PRZYBYLO, Grazyna (2012). “Stories from Abroad”- Students’ Narratives about Intercultural Encounters. TESOL Journal, 6, 123-133.
  • LABOV, William (1972). Language in the Inner City: Studies in the Black English Vernacular. Philadelphia: University of Pennsylvania Press.
  • MENDEZ GARCIA, Maria del Carmen (2017). “Intercultural reflection through the Autobiography of Intercultural Encounters: students’ accounts of their images of alterity”. Language and Intercultural Communication, 17(2): 90-117.
  • THANASOULAS, Dimitrios (2001) “The Importance of Teaching Culture in Foreign Language Classroom”. Radical Pedagogy, Retrieved from: http://radicalpedagogy.icaap.org/content/issue3_3/7-thanasoulas.html
  • TRAHAR, S. (2009). “Beyond the story itself: Narrative inquiry and autoethnography in intercultural research in higher education”. Forum: Qualitative Social Research, 10 (1). Retrieved from:
  • http://www.qualitative-research.net/index.php/fqs/article/view/1218/0
  • WEBSTER, Leonard & Mertova, Patricie (2007). Using Narrative Inquiry as a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching. Oxon: Routledge.
  • ZACHARIAS, Nugrahenny T. (2005). “Developing Intercultural Competence through Literature”. Celt, 5(1): 27-41.

TEACHING TURKISH CULTURAL VALUES THROUGH NARRATIVES WITH A PLOT-STRUCTURE ANALYSIS APPROACH

Yıl 2018, , 215 - 226, 23.07.2018
https://doi.org/10.21563/sutad.510506

Öz

This study offers a plot-structure analysis approach in analyzing narratives on problematic intercultural encounters for teaching cultural values in the foreign language classroom. It argues that the plot-structure of narratives about such intercultural communication situations have characteristic features which are related to key elements of intercultural communication. Foreign language learners’ awareness on reasons of conflict in intercultural encounters, including lack of knowledge on cultural values, can be increased by exploring these characteristic elements. This study, first of all, presents a plot-structure analysis of two personal narratives written by foreigners who lived in Turkey. Then, based on this analysis, it proposes the distinctive features of plot-structure in narratives about a difficult intercultural encounter. Both of the narratives are about hospitality which is an important value in Turkish culture. Therefore, the analysis would be especially useful for learners of Turkish as a foreign language who would like to explore and learn Turkish cultural values. The two personal narratives which are “Rescued by Village Intelligence” and “Hediye” are chosen among the collection of memoirs titled Tales from the Expat Harem: Foreign Women in Modern Turkey first published in 2005. While one of the narratives reflects on how a display of hospitality turned out to be almost life-saving for the author when she was in desparate need for help, the other deals with the author’s experience about Turkish hospitality as an unfamiliar and quite disturbing issue for her.

Kaynakça

  • ASHMAN, Anastasia M., & Eaton Gökmen, Jennifer (2005) (eds.) Türkçe Sevmek: Türkiye’de Yaşayan Yabancı Kadınların Gözüyle Türkler. İstanbul: Doğan Kitap.
  • ASHMAN, Anastasia M., & Eaton Gökmen, Jennifer (2006) (eds.) Tales from the Expat Harem: Foreign Women in Modern Turkey. Emeryville, CA: Seal Press.
  • BYRAM, M., Barrett, M., Ipgrave, J., Jackson, R., & Mendez Garcia, M. C. (2009). Autobiography of intercultural encounters. Strasbourg: Council of Europe Publishing. Retrieved from:
  • https://www.coe.int/t/dg4/autobiography/Source/AIE_en/AIE_autobiography_en.pdf
  • CORBETT, John (2010). Intercultural Language Activities. Cambridge: Cambridge University Press.
  • ELLSA (Electronic Literature and Language in South East Asia). (2014). Analyzing a story’s plot: Freytag’s Pyramid. Retrieved from: http://users.aber.ac.uk/jpm/ellsa/ellsa_openboat3. html
  • FREYTAG, Gustav (2008). Freytag’s technique of the drama: An exposition of dramatic composition and art. Trans. E. J. MacEwan, Charleston: BilbioBazaar, LLC.
  • GIOVANANGELI, Angela & Oguro, Susan (2016). “Cultural Responsiveness: A Framework for Re-thinking Students’ Interculturality through Study Abroad”. Intercultural Education, 27 (1): 70-84.
  • GERTSEN, Martine Cardel & Soderberg, Anne-Marie (2011). “Intercultural collaboration stories: On narrative inquiry and analysis as tools for research in international business”. Journal of International Business Studies, 42, 787-804.
  • GOMEZ R., Luis Fernando (2012). “Fostering Intercultural Communicative Competence Through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective”. Profile, 14(1): 49-66.
  • KILIANSKA-PRZYBYLO, Grazyna (2012). “Stories from Abroad”- Students’ Narratives about Intercultural Encounters. TESOL Journal, 6, 123-133.
  • LABOV, William (1972). Language in the Inner City: Studies in the Black English Vernacular. Philadelphia: University of Pennsylvania Press.
  • MENDEZ GARCIA, Maria del Carmen (2017). “Intercultural reflection through the Autobiography of Intercultural Encounters: students’ accounts of their images of alterity”. Language and Intercultural Communication, 17(2): 90-117.
  • THANASOULAS, Dimitrios (2001) “The Importance of Teaching Culture in Foreign Language Classroom”. Radical Pedagogy, Retrieved from: http://radicalpedagogy.icaap.org/content/issue3_3/7-thanasoulas.html
  • TRAHAR, S. (2009). “Beyond the story itself: Narrative inquiry and autoethnography in intercultural research in higher education”. Forum: Qualitative Social Research, 10 (1). Retrieved from:
  • http://www.qualitative-research.net/index.php/fqs/article/view/1218/0
  • WEBSTER, Leonard & Mertova, Patricie (2007). Using Narrative Inquiry as a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching. Oxon: Routledge.
  • ZACHARIAS, Nugrahenny T. (2005). “Developing Intercultural Competence through Literature”. Celt, 5(1): 27-41.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sanat ve Edebiyat
Bölüm Araştırma Makalesi
Yazarlar

Defne Erdem Mete

Yayımlanma Tarihi 23 Temmuz 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Erdem Mete, D. (2018). TEACHING TURKISH CULTURAL VALUES THROUGH NARRATIVES WITH A PLOT-STRUCTURE ANALYSIS APPROACH. Selçuk Üniversitesi Türkiyat Araştırmaları Dergisi(43), 215-226. https://doi.org/10.21563/sutad.510506

Selçuk Üniversitesi Türkiyat Araştırmaları Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.