| dc.description.abstract | Son yıllarda, yabancı dil olarak Türkçe (TYD) öğretimi için hazırlanan ve yurt içi ve yurt dışında kullanılan ders araç ve gereçlerinin sayısı, dünyadaki öğrencilerin, öğretmenlerin, yöneticilerin ve kamu kurumlarının ihtiyaçlarını ve isteklerini karşılayabilmek için çarpıcı bir şekilde artış göstermiştir. Yabancı dil olarak Türkçe öğretimi ders kitapları gerek öğretmen ve yöneticiler gerekse öğrenciler için belirli amaç ve öğretim programı doğrultusunda hazırlanan temel başvuru kaynaklarıdır. Aynı zamanda TYD ders kitapları, öğrenciler için öz yönetimli öğrenmenin etkili bir kaynağı, sunuma yönelik bir araç, etkinlik ve fikirlerin tedarikçisi, referans kaynağı ve önceden belirlenen öğrenme hedeflerini yansıtan, gerektiğinde öğrenilen konulara yeniden dönmek ve öz-değerlendirme yapmak için kaynak görevi gören; öğretmen için ise öğretim programları çerçevesinde hedeflenen öğrenimin gerçekleşmesine, zamanlanmasına ve değerlendirilmesine katkı sağlayan önemli bir araç olarak da hizmet eder. Bu nedenle Türkçe öğretimi ders kitapları, TYD öğrencilerinin kültürel zenginliği tanıması ve Türkçe ile iletişim kurabilmesi için önemli olanaklar barındıran bir temel kaynak olarak düşünülmelidir. Bununla birlikte, Diller için Avrupa Ortak Başvuru Metni (OBM)'de yer alan ders kitaplarıyla ilgili bazı gerekli hedeflere göre mevcut TYD ders kitapları incelendiğinde, bu kitapların ünite veya ünitelerinde dil becerilerinin oransız dağılımı, etkinliklerle ilgili açıklamalar, etkinlik öncesi, sırası ve sonrasındaki yönlendirmeler, sesletim, metinlerin uzunluğu ve dilsel kalıplar, hatta atasözü ve özdeyişler gibi kültürel içeriklerde bazı şekilsel ve içeriksel açıdan eksiklikler olduğu tespit edilmiştir. Bu çalışmanın alana katkı sağlaması amacıyla kitaplarda yer alan mevcut bilginin öğrencilere kolay ve sistemli bir şekilde aktarımı ve uygulanabilir hale getirilebilmesi için ders materyallerinin temel işlevlerinin OBM'e göre hazırlanması gerektiği tavsiye edilmektedir | en_US |
| dc.description.abstract | In recent years, the number of teaching materials produced for Turkish as a foreign language (TFL) has dramatically grown in order to meet the needs and demands of learners, teachers, administrators, and governmental bodies in the world today. Teaching materials are known essential both for teachers or administrators and learners since they not only provide a framework for teachers or administrators in achieving their aims and objectives of a course, serve as a guide for them to conduct lessons and also a tool to measure progress and achievement of learners concretely; but also for learners an effective resource for self-directed learning, presentational material, a source of ideas and activities, a reference source and syllabus where they reflect pre-determined learning objectives. Hence, teaching materials should be considered as key, which includes a great opportunity for TFL learners to communicate in the target language and to witness its cultural richness. However, when the current textbooks are investigated considering the Common European Framework of References (CEFR) several objectives of necessity for any textbook, they seem to lack several formal and contextual aspects such as unequal distribution of language skills both in a unit and among units covering a textbook, instructions leading learners about the activities, guidance for pre-, during, and post-activities, articulation, length of texts and linguistic patterns, even cultural input such as proverbs, and sayings. Thus, the basic functions of teaching materials- making the existence knowledge available and practical to learners in an easy and organized way should be guided by CEFR while being produced. the Common European Framework, are written for covering all four language skills to teach general L2 course. When pronunciation usage is taken into account, it is observed that EF-E has equal pronunciation in both levels; almost none pronunciation is inserted in YIDK (A1, four pronunciation usages in Unit 1; and A2, two pronunciation usages in Unit 2 and 6). It could be concluded that EF-E book gives more importance to pronunciation than YIDK book. However, since some letters (ı, ü, ö, ğ) in Turkish are likely to be unfamiliar symbols and sound for foreign learners, there should be more samples for unfamiliar, identical, different symbols in Turkish YDIK book in terms of pronunciation. When explicit and implicit vocabulary teaching is taken into consideration, EF-F includes all explicit teaching in level A1 (100%) but implicit teaching is not given since it is for beginners; however, in level A2 explicit teaching is given in 79,62% and implicit teaching takes part as 20,37%. In YDIK books, both explicit and implicit teaching take part almost equally in A1 level (A1 Exp. 20,86% and A1 Imp. 21,73%). Nevertheless, in A2 implicit teaching indicates a double difference 36,52% compared to explicit teaching 20,86%. It is remarkable that EFE includes the least amount of implicit teaching (20,37%) two books. In both books, even though the number of the units were unequal, the quantity of vocabulary teaching laid out almost the same (110 in EF-E and 115 in YDIK). When language skills are considered in both books, EF-E, listening (28,79%), speaking (37,96%), reading (23,14%), and writing (12,96%) skills are observed in unequally introduction. YDIK has listening (12,97%), speaking (16,03%), reading (37,78%), and writing (33,20%). In both books, the importance given in the skills is different. In EF-E, mostly speaking skills (N: 41) are inserted, and the least one is writing skills (N:14); listening and reading seem to be close to each other (Listening 28 vs Reading 25). Nevertheless, the number of the skills used in two books rather different from each other in EF-E is 108 whereas it is 262 in YDIK. When culture (world-target) that take part in two language books, in EFE, world culture is presented more (A1-39,77%; A2-21,59%) than target culture (A1-25,00%;A2-12,50%). However, in YIDK, world culture is presented much less (A1-3,44%; A2- 6,89%) than target culture (A129,31%; A2-60,34%). Upon consideration of visual-aids, both textbooks have them as real pictures or drawings, cartoons. Findings indicate that in EF-E real pictures more than cartoons. In YIDK there is no balance in distributing either real pictures or cartoons. The results indicate that these books have different methodological aspects including items to teach a FL. However, in preparing materials in TTFL, all these factors should be taken into consideration and text books should be prepared including different activities to satisfy individual diversity, having salient importance to level of learners, considering activate learners in learning environment, paying attention to making all
these features in an easily applied form. While producing course books,
it should be aimed to be not only comprehensive, transparent and
coherent, but also open and dynamic | en_US |
