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Aksan (2003: 20) stated that every language" /> <meta name="twitter:image" content="https://0.academia-photos.com/42340141/11751378/13114103/s200_yasemin.atag_l.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/22552648/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_ATAS%C3%96ZLER%C4%B0_VE_DEY%C4%B0MLER%C4%B0N_SIKLIK_ANAL%C4%B0Z%C4%B0_FREQUENCY_ANALYSIS_OF_PROVERBS_AND_IDIOMS_IN_TEACHING_TURKISH_AS_FOREIGN_LANGUAGE" /> <meta property="og:title" content="YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ATASÖZLERİ VE DEYİMLERİN SIKLIK ANALİZİ FREQUENCY ANALYSIS OF PROVERBS AND IDIOMS IN TEACHING TURKISH AS FOREIGN LANGUAGE" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="One of the most important issues that should be underlined in teaching Turkish as foreign language is frequency studies. Frequency means “to be frequent, to be often, frequent usage” in Turkish dictionary. Aksan (2003: 20) stated that every language" /> <meta property="article:author" content="https://independent.academia.edu/YaseminAtagul" /> <meta name="description" content="One of the most important issues that should be underlined in teaching Turkish as foreign language is frequency studies. Frequency means “to be frequent, to be often, frequent usage” in Turkish dictionary. Aksan (2003: 20) stated that every language" /> <title>(PDF) YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ATASÖZLERİ VE DEYİMLERİN SIKLIK ANALİZİ FREQUENCY ANALYSIS OF PROVERBS AND IDIOMS IN TEACHING TURKISH AS FOREIGN LANGUAGE | Yasemin Atagul - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/22552648/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_ATAS%C3%96ZLER%C4%B0_VE_DEY%C4%B0MLER%C4%B0N_SIKLIK_ANAL%C4%B0Z%C4%B0_FREQUENCY_ANALYSIS_OF_PROVERBS_AND_IDIOMS_IN_TEACHING_TURKISH_AS_FOREIGN_LANGUAGE" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '49879c2402910372f4abc62630a427bbe033d190'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732391529000); window.Aedu.timeDifference = new Date().getTime() - 1732391529000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"One of the most important issues that should be underlined in teaching Turkish as foreign language is frequency studies. Frequency means “to be frequent, to be often, frequent usage” in Turkish dictionary. Aksan (2003: 20) stated that every language contains a core vocabulary and in mother tongue and teaching foreign language, detection of the most required and frequent words of the language has an important role on the success of teaching result; especially frequency count studies are conducted about the subject of detection of the most required words to the learners. The study of detection of most frequent words is called as ‘frequency analysis studies. Frequency analysis studies provide possibilities to the foreign language learners to detect the words to be taught them. In order to get successful results, the words targeted to teach should be detected properly. To select the words from course books or teaching materials randomly and to be able to teach all the words of the language to the learner will make the foreign language learning difficult and this will reduce success. Due to the fact that frequency of the words in a language is not considered in the Turkish books prepared for the foreign language learners, word selection in these books depended on personal thoughts and evaluations and also absences in terms of words and concept came into existence in these books. Teaching materials and books used in Turkish teaching foundations are created via estimations. The same problem is also seen in teaching proverbs and idioms. There is not any scale to measure in what extent proverbs and idioms should be utilized and in the subject of which proverbs and idioms may be taught in certain levels. Idioms and proverbs in teaching Turkish as foreign language have not been classified or leveled yet. Apart from the frequency analysis studies for words, frequency studies of proverbs and idioms will also be useful in terms of education. In the word frequency analysis studies towards the students whose mother tongue is Turkish, the detection of the words they use in written narration is made. Word usage is scanned and frequent used words are detected. However, this possibility cannot be found in the students who speak Turkish as foreign language. By starting from the point of the selections of the Turkish learners whose language dominance is not sufficient, will not give right results. In order to get successful results in teaching Turkish as foreign language, the words, proverbs and idioms to be taught should be detected properly. Trying to teach all the words, proverbs and idioms and not having a system or priority cause distraction of language learning desire in the learner and this causes unsuccessful results in language teaching. Due to the fact that, it is targeted to bring learners in a certain level in a limited time period especially in language teaching, to be systematic is important. With the expanding of the certain number of frequently used proverbs and idioms to the education process and with the support of listening, course books and activities to the process, a successful education process may be possible. In order to detect the frequencies of Yabancı Dil Olarak Türkçe Öğretiminde Atasözleri ve Deyimlerin Sıklık Analizi 1023 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 idioms and proverbs, a committee consisting of teachers was formed for the study. In the light of the ideas and evaluations of the experienced teachers in the branch of teaching Turkish as foreign language, frequently used proverbs and idioms have been detected. The results have been presented with lists. These lists will be in guidance quality for the teachers and for the ones who prepare course books. Turkish is a powerful language which can convey the most difficult and regarded as detail concepts with extremely vivid images and which can draw pictures in people’s minds. Among the meaning games counted as figure of speech, the trend leading to polysemy which we call as concretization has best examples in Turkish; regarded as finest details, the abstract concepts are conveyed strongly by using concrete conceptions (Aksan, 2004: 124). Words are not used with their first meanings in most of the proverbs. Subjects are usually concretized while making sentences and it becomes difficult to teach these idioms and proverbs to learners. For example; the first meaning of “Ağaç yaşken eğilir (as the twig is bent so is the tree inclined)” is very open. It is easy to bend a young tree but it becomes difficult to bend, twist and break it when it is older. We invent a second meaning by transporting it into our minds and emotional lives and we get the thought that children should be disciplined earlier (Elçin, 1997: 417). This proverb can be taught to the language learner by simulating that the tree can have its shape when it is young so in human beings it can be…","author":[{"@context":"https://schema.org","@type":"Person","name":"Yasemin Atagul"}],"contributor":[],"dateCreated":"2016-02-28","dateModified":"2016-02-28","datePublished":null,"headline":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ATASÖZLERİ VE DEYİMLERİN SIKLIK ANALİZİ FREQUENCY ANALYSIS OF PROVERBS AND IDIOMS IN TEACHING TURKISH AS FOREIGN LANGUAGE","inLanguage":"tr","keywords":["Turkish and Middle East Studies","Turkish Culture","Teaching Turkish As A Foreign Language","Turkish Linguistics","Turkish Literature","Turkish Language","Turkish Studies","Yabancılara Türkçe Öğretimi","Yabancı Dil olarak Türkçe / Turc comme langue étrangère / Turkish as a foreign language","Turkish Language and Literature"],"locationCreated":null,"publication":null,"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/22552648/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_ATAS%C3%96ZLER%C4%B0_VE_DEY%C4%B0MLER%C4%B0N_SIKLIK_ANAL%C4%B0Z%C4%B0_FREQUENCY_ANALYSIS_OF_PROVERBS_AND_IDIOMS_IN_TEACHING_TURKISH_AS_FOREIGN_LANGUAGE","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}]}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-352e32ba4e89304dc0b4fa5b3952eef2198174c54cdb79066bc62e91c68a1a91.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link rel="stylesheet" media="all" 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F22552648%2FYABANCI_D%25C4%25B0L_OLARAK_T%25C3%259CRK%25C3%2587E_%25C3%2596%25C4%259ERET%25C4%25B0M%25C4%25B0NDE_ATAS%25C3%2596ZLER%25C4%25B0_VE_DEY%25C4%25B0MLER%25C4%25B0N_SIKLIK_ANAL%25C4%25B0Z%25C4%25B0_FREQUENCY_ANALYSIS_OF_PROVERBS_AND_IDIOMS_IN_TEACHING_TURKISH_AS_FOREIGN_LANGUAGE%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F22552648%2FYABANCI_D%25C4%25B0L_OLARAK_T%25C3%259CRK%25C3%2587E_%25C3%2596%25C4%259ERET%25C4%25B0M%25C4%25B0NDE_ATAS%25C3%2596ZLER%25C4%25B0_VE_DEY%25C4%25B0MLER%25C4%25B0N_SIKLIK_ANAL%25C4%25B0Z%25C4%25B0_FREQUENCY_ANALYSIS_OF_PROVERBS_AND_IDIOMS_IN_TEACHING_TURKISH_AS_FOREIGN_LANGUAGE%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":43165972,"identifier":"Attachment_43165972","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":22552648,"created_at":"2016-02-28T08:33:24.207-08:00","from_world_paper_id":null,"updated_at":"2023-06-13T03:28:59.497-07:00","_data":{"abstract":"One of the most important issues that should be underlined in teaching Turkish as foreign language is frequency studies. Frequency means “to be frequent, to be often, frequent usage” in Turkish dictionary. Aksan (2003: 20) stated that every language contains a core vocabulary and in mother tongue and teaching foreign language, detection of the most required and frequent words of the language has an important role on the success of teaching result; especially frequency count studies are conducted about the subject of detection of the most required words to the learners. The study of detection of most frequent words is called as ‘frequency analysis studies. Frequency analysis studies provide possibilities to the foreign language learners to detect the words to be taught them. In order to get successful results, the words targeted to teach should be detected properly. To select the words from course books or teaching materials randomly and to be able to teach all the words of the language to the learner will make the foreign language learning difficult and this will reduce success. Due to the fact that frequency of the words in a language is not considered in the Turkish books prepared for the foreign language learners, word selection in these books depended on personal thoughts and evaluations and also absences in terms of words and concept came into existence in these books. Teaching materials and books used in Turkish teaching foundations are created via estimations. The same problem is also seen in teaching proverbs and idioms. There is not any scale to measure in what extent proverbs and idioms should be utilized and in the subject of which proverbs and idioms may be taught in certain levels. Idioms and proverbs in teaching Turkish as foreign language have not been classified or leveled yet. Apart from the frequency analysis studies for words, frequency studies of proverbs and idioms will also be useful in terms of education. In the word frequency analysis studies towards the students whose mother tongue is Turkish, the detection of the words they use in written narration is made. Word usage is scanned and frequent used words are detected. However, this possibility cannot be found in the students who speak Turkish as foreign language. By starting from the point of the selections of the Turkish learners whose language dominance is not sufficient, will not give right results.\nIn order to get successful results in teaching Turkish as foreign language, the words, proverbs and idioms to be taught should be detected properly. Trying to teach all the words, proverbs and idioms and not having a system or priority cause distraction of language learning desire in the learner and this causes unsuccessful results in language teaching. Due to the fact that, it is targeted to bring learners in a certain level in a limited time period especially in language teaching, to be systematic is important. With the expanding of the certain number of frequently used proverbs and idioms to the education process and with the support of listening, course books and activities to the process, a successful education process may be possible. In order to detect the frequencies of\nYabancı Dil Olarak Türkçe Öğretiminde Atasözleri ve Deyimlerin Sıklık Analizi 1023\nTurkish Studies\nInternational Periodical For the Languages, Literature and History of Turkish or Turkic\nVolume 10/7 Spring 2015\nidioms and proverbs, a committee consisting of teachers was formed for the study. In the light of the ideas and evaluations of the experienced teachers in the branch of teaching Turkish as foreign language, frequently used proverbs and idioms have been detected. The results have been presented with lists. These lists will be in guidance quality for the teachers and for the ones who prepare course books.\nTurkish is a powerful language which can convey the most difficult and regarded as detail concepts with extremely vivid images and which can draw pictures in people’s minds. Among the meaning games counted as figure of speech, the trend leading to polysemy which we call as concretization has best examples in Turkish; regarded as finest details, the abstract concepts are conveyed strongly by using concrete conceptions (Aksan, 2004: 124). Words are not used with their first meanings in most of the proverbs. Subjects are usually concretized while making sentences and it becomes difficult to teach these idioms and proverbs to learners. For example; the first meaning of “Ağaç yaşken eğilir (as the twig is bent so is the tree inclined)” is very open. It is easy to bend a young tree but it becomes difficult to bend, twist and break it when it is older. We invent a second meaning by transporting it into our minds and emotional lives and we get the thought that children should be disciplined earlier (Elçin, 1997: 417). This proverb can be taught to the language learner by simulating that the tree can have its shape when it is young so in human beings it can be similar and education should be given to children in earlier ages. “Sappy tree” is simulated to “young man” even “child”. However, teaching such kind of idioms and proverbs can be challenging. In concrete meaning idioms and proverbs, what to say is directly said without applying any concretization. Explanation of concrete meaning idioms and proverbs to learners are less challenging than abstract meaning idioms and proverbs. This provides privilege for such kind of idioms and proverbs in teaching and adding them to frequency lists.\nThere is no frequency analysis study independently conducted in Turkish teaching area for idioms and proverbs. Therefore in our study, it is purposed to give frequency lists of idioms and proverbs for the use of the teachers who prepare course books. In this study, frequently used idioms and proverbs have been detected by getting the ideas of Turkish as foreign language teachers via question forms. The idioms and proverbs were obtained by at least 2- year-experienced 50 Turkish as foreign language teachers and then they were classified. The first 150 idioms and the first 150 proverbs have been specified as most frequently used ones and the results have been presented in lists. Language teacher will give priority to teaching of the proverbs including the concepts that he / she finds important in consequence of being an individual living in the culture of the target language. If a situation, an idea, a tradition or a belief is considered as important, teaching priority will be given to it. When looking through the words they included, giving nice suggestions, not including any slang, suitable for the levels of the students and being formed by familiar words for learners increase preferability of the proverbs. ‘Learners’ understanding and learning of the idioms formed by familiar words for students become easier. The proverbs and idioms\n1024 Yasemin YILMAZ ATAGÜL\nTurkish Studies\nInternational Periodical For the Languages, Literature and History of Turkish or Turkic\nVolume 10/7 Spring 2015\nwhich do not carry these characteristics will have lower places in usage frequencies.\nTeaching the frequently used proverbs and especially idioms will increase the understanding of the texts given in that language. The usage of proverbs and idioms properly in suitable places shows the capability of the language learner. As a result of the study, after the expansion of certain number of idioms and proverbs whose frequency lists are prepared to education process and supporting this process by course books, listening activities and other activities, a successful education process will be possible. These frequency lists will also have the characteristic of guide for the ones who prepare course books.\nIn most of the proverbs and idioms, the words are not used with their own meanings. Subjects are usually embodied when the sentences are made. What to say is effectively conveyed through an encapsulating speech. By using them in different meanings via exemplifications and metaphors, aesthetic contribution can be added to meaning. Apart from such kind of proverbs and idioms, proverbs and idioms with concrete meanings are also available. There is not any concretization in these proverbs; what to say is directly stated. Explanation of the proverbs and idioms with tangible meanings is less difficult than the ones with intangible meanings for language learners. This situation provides this kind of proverbs to have priorities in education process."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ATASÖZLERİ VE DEYİMLERİN SIKLIK ANALİZİ FREQUENCY ANALYSIS OF PROVERBS AND IDIOMS IN TEACHING TURKISH AS FOREIGN LANGUAGE","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [42340141]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":43165972,"attachmentType":"pdf"}"><img alt="First page of “YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ATASÖZLERİ VE DEYİMLERİN SIKLIK ANALİZİ FREQUENCY ANALYSIS OF PROVERBS AND IDIOMS IN TEACHING TURKISH AS FOREIGN LANGUAGE”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/43165972/mini_magick20190216-15363-5bqkmj.png?1550350723" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ATASÖZLERİ VE DEYİMLERİN SIKLIK ANALİZİ FREQUENCY ANALYSIS OF PROVERBS AND IDIOMS IN TEACHING TURKISH AS FOREIGN LANGUAGE</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="42340141" href="https://independent.academia.edu/YaseminAtagul"><img alt="Profile image of Yasemin Atagul" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/42340141/11751378/13114103/s65_yasemin.atag_l.jpg" />Yasemin Atagul</a></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">One of the most important issues that should be underlined in teaching Turkish as foreign language is frequency studies. Frequency means “to be frequent, to be often, frequent usage” in Turkish dictionary. Aksan (2003: 20) stated that every language contains a core vocabulary and in mother tongue and teaching foreign language, detection of the most required and frequent words of the language has an important role on the success of teaching result; especially frequency count studies are conducted about the subject of detection of the most required words to the learners. The study of detection of most frequent words is called as ‘frequency analysis studies. Frequency analysis studies provide possibilities to the foreign language learners to detect the words to be taught them. In order to get successful results, the words targeted to teach should be detected properly. To select the words from course books or teaching materials randomly and to be able to teach all the words of the language to the learner will make the foreign language learning difficult and this will reduce success. Due to the fact that frequency of the words in a language is not considered in the Turkish books prepared for the foreign language learners, word selection in these books depended on personal thoughts and evaluations and also absences in terms of words and concept came into existence in these books. Teaching materials and books used in Turkish teaching foundations are created via estimations. The same problem is also seen in teaching proverbs and idioms. There is not any scale to measure in what extent proverbs and idioms should be utilized and in the subject of which proverbs and idioms may be taught in certain levels. Idioms and proverbs in teaching Turkish as foreign language have not been classified or leveled yet. Apart from the frequency analysis studies for words, frequency studies of proverbs and idioms will also be useful in terms of education. In the word frequency analysis studies towards the students whose mother tongue is Turkish, the detection of the words they use in written narration is made. Word usage is scanned and frequent used words are detected. However, this possibility cannot be found in the students who speak Turkish as foreign language. By starting from the point of the selections of the Turkish learners whose language dominance is not sufficient, will not give right results. In order to get successful results in teaching Turkish as foreign language, the words, proverbs and idioms to be taught should be detected properly. Trying to teach all the words, proverbs and idioms and not having a system or priority cause distraction of language learning desire in the learner and this causes unsuccessful results in language teaching. Due to the fact that, it is targeted to bring learners in a certain level in a limited time period especially in language teaching, to be systematic is important. With the expanding of the certain number of frequently used proverbs and idioms to the education process and with the support of listening, course books and activities to the process, a successful education process may be possible. In order to detect the frequencies of Yabancı Dil Olarak Türkçe Öğretiminde Atasözleri ve Deyimlerin Sıklık Analizi 1023 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 idioms and proverbs, a committee consisting of teachers was formed for the study. In the light of the ideas and evaluations of the experienced teachers in the branch of teaching Turkish as foreign language, frequently used proverbs and idioms have been detected. The results have been presented with lists. These lists will be in guidance quality for the teachers and for the ones who prepare course books. Turkish is a powerful language which can convey the most difficult and regarded as detail concepts with extremely vivid images and which can draw pictures in people’s minds. Among the meaning games counted as figure of speech, the trend leading to polysemy which we call as concretization has best examples in Turkish; regarded as finest details, the abstract concepts are conveyed strongly by using concrete conceptions (Aksan, 2004: 124). Words are not used with their first meanings in most of the proverbs. Subjects are usually concretized while making sentences and it becomes difficult to teach these idioms and proverbs to learners. For example; the first meaning of “Ağaç yaşken eğilir (as the twig is bent so is the tree inclined)” is very open. It is easy to bend a young tree but it becomes difficult to bend, twist and break it when it is older. We invent a second meaning by transporting it into our minds and emotional lives and we get the thought that children should be disciplined earlier (Elçin, 1997: 417). This proverb can be taught to the language learner by simulating that the tree can have its shape when it is young so in human beings it can be similar and education should be given to children in earlier ages. “Sappy tree” is simulated to “young man” even “child”. However, teaching such kind of idioms and proverbs can be challenging. In concrete meaning idioms and proverbs, what to say is directly said without applying any concretization. Explanation of concrete meaning idioms and proverbs to learners are less challenging than abstract meaning idioms and proverbs. This provides privilege for such kind of idioms and proverbs in teaching and adding them to frequency lists. There is no frequency analysis study independently conducted in Turkish teaching area for idioms and proverbs. Therefore in our study, it is purposed to give frequency lists of idioms and proverbs for the use of the teachers who prepare course books. In this study, frequently used idioms and proverbs have been detected by getting the ideas of Turkish as foreign language teachers via question forms. The idioms and proverbs were obtained by at least 2- year-experienced 50 Turkish as foreign language teachers and then they were classified. The first 150 idioms and the first 150 proverbs have been specified as most frequently used ones and the results have been presented in lists. Language teacher will give priority to teaching of the proverbs including the concepts that he / she finds important in consequence of being an individual living in the culture of the target language. If a situation, an idea, a tradition or a belief is considered as important, teaching priority will be given to it. When looking through the words they included, giving nice suggestions, not including any slang, suitable for the levels of the students and being formed by familiar words for learners increase preferability of the proverbs. ‘Learners’ understanding and learning of the idioms formed by familiar words for students become easier. The proverbs and idioms 1024 Yasemin YILMAZ ATAGÜL Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 which do not carry these characteristics will have lower places in usage frequencies. Teaching the frequently used proverbs and especially idioms will increase the understanding of the texts given in that language. The usage of proverbs and idioms properly in suitable places shows the capability of the language learner. As a result of the study, after the expansion of certain number of idioms and proverbs whose frequency lists are prepared to education process and supporting this process by course books, listening activities and other activities, a successful education process will be possible. These frequency lists will also have the characteristic of guide for the ones who prepare course books. In most of the proverbs and idioms, the words are not used with their own meanings. Subjects are usually embodied when the sentences are made. What to say is effectively conveyed through an encapsulating speech. By using them in different meanings via exemplifications and metaphors, aesthetic contribution can be added to meaning. Apart from such kind of proverbs and idioms, proverbs and idioms with concrete meanings are also available. There is not any concretization in these proverbs; what to say is directly stated. Explanation of the proverbs and idioms with tangible meanings is less difficult than the ones with intangible meanings for language learners. This situation provides this kind of proverbs to have priorities in education process.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":43165972,"attachmentType":"pdf","workUrl":"https://www.academia.edu/22552648/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_ATAS%C3%96ZLER%C4%B0_VE_DEY%C4%B0MLER%C4%B0N_SIKLIK_ANAL%C4%B0Z%C4%B0_FREQUENCY_ANALYSIS_OF_PROVERBS_AND_IDIOMS_IN_TEACHING_TURKISH_AS_FOREIGN_LANGUAGE"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":43165972,"attachmentType":"pdf","workUrl":"https://www.academia.edu/22552648/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_ATAS%C3%96ZLER%C4%B0_VE_DEY%C4%B0MLER%C4%B0N_SIKLIK_ANAL%C4%B0Z%C4%B0_FREQUENCY_ANALYSIS_OF_PROVERBS_AND_IDIOMS_IN_TEACHING_TURKISH_AS_FOREIGN_LANGUAGE"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="43165972" data-landing_url="https://www.academia.edu/22552648/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_ATAS%C3%96ZLER%C4%B0_VE_DEY%C4%B0MLER%C4%B0N_SIKLIK_ANAL%C4%B0Z%C4%B0_FREQUENCY_ANALYSIS_OF_PROVERBS_AND_IDIOMS_IN_TEACHING_TURKISH_AS_FOREIGN_LANGUAGE" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="34604995" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/34604995/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_DERS_K%C4%B0TAPLARINDA_T%C3%9CRK_K%C3%9CLT%C3%9CR_%C3%96GELER%C4%B0_OLARAK_ATAS%C3%96ZLER%C4%B0_VE_DEY%C4%B0MLER_PROVERBS_and_IDIOMS_as_TURKISH_CULTURAL_ELEMENTS_in_TURKISH_as_a_FOREIGN_LANGUAGE_TEXTBOOKS">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ DERS KİTAPLARINDA TÜRK KÜLTÜR ÖGELERİ OLARAK ATASÖZLERİ VE DEYİMLER* PROVERBS and IDIOMS as TURKISH CULTURAL ELEMENTS in TURKISH as a FOREIGN LANGUAGE TEXTBOOKS</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28127744" href="https://pamukkale.academia.edu/Erdost%C3%96ZKAN">Erdost ÖZKAN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal Of Social & Humanities Sciences Research (JSHSR) , 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">Yabancı dil olarak Türkçe öğretimi, Türkiye'nin son yıllarda almış olduğu göç nedeniyle, Türkçenin ve Türkiye'nin kültürel değerlerini yabancı uyruklu öğrencilere ve onların çevresine yansıtması bakımından gittikçe önem kazanmaktadır. İşte bu nedenle yabancı dil olarak Türkçe öğretiminde kullanılan ve kullanılacak olan ders kitapları, çeşitli materyaller, dil öğretimi vb. unsurlar Türkçenin aktarımında fazlasıyla üzerinde durulması gereken çeşitli noktalardır. Bu çalışmada yabancı dil olarak Türkçe öğretiminde, Türkçe Öğretimi Merkezlerinde en çok tercih edilen üç eğitim seti, toplam on dört (14) kitap, yirmi beş (25) bölüm incelenmiştir. Bu incelemede bir dilin aktarımında ve kazandırılmasında o dilin zenginliklerini göstermesi açısından önemli olan atasözleri ve deyimler irdelenmiş; eğitim setleri arası sayısal karşılaştırmaları yapılarak da bu dil unsurlarının kitaplara dağılımları gözlenmiştir. Bu dağılımlara bakıldığında en fazla atasözü Yunus Emre Enstitüsünün hazırlamış olduğu ve toplam altı kitaptan oluşan Yedi İklim Setinde olurken (altmış dört atasözü); en az atasözünü de Ankara Üniversitesinin hazırlamış olduğu toplam üç kitaptan oluşan Yeni Hitit Setinde (otuz dört) görmekteyiz. Sayısal anlamda üstün gözükmeyen Yeni Hitit, atasözlerinin ünitelere dengeli dağıtımı ve tekrara düşmeme konusunda ön plana çıkmıştır. Deyimlerde ise yine en fazla kullanım Yedi İklim Setinde olurken (686 deyim) en az kullanıma ise Gazi Üniversitesinin hazırlamış olduğu eğitim setinde (362 deyim) rastlanmıştır. Deyimlerin de kitaplara ve ünitelere dengeli dağıtımı göz önüne alındığında, atasözlerinde olduğu üzere, Yeni Hitit Eğitim Seti (401 deyim), kullanmış olduğu bu dil-kültür ögelerini farklı ve dengeli bir dağılımla ortaya koyarak dil öğretimi ilkelerinin önemini gözler önüne serebilmiştir. ABSTRACT Teaching Turkish as a Foreign Language has been gaining importance in teaching Turkish culture and language to foreigners and their surroundings as a result of mass immigration to the country. Thus, it is important to focus on required elements such as textbooks, materials, language teaching methods, and techniques in Teaching Turkish as a Foreign Language to enhance a high quality level of language teaching. The current study focuses on 3 educational sets consisting of 14 books and 25 units used in Turkish Teaching Centers. In the study, a number of provers and idioms that are important elements in teaching and acquiring a language are investigated and a quantitative analysis is derived from their frequency in the related educational sets. The analysis has indicated that Yedi İklim consisting of 6 books prepared by Yunus Emre Institution includes the most proverbs with a number of 64 and with 34 elements, the least was Yeni Hitit, a set of 3 books, prepared by Ankara University. Although the least quantitatively, Yeni Hitit is remarkable in distribution of proverbs to each units and in not repeating itself. As for the idioms, Yedi İklim seems to include the most with a number of 686, the set prepared by Gazi University includes the least by 362. Concerning the distribution of idioms in each books and units, Yeni Hitit Education Set, by 401 idioms like the case for proverbs, exemplifies those important elements in language teaching in each units in a great harmony with language teaching methods and techniques.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ DERS KİTAPLARINDA TÜRK KÜLTÜR ÖGELERİ OLARAK ATASÖZLERİ VE DEYİMLER*\r\nPROVERBS and IDIOMS as TURKISH CULTURAL ELEMENTS in TURKISH as a FOREIGN LANGUAGE 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href="https://www.academia.edu/28968859/T%C3%9CRK%C3%87E_E%C4%9E%C4%B0T%C4%B0M%C4%B0_VE_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0L_VE_K%C3%9CLT%C3%9CR_AKTARIMI_ARACI_OLARAK_ATAS%C3%96ZLER%C4%B0_VE_DEY%C4%B0MLER%C4%B0N_%C3%96NEM%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="44425822" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44425822/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_DERS_K%C4%B0TAPLARINDAK%C4%B0_OKUMA_MET%C4%B0NLER%C4%B0NDE_YER_ALAN_S%C3%96ZC%C3%9CKLER%C4%B0N_SIKLIK_G%C3%96R%C3%9CN%C3%9CMLER%C4%B0_FREQUENCY_PATTERNS_OF_WORDS_IN_THE_READING_TEXTS_IN_THE_COURSE_BOOKS_OF_TURKISH_AS_A_FOREIGN_LANGUAGE_">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ DERS KİTAPLARINDAKİ OKUMA METİNLERİNDE YER ALAN SÖZCÜKLERİN SIKLIK GÖRÜNÜMLERİ (FREQUENCY PATTERNS OF WORDS IN THE READING TEXTS IN THE COURSE BOOKS OF TURKISH AS A FOREIGN LANGUAGE)</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2559909" href="https://ankara.academia.edu/ozlemdagtarcan">Özlem Dağ Tarcan</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="18439" href="https://yildiz.academia.edu/EmrahOzcan">Emrah Özcan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Ankara Üniversitesi Sosyal Bilimler Dergisi, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Yabancı Dil Olarak Türkçe ders kitaplarının özelliklerinden biri de Türkçeyi yabancı bir dil olarak öğrenen öğrenicilerin dil öğrenme sürecinde ihtiyaç duydukları sözcükleri içermesidir. Bu doğrultuda öğrenicilerin özellikle ileri seviyelerde günlük dilde kullandıkları sözcükleri olabildiği kadar geliştirmesi hedeenmektedir. Bu nedenle söz konusu alanda yayınlanan ders kitaplarında, öğrenicinin sözcük dağarcığını geliştirmek ve pekiştirmek için farklı konu ve içeriklerde okuma metinlerine yer verilmektedir. Okuma metinleri, öğrenicilerin okuduğunu anlama becerilerini geliştirmekle birlikte aynı zamanda var olan sözcük dağarcığını pekiştirmeye ve geliştirmeye yönelik içeriğe de sahip olmalıdır. Okuma metinlerinde yer alacak sözcüklerin belli ölçütler doğrultusunda seçilmesi, o ders kitabının kalitesini artırmakla birlikte aynı zamanda öğrenicilerin sözcük dağarcığına olumlu katkıda bulunmaktadır. Bu amaçla, yabancı dil olarak Türkçe ders kitaplarında yer alacak okuma metinlerindeki sözcük seçiminin mutlaka belli ölçütlere göre yapılması gerekmektedir. Bu doğrultuda, B2 dil seviyesine gelmiş bir öğrenicinin Türkçenin en sık kullanılan sözcüklerini bilmesi hedeenebilir diyebiliriz çünkü B2 dil seviyesi, öğrenicinin artık dili rahat bir biçimde kullanmaya başladığı, yazılanları anlama konusunda sıkıntı yaşamadığı ileri bir seviyedir. Bu nedenle, kuramsal olarak B2 gibi belli bir seviyeye erişen öğrenicilerin temel sözcüklerin yanı sıra dilde sıklıkla rastlanan sözcükleri de bildikleri varsayılmaktadır. Bu çalışmada, yabancı dil olarak Türkçe ders kitaplarında yer alan okuma metinlerindeki sözcüklerin Türkçe Sıklık Sözlüğünde yer alan, en sık kullanılan sözcüklerle aralarında bir örtüşme olup olmadığını ortaya koymak amaçlanmaktadır. Bu bağlamda elde edilen sonuçlar doğrultusunda Yabancı Dil Olarak Türkçe ders kitaplarında yer alan okuma metinlerindeki sözcük dağarcığının B2 düzeyindeki yapılanışı ortaya konacak ve ders kitaplarında yer alan okuma metinlerindeki sözcüklerin seçimine eleştirel bir bakış açısı geliştirilecektir. Çalışmadan elde edilecek çıktıların, Türkçenin yabancı dil olarak öğretimi kitaplarını daha nitelikli ve daha hedef odaklı olmasını sağlayacağı düşünülmektedir. Abstract One of the main features of Turkish as a Foreign Language coursebooks is that they contain the necessary vocabulary for students who learn Turkish as a foreign language during their learning process. In this respect, it is aimed that the students develop their vocabulary as much as possible with the words they learn from these coursebooks which are used in daily language, especially at advanced levels. For this reason, the textbooks published in this eld include reading texts on different subjects and contents, in order to improve and reinforce the students' vocabulary. Reading texts should not only improve students' reading comprehension skills but also reinforce and improve their existing vocabulary. If the selection of the words to be included in the reading texts are made according to certain criteria, it increases the quality of the textbook, moreover, it contributes positively to the vocabulary skills of the students. With these benets in mind, the selection of words in reading texts in Turkish as a foreign language coursebooks must be made according to certain criteria. In this respect, it can be said that a student who has reached the B2 language level can be considered to know the most commonly used words of Turkish, because B2 language level is an advanced level in which the learner has started to use the language with much comfort and has no difculty in understanding written texts. Therefore, theoretically speaking, students who reach a certain language level, such as B2, are assumed to know the common and frequent words as well as the basic words of that language. In this study, it is aimed to reveal whether there is a concurrence between the words used in the reading texts in Turkish as a foreign language coursebooks and the most frequent words cited in the Turkish Frequency Dictionary. In line with the results obtained from this study, the structure of the vocabulary at B2 level in reading texts in Turkish as a Foreign Language coursebooks will be revealed and a critical perspective will be developed on the selection of the words in the reading texts in those textbooks. It is believed that the outcomes of the study will be benecial for the eld of teaching Turkish as a foreign language and the coursebooks that are used in this eld to be more qualied and more target oriented.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ DERS KİTAPLARINDAKİ OKUMA METİNLERİNDE YER ALAN SÖZCÜKLERİN SIKLIK GÖRÜNÜMLERİ (FREQUENCY PATTERNS OF WORDS IN THE READING TEXTS IN THE COURSE BOOKS OF TURKISH AS A FOREIGN LANGUAGE)","attachmentId":64841984,"attachmentType":"pdf","work_url":"https://www.academia.edu/44425822/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_DERS_K%C4%B0TAPLARINDAK%C4%B0_OKUMA_MET%C4%B0NLER%C4%B0NDE_YER_ALAN_S%C3%96ZC%C3%9CKLER%C4%B0N_SIKLIK_G%C3%96R%C3%9CN%C3%9CMLER%C4%B0_FREQUENCY_PATTERNS_OF_WORDS_IN_THE_READING_TEXTS_IN_THE_COURSE_BOOKS_OF_TURKISH_AS_A_FOREIGN_LANGUAGE_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44425822/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_DERS_K%C4%B0TAPLARINDAK%C4%B0_OKUMA_MET%C4%B0NLER%C4%B0NDE_YER_ALAN_S%C3%96ZC%C3%9CKLER%C4%B0N_SIKLIK_G%C3%96R%C3%9CN%C3%9CMLER%C4%B0_FREQUENCY_PATTERNS_OF_WORDS_IN_THE_READING_TEXTS_IN_THE_COURSE_BOOKS_OF_TURKISH_AS_A_FOREIGN_LANGUAGE_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="20369989" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/20369989/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0L_D%C3%9C%C5%9E%C3%9CNCE_ANAL%C4%B0Z%C4%B0_TEOR%C4%B0S%C4%B0">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE DİL-DÜŞÜNCE ANALİZİ TEORİSİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40498340" href="https://comu.academia.edu/YusufAvc%C4%B1">Yusuf Avcı</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE DİL-DÜŞÜNCE ANALİZİ TEORİSİ","attachmentId":41319720,"attachmentType":"pdf","work_url":"https://www.academia.edu/20369989/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0L_D%C3%9C%C5%9E%C3%9CNCE_ANAL%C4%B0Z%C4%B0_TEOR%C4%B0S%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/20369989/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0L_D%C3%9C%C5%9E%C3%9CNCE_ANAL%C4%B0Z%C4%B0_TEOR%C4%B0S%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="35923898" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35923898/DEDE_KORKUT_K%C4%B0TABINDA_GE%C3%87EN_ATAS%C3%96ZLER%C4%B0N%C4%B0N_ANLAMSAL_%C4%B0NCELEMES%C4%B0_VE_T%C3%9CRK%C4%B0YE_T%C3%9CRK%C3%87ES%C4%B0NDEK%C4%B0_E%C5%9E_ANLAMLILARI_SEMANTIC_EXAMINATION_OF_PROVERBS_APPEAR_IN_BOOK_OF_DEDE_KORKUT_AND_SYNONYMS_IN_TURKEY_TURKISH">DEDE KORKUT KİTABINDA GEÇEN ATASÖZLERİNİN ANLAMSAL İNCELEMESİ VE TÜRKİYE TÜRKÇESİNDEKİ EŞ ANLAMLILARI SEMANTIC EXAMINATION OF PROVERBS APPEAR IN BOOK OF DEDE KORKUT AND SYNONYMS IN TURKEY TURKISH</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27356731" href="https://independent.academia.edu/yTIRA%C5%9E">yusuf can TIRAŞ</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="61854837" href="https://bilecikedu.academia.edu/HalilibrahimErt%C3%BCrk">Halil ibrahim Ertürk</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Özet Atasözleri; bir milletin değer yargılarını, ahlakî değerlerini, düşünce yapısını ve yaşayış tarzını yansıtan, bu unsurları kuşaktan kuşağa aktaran edebî sözlerdir. Atasözlerinin ne zaman ortaya çıktığı ve ilk söyleyeni tam olarak belli değildir. Fakat bir milletin tarihî süreç içerisinde şekillendirdiği bu özlü sözler, orijinal şekliyle ya da aynı anlama gelecek benzer ifadeler vasıtasıyla günümüze dek ulaşabilmektedir. Böylece atasözleri, bir milletin tarihin derinliklerinden süzülerek gelen kültürel kimliğini net olarak yansıtabilmektedir. Milletimize ait atasözlerini içeren eserlerden biri olan Dede Korkut Hikâyeleri, XVI. yüzyılda yazıya geçirilen edebî ürünlerdendir. Türklerin yaşayışı ve değer yargılarıyla ilgili oldukça önemli tespitlerin yapılmasına imkân tanıyan Dede Korkut Hikâyeleri, içerisinde bulunan atasözleri ve deyimler gibi kültür taşıyıcısı unsurlar sayesinde daha da önem kazanmaktadır. Eserde yer alan atasözleri, XXI. yüzyılda dahi birtakım değişikliklerle milletimiz arasında yaşamaya devam etmektedir. Bu çalışmada öncelikle Dede Korkut Kitabı'nda yer alan atasözleri ve bu atasözlerinin günümüzde kullanılan eş anlamlı türevleri tespit edilmeye çalışılacaktır. İkinci aşamada tespit edilen atasözlerinin anlamları üzerinde durulacaktır. Bu vesileyle Dede Korkut Hikâyeleri'nin tarih sahnesine çıkışından bu yana Türkçe atasözlerinin biçimsel ve anlamsal açıdan ne türlü değişim ve dönüşümlere maruz kaldıkları değerlendirilecektir. Abstract Proverbs are literary expressions which reflect the standards of judgement, ethic prices, thoughts and life style of a nation, and carry these elements between the generations. The rising date and first teller of proverbs are not known clearly. But these aphorisms which were shaped by a nation, can reach until today with original condition or similar expressions in same meaning. So proverbs can reflect the identity of a nation clearly which comes by straining from history. Dede Korkut Stories, including the sayings of our nation are one of literary works transcribed in XVI. century. Dede Korkut Stories, allowing us to determine very important points about life style and values of Turkish people, become more important due to the elements as proverbs and phrases in it. Proverbs located in this manuscript are still living between our nation with some changes in XXI. Century. In thıs study, first we are going to try to determine the proverbs located in the Book of Dede Korkut and the versions of them which are used today. Secondly we are going to stand on the meaning of these proverbs that were determined. As a result of this, formal and connotative changes and transformations will be evaluated which Turkish proverbs are exposed to them from the rising of Dede Korkut Stories to present time.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"DEDE KORKUT KİTABINDA GEÇEN ATASÖZLERİNİN ANLAMSAL İNCELEMESİ VE TÜRKİYE TÜRKÇESİNDEKİ EŞ ANLAMLILARI SEMANTIC EXAMINATION OF PROVERBS APPEAR IN BOOK OF DEDE KORKUT AND SYNONYMS IN TURKEY TURKISH","attachmentId":55805301,"attachmentType":"pdf","work_url":"https://www.academia.edu/35923898/DEDE_KORKUT_K%C4%B0TABINDA_GE%C3%87EN_ATAS%C3%96ZLER%C4%B0N%C4%B0N_ANLAMSAL_%C4%B0NCELEMES%C4%B0_VE_T%C3%9CRK%C4%B0YE_T%C3%9CRK%C3%87ES%C4%B0NDEK%C4%B0_E%C5%9E_ANLAMLILARI_SEMANTIC_EXAMINATION_OF_PROVERBS_APPEAR_IN_BOOK_OF_DEDE_KORKUT_AND_SYNONYMS_IN_TURKEY_TURKISH","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35923898/DEDE_KORKUT_K%C4%B0TABINDA_GE%C3%87EN_ATAS%C3%96ZLER%C4%B0N%C4%B0N_ANLAMSAL_%C4%B0NCELEMES%C4%B0_VE_T%C3%9CRK%C4%B0YE_T%C3%9CRK%C3%87ES%C4%B0NDEK%C4%B0_E%C5%9E_ANLAMLILARI_SEMANTIC_EXAMINATION_OF_PROVERBS_APPEAR_IN_BOOK_OF_DEDE_KORKUT_AND_SYNONYMS_IN_TURKEY_TURKISH"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="44895180" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44895180/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_KONU%C5%9EMA_%C3%96%C4%9ERET%C4%B0M%C4%B0NE_DA%C4%B0R_%C3%96%C4%9ERETMEN_B%C4%B0L%C4%B0%C5%9ELER%C4%B0_TEACHER_COGNITION_ON_TEACHING_SPEAKING_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE">YABANCI DİL OLARAK TÜRKÇE KONUŞMA ÖĞRETİMİNE DAİR ÖĞRETMEN BİLİŞLERİ TEACHER COGNITION ON TEACHING SPEAKING IN TEACHING TURKISH AS A FOREIGN LANGUAGE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4345689" href="https://hacettepe.academia.edu/MehmetKuruday%C4%B1o%C4%9Flu">Mehmet Kurudayıoğlu</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Zeitschrift für die Welt der Türken, 2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Bu çalışmanın amacı yabancı dil olarak Türkçe öğretenlerin konuşma öğretimi hakkında sahip oldukları öğretmen bilişlerini ortaya çıkartmaktır. Öğretmen bilişi, öğretmenlerin sahip olduğu bilgilerinin tümünün sınıf içi uygulamalara yansıması olarak tanımlanabilir. Araştırma, nitel araştırma yöntemlerinden faydalanılarak yürütülmüştür. Araştırmanın çalışma grubunu, Gazi Üniversitesi TÖMER, Ankara Üniversitesi TÖMER ve bir özel öğretim kurumunda Türkçeyi yabancı dil olarak öğreten toplam 12 öğretmen oluşturmaktadır. Çalışmanın verileri uzman görüşüne sunularak geçerliği ve güvenirliği sağlanmış yarı yapılandırılmış görüşme formu aracılığı ile toplanmıştır. Elde edilen veriler içerik çözümlemesi ile analiz edilmiştir. Bu çerçevede öğretmenlerin ifadeleri kategorilere ayrılarak sıklıkları ile beraber tablo hâlinde sunulmuş ve yorumlanmıştır. Öğretmenlerin çoğunluğu dil becerilerinin birlikte öğretilmesi gerektiğini, öğretim sürecinde sesletim becerisinin süreç boyunca tekrarlarla geliştirilmesini; öğretmenlerin yarısından fazlası yabancı dil öğretim sürecinde aracı bir dilin kesinlikle kullanılmaması gerektiğini; öğretmenlerin önemli bir kısmı konuşma öğretimi konusunda kendisini yetersiz gördüğünü belirtmişlerdir. Sonuç olarak, yabancılara Türkçe konuşma öğretimi konusunda öğretmenlerin istenilen düzeyde bir bilişe sahip olmadıkları söylenebilir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE KONUŞMA ÖĞRETİMİNE DAİR ÖĞRETMEN BİLİŞLERİ TEACHER COGNITION ON TEACHING SPEAKING IN TEACHING TURKISH AS A FOREIGN LANGUAGE","attachmentId":65413622,"attachmentType":"pdf","work_url":"https://www.academia.edu/44895180/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_KONU%C5%9EMA_%C3%96%C4%9ERET%C4%B0M%C4%B0NE_DA%C4%B0R_%C3%96%C4%9ERETMEN_B%C4%B0L%C4%B0%C5%9ELER%C4%B0_TEACHER_COGNITION_ON_TEACHING_SPEAKING_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44895180/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_KONU%C5%9EMA_%C3%96%C4%9ERET%C4%B0M%C4%B0NE_DA%C4%B0R_%C3%96%C4%9ERETMEN_B%C4%B0L%C4%B0%C5%9ELER%C4%B0_TEACHER_COGNITION_ON_TEACHING_SPEAKING_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="36811159" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36811159/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0N%C4%B0N_K%C3%9CLT%C3%9CREL_BOYUTU_T%C3%9CRK%C3%87E_KALIP_S%C3%96ZLER%C4%B0N_FARSLARA_%C3%96%C4%9ERET%C4%B0M%C4%B0">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNİN KÜLTÜREL BOYUTU: TÜRKÇE KALIP SÖZLERİN FARSLARA ÖĞRETİMİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="15364386" href="https://aydin.academia.edu/emrahboylu">emrah boylu</a></div><p class="ds-related-work--abstract ds2-5-body-sm">ÖZ: Türkçenin yabancı dil olarak öretimi literatürüne ba-kıldıında, Türkçenin sözvarlıı içerisinde önemli bir yere sahip olan kalıp sözlerin öretimine yeterince deinilmedii dikkati çek-mektedir. Ancak kalıp sözler kullanıldıkları toplumun dil ve kültür yapısını yansıttıı için yabancı dil öretiminde hem hedef kitle hem de dil öretenler açısından son derece önemlidir. Bu önem, yabancı dil öretiminde iletiimsel yaklaımların yaygınlamasıyla birlikte daha da belirgin bir ekilde ortaya çıkmıtır. Bu bilgiler ııında bu çalımada, Türkçe ile Farsça arasındaki sık kullanılan ve edeer olan 232 adet kalıp söz tespit edilmi ve Türkçeyi yabancı dil olarak örenen Farslara bu sözlerin öretiminde (farkındalık kazandırılma-sında), Türk ve Fars kültürünün müterek unsurlarından nasıl yarar-lanılacaı açıklanmıtır. Bunlara ek olarak, yine Türkçede olup fakat Farsçada karılıı olmayan ancak Türkçede sık olarak kullanı-lan toplam 45 adet kalıp söz tespit edilerek özelde Farslara Türkçe öretiminde, genelde ise yabancılara Türkçe kalıp sözlerin öretimi sürecinde dikkat edilmesi gereken temel hususların neler olduu açıklanmıtır ABSTRACT: When we consider the literature of teaching Turkish as a foreign language, it is noticed that teaching phrasal ex-* Aydın Üni. Eitim Fak. Türkçe Öretmenlii Böl. emrahboylu@aydin.edu.tr</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNİN KÜLTÜREL BOYUTU: TÜRKÇE KALIP SÖZLERİN FARSLARA ÖĞRETİMİ","attachmentId":56761393,"attachmentType":"pdf","work_url":"https://www.academia.edu/36811159/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0N%C4%B0N_K%C3%9CLT%C3%9CREL_BOYUTU_T%C3%9CRK%C3%87E_KALIP_S%C3%96ZLER%C4%B0N_FARSLARA_%C3%96%C4%9ERET%C4%B0M%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36811159/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0N%C4%B0N_K%C3%9CLT%C3%9CREL_BOYUTU_T%C3%9CRK%C3%87E_KALIP_S%C3%96ZLER%C4%B0N_FARSLARA_%C3%96%C4%9ERET%C4%B0M%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="37289109" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37289109/COMPARISON_OF_VOCABULARY_AND_FREQUENCY_USED_IN_COURSE_BOOKS_FOR_TURKISH_AND_GERMAN_AS_A_FORE%C4%B0GN_LANGUAGE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_VE_ALMANCA_DERS_K%C4%B0TAPLARINDA_KULLANILAN_S%C3%96Z_VARLI%C4%9EI_VE_SIKLIKLARININ_KAR%C5%9EILA%C5%9ETIRMASI_1">COMPARISON OF VOCABULARY AND FREQUENCY USED IN COURSE BOOKS FOR TURKISH AND GERMAN AS A FOREİGN LANGUAGE YABANCI DİL OLARAK TÜRKÇE VE ALMANCA DERS KİTAPLARINDA KULLANILAN SÖZ VARLIĞI VE SIKLIKLARININ KARŞILAŞTIRMASI 1</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="7798354" href="https://marmara.academia.edu/Sevim%C3%87elik">Sevim Çelik Önemli</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Vocabulary is vital for an effective use of a language. Therefore the vocabulary has important role on fulfilling the recently adopted target of " to upskill the individual communication ability " which is the leading aim of foreign language teaching Considering this foreign language education books should transfer the vocabulary in a spiral way for all levels. In this research which based on the question of " Is there any difference between the vocabulary used in A1 and A2 level course books for German as a foreign language and Turkish as a foreign language? " , the vocabulary in two couser books are compared. For German teaching as foreign language Netzwerk Series of Goethe Institute; for Turkish teaching as foreign language Hittite Series of Yunus Emre Institute are selected. This comparison is done in both vocabulary meaning and frequency. In this descriptive study, document analysis and survey method are practised. The results of the analysis with the help of Cibakaya program from research documents, results and comments of the data gathered both within the language itself and from the comparison of two languages are given and topic-related advices are offered. Key Words: Turkish as foreign language, German as foreign language, vocabulary, frequency, course books. ÖZET Bireyin dili etkili bir şekilde kullanabilmesinde, sahip olduğu söz varlığı çok önemlidir. Bu nedenle, son yıllarda benimsenen yabancı dil öğretim amaçlarının başında gelen " kişiye iletişim becerisi kazandırmak " hedefinin gerçekleştirilebilmesinde söz varlığının rolü büyüktür. Bu noktadan hareketle yabancı dil ders kitaplarının her seviyeyi gözeterek, gerekli olan söz varlığını sarmal bir şekilde aktarması beklenmektedir. " Yabancı dil olarak Almanca ve yabancı dil olarak Türkçe için hazırlanmış ders kitaplarının A1 ve A2 seviyelerinde kullanılan söz varlığı arasında bir fark var mıdır? " sorusunun temelini oluşturduğu bu araştırmada, iki ders kitabındaki söz varlıkları karşılaştırılmıştır. Yabancı dil olarak Almanca öğretimi için Goethe Enstitüsünde kullanılan Netzwerk Serisi, yabancı dil olarak Türkçe öğretimi için Yunus Emre Enstitüsünde kullanılan Hitit Serisi seçilmiştir. Bu karşılaştırma hem söz varlığı bağlamında, hem de sıklık bağlamında yapılmıştır. Betimsel bir çalışma olan bu araştırmada doküman analizi ve tarama yöntemi uygulanmıştır. Araştırma dokümanlarından elde edilen veriler Cibakaya programı yardımıyla analiz edilmiş, hem dilin kendi içinde hem de iki dil arasında karşılaştırma yapılarak sonuç ve yorumlar ortaya konarak konu ile ilgili öneriler sunulmuştur. Anahtar Kelimeler: Yabancı dil olarak Türkçe, yabancı dil olarak Almanca, söz varlığı, sıklık, ders kitapları.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"COMPARISON OF VOCABULARY AND FREQUENCY USED IN COURSE BOOKS FOR TURKISH AND GERMAN AS A FOREİGN LANGUAGE YABANCI DİL OLARAK TÜRKÇE VE ALMANCA DERS KİTAPLARINDA KULLANILAN SÖZ VARLIĞI VE SIKLIKLARININ KARŞILAŞTIRMASI 1","attachmentId":57244169,"attachmentType":"pdf","work_url":"https://www.academia.edu/37289109/COMPARISON_OF_VOCABULARY_AND_FREQUENCY_USED_IN_COURSE_BOOKS_FOR_TURKISH_AND_GERMAN_AS_A_FORE%C4%B0GN_LANGUAGE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_VE_ALMANCA_DERS_K%C4%B0TAPLARINDA_KULLANILAN_S%C3%96Z_VARLI%C4%9EI_VE_SIKLIKLARININ_KAR%C5%9EILA%C5%9ETIRMASI_1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/37289109/COMPARISON_OF_VOCABULARY_AND_FREQUENCY_USED_IN_COURSE_BOOKS_FOR_TURKISH_AND_GERMAN_AS_A_FORE%C4%B0GN_LANGUAGE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_VE_ALMANCA_DERS_K%C4%B0TAPLARINDA_KULLANILAN_S%C3%96Z_VARLI%C4%9EI_VE_SIKLIKLARININ_KAR%C5%9EILA%C5%9ETIRMASI_1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="44431896" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44431896/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0LB%C4%B0LG%C4%B0SEL_KAYNAKLI_G%C3%9C%C3%87L%C3%9CKLER%C4%B0N_BEL%C4%B0RLENMES%C4%B0_A_STUDY_INTO_THE_GRAMMAR_BASED_DIFFICULTIES_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE DİLBİLGİSEL KAYNAKLI GÜÇLÜKLERİN BELİRLENMESİ A STUDY INTO THE GRAMMAR-BASED DIFFICULTIES IN TEACHING TURKISH AS A FOREIGN LANGUAGE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9636135" href="https://erbakan.academia.edu/ZuhalGuven">Zuhal Guven</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2217283" href="https://erbakan.academia.edu/A%C5%9Eahin">Ayten Bülbül</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Öz Yabancı dil olarak Türkçe öğretimi programlarının değerlendirilebilmesi ve geliştirilebilmesi için nitelikli sorun analizlerinin yapılması gereklidir. Dil eğitiminin önemli bileşenlerinden biri olan dilbilgisi öğretimi alanında yaşanan güçlüklerin belirlenmesi de bu analizler arasında yer almaktadır. Yabancı dil olarak Türkçe öğrenen uluslararası öğrenciler ve alanda çalışan öğretim elemanlarının karşılaştıkları temel düzeyde dilbilgisel güçlükleri saptamak amacıyla yapılan bu çalışma Necmettin Erbakan Üniversitesi Türkçe Öğretimi Uygulama ve Araştırma Merkezi'nde (KONDİL) gerçekleştirilmiştir. 66 uluslararası öğrenci ve 7 öğretim elemanının katılımcı olarak yer aldığı bu çalışmada yöntem olarak betimsel tarama modeli kullanılmıştır. 22 soru ve altı alt bileşenden oluşan sormaca ile toplanan veriler SPSS 21.0 ile çözümlenmiştir. Elde edilen bulgular öğrenciler ve öğretim elemanlarının görüşlerinin Adlar alt bileşeni hariç diğer tüm bileşenlerde birbirine koşut olduğunu göstermiştir. Anahtar Kelimeler: Dilbilgisi, Dilbilgisi Öğrenimi, Dilbilgisel Güçlük, Yabancı Dil Olarak Türkçe Öğretimi. Abstract It is essential to do qualified needs analyses to evaluate and develop Teaching Turkish as a Foreign Language programs. It is also significantly important for various reasons to detect difficulties in teaching and learning grammar, which is one of main components in language teaching. This study was conducted at Turkish Teaching, Application and Research Center (KONDİL) in Necmettin Erbakan University with an aim to investigate the grammar difficulties that learners and teachers met in learning/teaching Turkish as a foreign language. The study group was composed of 66 international students and 7 teachers. Descriptive survey model was used as a method and the data were collected through a survey with 22 items and 6 components. The collected data were statistically analysed through the SPSS 21.0. The findings revealed that the opinions of students and teachers about the grammatical difficulties they had in learning/teaching Turkish were similar for all the components except for the Nouns component.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE DİLBİLGİSEL KAYNAKLI GÜÇLÜKLERİN BELİRLENMESİ A STUDY INTO THE GRAMMAR-BASED DIFFICULTIES IN TEACHING TURKISH AS A FOREIGN LANGUAGE","attachmentId":64849492,"attachmentType":"pdf","work_url":"https://www.academia.edu/44431896/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0LB%C4%B0LG%C4%B0SEL_KAYNAKLI_G%C3%9C%C3%87L%C3%9CKLER%C4%B0N_BEL%C4%B0RLENMES%C4%B0_A_STUDY_INTO_THE_GRAMMAR_BASED_DIFFICULTIES_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44431896/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0LB%C4%B0LG%C4%B0SEL_KAYNAKLI_G%C3%9C%C3%87L%C3%9CKLER%C4%B0N_BEL%C4%B0RLENMES%C4%B0_A_STUDY_INTO_THE_GRAMMAR_BASED_DIFFICULTIES_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="76087289" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/76087289/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_KILAVUZLARI">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KONUŞMA KILAVUZLARI</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="173957799" href="https://independent.academia.edu/EL%C4%B0FERMAGAN">ELİF ERMAGAN</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KONUŞMA KILAVUZLARI","attachmentId":83766322,"attachmentType":"pdf","work_url":"https://www.academia.edu/76087289/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_KILAVUZLARI","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/76087289/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_KILAVUZLARI"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":43165972,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":43165972,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_43165972" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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