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Dissertation, Ankara, 2019.</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":"Hacettepe Üniversitesi Türkiyat Araştırmaları Enstitüsü Türkiyat Araştırmaları Anabilim Dalı YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE ÖYKÜ: B2 DÜZEYİNDE OKUMA VE YAZMA BECERİSİ GELİŞTİRME","attachmentId":65145673,"attachmentType":"pdf","work_url":"https://www.academia.edu/44672781/Hacettepe_%C3%9Cniversitesi_T%C3%BCrkiyat_Ara%C5%9Ft%C4%B1rmalar%C4%B1_Enstit%C3%BCs%C3%BC_T%C3%BCrkiyat_Ara%C5%9Ft%C4%B1rmalar%C4%B1_Anabilim_Dal%C4%B1_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_%C3%96YK%C3%9C_B2_D%C3%9CZEY%C4%B0NDE_OKUMA_VE_YAZMA_BECER%C4%B0S%C4%B0_GEL%C4%B0%C5%9ET%C4%B0RME","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/44672781/Hacettepe_%C3%9Cniversitesi_T%C3%BCrkiyat_Ara%C5%9Ft%C4%B1rmalar%C4%B1_Enstit%C3%BCs%C3%BC_T%C3%BCrkiyat_Ara%C5%9Ft%C4%B1rmalar%C4%B1_Anabilim_Dal%C4%B1_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_%C3%96YK%C3%9C_B2_D%C3%9CZEY%C4%B0NDE_OKUMA_VE_YAZMA_BECER%C4%B0S%C4%B0_GEL%C4%B0%C5%9ET%C4%B0RME"><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="1" data-entity-id="11993380" 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/11993380/YANLI%C5%9E_%C3%87%C3%96Z%C3%9CMLEMES%C4%B0_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_B2_D%C3%9CZEY%C4%B0NDEK%C4%B0_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_YAZILI_MET%C4%B0NLER%C4%B0NE_%C4%B0L%C4%B0%C5%9EK%C4%B0N_G%C3%96R%C3%9CN%C3%9CMLER">YANLIŞ ÇÖZÜMLEMESİ: YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN B2 DÜZEYİNDEKİ ÖĞRENCİLERİN YAZILI METİNLERİNE İLİŞKİN GÖRÜNÜMLER </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="3581010" href="https://asiatravel365.academia.edu/G%C3%B6khan%C3%87etinkaya">Gökhan Çetinkaya</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Bu araştırmanın amacı, B2 düzeyinde yabancı dil olarak Türkçe öğrenen öğrencilerin yazılı anlatımlarında yaptıkları yanlışları betimlemektir. Çalışmanın önemi, öğrencilerin yaptıkları yanlışları yanlış çözümlemesi yaklaşımı ile dilsel, bilişsel işlemleme ve iletişimsel özelliklerine göre üç ayrı bakış açısıyla bir arada değerlendirmesi ve bütüncül bir betimleme sağlaması açısından belirginleşmektedir. Araştırma nitel araştırma deseninde içerik analizi tekniği kullanılarak gerçekleştirilmiştir. Araştırmanın çalışma grubunu 2014-2015 Eğitim-Öğretim yılında Gaziantep Üniversitesi, Türkçe Öğretim Merkezi’nde B2 düzeyinde öğrenimlerini sürdüren 50 öğrenci oluşturmuştur. Katılımcıların tamamının anadilleri Arapça olup yaşları 18-26 aralığındadır. Veriler öğrencilere 250-300 sözcüklük bir metin yazdırılarak elde edilmiştir. Daha sonra, öğrencilerin oluşturdukları metinlerde yer alan yanlışlar dilsel, bilişsel işlemleme ve iletişimsel özelliklerine göre araştırmacının yanı sıra iki uzman olmak üzere 3 kişi tarafından çözümlenmiştir. Yapılan çözümleme sonucunda, öğrencilerin yazılı metinlerinde toplam 337 yanlış saptanmıştır. Dilsel özelliklerine göre, yanlışların %15,73’ü yazımsal, %15,43’ü sözlüksel- anlamsal, %16,91’i sözdizimsel ve %51,93’ü biçimbilimsel bulunmuştur. Bilişsel işlemleme özelliklerine göre yanlışların, %13,35’i eksiltme, %14,84’ü ekleme, %54,90’ı değiştirim ve %16,91’i yer değiştirme olarak saptanmıştır. İletişimsel özelliklerine göre, yapılan yanlışların %81,31’i bölümsel, %14,84’ü ise bütünseldir. Öğretmenin yabancı dil öğretim sürecinde öğrencilerin yazılı çıktılarını yanlış çözümlemesi ilkeleri uyarınca dilsel, bilişsel işlemleme ve iletişimsel özellikleri açısından tanımlaması yanlışın kaynağı konusunda ona ayrıntılı veri sağlayabilir. Öğretmenin öğrencilerin yaptıkları yanlışlara nitelikli geribildirimler verebilmesi için yanlışın özelliklerini tanımlaması önemlidir. Çünkü öğretmen öğrencinin yanlışını düzeltip düzeltmeyeceğine, eğer düzeltecekse nasıl düzeltmesi gerektiğine ancak yanlışın özelliklerini tanımlayıp kaynağına indiğinde karar verebilir.</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":"YANLIŞ ÇÖZÜMLEMESİ: YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN B2 DÜZEYİNDEKİ ÖĞRENCİLERİN YAZILI METİNLERİNE İLİŞKİN GÖRÜNÜMLER ","attachmentId":37337182,"attachmentType":"pdf","work_url":"https://www.academia.edu/11993380/YANLI%C5%9E_%C3%87%C3%96Z%C3%9CMLEMES%C4%B0_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_B2_D%C3%9CZEY%C4%B0NDEK%C4%B0_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_YAZILI_MET%C4%B0NLER%C4%B0NE_%C4%B0L%C4%B0%C5%9EK%C4%B0N_G%C3%96R%C3%9CN%C3%9CMLER","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span 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öğrenen temel düzeydeki Arapça konuşurlarının sesli okuma ve konuşma etkinlikleri sırasında yapmış oldukları sesletim hatalarını tespit etmek; bu hataları ana dili etkisi, cinsiyet ve yaş değişkenleri ekseninde incelemek amaçlanmıştır. Araştırmanın katılımcıları benzeşik (homojen) örnekleme yöntemiyle seçilen, Azez ve Afrin Yunus Emre Türk Kültür Merkezlerindeki temel düzey kurslarında Türkçe öğrenen 91 öğreniciden oluşmaktadır. Çalışmada ana dilinin yanı sıra yaş ve cinsiyet değişkenlerinin sesletim becerisindeki etkisini tespit etmek amaçlandığından araştırmaya 58 yetişkin (32 erkek-26 kadın) ve 33 çocuk (18 erkek-15 kız) katılım göstermiştir. Parçalı-parçalarüstü birimlerdeki sesletim hatalarını tespit edebilmek için okuma metinleri, ana dili konuşurları (6 yetişkin-6 çocuk) tarafından da sesletilmiştir. Yabancı dil öğrenicilerinin hedef dil konuşurlarıyla iletişime geçmesinin yolu; anlaşılır, akıcı ve doğru konuşma becerisinden geçer. Bu sebeple Diller İçin Avrupa Ortak Başvuru Metni’nde (D-AOBM), sesletim becerisinin kazandırılmasına yönelik kazanımlar konuşma dilinin nitel özellikleri ve sesbilimsel denetim ölçeği başlığı altında sunulmuştur. Buna göre öğrenici hedef dilin seslerini ancak C2 düzeyinde açıklık ve netlikle sesletebilir hâle gelmektedir. Ancak bireylerin temel düzeyden itibaren hedef dilin parçalı-parçalarüstü özelliklerini sınırlı alanda da olsa kullanabileceğine yönelik kazanımlara da yer verilmiştir. Söz konusu sesletim kazanımlarının öğrenici tarafından elde edilip edilmediğinin anlaşılmasının yolu; geçerli ve güvenilir araştırmalarla mümkündür. Bu sebeple temel düzey Türkçe öğretimi setlerinden seçilen 12 okuma metni ve 4 bağımsız konuşma sorusu öğrenicilere sunulmuş, öğrenicilerin sesli okuma ve konuşma performansları kayıt altına alınmıştır. Verilerin incelenmesinde Praat (Boersma ve Weenink, 2024) ses analizi programından yararlanılmıştır. Öğrenicilerin ve ana dili konuşurlarının ses kayıtlarından elde edilen veriler, Python programlama diliyle grafikleştirilmiş; nitel araştırma desenlerinden betimsel analiz ve içerik analiziyle incelenerek yorumlanmıştır. Araştırma sonucunda öğrenicilerin parçalı birimlerdeki sesletim hatalarının kritik dönem hipotezini destekleyecek nitelikte olduğu tespit edilmiştir. Çocukların farklı nitelikteki ünlüler ve ünsüzlerle kurulan hece birliklerini sesletmekte yetişkinlerden daha başarılı olduğu ancak cinsiyet değişkeni açısından incelendiğinde yetişkinlerde erkeklerin, çocuklarda ise kızların Türkçenin sesbirimlerini üretmekte daha az güçlük yaşadığı bulgusuna ulaşılmıştır. Ana dili engeli açısından analiz edildiğinde ise öğrenicilerin ana dilinin fonetik envanterinde bulunmayan seslerden sırasıyla en çok /ü/, daha sonra /ö/, akabinde /ı/ ve son olarak /o/ ile kurulan hece birliklerini üretmekte sorun yaşadığı görülmüştür. Ayrıca öğreniciler, Türkçe sözcük ve cümle vurgularında da ana dilinden olumsuz aktarımlar yapmıştır. Öğrenicilerin sosyal olarak anlaşılır düzeyde aksan hedefine ulaşabilmesi ve iletişim engellerini aşabilmesi amacıyla öğreticilere, program tasarlayıcılara ve araştırmacılara öneriler sunulmuştur.</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":"ARAPÇA KONUŞURLARININ ERKEN VE GEÇ DİL ÖĞRENİM SÜREÇLERİNDE TÜRKÇE SESLETİM BECERİLERİ","attachmentId":116740323,"attachmentType":"pdf","work_url":"https://www.academia.edu/121986367/ARAP%C3%87A_KONU%C5%9EURLARININ_ERKEN_VE_GE%C3%87_D%C4%B0L_%C3%96%C4%9EREN%C4%B0M_S%C3%9CRE%C3%87LER%C4%B0NDE_T%C3%9CRK%C3%87E_SESLET%C4%B0M_BECER%C4%B0LER%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/121986367/ARAP%C3%87A_KONU%C5%9EURLARININ_ERKEN_VE_GE%C3%87_D%C4%B0L_%C3%96%C4%9EREN%C4%B0M_S%C3%9CRE%C3%87LER%C4%B0NDE_T%C3%9CRK%C3%87E_SESLET%C4%B0M_BECER%C4%B0LER%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="6" data-entity-id="108199247" 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/108199247/T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_YABANCI_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_KONU%C5%9EMA_SORUNLARI_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0_A2_%C3%96RNE%C4%9E%C4%B0_">TÜRKÇE ÖĞRENEN YABANCI ÖĞRENCİLERİN KONUŞMA SORUNLARI VE ÇÖZÜM ÖNERİLERİ (A2 ÖRNEĞİ)</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="41107652" href="https://akdeniz.academia.edu/UgurOzbilen">Ugur Ozbilen</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="231881834" href="https://independent.academia.edu/AhmetZekiG%C3%BCven">Ahmet Zeki Güven</a></div><p class="ds-related-work--metadata ds2-5-body-xs">II. International Symposium of Educational Sciences and Social Sciences BİLDİRİ TAM METİN KİTABI , 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Gerek Türkiye'de gerekse dünyanın farklı bölgelerinde Türkçenin yabancı dil olarak öğretimi üniversitelere bağlı kurumlar (TÖMER, Yunus Emre Enstitüsü) ve özel kuruluşlar tarafından gerçekleştirilmektedir. Kurumların ortak öğretim çerçevesi dört dil becerisi üzerine kurulmuştur. Dört dil becerisine ek olarak dilbilgisi öğretimi de yapılmaktadır. Bu becerilerin öğretimi sırasında da çeşitli problemlerle karşılaşılmaktadır. Bu problemlerin başında da konuşma sırasında yaşanan sorunlar gelmektedir. Öğrenciler, yeni bir dili öğrenirken aynı zamanda yeni bir alfabe de öğrenmektedirler. Bu durum da öğrencilerin harfler, heceler veya kelimelerin telaffuzu sırasında çeşitli hatalar yapmalarına sebep olmaktadır. Bu amaçla bu çalışmada A2 seviyesinde öğrenim gören öğrencilerin telaffuz sırasında yaptıkları hataların tespiti ve bu hataların giderilmesi için getirilebilecek bazı çözüm önerileri üzerinde durulmuştur. Çalışmanın deseni eylem araştırmasıdır. Çalışmanın verileri katılımcı olarak gözlemci tekniği ile elde edilmiştir. Çalışma sonucunda A2 seviyesindeki öğrencilerin konuşma sırasında en çok yaptıkları hataların eklerle ilgili hatalar olduğu tespit edilirken, en az hata yaptıkları hata türü ise sözcük türleri ile ilgilidir.</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":"TÜRKÇE ÖĞRENEN YABANCI ÖĞRENCİLERİN KONUŞMA SORUNLARI VE ÇÖZÜM ÖNERİLERİ (A2 ÖRNEĞİ)","attachmentId":106645393,"attachmentType":"pdf","work_url":"https://www.academia.edu/108199247/T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_YABANCI_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_KONU%C5%9EMA_SORUNLARI_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0_A2_%C3%96RNE%C4%9E%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/108199247/T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_YABANCI_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_KONU%C5%9EMA_SORUNLARI_VE_%C3%87%C3%96Z%C3%9CM_%C3%96NER%C4%B0LER%C4%B0_A2_%C3%96RNE%C4%9E%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="36069430" 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/36069430/YABANCI_D%C4%B0L_%C3%96%C4%9EREN%C4%B0M%C4%B0NDE_MOT%C4%B0VASYON_VE_%C4%B0LET%C4%B0%C5%9E%C4%B0M_KURMAYA_%C4%B0STEKL%C4%B0L%C4%B0%C4%9E%C4%B0N_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_%C3%9CZER%C4%B0NDEK%C4%B0_ETK%C4%B0S%C4%B0">YABANCI DİL ÖĞRENİMİNDE MOTİVASYON VE İLETİŞİM KURMAYA İSTEKLİLİĞİN KONUŞMA BECERİSİ ÜZERİNDEKİ ETKİSİ</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="26670107" href="https://gazi.academia.edu/Nesli%C5%9FahG%C3%BCne%C5%9F">Neslişah Güneş</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Dil öğreniminde kişilik özelliklerinin öğrenci başarısına etkisi, eğitim alanında oldukça sık araştırılan bir konudur. Özellikle yabancı dil eğitiminde performansı ve başarıyı etkileyen kişilik özellikleri, öğrenme stilleri ve stratejileri, özgüven, özsaygı, öz denetleme becerisi gibi birçok unsur vardır. Dilbilimciler ve eğitimcilerin en çok üzerinde durduğu konulardan olan motivasyon ve iletişim kurma istekliliği ise, yabancı dil öğrenimini direkt olarak etkileyen unsurlar arasındadır. Motivasyon ve Dil Öğrenimi Dörnyei (2005)'e göre motivasyon, dil öğrenme sürecini başlatmak ve devam ettirmek için gerekli olan itici güçtür. Eğer öğrencide motivasyon varsa, bir bilgiyi edinmek veya bir aktiviteyi başlatıp tamamlamak için daha isteklidir. Genel anlamda bakıldığında motivasyonun öğrencinin derse katılımını, derse karşı tutumlarını ve akademik başarısını etkilediği görülür.</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 ÖĞRENİMİNDE MOTİVASYON VE İLETİŞİM KURMAYA İSTEKLİLİĞİN KONUŞMA BECERİSİ ÜZERİNDEKİ ETKİSİ","attachmentId":55957206,"attachmentType":"docx","work_url":"https://www.academia.edu/36069430/YABANCI_D%C4%B0L_%C3%96%C4%9EREN%C4%B0M%C4%B0NDE_MOT%C4%B0VASYON_VE_%C4%B0LET%C4%B0%C5%9E%C4%B0M_KURMAYA_%C4%B0STEKL%C4%B0L%C4%B0%C4%9E%C4%B0N_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_%C3%9CZER%C4%B0NDEK%C4%B0_ETK%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/36069430/YABANCI_D%C4%B0L_%C3%96%C4%9EREN%C4%B0M%C4%B0NDE_MOT%C4%B0VASYON_VE_%C4%B0LET%C4%B0%C5%9E%C4%B0M_KURMAYA_%C4%B0STEKL%C4%B0L%C4%B0%C4%9E%C4%B0N_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_%C3%9CZER%C4%B0NDEK%C4%B0_ETK%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="8" 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 class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="45018948" 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/45018948/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_VE_TELAFFUZ_E%C4%9E%C4%B0T%C4%B0M%C4%B0">YABANCILARA TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ VE TELAFFUZ EĞİTİMİ</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="37337012" href="https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit">yunus şenyiğit</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">One of the barriers for using a target language as a communicative tool is the issues of pronunciation. The meanings of the concepts of speech, articulation, pronunciation, diction were examined in this article, which aims to answer the questions of how and how much to give place to pronunciation training in Turkish education for foreigners, and it has been tried to develop an overview of pronunciation education in foreign language teaching by using the literature survey method. In order to draw a frame on how and how much training of pronunciation takes place in the textbooks prepared for teaching Turkish for foreigners; “Gazi, Turkish for Foreigners / A1 Basic Level”, and “Yedi Ġklim Turkish A1 Level Course Book”, and ”Istanbul / Turkish for Foreigners“, and “Turkish Curriculum as a Foreign Language” prepared by Ankara University, were examined. It has been tried to determine the role of pronunciation education in language teaching approaches, and recommendations have been made for strategies that can be used for pronunciation education and activities that can be applied. It has been concluded that the pronunciation education in Turkish teaching for foreigners should be taken from the A1 level and repeated within the process and integrated with the curriculum.</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":"YABANCILARA TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ VE TELAFFUZ EĞİTİMİ","attachmentId":65566733,"attachmentType":"pdf","work_url":"https://www.academia.edu/45018948/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_VE_TELAFFUZ_E%C4%9E%C4%B0T%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/45018948/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_VE_TELAFFUZ_E%C4%9E%C4%B0T%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></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":61660511,"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":61660511,"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_61660511" 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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